THE EFFECTS OF PSYCHOLOGICALLY BASED INTERVENTION PROGRAMS ON WORKER PRODUCTIVITY: A META-ANALYSIS

A meta-analysis of the effects on worker productivity of 11 types of psychologically based organizational interventions showed that such programs, on average, raised worker productivity by nearly one-half standard deviation. The strength of effects was found to vary by type of intervention, criterion of productivity, contextual factors in organizations, and features of research design. Also discussed in the paper are comparisons of conclusions reached through meta-analysis versus traditional methods of literature review.     

SELF-ASSESSED TRAINING NEEDS: THE EFFECTS OF ATTITUDES TOWARD TRAINING, MANAGERIAL LEVEL, AND FUNCTION

Self-assessment research has concentrated on validity and psychometric issues in selection and appraisal contexts. Little is known about factors that affect self-assessment of training needs. The present study examines the influence of managerial position (level, function) and managerial attitudes toward training utility on self-reported training needs. A training-needs survey consisting of items related to basic managerial, interpersonal, administrative, and quality control skills was completed by 506 lower and middle level managers across four functional areas. Correlational and regression analyses indicated that managerial level and function had some effect on reported administrative training needs, while function and attitudes towards training utility had some impact on self-reported training needs for quality control. Level, function, and attitude were not related to reported basic managerial and interpersonal training needs. The implications and limitations of the results are discussed, and future research directions are presented.     

METAANALYSES OF VALIDITY STUDIES PUBLISHED BETWEEN 1964 AND 1982 AND THE INVESTIGATION OF STUDY CHARACTERISTICS

Review and metaanalyses of published validation studies for the years 1964-1982 of Journal of Applied Psychology and Personnel Psychology were undertaken to examine the effect of (1) research design; (2) criterion used; (3) type of selection instrument used; (4) occupational group studies; and (5) predictor-criterion combination on the level of observed validity coefficients. Results indicate that concurrent validation designs produce validity coefficients roughly equivalent to those obtained in predictive validation designs and that both of these designs produce higher validity coefficients than does a predictive design which includes use of the selection instrument. Of the criteria examined, performance rating criteria generally produced lower validity coefficients than did the use of other more "objective" criteria. In comparing the validities of various types of predictors, it was found cognitive ability tests were not superior to other predictors such as assessment centers, work samples, and supervisory/peer evaluations as has been found in previous metaanalytic work. Personality measures were clearly less valid. Compared to previous validity generalization work, much unexplained variance in validity coefficients remained after corrections for differences in sample size. Finally, the studies reviewed were deficient for our purposes with respect to the data reported. Selection ratios, standard deviations, reliabilities, predictor and criterion intercorrelations were rarely and inconsistently reported. There are also many predictor-criterion relationships for which very few validation efforts have been undertaken.     

認識活动在神經衰弱治疗上的作用

从神經衰弱的病因和治疗的研究中表明:患者如何认識作用于自身的外界和內部因素,是神经衰弱发病和发展的一个主要关鍵。因此在治疗神經衰弱的时候,除了用药物或物理治疗来調整皮层神經动力障碍外,心理治疗是不可缺少的,它的主要任务是通过端     

六、七岁兒童数概念广度的实驗研究

目前我国小学教育工作中心任务之一乃是提高教学貭量。算术課程是小学的主要科目之一,一般說来,是儿童比較难于掌握的学习內容。而数概念的狹隘往往是学习算术中造成困难的主要原因。例如,編制1959年出版的小学一年級算术課本就曾提出100以內数概念能否为6、7岁的儿童所理解的問題。因此,对儿童掌握数概念的过程的研究,也就     

Attachment style and presence of a romantic partner as moderators of psychophysiological responses to a stressful laboratory situation

The effects of attachment style and presence of a romantic partner on psychophysiological responses to a stressful laboratory situation were examined in a sample of 34 college women involved in serious dating relationships. In two separate laboratory sessions, one with romantic partner present and one with partner absent, participants were led to anticipate a stressful situation. Heart rate and systolic and diastolic blood pressure levels were recorded during baseline and stress periods in each condition. Significant three-way interactions showed that both avoidant and anxious participants in the partner-present condition evinced elevated psychophysiological responses to the stressor (relative to baseline), in contrast to these groups in the partner-absent condition and secure and nonanxious participants in both conditions. Findings are compared to those of previous research on attachment-style differences in proximity-seeking behavior in a similar laboratory situation, and they are interpreted in terms of the approach-avoidance conflict experienced by insecure people when faced with a stressful situation in the presence of their romantic partners.