Attributional analysis of rumour denials

Politicians do it, corporations do it, and defendants in court do it. Many social encounters involve denials of rumours or accusations of wrongdoing. However, denials are not always effective. Sometimes, denials lead to an even more negative evaluation of the target of the rumour (in other words, the denial 'boomerangs'). We argue that this is more likely to happen in situations where people only hear the denial and are not aware of the rumour. Denial in the absence of a rumour leads to uncertainty about the reasons for the denial and the audience attributes the denial to internal reasons ('there must be something wrong about you') instead of external masons ('you are just responding to false rumours'). We conducted two studies comparing conditions involving denial in the presence of a rumour (rumour + denial) versus denial in the absence of a rumour (denial only). Study 1 found greater uncertainty about the reasons for denial and negative evaluation of the rumour target in denial-only condition, confirming the boomerang effect. Study 2 replicated the boomerang effect. Further, as predicted, the denial was attributed more to internal rather than external causes in the denial-only condition. Finally, mediation analysis revealed that attributions underlie the boomerang effect.

A work domain analysis framework for modelling intensive care unit patients

Work domain analysis (WDA) has been applied to a range of complex work domains, but few WDAs have been undertaken in medical contexts. One pioneering effort suggested that clinical abstraction is not based on means-ends relations, whereas another effort downplayed the role of bio-regulatory mechanisms. In this paper it is argued that bio-regulatory mechanisms that govern physiological behaviour must be part of WDA models of patients as the systems at the core of intensive care units. Furthermore it is argued that because the inner functioning of patients is not completely known, clinical abstraction is based on hypothetico-deductive abstract reasoning. This paper presents an alternative modelling framework that conforms to the broader aspirations of WDA. A modified version of the viable systems model is used to represent the patient system as a nested dissipative structure while aspects of the recognition primed decision model are used to represent the information resources available to clinicians in ways that support lsquoif...thenrsquo conceptual relations. These two frameworks come together to form the recursive diagnostic framework, which may provide a more appropriate foundation for information display design in the intensive care unit.

Effective assertive behavior in the workplace: Responding to unfair criticism

A social rules perspective was employed to identify the elements of socially appropriate responses to unfair criticism in the workplace. Women generally endorsed for themselves response strategies based on stronger obligation and softer rights components, while men endorsed responses based on stronger personal rights expression and weaker obligation components. In support of the utility of a social rules approach to operationalizing context-specific expectations, behavioral responses based on gender and status-specific rules were evaluated as more effective on task, relationship, and self-respect dimensions than were rights-only, rights-plus-empathy, or submissive strategies. Results are discussed in terms of the development of a context-specific model of interpersonal competence and implications for interpersonal skills and assertion training.

Reinforcing the glass ceiling: The consequences of hostile sexism for female managerial candidates

Previous research has established that benevolent sexism is related to the negative evaluation of women who violate specific norms for behavior. Research has yet to document the causal impact of hostile sexism on evaluations of individual targets. Correlational evidence and ambivalent sexism theory led us to predict that hostile sexism would be associated with negative evaluations of a female candidate for a masculine-typed occupational role. Participants completed the ASI (P. Glick & S. T. Fiske, 1996) and evaluated a curriculum vitae from either a male or female candidate. Higher hostile sexism was significantly associated with more negative evaluations of the female candidate and with lower recommendations that she be employed as a manager. Conversely, higher hostile sexism was significantly associated with higher recommendations that a male candidate should be employed as a manager. Benevolent sexism was unrelated to evaluations and recommendations in this context. The findings support the hypothesis that hostile, but not benevolent, sexism results in negativity toward individual women who pose a threat to men's status in the workplace.

Effective leadership in salient groups: Revisiting leader-member exchange theory from the perspective of the social identity theory of leadership

Two studies compared leader-member exchange (LMX) theory and the social identity theory of leadership. Study 1 surveyed 439 employees of organizations in Wales, measuring Work group salience, leader-member relations, and perceived leadership effectiveness. Study 2 surveyed 128 members of organizations in India, measuring identification not salience and also individualism/collectivism. Both studies provided good support for social identity predictions. Depersonalized leader-member relations were associated with greater leadership effectiveness among high- than low-salient groups (Study 1) and among high than low identifiers (Study 2). Personalized leadership effectiveness was less affected by salience (Study 1) and unaffected by identification (Study 2). Low-salience groups preferred personalized leadership more than did high-salience groups (Study 1). Low identifiers showed no preference but high identifiers preferred depersonalized leadership (Study 2). In Study 2, collectivists did not Prefer depersonalized as opposed to personalized leadership, whereas individualists did, probably because collectivists focus more on the relational self.

An examination of learning processes during critical incident training: Implications for the development of adaptable trainees

Three experiments are reported that examined the process by which trainees learn decision-making skills during a critical incident training program. Formal theories of category learning were used to identify two processes that may be responsible for the acquisition of decision-making skills: rule learning and exemplar learning. Experiments I and 2 used the process dissociation procedure (L. L. Jacoby, 1998) to evaluate the contribution of these processes to performance. The results suggest that trainees used a mixture of rule and exemplar learning. Furthermore, these learning processes were influenced by different aspects of training structure and design. The goal of Experiment 3 was to develop training techniques that enable trainees to use a rule adaptively. Trainees were tested on cases that represented exceptions to the rule. Unexpectedly, the results suggest that providing general instruction regarding the kinds of conditions in which a decision rule does not apply caused them to fixate on the specific conditions mentioned and impaired their ability to identify other conditions in which the rule might not apply. The theoretical, methodological, and practical implications of the results are discussed.

Using "war stories" to train for adaptive performance: Is it better to learn from error or success?

The study examines whether error exposure training can enhance adaptive performance. Fifty-nine experienced fire-fighters undergoing training for incident command participated in the study. War stories were developed based on real events to illustrate successful and unsuccessful incident command decisions. Two training methodologies were compared and evaluated. One group was trained using case studies that depicted incidents containing errors of management with severe consequences in fire-fighting outcomes (error-story training) while a second group was exposed to the same set of case studies except that the case studies depicted the incidents being managed without errors and their consequences (errorless-story training). The results provide some support for the hypothesis that it is better to learn from other people's errors than from their successes. Implications for training are discussed.