Testing relations between group cohesion and satisfaction in project teams: A cross-level and cross-lagged approach

Based on a two-dimensional perspective of group cohesion, this study examines the emergence of task cohesion and interpersonal cohesion in project teams and their roles in changes in members’ individual satisfaction with the team. Specifically, we tested a direct-effect and mediation model of the cross-level relationship between team task and interpersonal cohesion and individual satisfaction with the team over time. With a sample of 74 newly created project teams, the hypotheses were tested using a two-wave panel design. Results indicate that task cohesion emerges more strongly than interpersonal cohesion during the first stages of work in project teams. Moreover, the cross-lagged relationship between team interpersonal cohesion and individual satisfaction with the team was mediated by team task cohesion.     

The interactive effects of person-focused citizenship behaviour,task interdependence,and virtuality on team performance

A multifactorial between-groups experiment examined the effects of person-focused organizational citizenship behaviours (OCBP) on the performance of teams characterized by different levels of virtuality and task interdependence. Results reveal in low virtual teams the moderating effects of task interdependence on the OCBP–team performance relationship are positive; however, these effects are reversed in high virtual teams. Using social presence and task–technology fit theories, our results indicate that task context affects how OCBP impacts team performance, particularly across different levels of team virtuality. The implications for research on OCB and the management of virtual teams are discussed.     

Math Weaknesses in Survivors of Acute Lymphoblastic Leukemia Compared to Healthy Children

Difficulties in math are the most frequently reported area of academic deficit in survivors of acute lymphoblastic leukemia (ALL) and the most frequent academic complaint among parents of ALL survivors. However, previous studies that included measures of math skills have been limited by the use of only a single measure of math skills, most often a measure of written calculations, without any assessment of math reasoning or math application skills. Further, the nature of these math difficulties has not been adequately investigated. The purpose of this study was to examine the performance of ALL survivors using multiple measures of math skills. Performance was compared to a group of healthy controls matched for age and sex as well as to normative levels. Other measures of neuropsychological function were also administered, and the relationships between these measures and the math measures were explored. Converging evidence for math difficulties in ALL survivors compared to healthy controls and normative levels was found. While ALL survivors generally performed within the average range on measures of math skills, math performance was mostly related to memory function and dominant-hand psychomotor speed. By contrast, math performance of healthy children was mostly related to basic reading skills and visual-motor integration. These findings shed light on the nature of math difficulties in ALL survivors and have implications for intervention.     

Implicit task sequence learning with auditory stimuli

We investigated implicit task sequence learning with auditory stimuli. In previous studies only visual stimuli have been used and thus learning may have been due to visuoperceptual learning. Further, we explored the generality of the correlated streams account which holds that correlated streams of information are necessary for implicit sequence learning to occur. We used three classification tasks with auditory stimuli. The presence or absence of a task sequence was orthogonally manipulated with that of a response sequence. Sequence-specific learning was found, but only in the condition with both a task and a response sequence. No learning was found in the conditions with a single task sequence and with a single response sequence. These results show that task–response sequence learning occurs with auditory stimuli and that visuoperceptual learning is not necessary. Moreover, they underscore the importance of correlated streams of information for implicit sequence learning.     

Task preparation based on precues versus memory: Precues lead to superior performance with two tasks but not with four tasks

There is considerable evidence that task switching proceeds more efficiently with preparation based on explicit precues than on the basis of a learned sequence of tasks. However, this evidence stems almost exclusively from experiments in which participants switched between only two tasks. In two experiments stronger preparation effects with explicit precues compared to memory-based preparation was replicated with two tasks. With four tasks, however, preparation based on memory was at least as efficient as preparation based on precues. A third experiment ruled out the possibility that this latter finding was due to increased difficulty of cue processing with two-dimensional cues. These findings question the generalisability of observations regarding preparation effects that are based on two-task situations. It is suggested that one crucial factor regarding the relative efficiency of precue-based and memory-based preparation pertains to the fact that with two tasks, the relevant task can be determined by knowing only the previous task and whether a switch is required or not. This is not possible with four tasks that require a more elaborated task representation at the outset, which in turn may be more apt to support memory-based preparation.     

Collective student characteristics alter the effects of teaching practices on academic outcomes

The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task persistence during the first two years in school. We hypothesized that teaching practices would differentially impact the development of academic skills and task persistence depending on the collective needs of the classroom. Participants were 523 students (273 boys) from 32 classrooms across Estonia. By using multilevel modeling, we found several interactions indicating that both contextual influences are important in determining subsequent academic functioning and task persistence but that some teaching practices are more beneficial depending on the collective starting point of students. These findings highlight the importance of studying different contextual influences hand in hand when trying to understand what enhances young children's academic development.     

Behavioral pharmacology of the odor span task: Effects of flunitrazepam,ketamine, methamphetamine and methylphenidate

The Odor Span Task is an incrementing non‐matching‐to‐sample procedure that permits the study of behavior under the control of multiple stimuli. Rats are exposed to a series of odor stimuli and selection of new stimuli is reinforced. Successful performance thus requires remembering which stimuli have previously been presented during a given session. This procedure has been frequently used in neurobiological studies as a rodent model of working memory; however, only a few studies have examined the effects of drugs on performance in this task. The present experiments explored the behavioral pharmacology of a modified version of the Odor Span Task by determining the effects of stimulant drugs methylphenidate and methamphetamine, NMDA antagonist ketamine, and positive GABA_A modulator flunitrazepam. All four drugs produced dose‐dependent impairment of performances on the Odor Span Task, but for methylphenidate and methamphetamine, these occurred only at doses that had similar effects on performance of a simple odor discrimination. Generally, these disruptions were based on omission of responding at the effective doses. The effects of ketamine and flunitrazepam were more selective in some rats. That is, some rats tested under flunitrazepam and ketamine showed decreases in accuracy on the Odor Span Task at doses that did not affect simple discrimination performance. These selective effects indicate disruption of within‐session stimulus control. Overall, these findings support the potential of the Odor Span Task as a baseline for the behavioral pharmacological analysis of remembering.     

“I Made It Work”: How Using a Self-Assembled Product Increases Task Performance

Although it is well established that consumers have an increased valuation for self-assembled products, less is known about how using such products influences objective consumption outcomes. Across three experiments, the current research demonstrates that consumers perform better on tasks when they use a product they have self-assembled—as opposed to an identical but ready-to-use product. We show that this effect results from an increase in self-efficacy and rule out possible alternative accounts (i.e., product efficacy beliefs, performance motivation, feelings of psychological ownership, and product liking). In addition, we demonstrate that the self-assembly effect emerges only when consumers actually use the self-assembled product, is robust when product assembly requires different amounts of time and effort, and is not merely the result of a question-behavior effect. Theoretical contributions and opportunities for future research are discussed.     

Assessment of driver’s attentional resource allocation to visual,cognitive, and action processing by brain and eye signals

Driving a vehicle is comprised of multiple tasks (e.g., monitoring the environment around the vehicle, planning the trajectory, and controlling the vehicle), and requires the allocation of capacity-limited attentional resources to visual, cognitive, and action processing; otherwise, the quality of task performance will deteriorate, increasing the risk of near-accidents or crashes. The present study proposes that variations in the total amount as well as the individual amounts of attentional resources allocated to visual, cognitive, and action processing depending on the driving situations could be objectively estimated by the combined use of three physiological measures: (1) the duration of eye blinks during driving, (2) the size of eye-fixation-related potentials (EFRPs), i.e., event-related potentials (ERPs) that are time-locked to the offset of saccadic eye-movements during driving, and (3) the size of auditory-evoked potentials (AEPs), i.e., ERPs time-locked to the onset of task-unrelated auditory stimuli discretely presented during driving. We implemented these measures when participants (N = 16) drove a vehicle on a slalom course under four driving conditions defined by a combination of two levels of speed requirement (fast and slow) and two levels of path width (narrow and wide). The findings suggested that, (1) when driving at fast compared to slow speeds, the total amount of resources allocated to overall processing increased, which consisted of an increase in the amount of resources allocated to cognitive (and possibly action) processing and a decrease in the amount of resources allocated to visual processing, and (2) when driving on narrow compared to wide paths, the total amount of resources allocated to overall processing remained almost the same (due to complementary speed reduction), which consisted of an increase in the amount of resources allocated to visual processing, a decrease in the amount of resources allocated to cognitive processing, and almost the same amount of resources allocated to action processing. The driver’s resource management strategies indicated by these results as well as the utility and limitations of the proposed method are discussed.     

Distraction while driving: The case of older drivers

As the impairment of older drivers is especially found in perception and attention, one could assume that they are especially prone to distraction effects of secondary tasks performed while driving. The aim of the study was to examine the effect of age on driving performance as well as the compensation strategies of older drivers under distraction. 10 middle-aged and 10 older drivers drove in a simulator with and without a secondary task. To assess driving performance the Lane Change Task (Mattes, 2003) was used. This method aims at estimating driver demand while a secondary task is being performed, by measuring performance degradation on a primary driving-like task in a standardized manner. The secondary task – a self-developed computer-based version of “d2 Test of Attention” was presented both with and without time pressure. The results show that older participants’ overall driving performance (mean deviation from an ideal path) was worse in all conditions as compared to the younger ones. With regard to lane change reaction time both age groups were influenced by distraction in a comparable manner. However, when the lane keeping performance (standard deviation of the lateral position) was examined, the older participants were more affected than the younger ones. This pattern could be explained by compensation strategies of the older drivers. They focused on the most relevant part of the driving task, the lane change manoeuvres and were able to maintain their performance level in a similar way as did younger drivers. The driving performance of the older participants was not additionally impaired when the secondary task imposed time pressure. Overall, subjective rating of driving performance, perceived workload and perceived distraction was found to be similar for both age groups. The observed trends and patterns associated with distraction while driving should contribute to the further research or practical work regarding in-vehicle technologies and older drivers.