Generality of speed and confidence of judgment.

Speed and confidence were measured for a number of tasks, and intercorrelations for both were significant beyond the level accepted as indicative of generality. "A negative correlation of .38 was found between total speed and total confidence." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proxy Efficacy: Implications for Self-Efficacy and Exercise Intentions in Cardiac Rehabilitation.

Objective: To examine relations among proxy efficacy, exercise self-efficacy, and exercise in cardiac rehabilitation. Participants and Study Design: Twenty-nine cardiac rehabilitation outpatients (24 men and 5 women) enrolled in a 12-week hospital-based program. Measures of proxy efficacy and exercise self-efficacy, obtained in Week 3, were used to predict program attendance and exercise self-efficacy at Week 10. Late program (i.e.. Week 10) exercise self-efficacy and proxy efficacy were also used to predict postprogram exercise intentions. Results: Early program proxy efficacy and attendance predicted late program exercise self-efficacy (adjusted K2 = .71, p     

A Longitudinal Study of Employee Adaptation to Organizational Change: The Role of Change-Related Information and Change-Related Self-Efficacy.

This study examined the role of information, efficacy, and 3 stressors in predicting adjustment to organizational change. Participants were 589 government employees undergoing an 18-month process of regionalization. To examine if the predictor variables had long-term effects on adjustment, the authors assessed psychological well-being, client engagement, and job satisfaction again at a 2-year follow-up. At Time 1, there was evidence to suggest that information was indirectly related to psychological well-being, client engagement, and job satisfaction, via its positive relationship to efficacy. There also was evidence to suggest that efficacy was related to reduced stress appraisals, thereby heightening client engagement. Last, there was consistent support for the stress-buffering role of Time 1 self-efficacy in the prediction of Time 2 job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generality and behavioral correlates of cognitive styles.

Factorial confirmation of 2 cognitive styles, defined as relationships between abilities within individuals, was sought in the within-individual variations of task performances. The cognitive styles, 1 termed "Conceptual versus Perceptual-motor Dominance," the other, "Strong versus Weak Automatization," were factorially isolated in each of 2 samples of adult normal males, and in 1 sample of adolescent male and female twins. The results are similar to those obtained by British factor analysts using hierarchical group factor method. Examination of the relationships of the factors to education and occupational levels in the adult normals revealed that the Strong Automatizers had higher occupational levels than the Weak Automatizers although the 2 groups of Ss did not differ in general intelligence or education. (35 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specificity effects in training and transfer of speeded responses.

In 3 experiments, participants, on signal, moved a cursor from a central position to 1 of 8 numerically labeled locations on the circumference of a clock face. Movements were controlled by a mouse in 1 of 4 conditions: vertical reversal, horizontal reversal, combined reversals, or normal (i.e., no reversals). Participants were trained in 1, 2, or 3 of these conditions and were tested 1 week later with either the same or a different condition. There were improvements across training and perfect retention across the delay. There was little or no transfer, however, even when training involved combined reversals or multiple conditions. These results illustrate severe specificity of training and are interpreted in terms of acquired inhibition of normal responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abstinence Self-Efficacy and Abstinence 1 Year After Substance Use Disorder Treatment.

To better understand the relationship between abstinence self-efficacy and treatment outcomes in substance use disorder patients, experts in the field need more information about the levels of abstinence self-efficacy most predictive of treatment outcomes. Participants (N = 2,967) from 15 residential substance use disorder treatment programs were assessed at treatment entry, discharge, and 1-year follow-up. A signal detection analysis compared the ability of different measures of self-efficacy to predict 1-year abstinence and identified the optimal cutoffs for significant predictors. The maximal level of abstinence self-efficacy (i.e., 100% confident) measured at discharge was the strongest predictor of 1-year abstinence. Treatment providers should focus on obtaining high levels of abstinence self-efficacy during treatment with the goal of achieving 100% confidence in abstinence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing Evidence-Based Practice: The Role of Case-Based Research.

How can practitioners engage in evidence-based practice when the evidence for effectiveness of psychological treatments comes from randomized controlled trials using patient populations different from those encountered in everyday settings and treatment manuals that seem oversimplified and inflexible? The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. A multidimensional model of the research process is provided that includes clinical practice and case-based research as significant contributors. The authors summarize the principles of case-based research and provide examples of recent technical advances. Finally, the authors suggest ways in which practitioners can apply the case-based approach in researching and publishing their own cases, perhaps in collaboration with university-based researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Predictive Validity of Self-Efficacy in Training Performance: Little More Than Past Performance.

Past research on the influence of self-efficacy in training has provided mixed results. Key differences between studies pertain to whether past performance is operationalized as a residual variable or as an unadjusted variable and to the type of task used. In this study, the authors conducted and performed a reanalysis to examine the influence of self-efficacy using both operationalizations of past performance in 2 experimental tasks. Results indicate that, regardless of task version or type, self-efficacy predicted performance only when a residual measure of past performance was used, but not when past performance was unadjusted. However, when past performance was adjusted, the findings for self-efficacy were likely a statistical artifact. These results suggest that self-efficacy is a consequence rather than a cause of performance in training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generality and consistency of relations between the alientation syndrome and cognitive processes.

"Twenty male undergraduates were administered an auditory projective technique, a word association technique, and a sentence completion technique, and engaged in two personal interviews with a clinical psychologist. Each of these procedures was designed to provide an independent measure of the Ss' relative standing on a motivational syndrome termed 'alientation'." This syndrome is defined and the results on the auditory projection test are interpreted as indicating that personality is likely to influence selective perception and retention. "These over-all findings of general and consistent relations between motivation and cognitive processes were interpreted as favorable evidence for the development of a general theory of cognition." 34 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional Development: Training for Professionalism as a Foundation for Competent Practice in Psychology.

Professional development (PD) is a broad, albeit vaguely defined, construct that underlies psychologists' education and training and is intrinsic to professional functioning, or professionalism, throughout psychologists' careers. This article resulted from the deliberations of a working group at the November 2002 Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The authors propose a definition of PD and consider professionalism to be its outcome. They then focus on 2 elements of professionalism--interpersonal functioning and thinking like a psychologist--and address related development and assessment implications for training and practice. Recommendations and implications for professional psychology organizations and for training and lifelong practices of psychologists emerged for further consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond the "Self in Self-Efficacy: Spouse Confidence Predicts Patient Survival Following Heart Failure.

Ratings of patient efficacy to manage illness, made by 191 congestive heart failure patients and their spouses, were examined as predictors of patients' survival over the next 4 years. When considered alone, both the patient's self-efficacy and the spouse's confidence ratings predicted survival, but only spouse confidence remained significant when both partners" efficacy ratings were included in the same Cox regression model. The overlapping prognostic significance of spouse confidence and a global, multicomponent measure of marital quality positioned the former as a proxy for the latter, reflecting a fundamentally social protective factor in patient survival. Successful adaptation to heart failure appears to involve more than the patient's personal agency, and psychosocial data from spouses can improve prediction of patient outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Decomposition of Variability in the Execution of Goal-Oriented Tasks: Three Components of Skill Improvement.

A central ability of the motor system is to achieve goals with great reliability, although never with zero variability. It is argued that variability is reduced with practice by 3 separate means: reduction of stochastic noise (N), exploitation of task tolerance (T), and covariation (C) between central variables. A method is presented that decomposes variability into these components in relation to task space that is defined by the execution variables. Successful variable combinations form the solution manifold. In a virtual skittles task, it is demonstrated that participants' improvement over repetitions, indicated by increasing accuracy, is accounted for by N, T, and, to a lesser degree, C. The relative contribution of these components changes over the course of practice and task variations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helping skills training for undergraduates: Outcomes and prediction of outcomes.

The authors examined outcomes and predictors of outcomes for 85 undergraduates in 3 helping skills classes. After training, trainees used more exploration skills in helping sessions with classmates (as assessed by perceptions of helpees and helpers/trainees as well as behavioral counts of skills), were perceived by helpees as more empathic, talked less in sessions, conducted better sessions (from helpee and helper/trainee perspectives), and reported higher self-efficacy for using helping skills. In addition, trainees' confidence increased while learning exploration skills, dropped while learning insight skills, and then increased again while learning action skills. The authors were not able to predict outcome from the variables used (grade-point average, empathic concern and perspective taking, perfectionism). Suggestions for training and future research on training are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Competency Training in Ethics Education and Practice.

This article provides an overview of issues, including identification of core competencies and strategies for training and assessment, related to ethics education and training for psychologists. It summarizes the products emerging from the ethics working group at the November 2002 Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, held in Scottsdale, Arizona. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

对职工进行计算机应用能力培训的理论与实践

随着企业现代化步伐的加快，计算机应用越来越广泛。因此，对职工进行计算机培训是一项非常重要的工作。但要提高培训的质量，就必须注意针对性和实用性，必须选择有效的教学方法，同时要选择或开发适合的培训教材，采用现代化的教学手段。只有各个环节都重视了，才可能将培训质量的提高落到实处。     

Transfer of training between quickened and unquickened tracking systems.

Positive transfer of training was found to occur in switching from unquickened (knowledge of results delayed due to a loose display-control relationship) tracking system to a quickened (knowledge of results is instantaneous) tracking system, or in switching from a quickened to an unquickened system. Different amounts of training provided no difference in the extent of transfer, however, and transfer between the two systems was not complete. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of management training from alternative perspectives.

One hundred seven management training evaluations were meta-analyzed to compare effect sizes for the transfer of managerial training derived from different rating sources (self, superior, peer, and subordinate) and broken down by both study- and training-related variables. For studies as a whole, and interpersonal management skills training studies in particular, transfer effects based on trainees' self-ratings, and to a lesser extent ratings from their superiors, were largest and most varied across studies. In contrast, transfer effects based on peer ratings, and particularly subordinate ratings, were substantially smaller and more homogeneous. This pattern was consistent across different sources of studies, features of evaluation design, and within a subset of 14 studies that each included all 4 rating sources. Across most rating sources, transfer of training was greatest for studies conducted in nonmilitary settings, when raters were likely to have known whether the manager being rated had attended training, when criteria were targeted to training content, when training content was derived from an analysis of tasks and skill requirements, and when training included opportunities for practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training devices and simulators: some research issues.

An attempt "to describe and clarify some research issues which occur in connection with the development, uses, and evaluation of training devices." An analysis of the use of training devices indicates that they have two functions: performance measurement in which the important characteristics are reliability and validity, and performance improvement in which the important characteristic is the degree of transfer of learning to the operational task. 32 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Observation on the Role of Context Variability in Free Recall.

The authors conducted 3 experiments investigating the effect of context variability and word frequency on free recall. Context variability refers to the number of preexperimental contexts in which a given word is experienced. Both between-subjects and within-subjects manipulations of context variability demonstrated a distinct advantage for low context variability words. Standard word frequency effects were obtained in 2 of the 3 experiments, but the common finding of no word frequency differences in mixed lists of high and low word frequency may depend on the level (low vs. high) of context variability. The authors speculate that the advantage for low context variability items may accrue from better item-to-list context associations or better storage of contextual information as a consequence of the smaller preexperimental contextual fan that these items possess. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

行动学习法在企业人才开发与培养中的创新实践

攀钢集团长特公司在研究分析国内外行动学习培训方法的理论基础上,针对传统培训效果不佳,人才素质与能力不能通过培训有效提升,许多现实问题无法通过培训有效解决等现状,通过探索与实践行动学习法,在增强团队意识、改善心智技能、提高企业绩效等方面取得了显著成效。