Is Personality Related to Assessment Center Performance? That Depends on How Old You Are

Despite compelling arguments that performance in the assessment center (AC) should be related to personality, past research has failed to demonstrate a consistent link between personality and AC performance. This study investigated whether managerial candidates’ age could be moderating, and thus obscuring, specific personality–AC performance relations. A large sample of managers (N = 371) participated in an AC and also completed the leadership relevant personality scales of achievement, dominance, and exhibition from the Personality Research Form-E (PRF-E; Jackson, D. N. (1984). Manual for the personality research form. Port Huron, MI: Research Psychologists Press). Consistent with hypotheses, age moderated the relations of dominance and exhibition with AC performance (p < .05), such that dominance and exhibition were more strongly related to AC performance for older as opposed to younger managers. Results were discussed in terms of their implications for the criterion-related and construct validity of ACs.

From gaze cueing to perspective taking: Revisiting the claim that we automatically compute where or what other people are looking at

ABSTRACT

Two paradigms have shown that people automatically compute what or where another person is looking at. In the visual perspective-taking paradigm, participants judge how many objects they see; whereas, in the gaze cueing paradigm, participants identify a target. Unlike in the former task, in the latter task, the influence of what or where the other person is looking at is only observed when the other person is presented alone before the task-relevant objects. We show that this discrepancy across the two paradigms is not due to differences in visual settings (Experiment 1) or available time to extract the directional information (Experiment 2), but that it is caused by how attention is deployed in response to task instructions (Experiment 3). Thus, the mere presence of another person in the field of view is not sufficient to compute where/what that person is looking at, which qualifies the claimed automaticity of such computations.     

Leipzig and Louvain University in Belgium

Summary Experimental psychology was introduced at the University of Louvain in 1891 under the influence of Désiré J. Mercier, a philosopher, who wanted to bridge the philosophy of St. Thomas Aquinas with experimental psychology. As the head of the philosophy program at the Louvain University, Mercier sent Armand Thiéry, his collaborator, to Leipzig in order to acquaint him with Wundt's physiological psychology and laboratory. Upon his return from Germany Thiéry organized a psychological laboratory at the Louvain University and offered a course in psychophysiology. Thiéry headed the experimental program at Louvain for over ten years but he was more interested in philosophical and theoretical problems than in laboratory investigations. His successor, Albert Michotte, was wholeheartedly committed to laboratory experimentation and research. He also studied in Leipzig but was more influenced by Külpe than by Wundt. Under Michotte's leadership, which lasted over 50 years, Louvain laboratory became one of the most active and original research centers in Europe.     

Problem syntezy sieci w logice progowej. I

Tre??: Wst?p. Cz??? pierwsza: Synteza sieci zbudowanych na elementach doprogowych. Rozdzia? I. Synteza sieci zbudowanych na elementach doprogowych w algebrze Boole'a: 1. Klasa elementów doprogowych. 2. Metoda Lindemana syntezy sieci. Rozdzia? II. Synteza sieci w logice doprogowej. 3. Aksjomatyka logiki doprogowej. 4. Podstawowe twierdzenia logiki doprogowej. 5. Zasadnicze twierdzenie logiki doprogowej. 6. Metody syntezy sieci w logice doprogowej. Cz??? druga: Synteza sieci zbudowanych na ogólnych elementach progowych. Rozdzia? I. Interpretacja geometryczna elementów progowych i funkcji algebry logiki: 1. Definicje i twierdzenia pomocnicze. 2. Interpretacja geometryczna ogólnych elementów progowych. 3. Definicje elementówn-wymiarowej kostki. 4. Interpretacja geometryczna funkcji algebry logiki. Rozdzia? II. Synteza siec_i jednego elementu progowego z pobudzaj?cymi wej?ciami: 5. W?asno?ci zbiorówA iB oraz ich zbiorów oporowychA _o iB _o. 6. Równanie hiperp?aszczyzny ?ci?le oddzielaj?cej zbiórB _o od zbioruA _o. 7. Warunki realizacji funkcji na progowych elementach z pobudzaj?cymi wej?ciami. 8. Metody syntezy progowego elementu z pobudzaj?cymi wej?ciami. Rozdzia? III. Synteza sieci jednego ogólnego elementu progowego: 9. Uogólnienie twierdzeń dla elementów progowych z pobudzaj?cymi i hamuj?cymi wej?ciami. 10. Warunki realizacji funkcji jednym ogólnym elementem progowym. 11. Metody syntezy jednym ogólnym elementem progowym. Rozdzia? IV. Synteza sieci zbudowanych na ogólnych elementach progowych: 12. Synteza sieci rz?du pierwszego i drugiego. 13. Synteza sieci rz?du trzeciego i sieci wy?szych rz?dów. Zakończenie. Dodatek: Progowe funkcjen≤4 zmiennych. Bibliografia.     

The square of opposition — A new approach

Summary The theory of the square of opposition has been worked out many centuries ago as a part of Aristotelian logic of terms.In spite of its inexactness (for instance it is not possible to decide whether the termsquare of opposition is a logical or a metalogical term) this theory is included without any changes in the usual elementary course of logic.The author defines the square of opposition in the language of the logic of propositions (see Def. 1.000) and derives from this definition the usual laws of the square of opposition and several new theorems.     

The Measurement of Negative After-Images in First-Grade Boys and Girls

Three days prior to sexual integration of a residential school for delinquent adolescent females, 85 students participated in a survey of attitudes towards boys. Factor analysis of the 21 item survey yielded eight factors. The Ss also completed a semantic differential (SD) for “myself,” “boy,” and “girl.” Ss were assigned to one of three gender-identity groups for male identification, female identification, and uncertain identification based on SD profile matching. A second survey was conducted two months after sexual integration of the school. Data were collected on 49 of the original sample. Results showed significant changes for the male identity group toward rejection of the male role. The uncertain identity group increased identification with the feminine role. As anticipated, no changes appeared for the female identity group. Findings suggest that sexual integration of adolescent reform institutions is effective in avoiding sex-role diffusion.