Journal of Applied Psychology

Poulton, E. C.

doi: 10.1037/h0045097pmid: N/A

A differentiating amplifier in the control loop, an integrating amplifier, and a simple amplifier were compared experimentally on random inputs with upper cutoffs at 40 cpm––high frequency (HF)––and 10 cpm––low frequency (LF). Control sensitivities were optimized for each combination, and learning curves were obtained from separate groups of inexperienced Ss. With the HF input the differentiating control system gave a smaller mean error than the integrating system (p<.01), whereas with the LF input it gave the larger mean error (p<.001). With both inputs the amplifying system tied for 1st place. The reasons for this were elucidated from oscillographic charts.

McKendry, James M.; Snyder, Monroe B.; Gates, Stephen

doi: 10.1037/h0043860pmid: N/A

This paper is concerned with perceptual integration, i.e., the process by which parts of an illustration are coded into perceptual units. Interest was centered about the stability of the process and some measurable variables which might influence it. 20 Ss were shown a series of 58 illustrations. A moderate degree (approximately 54%) of interindividual consistency was shown. Test-retest revealed a high degree (approximately 94%) of intra-individual consistency. 4 variables (space separation, border separation, object similarity, and object-interdependence) bore a significant relation to the particular perceptual integration process studied. Practical implications of the results are discussed.

Smith, Ewart E.; Goodchilds, Jacqueline D.

doi: 10.1037/h0040650pmid: N/A

A study was conducted using 165 firemen in large and small firehouses to test the hypothesis that 1st borns learn to interact more successfully because of their stronger dependency and affiliation needs. It was also predicted that this greater interactional skill would become more apparent the more complex the social situation. As predicted, 1st borns had less selfconfidence. They also conformed more, were more efficient problem solvers in a group situation, and were more often the official leader of their work group. However, these group behaviors were only related to birth order in the larger and more complex groups.

Rowe, Patricia M.

doi: 10.1037/h0046249pmid: N/A

The cognitive variable "category width" was examined for its applicability to the problem of individual differences in selection decisions. Accept or reject decisions for 100 "applicant" descriptions were made by 146 Ss. Analysis of the decisions showed striking between-individual differences and within-individual consistencies in the number of applicants accepted. Differences in the width of the category "acceptable applicants" were found to be related to past learning and present motivational state. Evidence that category width is a general trait was also found. It was concluded that much decision variance can be accounted for in terms of the category width of the interviewer.

Edwards, Allen L.

doi: 10.1037/h0039793pmid: N/A

Intercorrelations between 19 response set scales, based upon the scores of 110 students, were factor analyzed and the factors rotated orthogonally. Edwards' SD scale and 6 experimental social desirability scales had their highest loadings on the 1st factor. 3 scales containing neutral items in which the probability of a True response to the items varied between scales were found to have their highest loadings on 3 different factors. Scales designed to measure the tendency to give deviant True responses to items with socially undesirable scale values, to items with socially desirable scale values, and to items with neural scale values were found to have their highest loadings on 3 different factors. The tendency to give deviant True responses to items with socially undesirable scale values was found to be related to the tendency to give deviant False responses to items with socially desirable scale values. The tendency to mark items as doubtful and the tendency to answer items marked doubtful as True were identified as 2 factors unrelated to social desirability tendencies. (31 ref.)

Dunnette, Marvin D.

doi: 10.1037/h0047635pmid: N/A

It is argued that the clasisc prediction model is grossly oversimplified and has resulted in corresponding oversimplifications in the design of most validation studies. A modified and more complex prediction model is presented. Implications for future validation research are discussed in the context of the kinds of behaviors to be predicted, the necessity for investigating heterocedastic and nonlinear relationships, and the important advantages in prediction which may be realized by discovering homogeneous subsets of jobs, tests, people, and behavior within which prediction equations may be developed and crossvalidated. (32 ref.)

Latané, Bibb; Arrowood, A. John

doi: 10.1037/h0041319pmid: N/A

42 male Ss were exposed to either a hostility inducing or a neutral confederate and then tested on both stereotyped and nonstereotyped forms of a simple lever pressing task. As predicted, emotional arousal (hostility) had no effect on performance of the relatively stereotyped task but led to a considerable though transitory drop in performance after changeover to a nonstereotyped task requiring concentration. This result corroborates in a laboratory setting previous reports of research done in the field.

Insel, Shepard A.; Schlesinger, Kurt; Desrosiers, Wilfred

doi: 10.1037/h0048132pmid: N/A

This study compared anecdotal responses of 375 college freshmen exemplifying both effective and ineffective instruction in both televised and conventional classroom instruction. Thus, each S gave 4 anecdotes. When treated in the manner of the Flanagan critical incident technique by 4 independent judges, the anecdotes were classified into 2 broad categories: (a) those behaviors describing essentially active initiation by the learner with a focus on self were included in the self-dependent classification, (b) those critical phrases describing essentially passive participation by the learner and focused outside the self were included in the other-dependent classification. The Ss responses to effective conventional classroom instruction were significantly self-dependent.

Denton, J. C.; Prien, Erich P.

doi: 10.1037/h0044785pmid: N/A

To identify the functions performed by a purchasing division as perceived by company employees using the purchasing service, a 42-item mail-out questionnaire was constructed from intensive interviews. Questionnaire responses were factor analyzed by the centroid method and rotated to approximated simple structure. 8 factors were obtained, namely: buying supplies, equipment and services; protecting company's capital and assets; "customer" requisitioner activities; optimizing inventory; controlling risks in dealing with vendors; assuring the purchase of standard, high quality commodities; enforcing government regulations; and assuring vendor performance. Factor scores assumed to reflect importance as perceived by respondents showed low correlations with requisition frequency and average dollar value of the requisitions they submit. Factor scores averaged by company departments reflected considerable variation in assumed importance.

Ziller, Robert C.

doi: 10.1037/h0049337pmid: N/A

In a series of studies Fiedler concluded that leaders who maintain a greater psychological distance between themselves and the group members are more effective in promoting group productivity. Statistical and sampling shortcomings of these studies led to the present study involving 43 infantry teams in training. The leaders of high teams as compared to low teams (as rated by their commanding officers) evaluated a least and most preferred co-worker on a series of dyadic adjectival scales. leaders of high rated teams evaluated the low reference person higher (p < .05) and used the lowest evaluation point less frequently when describing the least preferred co-worker (p < .05). The results suggest that under conditions where the leader is not an agent of selection, leaders of more successful teams are less severe in their evaluations of members with lower achievement potential.