Power and Personality Perception in Real‐Life Hierarchical Relationships

The present study examined how Big Five personality ratings of the same target individuals differ as a function of the power relation between the target and the judge. Our targets were 37 employees with leadership duties from two large organizations. The targets' subordinates (N = 352), peers (N = 186), and superiors (N = 62) constituted our groups of judges. The targets and judges also provided self‐reports of personality. Subordinate judges showed higher consensus but not higher self‐other agreement than peer or superior judges. Furthermore, the targets were judged as more extraverted, more emotionally stable, less agreeable, and less open to experience by their subordinates than by their superiors. The results suggest that (i) observer consensus, but not self‐other agreement or assumed similarity varies as a function of real‐life power; (ii) the effects of power on mean trait scores are mostly congruent with the previously observed effects of power on behaviour and on stereotypes. Copyright © 2012 John Wiley & Sons, Ltd.     

PC-Based Game Features That Influence Instruction and Learner Motivation

PC-based games are currently being used for military training, but the instructional and motivational features of such technology are not well understood. To identify features of training games that influence instruction and motivation, a popular first-person-perspective game with a military theme was analyzed empirically. Twenty-one participants played the “basic training” portion of the game, which included Army background information, virtual marksmanship training, an obstacle course, virtual weapons familiarization, and an urban terrain training mission. The results of this research provide useful information to individuals developing training games, desktop simulations, and interactive multimedia courseware to meet optimal training objectives and strategies.     

浅析心理统计学教学设计中的统计意识

本文从教学设计的视角对下列两方面进行了理性的分析：(1)心理实验设计与心理统计课程的教学应逐步整合起来;(2)由于学科的特殊性,必须对统计再认识。     

An experience sampling approach to emotion regulation: Situational suppression use and social hierarchy

Whereas past research has examined the use of emotion regulation strategies in terms of individual differences or responses to experimental manipulations, this research takes a naturalistic and repeated-measures approach to examine suppression use in specific situations. Using an experience sampling design, we find evidence across two samples (total N = 215) that (1) there was substantial within-person variation in suppression use, (2) the situational use of suppression was explained by situational differences in extraversion and social hierarchy, and (3) when used in contexts in which people felt they were low in social hierarchy, the negative relationship between suppression and well-being was attenuated. These findings suggest there are contexts in which suppression use may not be maladaptive, and demonstrate the benefits of studying emotion processes in real-life.     

Those Were the Best of Times,and Then…

ABSTRACT

Rachel T. Hare-Mustin describes a career of feminist activism in academic life, the professions, and clinical practice in the 1970s and 1980s. She has been an advocate for changes in professional ethics and improving conditions for women. Her primary areas of influence have involved applying feminist theory to the study of gender and pointing out that the sex role model of gender differences has an inherent bias that overlooks the gender hierarchy. Women’s voices are silenced, not only in the process of therapy, but in the wider society as well.     

Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms

This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, representations and discussions that are at a process-level and maintain student ownership of ideas, and transitional strategies that connect students' beginning ideas with target strategies.