Refining the experimental analysis of academic skills deficits: part II. Use of brief experimental analysis to evaluate reading fluency treatments

The technology of brief experimental analysis is just beginning to be used for identification of effective treatments for individual students who experience difficulty with oral reading fluency. In this study, the effect of a reading fluency treatment package was examined on easy and hard passages, and generalization was assessed on passages with high content overlap. The results suggest that the treatment package increased reading fluency for all 3 students. Effects were moderated by difficulty level for all 3 students. Results are discussed in terms of future refinements to the procedures, validation of the methods, and potential applications in clinical and school settings.     

The Effects of Multisensory Imagery in Conjunction with Physical Movement Rehearsal on Golf Putting Performance

A multiple-baseline design was used to evaluate the effects of a pre-shot putting routine on the putting performance of four NCAA Division I golfers. The routine involved a combination of multisensory imagery and simulated putting movements. Results suggested that the intervention was effective for some participants. Discussion focuses on directions for future research and the use of single-subject design procedures in sport psychology and related disciplines.

Maintaining proficient supervisor performance with direct support personnel: an analysis of two management approaches

A traditional management approach using indirect feedback was compared to an approach involving direct feedback for maintaining supervisory proficiency in observing and providing feedback to staff. Three supervisors participated in each condition. The first 3 supervisors then received direct feedback. Direct feedback was accompanied by high levels of performance relative to the indirect feedback protocol. The need for maintenance procedures with supervisors is discussed.     

Relations Between Continuous Performance Test Performance Measures and ADHD Behaviors

The Conners' Continuous Performance Test (CPT) is a neuropsychological task that has repeatedly been shown to differentiate ADHD from normal groups. Several variables may be derived from the Conners' CPT including errors of omission and commission, mean hit reaction time(RT), mean hit RT standard error, d', and . What each CPT parameter actually assesses has largely been based upon clinical assumptions and the face validity of each measure (e.g., omission errors measure inattention, commission errors measure impulsivity). This study attempts to examine relations between various CPT variables and phenotypic behaviors so as to better understand the various CPT variables. An epidemiological sample of 817 children was administered the Conners' CPT. Diagnostic interviews were conducted with parents to determine ADHD symptom profiles for all children. Children diagnosed with ADHD had more variable RTs, made more errors of commission and omission, and demonstrated poorer perceptual sensitivity than nondiagnosed children. Regarding specific symptoms, generalized estimating equations (GEE) and ANCOVAs were conducted to determine specific relationships between the 18 DSM-IV ADHD symptoms and 6 CPT parameters. CPT performance measures demonstrated significant relationships to ADHD symptoms but did not demonstrate symptom domain specificity according to a priori assumptions. Overall performance on the two signal detection measures, d' and , was highly related to all ADHD symptoms across symptom domains. Further, increased variability in RTs over time was related to most ADHD symptoms. Finally, it appears that at least 1 CPT variable, mean hit RT, is minimally related to ADHD symptoms as a whole, but does demonstrate some specificity in its link with symptoms of hyperactivity.     

Cultural values,system justification,meritocratic beliefs,and evaluations of governments' performance in handling the COVID-19 crisis

System justification and meritocratic beliefs legitimize the status quo of economic, social, and political arrangements, and may correlate with favourable evaluations of governments' performance during the COVID-19 pandemic. This study furthers research on this topic by examining (1) the cultural value antecedents of system justification and meritocratic beliefs, and (2) the differential effects of these on attitudes toward ingroups and outgroups from an intergroup perspective. The results show that collectivist values positively predict system justification and meritocratic beliefs, whereas a similar effect was not observed for individualist values. As hypothesized, system justification motivation was positively associated with favourable evaluation of the Chinese government (an ingroup). By contrast, system justification and meritocratic beliefs were negatively associated with evaluation of the American government (an outgroup). We discussed the implications for understandings of the cultural value bases of system justification and meritocratic beliefs, and the relevance of the lens of intergroup relations in studying those beliefs.     

The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children

Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.     

领导集权度与团队成员交换：任务互依性与团队绩效压力的调节作用

从情感互动视角出发,通过三个时间节点对72个团队的问卷调查,探讨了领导集权度对团队成员交换（TMX）及团队绩效的作用机制和边界条件。结果表明：任务互依性和团队绩效压力调节了领导集权度与TMX间的关系,即任务互依性或团队绩效压力越高,领导集权度与TMX之间的负向关系越弱,反之则越强。进一步分析显示,任务互依性和团队绩效压力调节了TMX在领导集权度和团队绩效间关系的中介作用,表现为被调节的中介作用模型。     

Does remote work erode trust in organizations? A within-person investigation in the COVID-19 context

The global COVID-19 pandemic led to a widespread increase in remote work arrangements. This trend raised concerns regarding the potential negative ramifications it might have for organizational trust and cooperation. We explored the initial effect of COVID-19 induced remote work on trust in organizations: trust in co-workers, trust in the supervisor and in the organization at large. In a four-wave longitudinal survey of remote workers (N ∼ 1000) in the UK conducted between May 2020 and August 2020 (first COVID wave), we examined the association between the share of remote work (out of total working hours) and different forms of trust at work. The results showed that, for the same individual, increasing the share of working hours spent remotely was associated with more trust in the organization at large (but not in the supervisor and co-workers). Further, during the months where individuals spent more time working remotely, they experienced lower turnover intentions (but not less burnout or more work engagement, productivity, and satisfaction) compared to the months where they spent less time working remotely. The results contribute to the literature on flexible work arrangements, organizational trust, and other work outcomes.     

Multitâche numérique et compréhension : une revue de la littérature

IntroductionIn recent years, many Anglo-Saxon studies in psychology have focused on the effects of digital technologies on learning, when they are used during study time in class or at home. Such uses have been called media multitasking. The purpose of this article is to report on these recent advances.Literature findingsThrough a literature review of 46 peer-reviewed articles published between 2010 and 2020, we first report information's on learners’ uses demonstrating the prevalence of media multitasking and its effect on academic achievement. We then show that these uses can interfere with the retention of learning content, as well as with comprehension, under certain conditions and in a non-systematic way.Discussion–conclusionFinally, we discuss some recommendations that can be drawn from these studies: considering technologies and including their uses during learning or limiting their uses, depending on educational choices.     

Cross-national applicability of a game-based cognitive assessment

New technology has had a discernable impact on how organizations recruit and select potential employees. Game-based assessment has emerged as a potential technology that can be used to enhance the assessment of individual differences and applicants' views of the selection process. However, studies investigating the psychometric properties and predictive validity of game-based assessments are still lacking. This study investigated the structural equivalence of a game-based assessment of cognitive ability across 228 Australians and 239 South Africans. A smaller sample of 115 South Africans also received work performance ratings to investigate the predictive validity of the cognitive assessment. Results of factor analysis supported a strong general factor of cognitive ability across the entire sample but only partial metric and scalar invariance across the two nations. The general factor of the game-based assessment further revealed promising results in terms of its predictive validity for five broad dimensions of individual work performance.