Emotional faces are often salient cues of threats or other important contexts, and may therefore have a large effect on cognitive processes of the visual environment. Indeed, many behavioral studies have demonstrated that emotional... more
Emotional faces are often salient cues of threats or other important contexts, and may therefore have a large effect on cognitive processes of the visual environment. Indeed, many behavioral studies have demonstrated that emotional information can modulate visual attention and eye movements. The aim of the present study was to investigate (1) how irrelevant emotional face distractors affect saccadic behaviors and (2) whether such emotional effects reflect a specific neural mechanism or merely biased selective attention. We combined a visual search paradigm that incorporated manipulation of different types of distractor (fearful faces or scrambled faces) and delivered anodal transcranial direct current stimulation (tDCS) over the superior temporal sulcus and the frontal eye field to investigate the functional roles of these areas in processing facial expressions and eye movements. Our behavioral data suggest that irrelevant emotional distractors can modulate saccadic behaviors. The tDCS results showed that while rFEF played a more general role in controlling saccadic behavior, rSTS is mainly involved in facial expression processing. Furthermore, rSTS played a critical role in processing facial expressions even when such expressions were not relevant to the task goal, implying that facial expressions and processing may be automatic irrespective of the task goal.
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The frontal eye fields (FEF) have typically been predominantly investigated in terms of their role in the generation of eye movements. Lesions to this area, either accidental or experimental, disrupt saccades and electrical stimulation... more
The frontal eye fields (FEF) have typically been predominantly investigated in terms of their role in the generation of eye movements. Lesions to this area, either accidental or experimental, disrupt saccades and electrical stimulation elicits eye movements. Recently there has been increasing interest in the involvement of this area in visual processes, including in tasks where eye movements were either not required or were precluded. In addition to being involved in a range of visual tasks, evidence from visual search paradigms has suggested that this area might be important when the defining quality of the target is unpredictable or that it may be involved in priming. We investigated the role of FEF in a task requiring localisation of a target defined by colour, in which the target colour was either maintained or switched across trials. Disruption of performance was seen on the task when transcranial magnetic stimulation (TMS) was delivered over the left FEF, specifically elevating response times on trials when the target and distracter colours were switched rather than affecting any benefit of repetition of the target attribute (priming). This result is consistent with altered modulation of extrastriate areas, consequently affecting the speed with which a switch of the target colour could be detected. This both offers an explanation for effects seen in unpredictable feature search and is consistent with other TMS and microstimulation studies showing that FEF modulates responses of extrastriate cortex.
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Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4... more
Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulatio...
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The belief that personality is fixed (an entity theory of personality) can give rise to negative reactions to social adversities. Three studies showed that when social adversity is common-at the transition to high school--an entity theory... more
The belief that personality is fixed (an entity theory of personality) can give rise to negative reactions to social adversities. Three studies showed that when social adversity is common-at the transition to high school--an entity theory can affect overall stress, health, and achievement. Study 1 showed that an entity theory of personality, measured during the 1st month of 9th grade, predicted more negative immediate reactions to social adversity and, at the end of the year, greater stress, poorer health, and lower grades in school. Studies 2 and 3, both experiments, tested a brief intervention that taught a malleable (incremental) theory of personality--the belief that people can change. The incremental theory group showed less negative reactions to an immediate experience of social adversity and, 8 months later, reported lower overall stress and physical illness. They also achieved better academic performance over the year. Discussion centers on the power of targeted psychologica...
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... social anhedonia, and physical anhedonia ([Chapman et al., 1976], [Chapman et al., 1980], [Eckblad and Chapman, 1983] and [Eckblad et al., 1982]), and they form higher-order positive symptom and negative symptom dimensions (Kwapil,... more
... social anhedonia, and physical anhedonia ([Chapman et al., 1976], [Chapman et al., 1980], [Eckblad and Chapman, 1983] and [Eckblad et al., 1982]), and they form higher-order positive symptom and negative symptom dimensions (Kwapil, Barrantes-Vidal, & Silvia, 2008). ...
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... JODY J. ILLIES~ RONI REITER-PALMON St. ... For this reason, that person will tend to be closed-minded (Johnson, Lin, Symons, Campbell, & Ekstein, 1995; Maio & Olson, 1995) and therefore may not feel the... more
... JODY J. ILLIES~ RONI REITER-PALMON St. ... For this reason, that person will tend to be closed-minded (Johnson, Lin, Symons, Campbell, & Ekstein, 1995; Maio & Olson, 1995) and therefore may not feel the need to search for additional information or to devote the extra effort ...
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The aim of this study was to compare the results of two different modes of using multiple groups (instead of one large group) to identify problems and develop solutions. Many of the complex problems facing organizations today require the... more
The aim of this study was to compare the results of two different modes of using multiple groups (instead of one large group) to identify problems and develop solutions. Many of the complex problems facing organizations today require the use of very large groups or collaborations of groups from multiple organizations. There are many logistical problems associated with the use of such large groups, including the ability to bring everyone together at the same time and location. A field study involved two different organizations and compared productivity and satisfaction of group. The approaches included (a) multiple small groups, each completing the entire process from start to end and combining the results at the end (parallel mode); and (b) multiple subgroups, each building on the work provided by previous subgroups (serial mode). Groups using the serial mode produced more elaborations compared with parallel groups, whereas parallel groups produced more unique ideas compared with serial groups. No significant differences were found related to satisfaction with process and outcomes between the two modes. Preferred mode depends on the type of task facing the group. Parallel groups are more suited for tasks for which a variety of new ideas are needed, whereas serial groups are best suited when elaboration and in-depth thinking on the solution are required. Results of this research can guide the development of facilitated sessions of large groups or "teams of teams."
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... Michael D. Mumford American Institutes for Research Jennifer O'Connor Boes George Mason University Mark A. Runco University of California, Fullerton ... Creativity Research Journal 9 Page 2. R.... more
... Michael D. Mumford American Institutes for Research Jennifer O'Connor Boes George Mason University Mark A. Runco University of California, Fullerton ... Creativity Research Journal 9 Page 2. R. Rdtttr-Pelawm, MD Mumford, J. O'Coanor Boes, and M. A. Rmco ...
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... Although this study provided initial evidence to the role of problem construction ability in solving everyday problems and matching solutions to personality, it does not provide a direct test of the role of problem construc-tion... more
... Although this study provided initial evidence to the role of problem construction ability in solving everyday problems and matching solutions to personality, it does not provide a direct test of the role of problem construc-tion process in real-life problem solving, and the ...
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... ideation. They are generally some sort of stimulus that encourages diver-gent thinking. For ... Problems Adam B. Butler University of Northern Iowa Lisa L. Scherer and Roni Reiter-Palmon University of Nebraska at Omaha We ...
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... Carmeli a * , Roni Reiter-Palmon b & Enbal Ziv c pages 250-260. ... Burke , CS , Sims , DE , Lazzara , EH , & Salas , E. ( 2007 ). Trust in leadership: A multi-level review and integration . Leadership... more
... Carmeli a * , Roni Reiter-Palmon b & Enbal Ziv c pages 250-260. ... Burke , CS , Sims , DE , Lazzara , EH , & Salas , E. ( 2007 ). Trust in leadership: A multi-level review and integration . Leadership Quarterly , 18 , 606 – 632 . [CrossRef], [Web of Science ®] View all references). ...
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Page 1. Creativity Research Journal Volume 6 (4) 365-389 (1993) Personality Variables and Problem-Construction Activities: An Exploratory Investigation Michael D. Mumford David P. Costanza K. Victoria Threlfall Wayne A. Baughman Roni... more
Page 1. Creativity Research Journal Volume 6 (4) 365-389 (1993) Personality Variables and Problem-Construction Activities: An Exploratory Investigation Michael D. Mumford David P. Costanza K. Victoria Threlfall Wayne A. Baughman Roni Reiter-Palmon ...
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