Politics perceptions as moderator of the political skill – job performance relationship: A two-study, cross-national, constructive replication

We developed a two-study, cross-national, constructive replication to examine the role of organizational politics perceptions as a contextual moderator of the political skill – job performance relationship. Specifically, we hypothesized that high levels of political skill would demonstrate its strongest positive effects on job performance when politics perceptions were perceived as low. Conversely, we hypothesized that political skill would demonstrate no relationship with job performance under conditions of high politics perceptions. Across studies conducted both in the United States and Greece, the hypothesis received strong support. In settings characterized by lower perceived politics, high levels of political skill predicted significant increases in job performance, whereas these effects were attenuated in environments characterized by high perceived politics. Contributions and implications of this research, strengths and limitations, and directions for future study are discussed.     

Three ideal observer models for rule learning in simple languages

Children learning the inflections of their native language show the ability to generalize beyond the perceptual particulars of the examples they are exposed to. The phenomenon of “rule learning”—quick learning of abstract regularities from exposure to a limited set of stimuli—has become an important model system for understanding generalization in infancy. Experiments with adults and children have revealed differences in performance across domains and types of rules. To understand the representational and inferential assumptions necessary to capture this broad set of results, we introduce three ideal observer models for rule learning. Each model builds on the next, allowing us to test the consequences of individual assumptions. Model 1 learns a single rule, Model 2 learns a single rule from noisy input, and Model 3 learns multiple rules from noisy input. These models capture a wide range of experimental results—including several that have been used to argue for domain-specificity or limits on the kinds of generalizations learners can make—suggesting that these ideal observers may be a useful baseline for future work on rule learning.     

What is the deficit in phonological processing deficits: auditory sensitivity, masking, or category formation?

Although children with language impairments, including those associated with reading, usually demonstrate deficits in phonological processing, there is minimal agreement as to the source of those deficits. This study examined two problems hypothesized to be possible sources: either poor auditory sensitivity to speech-relevant acoustic properties, mainly formant transitions, or enhanced masking of those properties. Adults and 8-year-olds with and without phonological processing deficits (PPD) participated. Children with PPD demonstrated weaker abilities than children with typical language development (TLD) in reading, sentence recall, and phonological awareness. Dependent measures were word recognition, discrimination of spectral glides, and phonetic judgments based on spectral and temporal cues. All tasks were conducted in quiet and in noise. Children with PPD showed neither poorer auditory sensitivity nor greater masking than adults and children with TLD, but they did demonstrate an unanticipated deficit in category formation for nonspeech sounds. These results suggest that these children may have an underlying deficit in perceptually organizing sensory information to form coherent categories.     

Facilitation by Variation: Right-to-Left Learning of English Yes/No Questions

This study advances the hypothesis that optional structural variation in language facilitates syntactic learning (facilitation‐by‐variation). Support for this is provided by a right‐to‐left‐elaboration acquisition model for English yes/no questions (YNQs). Previous studies have focused on the acquisition of ‘‘inverted’’ YNQs, a cornerstone of nativist theories of language development. Data from five American children (1;3 to 5;1) and their parents show that children hear a range of adult questions (Coming?You coming?Are you coming?), not all inverted. These variants are ordered from structurally least complex noncanonical forms to complex canonical inverted forms. I use state‐of‐the‐art econometric techniques to estimate breakpoints in YNQ time series and show that noncanonical questions emerge early in children’s speech and facilitate acquisition of canonical ones. This incremental structure‐building process relies on an adjunction strategy that augments noncanonical questions with initial auxiliaries and subjects. Development proceeds incrementally from right to left to derive auxiliary‐initial structures.     

护理执行用药医嘱的伦理学思考

护理人员在医疗机构推行临床合理用药的过程中承担着十分重要的任务。加强护理人员的道德教育,提高护理人员的素质,提高药物使用业务知识水平,提高与药物临床使用相关的护理技能,真正体现医疗机构推行的"以人为本"的护理理念,为患者的健康、康复负责。     

词汇获得年龄效应的眼动研究

采用两个实验考察了获得年龄因素在汉语词汇识别中的作用。实验一采用经典的词汇判断任务考察了获得年龄和词频因素在词汇判断中的作用,结果发现获得年龄和词频两个因素均影响词汇识别。实验二采用阅读句子任务,通过实时记录的眼动追踪技术进一步考察了在有语境的情况下,获得年龄和词频因素在词汇加工中的作用。结果发现,在阅读句子任务中,词汇获得年龄和词频因素都在词汇加工中起作用,二者存在交互作用,晚获得词存在词频效应。两个实验的结果均支持了在汉语词汇识别中,存在获得年龄效应。     

技能和风格：理性思维的两种测量途径

本文通过总结前人关于理性思维的个体差异的研究, 介绍和区分了两种有关理性思维的测量途径, 并讨论了二者之间的内在关系。理性思维可以分成技能和风格两种形式。前者常用评价性的、情境测试方式进行评估, 后者常用描述性的、自陈量表方式进行测量。通过分析认知能力对这两种理性思维的影响, 本文提出一个认知能力与理性思维技能和思维风格关系的理论模型, 为后续在理性思维测量方法上的研究提供一种理论指导。     

语音型噪音对二语者汉语元音声调感知的影响

在安静、语音型噪音、语音调制型噪音三种背景下测量了汉语母语者、汉语中、高水平的韩语母语者感知汉语元音和声调的正确率。安静背景下,三组人的语音感知类似,而在语音型噪音背景下,汉语母语者的感知正确率显著高于中水平二语者。进一步的检验表明中水平二语者在语音型噪音背景下的感知难度较大是由于其受到的语音型噪音中能量掩蔽的影响比母语被试要大,而其受到的信息掩蔽的干扰和另外两组被试相近。     

厌恶与恐惧情绪习得的性别差异研究:一项ERP研究

采用事件相关电位技术（ERPs）,用条件性习得范式探讨厌恶与恐惧情绪习得的性别差异。行为结果表明,在成功习得厌恶、恐惧和中性情绪之后,男女性在唤醒度维度上,性别差异显著;脑电结果表明,在早期N1和P2成分,厌恶情绪与恐惧情绪的习得无显著性别差异;但男女不同性别在N2成分上差异显著,主要表现为女性在厌恶、恐惧、中性这三类CS的N2成分均差异显著,但男性仅厌恶与中性情绪的CS差异显著。结果表明在负性情绪的习得中,女性比男性更敏感。     

Investigating speech motor practice and learning in people who stutter

In this exploratory study, we investigated whether or not people who stutter (PWS) show motor practice and learning changes similar to those of people who do not stutter (PNS). To this end, five PWS and five PNS repeated a set of non-words at two different rates (normal and fast) across three test sessions (T1, T2 on the same day and T3 on a separate day, at least 1 week apart). The results indicated that PWS and PNS may resemble each other on a number of performance variables (such as movement amplitude and duration), but they differ in terms of practice and learning on variables that relate to movement stability and strength of coordination patterns. These findings are interpreted in support of recent claims about speech motor skill limitations in PWS.

Educational objectives: The reader will be able to: (1) define oral articulatory changes associated with motor practice and learning and their measurement; (2) summarize findings from previous studies examining motor practice and learning in PWS; and (3) discuss hypotheses that could account for the present findings that suggest PWS and PNS differ in their speech motor learning abilities.