Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school.

Social-motivational processes and socialization experiences can play a critical role in students' academic success. However, the search for specific mechanisms and processes that explain these social influences on motivation is still in its inception. The purpose of this article was to begin to articulate some of these processes in the hope that more precise explanations of influence will emerge. The 1st section of the article focuses on ways in which social-motivational processes are relevant for understanding motivation to achieve academically, using goal pursuit as a case in point. Models describing complementary, developmental, and hierarchical relations among social and task-related goals and their implications for understanding student achievement are presented. Then, ways in which students' social encounters and experiences with parents, teachers, and peers might influence their adoption and internalization of socially valued goals are examined. New directions for theoretical and empirical inquiry are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correlations for timing consistency among tapping and drawing tasks: Evidence against a single timing process for motor control.

Three experiments were conducted to examine whether timing processes can be shared by continuous tapping and drawing tasks. In all 3 experiments, temporal precision in tapping was not related to temporal precision in continuous drawing. There were modest correlations among the tapping tasks, and there were significant correlations among the drawing tasks. In Experiment 3, the function relating timing variance to the square of the observed movement duration for tapping was different from that for drawing. The conclusions drawn were that timing is not an ability to be shared by a variety of tasks but instead that the temporal qualities of skilled movement are the result of the specific processes necessary to produce a trajectory. These results are consistent with the idea that timing is an emergent property of movement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Realities of CASE

To help manage a large and increasingly complex backlog of systems development projects, more IS departments are turning to computer-aided software engineering (CASE) as their solution. However, this technology has certain barriers to its easy implementation, as shown by the response to a recent Deloitte & Touche survey that addressed (among other things) CASE use in organizations. This article discusses some of the problems of CASE implementation these organizations encountered as well as ways IS departments can overcome these barriers and effectively integrate CASE.     

Children's intention-cue detection as a function of maternal social behavior: Pathways to social rejection.

This study examined the role of maternal social behavior in children's behavioral reactions to provocation. Popular and rejected 1st graders and their mothers independently completed an intention-cue detection task. Mothers also completed a questionnaire assessing if their responses to their child were based on the child's intent. A moderate relation within the mother–child dyad was noted for all measures. Rejected children and their mothers reported more aggressive behavioral responses to nonhostile and ambiguous provocations than did popular children and their mothers. Mothers of popular children provided more prosocial resolutions to provocation than did mothers of rejected children. In addition, mothers of popular children focused more on the intent of their children's actions than did mothers of rejected children, particularly when behavior led to negative outcomes. Implications of these findings in terms of the correlates of social status are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research participants telling the truth about their lives: The ethics of asking and not asking about abuse.

Most discussions of the ethics of self-report research on abuse and interpersonal violence focus on the risks of asking participants about their experiences. An important element of the cost-benefit analysis--the costs of not asking about child abuse--has largely been ignored. Furthermore, little research has been conducted on the costs and benefits of child abuse research, leaving researchers to make decisions based on individual beliefs about such issues as the prevalence of abuse, the likelihood of disclosure, the effects of child abuse, and the ability of abuse survivors to give informed consent. The authors suggest that these beliefs tend to overemphasize survivors' vulnerability and ignore the costs of avoiding asking about abuse. In fact, these beliefs may reinforce societal avoidance of abuse and ultimately harm abuse survivors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Simulations and Institutional Change: Training US Government Professionals for Improved Management of Complex Emergencies Abroad

A new training programme for US Government officials features simulations that require them to reach across normal bureaucratic boundaries to rehearse actual responses to real-life overseas emergencies. The simulations use a planning template that builds on lessons learned from recent, non-traditional, civil-military and humanitarian operations. The programme aims to help officials from many different parts of the government improve their capacity to coordinate inter-agency responses by institutionalizing advance planning among those most likely to be involved in any US action. A discussion-capture software package developed at the War Gaming and Simulation Centre that incorporates the planning template facilitates this process and supports the training goals.     

Confrontation naming in Alzheimer's patients: Relation to disease severity.

Reports of Alzheimer's disease patients in whom naming performance is disproportionate to other cognitive performances raise questions about the stage model, or dementia-severity level, for predicting naming performance. Thus, dementia severity as defined by Global Deterioration Scale ratings, Mini-Mental State Examination scores, and combinations of them was evaluated as a predictor of naming performance in 102 Alzheimer's patients and was found to account for approximately ? of performance variability. Additional contributions from age at onset, duration, family history, and gender were negligible. Therefore, naming ability can be argued to have a subcomponent that is not subsumed by overall cognitive ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)