Interpersonal knowledge and rated leader potential.

"This study investigated the relationship between the possession of interpersonal knowledge about others and the ratings received as to leader potential… . The data indicate that the more interpersonal knowledge nonleader trainees had, the higher were the leader potential ratings they received from trainee leaders and trainee nonleaders." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation between aging and rated teaching effectiveness of academic psychologists.

Within a combined cross-sectional and longitudinal design, several analyses showed that student-rated teaching effectiveness in university professors declined with age. For 106 full-time psychology teachers, age 26 to 55, who were studied for time periods ranging from 2 to 15 years, an overall negative correlation of r?=?–.33 ( p?     

A note on the relationship of bilingualism and intelligence.

Restates and reexamines the findings of an earlier study by W. E. Lambert and E. Peal (see 38:5) on the relationship of bilingualism and intelligence to correct misunderstandings about how the original samples of Ss were selected and tested. Since an apparently genuine positive relationship between intelligence and bilingualism is involved, its various interpretations are considered. The possibility that bilingualism affects intelligence favorably has received support in recent research, and is briefly discussed. (French summary) (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between EEG and test intelligence: A commentary.

In a recent review Vogel and Broverman concluded that, contrary to previously expressed opinions, there do appear to be relationships between EEG phenomena and IQ—at least among children, the retarded, and institutionalized geriatric and brain-damaged patients. The evidence for such relationships is reexamined. The following conclusions are drawn: (1) The evidence concerning relationships between normal brain-wave phenomena and IQ in children and in the mentally retarded is contradictory and inconclusive. (2) The weight of available evidence suggests that there is no relationship in normal adults. (3) EEG abnormality and decreased intellectual capacity are both effects of organic brain disorders, and hence tend to be related to one another. (2 p. ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Object-discrimination learning set acquisition in young cerebral palsied children in relation to tested and rated intelligence.

Explored object-discrimination learning set formation as a potential means of assessing the intelligence of children with neuromotor handicaps. 40 learning set problems were administered to the following groups, each containing 6 2-31/2 yr. old Ss: cerebral palsied (CP) children who tested as retarded but who were rated as not being retarded, CP children who tested and were rated as being retarded, nonhandicapped retardates, and nonhandicapped children with average intelligence. The CPs who were rated as not retarded performed like the normals; both were significantly better learners than the other 2 groups. The import of these findings for the future assessment of such children and the role that other variables play in such learning are discussed. (24 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the relationship of CPI femininity and intelligence.

Notes that the California Psychological Inventory includes a masculinity-femininity (M-F) measure, Fe, similar to other M-F scales. Although the test author suggests that Fe is positively related to intelligence for females but negatively for males, a review of the literature failed to substantiate this claim. The correlation of Fe and intellectual measures was low in magnitude and was not different in direction for the sexes. (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A relationship between self-esteem and persuasibility.

It was found that Ss high in self-esteem were influenced more by optimistic communications than by threatening communications, while Ss low in self-esteem showed the opposite pattern. These results occurred only among Ss who received communications from sources dissimilar to Ss with respect to personality characteristics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neural mechanisms of interference control underlie the relationship between fluid intelligence and working memory span.

Fluid intelligence (gF) and working memory (WM) span predict success in demanding cognitive situations. Recent studies show that much of the variance in gF and WM span is shared, suggesting common neural mechanisms. This study provides a direct investigation of the degree to which shared variance in gF and WM span can be explained by neural mechanisms of interference control. The authors measured performance and functional magnetic resonance imaging activity in 102 participants during the n-back WM task, focusing on the selective activation effects associated with high-interference lure trials. Brain activity on these trials was correlated with gF, WM span, and task performance in core brain regions linked to WM and executive control, including bilateral dorsolateral prefrontal cortex (middle frontal gyrus; BA9) and parietal cortex (inferior parietal cortex; BA 40/7). Interference-related performance and interference-related activity accounted for a significant proportion of the shared variance in gF and WM span. Path analyses indicate that interference control activity may affect gF through a common set of processes that also influence WM span. These results suggest that individual differences in interference-control mechanisms are important for understanding the relationship between gF and WM span. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The role of social and emotional communication skills in leader emergence and effectiveness.

Three studies explored the role that basic social/communication skills play in leader emergence and effectiveness. In Study 1, 218 undergraduate students were administered self-report measures of social/communication skills and extraversion, worked in small groups on a problem-solving task, and elected leaders at task midpoint. Coders measured leaders' verbal communication. Groups elected leaders who spoke most and were extraverted but were not more socially skilled. In Study 2, leaders were selected on the basis of their possession of communication skills and led small groups in 2 tasks. More skilled communicators were rated as more effective leaders, but they did not lead more productive groups. Study 3 examined fire service leaders. Social skills were related to satisfaction with the leader but related to leader performance only for higher level leaders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Language development's relationship to cognition, affectivity and intelligence.

Congenital deafness is a unique experiment of nature providing a control of the major psychological variables of language development and environmental deprivation. By carefully studying congenitally deaf children the effects of these variables on cognition, affectivity and intelligence can be described. The theoretical position which derives from this work is: 1) that verbal language is not necessary for cognition, 2) that the mediating process of thought is not a verbal symbol system, 3) that verbal language is not the primary communicator of preconscious, unconscious, or affective material, and 4) linguistic stimulation and the environmental input resulting from it are not primary variables in determining IQ. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional judgments about the relationship between speech and intelligence in African American preschoolers

This study investigated listener judgments of the speech of African American preschoolers. Forty-four judges (Head Start teaching staff = 18, pediatricians = 15, and speech-language pathologists = 11) were asked to watch and listen to a video tape of six children and to judge each child's speech and intelligence. Head Start teaching staff and pediatricians were both likely to perceive that speech and intelligence were related, although the two groups held differing views about the nature of that relationship. Speech-language pathologists were likely to perceive speech as being relatively independent of intelligence.     

Projection in group counseling: The relationship between members' interpersonal problems and their perception of the group leader.

Explored projection in group counseling by examining the relationship between the group members' interpersonal problems and their perception of the group leader. Before participation, 118 personal-growth group members filled out the Inventory of Interpersonal Problems by L. M. Horowitz et al (see record 1989-10599-001) and after each session they filled out the Trainer Behavior Scale (L. Bolman, 1971). A latent variable analysis revealed that during the 1st 10 group sessions, overly dominant group members perceived the group leaders as more dominant and overly cold group members perceived the group leaders as less affiliative. There was less relationship between group members' interpersonal problems and ratings for group leaders over time. Implications of these results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality and leader effectiveness: A moderated mediation model of leadership self-efficacy, job demands, and job autonomy.

The trait theory of leadership is advanced by a joint investigation of the mediating role of (a) leadership self-efficacy (LSE = leader's perceived capabilities to perform leader roles) in linking neuroticism, extraversion, and conscientiousness with leader effectiveness and (b) the moderating role of job demands and job autonomy in influencing the mediation. Using K. J. Preacher, D. D. Rucker, and A. F. Hayes' (2007) moderated mediation framework, the authors tested the model (over a 2-year period) with matched data from 394 military leaders and their supervisors. Results showed that LSE mediated the relationships for neuroticism, extraversion, and conscientiousness with leader effectiveness. Moderated mediation analyses further revealed that LSE mediated the relationships for (a) all 3 personality variables for only those leaders with low job demands; (b) neuroticism and conscientiousness for only those leaders with high job autonomy; and (c) extraversion, regardless of a leader's level of job autonomy. Results underscore the importance of accounting for leaders' situational contexts when examining the relationships between personality, LSE, and effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cooperation structure and the relationship of leader and member ability to group performance.

48 3-S groups of undergraduates with varying levels of creative ability among leaders and subordinates were required to carry out a creative verbal task while working under one form of cooperation structure. Each structure varied in the amount of 2 types of cooperation—collaboration and coordination. Collaboration reflects the degree to which group members have to work simultaneously with one another on each subtask. Coordination depends on the degree to which subtasks are arranged in an order of precedence. Both the form of cooperation and the level of group ability had a significant effect on group creativity. Groups with high ability leaders or subordinates were more productive than groups with low ability Ss; coordinated groups were superior to coacting groups, with collaborative groups being the least productive. There was a significant Leader Ability?×?Collaboration interaction because leader ability did not affect productivity in collaborative groups. Results are discussed in terms of the constraints placed on a leader's effectiveness by different group structures. Results also provide further evidence of the importance of group structure in determining productivity. (25) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The mediating role of coping: A cross-sectional analysis of the relationship between coping self-efficacy and coping effectiveness among athletes.

This study examines the relationship among global coping self-efficacy, coping, and coping effectiveness within athletes. We hypothesized that there would be a positive association between coping self-efficacy and coping effectiveness, which would be mediated by coping. It was also predicted that coping strategies within the task-oriented coping dimension would be positively associated with coping effectiveness, whereas strategies from the disengagement- and distraction-oriented coping dimensions would be negatively associated with coping effectiveness. Participants were 353 athletes between the ages of 18 and 29 years, who completed a measure of coping self-efficacy the night before they competed, in addition to a measure of the athletes' use of coping strategies and their perceived coping effectiveness, which was completed immediately after the competitive event. Results revealed that higher global coping self-efficacy scores were significantly (r = .33, p     

How executive coaching can change leader behavior and improve meeting effectiveness: An exploratory study.

Business meetings are the focus of extensive executive time and effort. Research has shown that poor leadership during meetings results in negative outcomes; however, few studies have explored effective leader behaviors during team meetings. From “expert leader” observations, the author hypothesized that more effective meeting leaders ask questions, summarize, and test for consensus more frequently, and they disagree, attack, and give information less frequently. Executive behaviors were observed and tallied into these categories during team meetings before and after executive coaching. Three cases illustrate how coaching was done using these measures of meeting leadership behaviors. After coaching, study participants (20 men, 1 woman) exhibited significant behavioral changes. Implications for practice include the utility of new methodological tools and the efficacy of coaching on meeting leadership effectiveness. Research seems warranted on the measures themselves and on team and organizational outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early language and intelligence development and their relationship to future criminal behavior.

Investigated the relationship between intelligence, measured regularly from the ages of 3 to 17 yrs, and registered criminality in 122 boys in a birth-to-maturity study. Significant negative correlations appeared at several ages, even for intelligence assessed as early as at the age of 3 yrs. The hypothesis was advanced that the early language development of the Ss would be negatively associated with future criminality. Information on language development, obtained by applying the Brunet-Lézine psychomotor developmental test for infants, substantiated this hypothesis. Significant correlations with registered criminality appeared for language development at 6, 18, and 24 mo. Further support for the hypothesized link was provided by psychologists' ratings of children's verbal behavior and by maternal reports of their child's speech at ages 3–5 yrs. The role of early language retardation in contributing to later criminality is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)