Construction Productivity Improvement

Construction productivity has been on the decline in the last decade. The results are presented on a survey of the Engineering News‐Record 400 largest contractors to obtain their views on where productivity improvements would most help and to compare the trends with a similar survey carried out in 1979. Data were collected on the general company characteristics of the responding contractors, and on the contractors' opinions on potential areas for productivity improvement in the office and in the field. Findings indicate that immediate research should concentrate on improving marketing practices, planning and scheduling, labor‐management relations, site supervision, industrialized building systems, equipment policy and engineering design; and that governmental regulations have lost the immediate urgency attached to them in 1979.It is also recommended that similar surveys be conducted every 3 to 4 years to identify new trends and to steer research in the appropriate direction.     

Children's ascriptions of knowledge to others.

Piaget believed that young children were egocentric and would ascribe their own knowledge to another. In contrast, Wimmer, Hogrefe, and Perner (1988) found that children did not perform egocentrically when assessing another's knowledge. The present study was carried out to determine which claim was right. A familiar object was secretly placed in a box, and a child and others either looked in the box or did not look. Two of the main findings were that (a) 6-year-olds were significantly better than 3- to 4-year-olds at assessing the other's knowledge, even though both assessed the other's perception correctly (p?p?     

Sensory registration and informational persistence.

The view of iconic memory as a precategorical, high-capacity, quickly decaying visible memory has recently come under attack (e.g., M. Coltheart, 1980). Distinctions have been drawn between visible persistence, or the phenomenal trace of an extinguished stimulus, and informational persistence, knowledge about the visual properties of the stimulus. Two alternative conceptions of informational persistence were tested in 3 experiments with 13 university students and the present authors. One conception is that visual information persists in a visual memory that begins at stimulus offset and lasts for 150–300 msec, independently of exposure duration. The 2nd conception is that informational persistence arises from a nonvisual memory that contains spatial coordinates for displayed items along with identity codes for those items. In the experiments, 3?×?3 letter arrays were presented for durations ranging from 50 to 500 msec. A single character mask presented at varying intervals after array offset cued report of an entire row of the array. Comparison of the cued row's masked and unmasked letters revealed that spatially specific visual (i.e., maskable) information persisted after stimulus offset, regardless of exposure duration. This result favors the visual conception of informational persistence. There was also support, however, for the nonvisual conception: Accuracy increased and item intrusion errors decreased as stimulus duration increased. Implications for models of informational persistence and for transsaccadic integration during reading are discussed. (47 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Comments on the Grusec and Goodnow (1994) model of the role of discipline in moral internalization.

J. E. Grusec and J. J. Goodnow (see record 1994-25033-001) provided a compelling framework for organizing parameters of disciplinary encounters found to affect moral internalization. However, their central hypothesis (that cognitions of accurate perception and acceptance of the message mediate the impact of specific tactics on internalization) remains untested. Before embarking on research programs designed to reveal the determinants of acceptance of parental messages in the hope that such research will inform our understanding of internalization, researchers would be well advised to devise conceptually sound measures of message acceptance and to show that message acceptance does indeed mediate internalization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moving up the corporate ladder: A longitudinal study of the leadership motive pattern and managerial success in women and men.

Using TAT data collected prior to entering management positions, sex differences in motive patterns related to leadership were examined in a 12-yr longitudinal study of 211 men and 180 women (aged 21–43 yrs at initial assessment) who entered a large utility corporation between 1977 and 1982. Ss were followed up in 1990 and recorded as to how far they had advanced in management level. While the results showed no sex differences in motivational predictors of attained management level, the content analysis revealed 2 distinct styles of power-related themes that distinguished the successful men from the successful women. The successful male managers were more likely to use reactive power themes while the successful female managers were more likely to use resourceful power themes. Differences between the sexes in the power themes were less pronounced among the managers who had remained in lower levels of management. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Models of visual word recognition: Sampling the state of the art.

A classification of models of visual word recognition is presented that facilitates formal comparisons between models of different formats. In light of the theoretical contributions to this special section, sets of criteria for the evaluation of models and strategies for model construction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies and automaticity: I. Basic findings and conceptual framework.

Evaluated the contributions of strategic and data-driven factors to skilled performance by manipulating the predictability of the class of stimuli used in a memory search task. In Exp 1, when consistent mapping (CM) and varied mapping (VM) conditions were blocked, large performance differences were observed; however, when CM and VM trials were mixed, performance differences were reduced. In Exp 2, mixed training led to a less skilled performance than blocked training. Moreover, transfer conditions revealed a critical interval for learning to adopt and deploy differential response strategies. Exp 3 demonstrated that the differential response strategies were not stimulus specific. Analysis suggests that skilled performance can be conceptualized as an interaction between enhanced evidence accumulation and strategic setting of response criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)