经理人员成就取向的多特征结构分析

本研究在理论分析的基础上对经理人员成就取向的结构和特征进行了实证分析 ,共有 2 3 5名经理人员参加了问卷调查。结果发现 ,经理人员成就取向具有自我 -社会取向和过程 -结果取向的多维结构 ,并且相应地表现为自我利益获取、团体利益贡献、工作行为表现和工作目标超越等方面的特征。研究还发现 ,经理人员成就取向的结构特征还与个人的年龄、职务层次、从事管理工作年限以及所在企业的性质等因素有关。     

实践社区成员的成就动机对知识传播的影响

为了研究成就动机对实践社区及其成员的知识传播过程的影响,采用自编实践社区成员成就动机问卷以及知识传播过程与效果问卷对重庆、银川、南京、上海等地企业的430名实践社区成员进行测量,研究了成就动机对知识传播的影响.结果表明:问卷具有良好的信度和效度;不同性别被试的社会取向成就动机存在显著差异;工作年限为11-15年的被试社会取向成就动机识显著高于其他组别;自我取向成就动机对知识传播的路径系数除"自我取向-区内吸收"外均达到显著性水平,即对"知识传播投入程度"、"社区外知识获取能力"及"知识传播效果"的预测作用都是正向的;社会取向成就动机仅对知识传播效果产生显著影响.     

Self-reported interference with academic functioning and eating disordered symptoms: associations with multiple dimensions of body image

A sample of 1583 undergraduates completed a multidimensional measure of body image (Multidimensional Body-Self Relations Questionnaire, MBSRQ) and a new scale, the Eating and Body Image Disturbances Academic Interference Scale (EBIDAIS). All five subscales of the MBSRQ were related to higher levels of self-reported interference with academic functioning in correlational analyses. For the entire sample, a regression revealed that only the appearance orientation subscale of the MBSRQ did not explain unique variance associated with EBIDAIS scores. A few gender differences emerged when separate regressions were conducted, however, overweight preoccupation was the variable that predicted the largest unique variance for both genders. The results suggest that academic interference should be considered as a possible variable when evaluating the social and occupational problems associated with body image disturbance.     

The simplest complete model of choice response time: linear ballistic accumulation

We propose a linear ballistic accumulator (LBA) model of decision making and reaction time. The LBA is simpler than other models of choice response time, with independent accumulators that race towards a common response threshold. Activity in the accumulators increases in a linear and deterministic manner. The simplicity of the model allows complete analytic solutions for choices between any number of alternatives. These solutions (and freely-available computer code) make the model easy to apply to both binary and multiple choice situations. Using data from five previously published experiments, we demonstrate that the LBA model successfully accommodates empirical phenomena from binary and multiple choice tasks that have proven difficult for other theoretical accounts. Our results are encouraging in a field beset by the tradeoff between complexity and completeness.     

Using category structures to test iterated learning as a method for identifying inductive biases

Many of the problems studied in cognitive science are inductive problems, requiring people to evaluate hypotheses in the light of data. The key to solving these problems successfully is having the right inductive biases—assumptions about the world that make it possible to choose between hypotheses that are equally consistent with the observed data. This article explores a novel experimental method for identifying the biases that guide human inductive inferences. The idea behind this method is simple: This article uses the responses produced by a participant on one trial to generate the stimuli that either they or another participant will see on the next. A formal analysis of this "iterated learning" procedure, based on the assumption that the learners are Bayesian agents, predicts that it should reveal the inductive biases of these learners, as expressed in a prior probability distribution over hypotheses. This article presents a series of experiments using stimuli based on a well-studied set of category structures, demonstrating that iterated learning can be used to reveal the inductive biases of human learners.     

初中生人格型乐观、应对策略与学业成绩的关系

采用生活取向测量、应对方式量表对514名初中生进行调查,旨在了解人格型乐观主义、应对策略与学业成绩之间的关系。运用相关分析和回归分析的方法对它们的关系进行了考察。结果发现初中生积极和消极应对策略在其乐观主义影响学业成绩中的中介效应不显著,在不同学业成绩群体中,乐观主义、应对策略和学业成绩的关系会产生变化,乐观主义和积极应对策略对学业成绩有显著的预测力。     

Metric error monitoring in the numerical estimates

Recent studies have shown that participants can keep track of the magnitude and direction of their errors while reproducing target intervals (Akdoğan & Balcı, 2017) and producing numerosities with sequentially presented auditory stimuli (Duyan & Balcı, 2018). Although the latter work demonstrated that error judgments were driven by the number rather than the total duration of sequential stimulus presentations, the number and duration of stimuli are inevitably correlated in sequential presentations. This correlation empirically limits the purity of the characterization of “numerical error monitoring”. The current work expanded the scope of numerical error monitoring as a form of “metric error monitoring” to numerical estimation based on simultaneously presented array of stimuli to control for temporal correlates. Our results show that numerical error monitoring ability applies to magnitude estimation in these more controlled experimental scenarios underlining its ubiquitous nature.     

The relative importance of math‐ and music‐related cognitive and affective factors in predicting undergraduate music theory achievement

Based on research identifying relations between math and music, we aimed to identify the group of cognitive and affective factors related to math and music theory that best explained undergraduate music theory achievement. Using dominance analysis, we predicted the music theory course grades of 230 undergraduate music majors. Potential predictors were narrowed from measures of knowledge, aptitude, experience, confidence, and anxiety in both music theory and math as well as spatial skills and reading test scores. Results suggested that ACT math scores and music theory confidence were important predictors for Music Theories I and II grades. Music Theory I was also predicted by aptitude‐based music theory skills, and Music Theory II was also predicted by math course experience. These findings provide evidence for a relation between math and music theory and support the use of several readily available measures for college‐level music instructors to identify students who may struggle in music theory.     

Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age

Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large (N = 891 twin pairs) cross‐sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology