Reciprocal Relationships Between Collective Efficacy and Team Performance in Women's Ice Hockey.

This study examined reciprocal relationships between collective efficacy and team performance over a season of competition in women's intercollegiate ice hockey within weekends where the opponent was constant for 2 games. Collective efficacy beliefs within 12 teams were assessed prior to both games for at least 7 weekends. Team performance indexes produced an overall measure of performance for each game. The average influence of Saturday collective efficacy on Saturday performance was moderate and positive after controlling for Friday performance. The average influence of Friday performance on Saturday collective efficacy was small and positive after removing the influence of Friday collective efficacy from Friday performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A place for Bobo in play therapy.

Some therapists hold that the Bobo and other aggressive toys should be excluded from the playroom as they elicit acting-out behavior that is transferred to the world outside the playroom. However, many therapists view the inclusion of these items as imperative elements that facilitate positive growth and maturation in the child. Interviews with authorities in the field of play therapy support the position that the inclusion of the Bobo is not only useful, but a therapeutic necessity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual and structural origins of friendship and social position among professionals.

Friendship affects individual and organizational well-being through direct relations, social positions, and complex network structures. In this study, the authors use longitudinal data from 2 groups of master's of business administration students to increase understanding of how friendship networks develop. The authors propose and test a dynamic model in which attribute similarity facilitates dyadic friendship ties, as well as similar network centrality and social position; early friendship increases later similarity in structural position and centrality; and early structural similarity enhances the likelihood of future friendship. Findings largely supported the model, demonstrating how homophily and early social contacts can jointly shape maturing friendship networks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenges in the human genome project

The purpose and scope of the human genome project are discussed. Basic biological concepts underlying the project are reviewed. The two processes-logic and experimentation-used to understand DNA sequences are compared, and the process of obtaining the sequence is described. Two problem areas in this collaboration between biologists and computer scientists are examined. They arise from differences in training that can make communication difficult, and nomenclature problems     

Performance antecedents of voluntary and involuntary managerial turnover.

Examined the job performance of 420 credit managers (mean age at hiring 25 yrs) from a large finance company who either quit their job, were fired, or were promoted to a higher position in the company. Six biographical variables and 12 performance appraisal scores accumulated from data in employee files were used in a cross-validated multiple discriminant analysis to predict membership in the 3 classification groups. Results reveal a systematic relation between the performance appraisal variables and the classification groups: The performance of promoted Ss was significantly superior to that of Ss who quit, which in turn was significantly superior to the performance of the fired Ss. 18 discriminating variables accounted for a 46.7% hit rate in group membership. Findings are discussed in the context of research on performance antecedents of voluntary and involuntary turnover, as well as the feedback properties of performance appraisal information. It is suggested that no single performance–turnover relation exists. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why do semantic priming effects increase in old age? A meta-analysis.

Reports a meta-analysis comparing the size of semantic priming effects on young and older adults' lexical decision and pronunciation latency. The analysis included 15 studies with 49 conditions varying the semantic relatedness of a prime stimulus (single word or whole sentence) and a target word. An effect-size analysis on the difference between young and older adults' semantic priming effect (unrelated minus related latency) indicated that semantic priming effects are reliably larger for older than for young adults. There was no evidence for nonhomogeneity in this age difference across the different conditions. The relationship between young and older adults' semantic priming effects was described by a function with a positive intercept and a slope of 1.0. This pattern of findings favors aging models postulating process-specific slowing rather than general cognitive slowing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of Explosives on The Moon

The utilization of explosives for excavation on the lunar surface is under serious consideration as a part of the design for construction of temporary and permanent bases. An excavation research program has shown that small‐scale explosives blasting in a lunar‐soil simulant will greatly reduce the digging forces required for scoop and dragline excavators. Some crater‐blasting parameters were determined for the lunar soil simulant at one Earth gravity and at 10 Earth gravities using a centrifuge. The size of the craters produced at 10 Earth gs matched those formed at one earth g by scaling according to the weight of the explosive. These data can be applied to explosive‐excavation problems such as habitat construction, burial of nuclear power sources, and the rapid construction of shelters remote from the main base to shield against solar‐flare activity.     

Children's use of dispositions to predict classmates' behavior.

Kindergartners, 3rd, and 6th graders chose classmates whom they would and would not like to have on their team for an academic contest and as playmates. Ss also rated their classmates on likableness and academic ability. At all ages, children's choices for the academic competition and the play situation were significantly associated with their ratings of their classmates' academic and social competence, respectively. Ss typically referred to academic abilities to explain their teammate choices for the academic contest and to social competence or friendship to explain playmate choices. Questions about the stability of classmates' academic and social competencies revealed that not until 6th grade did Ss indicate that there are limits in the degree to which academic and social competencies could improve with effort. (PsycINFO Database Record (c) 2010 APA, all rights reserved)