L’attitude défaitiste des responsables d’équipe : un frein à l’innovation?

The goal of this study is to investigate the role of defeatist attitude in regard to process innovation by considering the mediating role of group potency and the moderating effect of collective autonomy. Data was gathered from 101 work teams (381 members and 101 immediate supervisors) in a public safety organization located in Canada. Results show that group potency may have a mediating role in the relationship between defeatist attitude and process innovation. Moreover, results indicate that the relationship between group potency and process innovation is moderated by collective autonomy, such that this relationship is stronger when the level of collective autonomy is high.     

How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory‐Promoting,Competency‐Based Assessments

Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory‐based components of social–emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context. Consequently, self‐regulation, emotion knowledge, social problem solving, and social–emotional behaviour were assessed via direct assessment and observation for 101 preschoolers; teachers provided information on classroom adjustment through kindergarten and academic readiness in kindergarten. Our final outer (measurement) model showed robust latent variables for SEL components. Regarding the inner (structural) model, latent variables showed expected predictive relations among SEL components, and with later classroom adjustment and academic readiness: preschoolers' executive control predicted aspects of their social cognition (i.e., emotion knowledge and social problem solving) and emotionally negative/aggressive behaviour, and emotion knowledge predicted their emotionally regulated/prosocial behaviour. Further, most SEL components directly and/or indirectly predicted teachers' evaluations of later classroom adjustment and kindergarten academic readiness. Our findings extend our understanding of SEL during preschool, suggesting that early assessment and monitoring is possible using these instruments, and potentially aiding the development of programmes to maximize children's SEL in the service of early school success. Copyright © 2014 John Wiley & Sons, Ltd.     

Examining impacts of technostress on the professional salesperson's behavioural performance

This paper examines the concept of technostress in the professional sales area and shows it to be a possible reason for low technology-enabled behavioural performance of professionals in the sales function. Integrating literature from sales, technostress and social cognitive theory, we examine relationships between technostress creators, role stress, technology-enabled innovation and technology-enabled performance. We hypothesize that technostress adversely affects the technology-enabled performance of the salesperson through two distinct paths, one by increasing role stress and two, by decreasing technology-enabled innovation. We further examine the role of factors that mitigate these adverse effects. We find that organizational technostress-inhibiting mechanisms negatively moderate the positive relationship between technostress creators and role stress, and technology self-efficacy dampens the negative association of technostress and technology-enabled innovation. We also find that technology-enabled innovation enhances technology-enabled performance. Our results are based on survey data collected from 237 institutional sales professionals. Theoretical contributions and practice-based implications of findings are discussed.     

Domain Knowledge and Hindsight Bias among Poker Players

Hindsight bias occurs when individuals believe that events were more predictable after they have occurred than they actually were before they occurred. Although hindsight bias is a well‐studied phenomenon, few studies have examined the role of expertise in this bias. Two experiments investigated the relation between the magnitude of hindsight bias and self‐reported poker expertise (Experiment 1) and assessed poker knowledge (Experiment 2). In Experiment 1, self‐rated poker expertise was negatively correlated with hindsight bias. Experiment 2 employed memory and hypothetical hindsight conditions and found that poker knowledge was negatively correlated with hindsight bias in the memory condition, but unrelated to hindsight bias in the hypothetical condition. These results help elucidate the role of expertise in hindsight bias and provide additional support for the separate components view, which claims there are different forms of hindsight bias that are differentially affected by certain factors. Domain knowledge appears to be one of such factors. Copyright © 2013 John Wiley & Sons, Ltd.     

晚周秦汉初医学知识传承研究

中国医学的成长有赖于医学知识的不断传承.晚周秦汉初医学知识的传承以医家群体、医学文本为主要载体,医学器具的作用也不容忽视.医学知识的传承以师资为主导,经历着由秘密授业到名师择众徒的转变.这种知识传承围绕着医学典籍循序展开,形成一套择徒、(授)受书、研读、理解、验证、再丰富的综合模式.这套传承模式为中国医学大厦奠定着基础,提供着范式.医学知识的传承助力着中国医学的前进步伐,而以文本为中心的中国医学又时刻呼唤着对经典医籍的研习与实践.     

Implicit visual learning: How the task set modulates learning by determining the stimulus–response binding

Implicit learning is one of the most fundamental learning mechanisms that enables humans to adapt to regularities inherent in the environment. Despite its high flexibility, it depends on constraints, such as selective attention. Here, we focused on the stimulus-to-response binding which defines the dimensions of the stimuli and the responses participants attend to. In a serial reaction time task with a visual sequence, we investigated whether this stimulus–response binding influences the amount of sequence learning. The results of Experiments 1 and 2 showed that visual sequence learning is reduced when participants do not attend to the relevant response dimension. Furthermore, the findings of Experiment 3 suggest that attention to the relevant response dimension increased the development of explicit knowledge without affecting implicit knowledge. This latter finding is difficult to reconcile with the assumption that explicit learning results from the gradual strengthening of sequence representations.     

汉语声调远距离规则的内隐学习及其迁移效应

内隐学习研究领域的一个重要问题是内隐学习获得的知识究竟是什么,即内隐学习获得的知识究竟是底层的抽象规则还是表面的特征.研究以汉语声调的远距离水平映射这一远距离规则为材料,通过对表面特征和底层规则之间的分离操作,在控制组块和重复结构等表面特征的条件下,探讨声调远距离规则的习得和迁移,结果发现被试能够内隐地习得和迁移汉语平仄声调的水平映射规则,证实了内隐学习确实能够获得底层的抽象规则,为内隐学习的抽象性问题提供了新的证据.     

自我损耗对科学发明问题解决中原型启发效应的影响

采用E-crossing任务和科学发明问题材料,探讨自我损耗对科学发明问题解决中原型启发效应的影响。结果发现：（1）自我损耗在原型激活率、关键启发信息激活率和问题解决正确率上的主效应显著,损耗组的原型激活率、关键启发信息激活率和问题解决正确率均低于控制组;（2）问题解决范式在原型激活率、关键启发信息激活率和问题解决正确率上的主效应显著,“一对一”范式下的原型激活率、关键启发信息激活率和问题解决正确率均高于“十对十”范式。结果表明,自我损耗导致的自我控制资源消耗不利于原型启发效应。