团队文化多样性对团队创新的影响及作用机制

随着经济全球化和跨国企业的迅速发展, 越来越多的企业中开始出现具有多样性文化背景的团队。企业管理者期待具有不同文化背景的员工能在团队工作中贡献新的观点和视角, 从而促进团队创新。因此, 探讨团队文化多样性与团队创新之间的影响关系已成为近年来学术界和企业界共同关注的焦点问题。所以, 采用社会分类-信息加工的理论视角, 首先厘清团队文化多样性的理论框架, 并进一步检验团队文化多样性与团队创新之间的影响关系及内在机制; 并且, 分别从团队内部和团队外部因素出发, 探讨团队文化多样性与团队创新影响关系中的边界条件。在实践上, 研究结论也将为企业有效管理跨文化团队, 推动企业创新提供一定的理论指导。     

The New Age paradox: spiritual consumerism and traditional authority at the Child of Nature festival in Russia

This article addresses the paradox of contemporary New Age spirituality, which combines the individualist ideology of the capitalist market with traditional truth claims. The underlying assumption of the New Age—that there is one universal Truth in many guises—supports this type of legitimation. I argue that this paradox can be illuminated from a transcultural ethnographic perspective with the help of the concept of vernacular belief. The emphasis on lived experience reveals the New Age as a mutable and diverse set of practices from which we cannot expect ideological coherence. Analysing the plural ideological landscape of the Child of Nature festival in St Petersburg, this article investigates how its participants deal with competing narratives of universal truth, all of which pivot on one term: ‘Vedic wisdom’.     

Diverse identities in Christ according to Paul: the enduring influence of the work of William S. Campbell

Abstract

Unlike previous scholarship that asserted that in places where Jewish and gentile identities conflicted, Jewish traditions and practices had to give way to gentile ones, Campbell’s work sets forth the proposition that Paul envisioned side-by-side, diverse identities expressing themselves in unity. Thus, in Campbell’s reading Paul made room for missional activity to both Jews and gentiles, affirming Peter’s work as well as his own. Furthermore, Campbell shifted the conversation from an opposition between Jews and gentiles in the early church to the challenges of forming early Christ-followers’ identity in the face of the pervasive influence of the Roman empire. Although Campbell’s emphasis on Paul’s Jewish identity seems to place him among the New Perspective on Paul scholars, he recognises that Paul’s own identity was not his primary focus in his letters – the in-Christ gentile identities of the new communities was. This emphasis of Campbell’s work moves him beyond the less nuanced approaches of scholars such as Sanders and Dunn. A significant part of Campbell’s work has been to discuss the relationship between Israel and the emerging Christ movement. He concludes that neither Jewish nor gentile identities are obliterated, nor is gentile Christianity absorbed into or a replacement for Israel. Instead, gentile Christ followers are accepted into God’s people as gentiles, alongside Jews and Jewish Christ followers. William Campbell has been instrumental both within the Paul within Judaism movement, but also in pushing for nuanced and innovative developments stemming from that body of work. His past work commands respect and his future work is highly anticipated.     

Making sense of agency: Belief in free will as a unique and important construct

Belief in free will is the general belief that human behavior is free from internal and external constraints across situations for both self and others. In the last decade, scholars in social‐cognitive psychology and experimental philosophy have made progress in defining free will terms, exploring how laypersons think of free will, discovering related cognitive processes and biases, and examining the behavioral outcomes of believing in free will. The growing interest in this construct raises the need for a discussion of what is new about free will beliefs, and how this construct differs from and relates to other well‐known agency constructs in the literature. In this review, we integrate conceptual discussions and empirical findings in the existing literature to highlight the belief in free will as a separate and important construct, different from existing constructs in the literature, and capturing unique aspects of agency. We conclude by calling researchers to recognize these differences and to leverage the potential in the construct of the belief in free will as a predictor of cognition and behavior.     

Causal judgments about empirical information in an interrupted time series design

Empirical information available for causal judgment in everyday life tends to take the form of quasi-experimental designs, lacking control groups, more than the form of contingency information that is usually presented in experiments. Stimuli were presented in which values of an outcome variable for a single individual were recorded over six time periods, and an intervention was introduced between the fifth and sixth time periods. Participants judged whether and how much the intervention affected the outcome. With numerical stimulus information, judgments were higher for a pre-intervention profile in which all values were the same than for pre-intervention profiles with any other kind of trend. With graphical stimulus information, judgments were more sensitive to trends, tending to be higher when an increase after the intervention was preceded by a decreasing series than when it was preceded by an increasing series ending on the same value at the fifth time period. It is suggested that a feature-analytic model, in which the salience of different features of information varies between presentation formats, may provide the best prospect of explaining the results.     

The effect of feedback on children’s metacognitive judgments: a heuristic account

In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and-Adjustment heuristic. Experiment 1 revealed that adding feedback increased the accuracy of young children’s (aged 4, 6, and 8 years) memory prediction. In Experiment 2, the influence of an external anchor on children’s metacognitive judgment was established. Finally, in Experiment 3, two memory tasks that differed in terms of difficulty were administered. Participants were randomly assigned to an anchoring (high/low/no anchor) and a feedback (feedback/no feedback) condition. Results demonstrated that children in the feedback condition adjusted their predictions toward the feedback, regardless of the task’s difficulty. These findings are consistent with the hypothesis that external information provided by feedback is used as an anchor for judgment. This interpretation is strengthened by the correlation found between the two scores computed to assess participants’ susceptibility to anchoring and feedback effects, which indicates that children who are more sensitive to the anchoring effect are also more sensitive to the feedback effect.     

Epistemic Contextualism: An Idle Hypothesis

Epistemic contextualism is one of the most hotly debated topics in contemporary epistemology. Contextualists claim that ‘know’ is a context-sensitive verb associated with different evidential standards in different contexts. Contextualists motivate their view based on a set of behavioural claims. In this paper, I show that several of these behavioural claims are false. I also show that contextualist test cases suffer from a critical confound, which derives from people's tendency to defer to speakers’ statements about their own mental states. My evidence consists in results from several behavioural experiments. I conclude that contextualism is an idle hypothesis and I propose some general methodological lessons.     

Probability,Approximate Truth,and Truthlikeness: More Ways out of the Preface Paradox

The so-called Preface Paradox seems to show that one can rationally believe two logically incompatible propositions. We address this puzzle, relying on the notions of truthlikeness and approximate truth as studied within the post-Popperian research programme on verisimilitude. In particular, we show that adequately combining probability, approximate truth, and truthlikeness leads to an explanation of how rational belief is possible in the face of the Preface Paradox. We argue that our account is superior to other solutions of the paradox, including a recent one advanced by Hannes Leitgeb (Analysis 74.1).     

Who Knows? Knowledge Activation,Belief in Certainty of Knowledge,Maximization Tendencies and Need for Cognition in Answerability Judgments

In this study, investigating answerability judgments, 123 participants judged whether each of 46 general knowledge questions could currently be answered by themselves, by someone else, or by no one. There were 26 consensus questions (high expected consensus about their answerability) and 20 non-consensus questions. Before each question, half of the participants rated the extent of their knowledge related to the question. Results showed that answering consensus questions compared with non-consensus led to a lower proportion of “No one knows” answers. Moreover, in the knowledge rating condition compared with the control condition, participants choose “No one knows” proportionally less. Participants’ ratings of belief in certainty of knowledge were associated with more “Someone else knows” for the non-consensus questions. Moreover, tendency to maximization led to a higher proportion of “Someone else knows” options for the non-consensus questions. Finally, high need for cognition was associated with fewer choices of “Someone else knows.”     

Boys,girls, and the school cultural environment: Teachers’ judgment and students’ values

Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers’ judgment regarding the display of these values in school and students’ endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student’s gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys’ school-related outcomes are discussed.