Effects of previous performance on evaluations of present performance.

In Study 1, 82 undergraduates viewed 3 videotaped lectures presented by the same lecturer. Ss in the good-performance condition viewed 2 good lectures, followed by a lecture of average quality. Ss in the poor-performance condition viewed 2 poor lectures, followed by the same average lecture. Results show significant contrast effects both for ratings of the frequency of several critical behaviors and for performance evaluations. Ss in the poor-performance condition assigned more favorable behavior ratings and higher performance evaluation ratings to the 3rd (average) lecture than did Ss in the good-performance condition. In Study 2, 71 Ss were used to test the hypothesis that memory biases were responsible for the contrast effects observed in Study 1. Ss viewed the same videotapes but rated the 3rd tape from memory the day after viewing the tape. Results show weak, nonsignificant contrast effects, suggesting that memory biases were not sufficient to explain the results of Study 1. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of failure on subsequent performance: The importance of self-defining goals.

Extending R. A. Wicklund and P. M. Gollwitzer's (1982) self-completion theory, 2 experiments examined the role of self-defining goals in predicting performance effects of failure among students committed to professional goals such as becoming a physician (Experiment 1) or a computer scientist (Experiment 2). Results of Experiment 1 revealed that failure on a task characterized as being relevant to students' professional self-definition led to (a) enhanced performance on a subsequent task relevant to the same self-definition and (b) impaired performance on a subsequent task unrelated to the self-definition challenged through prior of failure. Experiment 2 replicated these findings. In addition, performance effects due to self-definitional failure were annulled when participants experienced intermittent social recognition for the aspired-to self-definition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of performance on leadership, cohesiveness, influence, satisfaction, and subsequent performance.

200 management students role played the "Change of Work Procedure" case. Through changes in the foreman's roles, groups were assigned to a high performance, low performance, or control condition. High past performance increased leader supportiveness, interaction facilitation, goal emphasis, and work facilitation behaviors, as well as member influence, group cohesiveness, and satisfaction. Thus, theories of leadership should consider performance as a cause as well as an effect of leader behavior. (24 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects on avoidance performance of vagal stimulation during previous fear conditioning in rats.

Attempted to determine, from experiments on 5 groups of 10 male albino rats each, whether parasympathetic stimulation given coincidentally with electric shock in a fear-conditioning situation would alter later performance on an avoidance conditioning task. 10 Ss were implanted with a small chronic electrode around the cervical vagus. During preconditioning, consisting of 8 trials of tone followed by inescapable shock, 1 group of Ss received stimulation of the vagus at the time foot shock was delivered. During subsequent avoidance conditioning, these Ss performed the avoidance task significantly better than Ss that received the same preconditioning without vagal stimulation and as well as Ss that had received no preconditioning shock trials. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of leader warmth and directiveness on subordinate performance on a subsequent task.

56 college students took the role of a subordinate and interacted with a leader as they completed a task. The leader was either directive or nondirective and nonverbally either conveyed warmth or coldness toward the S. Ss with the warm/directive leader were most motivated to complete a subsequent task, and Ss with the warm/nondirective leader were the least productive. Ss within the warm condition found the leader helpful, were willing to work again and to meet the leader socially, and were satisfied with their relationship with the leader compared to those with a cold leader. Results support the general finding that high-structure, high-consideration leaders facilitate productivity and satisfaction and suggest how leaders might be both oriented toward production and toward people. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of steady-state versus stochastic exercise on subsequent cycling performance

Mutations in the type VII collagen gene (COL7A1) have been shown to underlie dystrophic epidermolysis bullosa (DEB). The dominantly inherited forms of DEB have been divided into two clinical subcategories, the Pasini (DDEB-P) and the Cockayne-Touraine (DDEB-CT) variants, on the basis of the presence or absence of albopapuloid lesions. In this study, we have examined the molecular basis of DDEB in two Japanese families, one with DDEB-P and the other with DDEB-CT. Mutation detection strategy consisted of polymerase chain reaction amplification of COL7A1 from genomic DNA, followed by heteroduplex analysis and direct nucleotide sequencing. The results revealed heterozygous glycine substitution mutations, G2076D and G2034R, in these families, respectively. Thus, these two variants of DDEB are allelic, and subtle differences in the clinical presentation may reflect the precise position of the mutation along the type VII collagen molecule. Alternatively, the nature of the substituting amino acid (D versus R) may influence the clinical phenotype. This is the first demonstration of a COL7A1 mutation in DDEB-P, and brings the total number of dominant DEB variants with underlying glycine substitutions in COL7A1 to five, including the pretibial and localized variants as well as the Bart's syndrome, in addition to DDEB-P and DDEB-CT.     

Search and retrieval patterns for performance information: Effects on evaluations of multiple targets.

Examined search, organization, and use of performance information about multiple targets. In Exp I, 41 undergraduates searched among 64 performance vignettes, stored in a 4?×?4?×?4 (Target?×?Task?×?Occasion) computer array. The predominant search pattern involved examining a set of performances by one target before proceeding to another. Exp II tested whether various acquisition patterns affect organization and use of performance information. 125 Ss were shown 16 vignettes from Exp I, organized in target-by-target (target blocked), task-by-task (task blocked), or mixed sequences. Results indicate greater recall under blocked than under mixed conditions. Blocking also influenced organization in recall. Target blocking produced clustering by target; task blocking produced clustering by task; mixed presentation produced no discernible clustering. Accuracy of ratings for overall target performance was unaffected by blocking, but task blocking produced better differentiation among instances of good and poor performance exhibited by specific targets. (22 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Initial evaluations in the interview: Relationships with subsequent interviewer evaluations and employment offers.

The authors of this study examine how evaluations made during an early stage of the structured interview (rapport building) influence end of interview scores, subsequent follow-up employment interviews, and actual internship job offers. Candidates making better initial impressions received more internship offers (r = .22) and higher interviewer ratings (r = .42). As predicted, initial evaluations of candidate competence extend beyond liking and similarity to influence subsequent interview outcomes from the same interviewer (ΔR2 = .05), from a separate interviewer (ΔR2 = .05), and from another interviewer who skipped rapport building (ΔR2 = .05). In contrast, assessments of candidate liking and similarity were not significantly related to other judgments when ratings were provided by different interviewers. The findings of this study thus indicate that initial impressions of candidates influence employment outcomes, and that they may be based on useful judgments of candidate competence that occur in the opening minutes of the structured interview. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of anonymity on student evaluations of faculty performance.

Studied the main and interactive effects of anonymity and professor on student ratings of faculty performance. Ratings of faculty performance were obtained from 244 undergraduates in 7 classes using a 20-item rating form with Positive Item Total (PIT) and Negative Item Total (NIT) subscales. Results show main effects for professor for both the scales. Hypothesized main effects for anonymity were insignificant for both the PIT and NIT scales. The Anonymity?×?Professor interaction was marginally significant for the PIT scale, but not for the NIT scale. Implications for practices associated with the collection of rating data from students are discussed. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of perceived fairness of performance evaluations.

217 middle managers from 3 industrial groups responded to an open-ended questionnaire in which they described the determinants of particularly fair or unfair performance appraisals. By Q-sort procedure, the responses were categorized and combined to yield 7 distinct determinants of fairness in performance evaluations. Ratings of the perceived importance of these determinants were factor analyzed, revealing 2 distinct factors—Procedural and Distributive determinants. The implications of the determinants are discussed with respect to existing research and theory on justice in organizations. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of children's physical attractiveness on teachers' evaluations.

After viewing the photograph of a physically attractive or unattractive child and a vignette depicting a misbehavior possibly committed by the child, 144 female elementary school teachers evaluated the pupil for blame, personality, and punishment before and after reading a report card characterizing the child as a good, satisfactory, or poor student. Though attractive children generally received more desirable personality ratings than unattractive children, a misbehavior was deemed less undesirable if attributed to unattractive rather than attractive children. Furthermore, unattractive girls were blamed less frequently and received more lenient recommendations for punishment than did unattractive boys. Implications for the physical attractiveness stereotyping hypothesis are discussed as well as explanations for the differential evaluations based on the child's sex. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of pretraining compatible and incompatible responses on subsequent one-way and shuttle-avoidance performance in rats.

Conducted 6 experiments with male Holtzman rats. A single noncontingent footshock was found to facilitate subsequent one-way and shuttle avoidance if the CS in preshock and avoidance training was the same. If the to-be-established instrumental response was punished during preshock, or if Ss were required to run toward the CS paired with shock during pretraining, the facilitative effects of preshock were eliminated. Facilitation by a single preshock was not enhanced if shock was escapable, regardless of the CSs, task, or whether escape was immediate or delayed. If Ss received 10 one-way escape trials, the beneficial effects of preshock on one-way and shuttle avoidance were enhanced. In contrast, shuttle-escape training produced no such beneficial effects on avoidance performance. (19 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Liberal grading improves evaluations but not performance.

The effects of examination grades on 250 college students' study behaviors, attendance, and evaluations of instruction were examined in an undergraduate psychology course. A paradigm involving a team-teaching procedure was employed, which enabled the questions to be investigated in the natural setting using an experimental rather than a correlational methodology. Liberal grading was found to result in higher evaluations of course and instructor but had no demonstrable effect on studying or attendance. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of strategic self-presentation on subsequent self-esteem.

Three experiments (88 male and 36 female undergraduates) explored the effects of self-enhancement or self-deprecation on the actor's self-esteem as measured in a separate context. In Exp I, Ss were influenced, by observing others in a screening interview, to emulate their self-enhancing or self-deprecating behavior when they themselves were interviewed. This carried over and was reflected in their subsequent self-esteem. In Exp II, this carry-over effect was replicated in a setting in which S was interviewed while playing the role of a job candidate. In Exp III, Ss instructed to be self-enhancing in an interview subsequently showed elevated self esteem (unless their interview behavior was prescribed by the experimenter and thus not self-referring). Ss instructed to be self-deprecating subsequently showed lowered self-esteem if they had been given a clear choice as to whether to engage in the interview. It is concluded that self-perception theory can account for self-enhancing carry-over, whereas dissonance theory offers a more appropriate explanation for the carry-over or internalization of self-deprecating actions. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of mood on mothers' evaluations of children's behavior.

Examined the effects of mood on mothers' evaluations of their children's behavior. Ss were 54 mothers and their 4- to 5-yr-old children. Families were randomly assigned to a depressed, positive, or neutral mood condition. Mothers evaluated their children's behavior after participating in a mood induction. Independent observers also evaluated children's behavior. Mothers in the positive mood condition evaluated their children's behavior as more favorable than did mothers in the depressed and neutral mood conditions. Mothers in the positive mood condition also evaluated their children's behavior as more favorable than did independent observers of the children's behavior. Evaluations provided by mothers in the depressed mood condition did not differ from those provided by mothers in the neutral mood condition or from those provided by independent observers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Failure and the subsequent performance of schizophrenics.

"The present study investigated the questions of whether deficit would obtain for schizophrenics on a timed task of nonsocial content and, if so, whether the deficit would increase or decrease over trials under a condition of nonreinforcement and, finally, differentially affect the subsequent performance of schizophrenics and normals… . The results indicated that both schizophrenics and normals responded with enhanced performance to the negative conditions, but that only the schizophrenics demonstrated enhanced performance under the positive condition." 15 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of instructor-delivered sequential evaluative feedback upon student's subsequent classroom-related performance and instructor ratings.

128 college students were randomly assigned to 1 of 4 instructor-delivered evaluative feedback conditions (uniformly positive, uniformly negative, negative-to-positive, or positive-to-negative). Expectations for subsequent performance were effectively manipulated by false evaluative feedback. Ss then listened to an audiotaped lecture, after which they took an exam on the lecture (the performance measure). Finally, Ss rated the instructor who gave the audiotaped lecture. The instructor-delivered evaluative feedback manipulation had a significant effect on the Ss' performance and ratings of the instructor, such that performance was better and ratings of the instructor were higher in the uniformly positive condition, followed, respectively, by the negative-to-positive, positive-to-negative, and uniformly negative conditions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer reviewer evaluations and evaluations of peer reviewers: Effects of theoretical orientation.

Investigated the effects of both provider and reviewer theoretical orientation on the evaluation of treatment in the context of document-based peer review and on the consequent evaluation of the reviews themselves. 141 staff members from 35 university counseling centers were assigned to 1 of 2 treatment groups, each of which received different combinations of client problems (depression and anxiety) and provider theoretical orientation (psychodynamic and cognitive-behavioral); each S reviewed 2 sets of treatment documents composed of 2 of the 4 treatment combinations. There was no relationship between quality of review and theoretical orientation of the reviewer or treatment provider and no relationship between theoretical orientation and reimbursement recommendations. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of instructor/course evaluations on student course selection.

Instructor/course evaluations had an impact on student election of courses as shown by the frequency with which 1,150 students elected differentially rated classes. Prior to registration students were given reports on student evaluations of political science courses. A comparable group of students did not receive the ratings. The course rated most highly was elected more frequently by those with access to ratings despite the fact that it was also rated as requiring more work. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)