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作者：Barrick, MR; Stewart, GL; Neubert, MJ; Mount, MK
作者单位：University of Iowa; Vanderbilt University
摘要：Six hundred fifty-two employees composing 51 work teams participated in a study examining relationships among team composition (ability and personality), team process (social cohesion), and team outcomes (team viability and team performance). Mean, variance, minimum, and maximum were 4 scoring methods used to operationalize the team composition variables to capture the team members' characteristics. With respect to composition variables, teams higher in general mental ability (GMA), conscienti...
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作者：De Dreu, CKW; Giebels, E; Van de Vliert, E
作者单位：University of Amsterdam; University of Groningen
摘要：Two studies tested the effects of negotiators' social motive (cooperative vs. individualistic) and punitive capability (high vs. low) on trust, negotiation behavior, and joint outcomes. On the basis of structural goal-expectation theory (T. Yamagishi, 1986), it was predicted that in the case of a cooperative motive higher levels of punitive capability lend to less trust, less exchange of information about preferences and priorities, and agreements of lower joint outcome. Study 1 (N = 41) suppo...
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作者：DeShon, RP; Smith, MR; Chan, D; Schmitt, N
作者单位：Michigan State University; National University of Singapore
摘要：It is well documented that African Americans tend to score lower on cognitive ability tests than White Americans. The cause of this performance difference is still being hotly debated and actively researched. Recently, J. E. Helms (1992) argued that cognitive ability tests fail to adequately assess African American intelligence because they do not account for the emphasis placed on social relations and the effect of social context on reasoning in the African American culture. To evaluate this ...
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作者：Chan, D; Schmitt, N; Sacco, JM; DeShon, RP
作者单位：Michigan State University; National University of Singapore; Michigan State University
摘要：To understand the nature of test reactions and their relationship to test performance, the relationships among belief in tests, pretest reactions, test performance, and posttest reactions were modeled for cognitive ability and personality tests. Results from structural equation models that were fitted to responses from 197 undergraduate examinees supported the hypothesized relationships. On the cognitive ability test, pretest reactions affected test performance and mediated the relationship be...
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作者：van Dierendonck, D; Schaufeli, WB; Buunk, BP
作者单位：Utrecht University; University of Groningen
摘要：This study evaluated a 5-week, group-based burnout intervention program among direct-care professionals working with mentally disabled individuals. Equity theory was used as the theoretical framework. The main objective of the program was to reduce perceptions of inequity in the relationship with the organization and with the recipients of care by increasing the fit between the professional's goals and expectations and the actual work situation. One experimental group and 2 control groups part...
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作者：Guastello, SJ; Guastello, DD
作者单位：Marquette University
摘要：Coordination occurs when 2 or more people do the same or complementary tasks at the same time; it takes several forms. The form of coordination studied here was similar to behavior at a 4-way stop traffic intersection. The performance task involved 12 4-person groups and a special card game. Split-plot analysis of variance (ANOVA) showed that coordination rules were implicitly learned and then transferred successfully to new rules of similar difficulty and that coordination can occur without v...
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作者：Garven, S; Wood, JM; Malpass, RS; Shaw, JS
作者单位：University of Texas System; University of Texas El Paso; University of Texas System; University of Texas El Paso
摘要：Child interviewing techniques derived from transcripts of the McMartin Preschool case were found to be substantially more effective than simple suggestive questions,at inducing preschool children to make false allegations against a classroom visitor. Thirty-six children interviewed with McMartin techniques made 58% accusations, compared with 17% for 30 children interviewed with suggestive questions. Social influence and reinforcement appeared to be more powerful determinants of children's answ...
