The association between cognitive ability across the lifespan and health literacy in old age: The Lothian Birth Cohort 1936

Three hundred and four participants in the Lothian Birth Cohort 1936 study took a validated IQ-type test at age 11 years and a battery of cognitive tests at age 70 years. Three tests of health literacy were completed at age 72 years; the Rapid Estimate of Adult Literacy in Medicine (REALM), the Test of Functional Health Literacy in Adults (S-TOFHLA), and the Newest Vital Sign (NVS). Participants who had a lower childhood IQ exhibited poorer performance on all three tests of health literacy taken in older adulthood. Relative cognitive change from age 11 to 70 and education were also important factors influencing performance on health literacy tasks, independent of childhood cognitive ability. It is important to understand the determinants of low health literacy in order to support individuals in managing their own health.     

Sources of autonomy support,subjective vitality and physical activity behaviour associated with participation in a lunchtime walking intervention for physically inactive adults

ObjectivesBased on Basic Needs Theory (BNT: Deci & Ryan, 1985), this study examined longitudinal relationships between autonomy support from two sources, psychological need satisfaction, subjective vitality and self-reported physical activity during a walking intervention for physically inactive adults. We proposed that autonomy support provided via a walk leader and the overall programme would independently predict change in subjective vitality and physical activity from baseline to week 16 (post-intervention) and at four month follow-up. Further, we proposed that direct relationships among sources of autonomy support and outcomes would be mediated by autonomy, relatedness, and competence need satisfaction.DesignA longitudinal examination.MethodsParticipants (N = 69; n = 63 females, n = 6 males) from a 16-week walking programme completed a multi-section questionnaire measuring the aforementioned variables at three time points, including a four month post-intervention follow-up.ResultsBoth hypotheses were partly supported. Autonomy support from the walk leader positively predicted changes in subjective vitality from baseline to week 16 and in physical activity from baseline to follow-up. Autonomy support from the programme positively predicted changes in subjective vitality from baseline to week 16. Finally, autonomy gained from the walk leader mediated the relationship between autonomy support and subjective vitality, and between perceived autonomy support and physical activity.ConclusionsFindings indicate that autonomy support from both a walk leader and wider programme can predict psychological need satisfaction, subjective vitality and physical activity. Clinicians and researchers implementing future walking interventions may increase physical activity and subjective vitality by facilitating psychological need satisfaction through autonomy support from both sources.     

惠能心理化功思想的心理结构与成分分析

惠能的思想中蕴含丰富的心理化功思想,其心理化功思想以心为核心,强调心在化消极为积极中的本体性或核心作用。这种转化作用主要表现在化烦恼为菩提、化恶为善、化邪为正几个方面,其心理机制包括认知转化、心态转化、信念转化、归因和诠释转化等。这一化功思想对当今人们化解心理困扰,提升心境界,激发心理潜能,满足对美好生活向往的需要,具有十分重要的现实价值。     

基于作答时间数据的改变点分析在检测加速作答中的探索——已知和未知项目参数

相对于传统的离散作答数据, 作答时间作为连续数据, 可以提供更多信息。改变点分析(change point analysis)技术在心理和教育领域是一个比较新的技术。本文一方面对改变点分析在心理测量领域的应用进行了一个综合的总结和分析; 另一方面, 将基于作答数据的两种改变点分析统计量推广到作答时间数据, 将改变点分析技术应用到测验异常作答模式：加速作答speededness的检测上。采用两种检验方法：似然比检验和Wald检验, 分别在已知和未知项目参数的条件下, 实现异常作答模式的检测。结果表明, 所采用的方法对于加速作答行为的检测具有很高的检验力, 同时能够很好的控制I类错误率。实证数据分析进一步表明本文中所使用的方法具有应用价值。     

What happens when drivers of automated vehicles take over control in critical lane change situations?

According to legislation, take-overs initiated by the driver must always be possible during automated driving. For example, when drivers mistrust the automation to handle a critical and hazardous lane change, they might intervene and take over control while the automation is performing the maneuver. In these situations, drivers may have little time to avoid an accident and can be exposed to high lateral forces. Due to lacking research, it is yet unknown if they recognize the criticality of the situation and how they behave and perform to manage it. In a driving simulator study, participants (N = 60) accomplished eight double lane changes to evade obstacles in their lane. Time-to-collision and traction usage were varied to establish different degrees of objective criticality. To manipulate these parameters as required, participants were triggered to take over control by an acoustic cue. This setting shows what might happen if drivers disable the automation and complete the maneuver themselves. The results of the experiment demonstrate that drivers rated objectively more critical driving situations as more critical and responded to the hazard very fast over all experimental conditions. However, their behavior was more extreme with respect to decelerating and steering than necessary. This impaired driving performance and increased the risk of lane departures and collisions. The results of the experiment can be used to develop an assistance system that supports driver-initiated take-overs.     

多元文化经历对领导者能力及发展的影响

随着全球化发展的深入, 越来越多的企业领导者具有多元文化经历。多元文化经历是指个体具有直接或间接与外国文化元素或人群进行交互的经历。拟从领导者发展(leader development)和领导力发展(leadership development)两个层面, 全面地探讨多元文化经历对企业领导者能力形成及发展的影响：第一, 探讨多元文化经历对领导者能力发展(包括个人层面、关系层面和社会层面能力)的影响及内部机制; 第二, 探讨多元文化经历对领导力发展(包括领导力涌现、领导力选拔和领导力效能)的影响及内部机制。项目成果不仅能够丰富领导者能力形成与发展等组织管理相关理论, 还能为企业的全球化管理及国际化人才培养实践提供建议。     

教师教学自主权与教师领导力的关系：心理授权和教学自主性的中介作用

教师领导力是指教师在课堂内外带领同事提升专业技能,与其他教师和校长合作处理学校事务的一种专业特质。为探究教师教学自主权与教师领导力的关系,以及教师心理授权和教学自主性的中介作用,从而寻求提升教师领导力的路径,研究选取403名中小学教师进行问卷调查。结果发现：（1）教学自主权与教师领导力呈显著正相关,且前者对后者有显著直接效应;（2）教师心理授权和教学自主性分别在教学自主权与教师领导力间发挥部分中介作用;（3）教师心理授权和教学自主性在教学自主权对教师领导力间发挥部分链式中介作用,即教学自主权的提高会促进教师心理授权和教学自主性的提升,进而促进教师领导力的发展。     

What Would It Take to Change Your Mind?

Most of us have settled views about various intellectual debates, and much of the activity of philosophers is devoted to giving arguments that are designed to convince one's opponents to change their minds about a certain issue. But, what might this process require? More pointedly, can you clearly imagine what it would take to make you change your mind about a position you currently hold? This article argues that the surprising answer to this question is no—you cannot imagine what would convince you to change your mind, since in doing so you would actually have to find those reasons compelling. The article then briefly looks at some implications of this conclusion.     

A qualitative study of citizens' experience of participating in health counseling

Individual health counseling is a form of intervention designed to minimize the effects of chronic health disease and to offer a path towards good health practices. The aim of the present study was to explore the experiences of those persons who participated in health counseling in order to assess the psychosocial significance of the counseling upon their health behavior. In addition the study was concerned with the factors which underlay peoples' decision to sign up for health counseling. The research involved 11 semi‐structured interviews with individuals who had participated in a municipality based health counseling program. Data was analyzed using Malterud's systemic text condensation and a theoretical framework around Bandura's social cognitive theory. Analysis revealed that an approach tailored to each individual with minor short‐term goals accompanied by feeling supported by the counselor produced the greatest impact on behavior. Receiving feedback from the counselor and feeling positive about the relationship were seen as essential. These aspects were also crucial in the decision to undertake health counseling. The study indicates that whether individual's sign up on their own initiative or conversely are invited to join the program has no influence upon their motivation to change their behavior. Overall the respondents demonstrated improvement in their behavior and attitudes towards their health. However, the study also indicates that this form of intervention is less or even ineffective without the support of the individual's immediate family.     

Manager–salesperson congruence in customer orientation and job outcomes: The bright and dark sides of leadership in aligning values

To create customer-oriented organizations, managers are often asked to promote a values-based vision. Yet, many managers struggle with transferring their values to employees making strategic value changes difficult. Despite this challenge, research has yet to demonstrate how managers effectively align values within the sales force, or the impact alignment has on job outcomes. Therefore, we develop and empirically test a conceptual framework to examine the role of transformational leadership in aligning salesperson customer orientation (CO) values. We find that transformational leadership is a strong mechanism in creating perceived value congruence, yet may have a surprising dark side. Results suggest that transformational managers achieve congruence by raising or, contrary to conventional wisdom, lowering salesperson CO values to meet the perceived values of the manager. Response surface modelling results support the importance of perceived manager values. Customer-oriented salespeople have higher job satisfaction and sales performance when they perceive their manager to also have high CO. When values are misaligned, job satisfaction increases more for low CO salespeople as perceptions of manager CO increase. Exploratory findings show that performance was higher under situations of perfect alignment but also under severe misalignment suggesting that values generate performance under complementary or supplementary conditions.