Negative Consequences of Felt Violations: The Deeper the Relationship,the Stronger the Reaction

Drawing from past research suggesting that high prior commitment leads to stronger reactions to unfairness in the workplace (Brockner, Tyler, & Cooper‐Schneider, 1992), we predicted that those forming relational as opposed to transactional psychological contracts would exhibit stronger detrimental effects of felt violation on job satisfaction, turnover intentions, and job performance. We also predicted a combined effect of personality and violation on these outcomes. Self‐ and supervisor‐reported data (N= 331 dyads) collected from a variety of organisations supported our predictions. In general, relational contract terms were associated with stronger violation–outcome relationships, and transactional contract terms were associated with weaker relationships. Similarly, four of the Big Five dimensions (extraversion, neuroticism, agreeableness, and openness to experience) moderated the violation–outcome relationships such that it was stronger for higher levels of these traits.     

Some tests of the interactive-activation model for word identification

Summary The interactive-activation model postulates (a) that activation at the letter level leads automatically to activation at the word level, (b) that the word-superiority effect reflects reactivation of letters by the word they spell, and (c) that subjects identify words on the basis of information obtained from separate letter-position channels. In the first two experiments, we showed words in upper, lower, or mixed case: the word-superiority effect was reduced when words were presented in mixed-case letters, presumably because extra-letter information is lost with mixed-case presentation; i.e., postulate (c) is wrong. The third experiment showed that when the letters of a word are rotated 180° subjects can identify the letters without producing a word-superiority effect; i.e., one of postulates (a) and (b) is wrong. In Experiments 4 and 5, we trained subjects to name words presented in inverted letters; training was more effective when subjects could exploit bigram information in addition to letter-channel information; i.e., reading inverted text is based on extra-letter-feature information, not on a general skill in rotating letters. Taken together, our data deny three of the interactive-activation model's major postulates. We offer some suggestions for future versions of the model. Electronic mail: Userid: MEWHORTD; Nodeid: QUCDN; Domain: BITNET     

Hemispheric preference and progressive-part or whole practice in beginning typewriting

This investigation explored the interaction of progressive-part versus whole methods of practice with hemispheric preference for processing information and the impact of each upon high school students' speed and accuracy in beginning typewriting. Zenhausern's Differential Hemispheric Activation Test was scored in such a way that it was possible to plot the scores along a continuum. Analysis of variance gave significant F ratios on 3 of the 4 testing days. The continuous scores were divided into five categories: middle, left moderates, right moderates, extreme rights, and extreme lefts. The moderate-left group speed was consistently the fastest group, and the extreme rights were consistently the slowest group. This difference was significant for all four testing days with the moderate-left mean speed varying between 4 to 6 words per minute faster each testing day. The extreme rights were consistently the most accurate, even though not statistically significantly so. There was no significant difference between method of practice and typewriting speed or between method of practice and typewriting accuracy; however, on all four testing days the mean gross speed of the whole practice learning group was 0.73 to 0.99 words per minute faster than the progressive-part group. A two-way analysis of variance indicated no interaction between method or practice and hemispheric preference.     

Can dyslexia be treated? Treatment-specific and generalized treatment effects in dyslexic children's response to remediation

A total of 178 reading disabled children were randomly assigned to one of three treatment conditions providing training in word recognition and decoding skills (DS), oral and written language (OWLS), or classroom survival skills (CSS. an alternative treatment control). Pre- and post-treatment comparisons on an array of standardized and experimental measures indicated that the two experimental treatments (DS, OWLS) resulted in improvement on selected tests significantly greater than that resulting from a third treatment intervention which controlled for treatment time and individual attention (CSS). Effects specific to each experimental treatment were identified, as well as some generalized treatment advantages shared by both experimental groups at post-test. These results indicate that some of the deficits associated with developmental dyslexia are amenable to treatment. Greater generalization of treatment effects was observed following the DS than the OWLS treatment. While DS-instructed children exhibited better word recognition skills, however, their knowledge of grapheme-phoneme correspondence rules was not improved. Several OWLS-specific effects observed on experimental reading and language measures were not replicated on standardized tests which purport to measure the same skills. These results are discussed with respect to (i) possible mechanisms by which disabled readers may acquire word recognition skills, (ii) their failure to acquire and use grapheme-phoneme correspondence rules, and (iii) a possible reduced tendency in the present population to generalize newly acquired specific knowledge to related knowledge domains.     

An MMPI-based empirical model of malingering and deception

The empirically-based model of malingering and deception described by Rogers (1984b) was operationalized using MMPI and clinical interview data. Subjects (N = 159) were patients committed to an inpatient forensic hospital as ‘Incompetent to Stand Trial’ or ‘Not Guilty by Reason of Insanity’. Inter-rater reliability was acceptable for the 11 criteria used to define response styles. Each subject was categorized into one of five response style groups: ‘Reliable’, ‘Malingering’, ‘Defensive’, ‘Irrelevant’, or ‘Unclassifiable’. Factor analysis of the rating criteria yielded four factors, three of which are comparable to the assigned groups, providing some validation for the constructs underlying these groups.     

Programmed stuttering therapy for children: Comparison of four establishment programs

Four different establishment programs (programmed traditional, delayed auditory feedback, pause, and gradual increase in length and complexity of utterance) for improving the fluency of school-age children who stutter were compared. The programs were carried out by eight public school clinicians with 16 children (eight elementary and eight junior-senior high school) in their respective schools. All four programs produced important improvement in the speech fluency of the 16 children. All the children demonstrated transfer of fluency to extratraining settings. The delayed auditory feedback program required the least therapy hours, but it was difficult for the clinicians to operate correctly. The gradual increase in length and complexity of utterance programs produced the best overall results. The transfer and maintenance programs provided for additional generalization and permanency of fluency. Follow-up revealed that the children continued their increased level of fluency.