嵌入于社会情境的工作重塑

工作重塑实质上是一种情境性的主动性行为。基于已有研究成果,首先系统归纳工作重塑与社会情境因素之间关系的4种研究视角,即社会情境是工作重塑的目标、社会情境因素是工作重塑的组成部分、社会情境因素影响工作重塑、社会情境因素为工作重塑设立边界条件。此外,梳理并讨论社会情境因素影响工作重塑的内在机制以及社会情境因素与个体特征的交互对于工作重塑的影响、工作重塑在特定情境中的有效性两方面的研究。在此基础上,结合其他相关变量的研究现状对嵌入于社会情境的工作重塑的未来研究进行展望,包括探索工作重塑对他人的影响、探索团队工作重塑驱动个体工作重塑的多重路径、探索社会情境影响工作重塑的内在机制、探索社会情境与个体特征的交互如何影响工作重塑,以及探讨基于中国社会情境的工作重塑的有效性。     

Movement Control Strategies in a Dynamic Balance Task in Children With and Without Developmental Coordination Disorder

Abstract

Our study aimed to analyze movement control strategies using predefined criteria for amplitude and differences in these strategies between children with and without DCD. Children with (n?=?28) and without DCD (n?=?15) were included. A video-observation-tool was used to score the moving body parts during a Wii Fit slalom task over multiple time points. Two-step cluster analysis was used to extract distinct movement strategies. Two different movement strategies were identified that were independently validated by a measure of task performance and a subjective mark of quality of the movement. Initial differences between groups and changes over time toward the more successful strategy were found in both groups, albeit in a different percentage. This study shows that the more efficient movement strategy is seen in the majority of the TD children and only in a small number of children with DCD, even after practice.     

An assessment of age differences in theory of mind using the virtual assessment of mentalizing ability

ABSTRACT

Prior research has shown that older adults perform more poorly than young on tasks that assess theory of mind (ToM). However, these studies have used tasks that are performed “offline” (i.e., requiring a second-person perspective) as opposed to “online” (i.e., requiring a first-person perspective). Therefore, the present study was designed to establish whether age-related ToM difficulties are also evident when an “online” measure of ToM is used. Forty younger and 40 older adults completed the Virtual Assessment of Mentalizing Ability (VAMA) along with two conventional ToM tasks. No age differences were evident on the conventional measures, but older adults had lower accuracy on the VAMA relative to their younger counterparts. The overall pattern of errors did not differ between the groups. These data provide no evidence that age effects are reduced when stimuli are used that are more likely to engage the mentalizing processes elicited in real life social interactions.     

Minority status,access to information,and individual performance

With growing nationality diversity in organizations, the question under which circumstances differences in nationality background between team members affect individual performance increases in importance. Research showed that dissimilarity may negatively affect individual performance and that the status difference between nationality majority and nationality minority moderates this effect. We take this analysis an important step further by recognizing that not all nationality minorities are low status and propose that status differences among nationality minority groups influence the extent to which nationality minority background affects individual performance. We identify the elaboration of distributed information in the team as a mediator and process accountability as a moderator in this effect. Results of a multilevel team experiment in which we manipulated team nationality composition and process accountability supported our hypotheses, testifying to the value of status-based distinctions between minority groups in the study of relational demography effects. The mediating role of the elaboration of distributed information also provides an important bridge to team diversity research inviting further conceptual integration.     

Looking heteronormatively good! Combining story completion with Bitstrips to explore understandings of sexuality and appearance

ABSTRACT

This study sought to develop knowledge about understandings of sexuality and appearance by using a story completion task combined with an innovative visual methodology. Fifty-four (mainly female) participants were randomly assigned to complete a story about a fictional bisexual, lesbian, or heterosexual character who is going on a date, and then asked to build a Bitstrips online avatar of their character. Our social constructionist thematic analysis identified that looking good was a common feature of the stories and that this was understood in largely heteronormative terms. This imperative was also clear in stories of the date, which relied on traditional notions of gender and heterosexuality. Finally, individuality and authenticity were rewarded in participants’ stories, yet this was simultaneously constrained by (dominant) heteronormative narratives. We conclude that combining story completion with visual methods enabled deeper insights into representations of appearance, dating, and relationships, than a textual method alone.     

A Case Study of a Consultation Using the Two-Circles Method With a Junior High School Teacher1

To resolve various problems in schools, a “school as a team” approach for teachers to cooperate with other professionals as well as other teachers has been introduced in Japan. Consultations are one method school counselors use to support teachers as a team. This study examines a consultation case using the two-circles method based on narrative therapy and discusses the possibilities and challenges when using this method in Japan. Using a case study analysis, the author found that the two-circles method contributed positively to the consultation by externalizing the problem, gathering local knowledge, visualizing the participants' narratives, and applying scaffolding to develop the consultee's story. The results suggest that this method could be useful for achieving the “school as a team” approach because it combines teachers' narratives to resolve problems in schools.