bluuebunny/crossref_metadata_2025 huggingface dataset:
Access as a Motivational Device: Implications for Human Resource Management
Authors: Arocena Pablo , Villanueva Mikel
Published: July 2003

In this paper we analyse the provision of incentives at work on the basis that the employment relationship is not solely an exchange of work for money. Particularly, in addition to a salary, a job also gives access to a working experience, which determines the potential for employee's human capital acquisition and for his social and professional recognition. Accordingly, we argue that the level of access defines the employee's opportunities for satisfying his self‐actualisation and achievement needs. Further, given that the firm has the ability to regulate access by way of a number of organisational decisions, access becomes a powerful mechanism to activate the worker's internal motivation. In this respect, the main purpose of this paper is to study the effect of access and intrinsic motivation on employee's performance and job design. To that effect, we analyse the economic consequences of our arguments on access through a model of agency enriched with a number of psychological and organisational considerations. Our results and conclusions are consistent with much of the interdisciplinary research on the subject, as well as with the evidence emerging from the real business practice. They also provide a number of practical implications for personnel policies. First, in order to activate the individual's internal motivation, the job must reach a minimum value. Second, the positive effect of the employee's intrinsic motivation on effort decreases with the magnitude of monetary incentives. Third, the efficiency gains generated by the extension of job access increase with the employee's level of perceived risk. Finally, the costs of selection are a consequence of granting access.
Corruption, Productivity and Socialism
Authors: Wyatt Geoffrey
Published: July 2003

The level of productivity is correlated across countries with measures of (lack of) corruption, but this appears to be due to a common association of these variables with measures of civil infrastructure, here measured by a combination of governance indexes labelled ‘rule of law’ and ‘government effectiveness’. New instruments based on the size‐ and spatial‐distributions of cities within the countries of the world were constructed in order to explore the causal relationships between civil infrastructure and productivity. Civil infrastructure accounts for a substantial fraction of the global variation in output per worker across countries. Within this empirical pattern there is a systematic deviation associated with the current and former socialist states, which have both lower productivity and inferior civil infrastructure than would be predicted for otherwise similar non‐socialist states. However, for a given level of the index of civil infrastructure these states are also shown to have ahigherlevel of productivity than otherwise similar non‐socialist states. The unconditionally low productivity of socialist states is attributed entirely to the indirectly deleterious effects that socialism had on civil infrastructure, which more than offset its directly positive effect on output.
Choice Behaviour: Looking for Remedy to Some Central Logical Problems in Rational Action
Authors: Kaisla Jukka
Published: July 2003

The purpose of this paper is to examine connections between rationality and rule following, and to propose that a distinction between consequential and procedural interests can help us in explaining choice behaviour in general. The limitations of Rational Choice theory have become increasingly established in economics. An alternative behavioural theory, Rule‐Individualism, is assessed in the paper, with the conclusion that it fails in its attempt to provide a genuinely different perspective compared to Rational Choice theory. Hayek's theory of mind works as a bridge, connecting rule following, as a behavioural pattern, with contextual discretion. The central message in Hayek's book in the field of psychology, The Sensory Order, is that all types of action are fundamentally based on our ability to discern recurrent patterns. That is, all action is essentially rule‐based. A question then arises about a potential explanation to the distinction between rule following and discretion at the observable level of individual action. Rational Choice theory is silent about this, and Rule‐Individualism, it will be explained, is inherently inconsistent when dealing with the logic of rule following. This paper aims at offering a potential explanation which is not inconsistent or tautological.
Larger brain and white matter volumes in children with developmental language disorder
Authors: Herbert Martha R. , Ziegler David A. , Makris Nikos , Bakardjiev Anna , Hodgson James , Adrien Kristen T. , Kennedy David N. , Filipek Pauline A. , Caviness Verne S.
Published: July 2003

Developmental language disorder (DLD) is predominantly a language disorder, but children with DLD also manifest non‐language impairments, and neuroanatomical abnormalities have been found in multiple areas of the brain, not all language‐associated. We therefore performed a whole brain general segmentation analysis of all major brain regions on MRI scans of 24 DLD subjects (16M, 8F) and 30 controls (15M, 15F), ages 5.7 to 11.3 years. Children with DLD showed increased total brain volume, driven predominantly by a substantial increase in the volume of cerebral white matter. Cerebral cortex and caudate were relatively but not absolutely smaller in DLD. These findings are discussed in relation to issues of specificity vs. generality as they arise in debates about (1) modular vs. general processing deficits and connectionist modeling in DLD, (2) language‐specific vs. pervasive, non‐specific deficits in DLD and (3) specificity of the disorder vs. overlap with other disorders, notably autism.
Connectionism and dynamic systems: are they really different?
Authors: Thelen Esther , Bates Elizabeth
Published: July 2003

We propose that connectionism and dynamic systems theory are strong contenders for a general theory of development that holds true whatever the content domain. We illustrate, through our own career narratives, the origins of these theories in motor and language development. We situate connectionism and dynamic systems among other classic and contemporary theories and conclude that, although there are meaningful differences, these differences pale in relation to the shared assumptions about the fundamental processes and mechanisms of change.
Bridging the representational gap in the dynamic systems approach to development
Authors: Spencer John P. , Schöner Gregor
Published: July 2003

We describe the relationship between the dynamic systems approach to development and a recent approach to the dynamics of representational states – the dynamic field approach. Both approaches share an emphasis on the concepts of stability (attractor states), instability (especially bifurcations), soft‐assembly and flexibility. But the dynamic field approach adds the concept of ‘activation’ to capture the strength with which behaviorally relevant information is specified. By explicitly linking these dynamic systems approaches, we allow for more direct comparisons between dynamic systems theory and connectionism. We note three current differences between these two approaches to development: (1) the notion of stability is central to how representational states are conceptualized in the dynamic field approach; (2) the dynamic field approach is more directly concerned with the sensorimotor origins of cognition; and (3) the dynamic approach is less advanced with regard to learning. We conclude that proponents of the two approaches can learn from the respective strengths of each approach. We suspect these differences will largely disappear in the next 20 years.
Connectionist models of development
Authors: Munakata Yuko , McClelland James L.
Published: July 2003

How have connectionist models informed the study of development? This paper considers three contributions from specific models. First, connectionist models have proven useful for exploring nonlinear dynamics and emergent properties, and their role in nonlinear developmental trajectories, critical periods and developmental disorders. Second, connectionist models have informed the study of the representations that lead to behavioral dissociations. Third, connectionist models have provided insight into neural mechanisms, and why different brain regions are specialized for different functions. Connectionist and dynamic systems approaches to development have differed, with connectionist approaches focused on learning processes and representations in cognitive tasks, and dynamic systems approaches focused on mathematical characterizations of physical elements of the system and their interactions with the environment. The two approaches also share much in common, such as their emphasis on continuous, nonlinear processes and their broad application to a range of behaviors.
Development: it's about time
Authors: Elman Jeff
Published: July 2003

Traditionally, research has been defined as being about development if it focuses on behaviors that occur during development, without reference either to what precedes or follows, or – more importantly – the mechanisms that drive change. This perspective has been challenged by two new approaches: dynamical systems, and connectionism, both of which have as core goals the explanation of change. Interestingly, these approaches have also been seen by many as being at odds with one another, for reasons that are in part valid, and in part superficial. Recent developments in both approaches suggest that a convergence is occurring, although much remains to be done before a true unification can take place.
Different is good: connectionism and dynamic systems theory are complementary emergentist approaches to development
Authors: Smith Linda B. , Samuelson Larissa K.
Published: July 2003

Connectionist and dynamic systems approaches to development are similar in that they are both emergentist theories that take a very different perspective from more traditional symbolic systems. Moreover, they are both based on similar mathematical principles. Nevertheless, connectionism and dynamic systems differ in the approach they take to the study of development. We argue that differences between connectionist and dynamic systems approaches in terms of the basic components of the models, what they see as the object of study, how they view the nature of knowledge and their notions of developmental change mean that they each stand to make different and unique contributions to a more complete theory of development. We present an example from our work on how children learn to learn words that illustrates the complementary nature of connectionist and dynamic systems theories.
Comparisons of developmental modeling frameworks and levels of analysis in cognition: connectionist and dynamic systems theories deserve attention, but don’t yet explain attention
Authors: Cowan Nelson
Published: July 2003

In this article, an investigator who is outside of the connectionist / dynamic systems (CD) tradition, but is sympathetic to many of its theoretical stances, considers whether these are separate approaches and what the two approaches mean for the development of information processing. It is argued that these approaches have not been defined in the target articles of this special issue narrowly enough to make them clearly separate approaches. Rather, they appear to emphasize different aspects of a common approach. It is also suggested that they do not form an overarching theory of development but do form an important theoretical approach at one level of analysis. In particular, one may sometimes, but not always, have to get into nonlinear interactions between faculties of the mind to predict and explain behavior. Finally, an attempt is made to challenge the CD approach to become more global by confronting the issue of how attention and conscious awareness should be represented in these models, and how the development of them may occur. Evidence of changes in automatic and attention‐related parameters of processing may provide a scaffolding upon which better CD models can be constructed.
An Empirical Analysis of Australian Labour Productivity
Authors: Valadkhani Abbas
Published: August 2003

This study presents a model capturing sources of Australian aggregate labour productivity using annual time series data from 1970 to 2001. Labour productivity, or real output per hour worked, in this model is determined by real net capital stock in information technology and telecommunications (ITT), real net capital stock in the non‐ITT sector, trade openness, human capital, the wage rate, international competitiveness, and the union membership rate. Given the lack of long and consistent time series data, multivariate cointegration techniques are inappropriate as the cointegration results will be sensitive to the lag length, the inclusion or exclusion of the intercept term or a trend in the cointegration equation and/or the vector autoregression (VAR) specification. Therefore, the Engle‐Granger representation theorem and the Hausman weak exogeneity test have been employed to determine the short and long‐term drivers of Australian productivity. Empirical estimates indicate that, in the long‐term, policies aimed at promoting various types of investment, trade openness, international competitiveness, and the use of wage as a stimulant in a decentralised wage negotiation system, will improve labour productivity. In the short term, all the above variables except for human capital and labour reforms, which both need more time to evolve, determine productivity performance.
Immigrant Earnings Adjustment: The Impact of Age at Migration
Authors: Wilkins Roger
Published: August 2003

Human capital theory, in conjunction with Chiswick's (1978) and Borjas’ (1998) work, implies the post‐migration path of immigrant earnings is likely to depend on the age at migration. An adaptation of Borjas’ (1998) model of immigrant wage determination is presented which predicts, for a given stock of human capital at the point of migration, lower initial earnings for younger arrivals, but faster earnings growth with time in the destination country. Empirical tests on data for Australian immigrants provide qualified support for the hypothesis that initial wages are, ceteris paribus, increasing in age at migration and the rate of wage growth is decreasing in age at migration.
How Segmented are Skilled and Unskilled Labour Markets: the Case of Beveridge Curves
Authors: Song Lei Lei , Webster Elizabeth
Published: August 2003

This paper tests whether there is evidence that two distinct Beveridge curves for the skilled and unskilled aggregate markets exist. The results support the hypothesis and specifically find that the unskilled labour segment is less efficient at matching workers with jobs, primarily due to higher labour turnover rates. Higher turnover rates can be indicative of a poor match between employers’ and jobseekers’ expectations. The results also indicate that other shift variables, such as the replacement rate, the incidence of long‐term unemployment, the immigration rate and the market circumstances in the skilled segment were only important for the unskilled segment.
Apocalypse Forever? International Relations Implications of 11 September
Authors: Tow William T.
Published: August 2003

This is a contribution to ongoing discussion of the international relations issues raised by the terrorist attacks of 11 September 2001. It acknowledges apparent “failings” (of analysis or prediction) in the IR literature but then suggests the shortcomings are really the product of divergent traditions of analysis (behaviouralism, structuralism and evolutionism) which isolate different aspects of phenomena for attention. The paper then discusses the contrast between “hard power” and “soft power”— to help identify the distinctiveness of the new forms of terrorism (their “non‐linear” objectives and the lack of proportionality involved). It concludes on an encouraging note by urging international cooperation as a solution, even in cases where the protagonists' resentments have tended to militate against conventional channels of dispute resolution.
What Have We Done Wrong? The Responsibilities of the Rich
Authors: Dow Geoff , Higgins Winton
Published: August 2003

This paper surveys hostile reactions to claims that the 11 September attacks were understandable in terms of the actions of the west towards poor parts of the world and the rich countries' own public commitments to democracy and affluence at home. The paper argues that domestic resentment is likely to continue to foment because concerted institution‐building commensurate with the rich countries' material capacities has been neglected. Much responsibility for the global discontent can be attributed to policies advocated by the west and imposed on both rich and poor countries alike by policy‐elites within the rich countries. Intellectuals have a role in re‐activating the sorts of high‐minded state‐building and policymaking capacities that preoccupied them in the immediate post‐1945 period.
Devolution and Disability Equality Legislation: The Implementation of Part 4 of the Disability Discrimination Act 1995 in England and Scotland
Authors: Riddell Sheila
Published: July 2003

Part 4 of the Disability Discrimination Act 1995 (as amended) came into force in September 2002. The Act covers Great Britain but, in relation to schools, is implemented through different special educational needs legislation in England and Scotland. This article by Sheila Riddell, Professor of Social Policy (Disability Studies) at Glasgow University and Director of the Strathclyde Centre for Disability Research, explores the key differences in these legal frameworks, and discusses their implications for delivering consistent anti‐discrimination policies north and south of the border. Professor Riddell argues that there is a need for close monitoring of the implementation of Part 4 of the DDA in English and Scottish schools. If major differences in implementation of the legislation emerge over time, there may be a need to consider the case for devolving responsibility for equal opportunities to the Holyrood Parliament or amending national education legislation to make it more consistent. This article will be of interest to anyone concerned with the implementation of Part 4 of the Disability Discrimination Act in England and Scotland.
Disabled Children and Residential Schools: The Implications for Local Education Professionals
Authors: Morris Jenny , Abbott David , Ward Linda
Published: July 2003

Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision‐making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision‐making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion.
Supporting Schools with Loss: ‘Lost for Words’ in Hull
Authors: Holland John
Published: July 2003

John Holland's research with adults bereaved as children found that their experiences on returning to school after a death were not always positive. Further research in Humberside primary and secondary schools, discussed previously in BJSE, found that teachers rated the area of child bereavement highly, but also that there was a ‘training gap’. Teachers generally considered that more training in the area of bereavement was needed. An initial response in Hull included ‘help’ leaflets sent to schools and ad hoc training courses. This led to the development of a structured and self‐contained ‘loss awareness’ training project for schools —‘Lost for Words’. In this paper, John Holland reveals that evaluations showed an increased level of trained staff in schools; more use of policies and procedures; and a higher level of individuals in schools having responsibility for the area. Although the views expressed here are his own and not necessarily those of his employer, he concludes that there is now a greater level of awareness of issues relating to loss and bereavement in children and suggests that the ‘Lost for Words’ project is having a positive impact on practice in schools.
‘I'd Like to Read Fluorescently’— Year 7 Pupils' Developing Views of Reading and Their Progress
Authors: Pearson Sue
Published: July 2003

Previous research has suggested that children making transitions from one setting into another have to adjust to new sets of expectations and different cultural contexts for teaching and learning. In particular, they have to redefine for themselves ‘what counts as literacy’. In this article, Sue Pearson, a past President of NASEN, an experienced teacher and currently a lecturer at Leeds University, reports on her investigations into whether similar adjustments may be required of some pupils as they start secondary school.

The recommendations at the end of this article are based on interviews with 24 11 to 12 year‐olds and are of direct relevance to practitioners in primary and secondary schools and to parents and family members. Sue Pearson uses pupils' perceptions to raise important issues about the nature of the support that pupils experiencing difficulties in literacy require as they make the transfer from Year 6 to Year 7.
The Gender Mix Among Staff in Schools for Pupils with Severe and Profound and Multiple Learning Difficulties and its Impact
Authors: Goss Phil
Published: July 2003

Phil Goss has extensive experience as a practitioner and manager in schools for pupils with severe and profound and multiple learning difficulties. In this article, he reports on his enquiries into the gender mix among staff in these schools. He finds that there are significantly more women than men working as teachers and in support roles in these specialist contexts. Phil Goss goes on to discuss the outcomes of his research into headteachers' perceptions of the impact of this gender imbalance. In concluding, he makes a series of proposals for future policy on recruitment and staff development, for teachers and teaching assistants. Phil Goss argues that we need to find ways to bring more men into this work.
Preparing for Contact Between Mainstream Pupils and their Counterparts Who Have Severe and Profound and Multiple Learning Disabilities
Authors: Shevlin Michael
Published: July 2003

Despite the increasing societal inclusion of young people with a disability in Ireland, there is very little evidence of any substantive improvement with regard to inclusion for young people with severe and profound and multiple learning disabilities (usually referred to, in educational settings in the UK, as pupils or students with severe and profound and multiple learning difficulties). As a result, these young people often remain isolated within their local communities and have minimal contact, if any, with their mainstream counterparts. One innovative schools link programme in Ireland offers structured curricular activities that include mainstream pupils and their peers who have severe and profound and multiple learning disabilities. A video programme was used in the pre‐contact phase of the programme and this paper explores the effectiveness of the video programme in preparing the mainstream pupils to meet their counterparts who have severe and profound and multiple learning disabilities. Michael Shevlin, who teaches in the Education Department of Trinity College Dublin and has research interests in inclusion, argues that it was evident that the mainstream pupils reacted positively to the video programme and found it useful in overcoming their anxieties at the prospect of contact. He discusses the implications of these findings in relation to the further development of structured contact sessions in integrated classrooms and to the wider issue of societal inclusion for young people with severe and profound and multiple learning disabilities.
Another Way on? A Search for an Alternative Path into Learning for People with a Learning Difficulty or Disability
Authors: Bevan Robert
Published: July 2003

This article explores alternative routes into further education, and the subsequent attainment of qualifications, for people who experience barriers as a result of a learning difficulty and/or disability. The two distinct avenues considered at the outset were the use of information technology (supported, where necessary, by adaptive technology) and the implementation of more flexible approaches to learning. Robert Bevan undertook the research reported here in a college in the East Midlands as part fulfilment of his MA (Action Inquiry) at Nottingham Trent University. As he engaged in more depth with students and their views via questionnaire and interview, this researcher began to construct a more subtle and student‐centred map of the possibilities.
Scientific collaboratories in higher education: exploring learning style preferences and perceptions of technology
Authors: Sonnenwald Diane H. , Li Bin
Published: August 2003

Scientific collaboratories hold the promise of providing students access to specialized scientific instruments, data and experts, enabling learning opportunities perhaps otherwise not available. However, evaluation of scientific collaboratories in higher education has lagged behind their development. We conducted a repeated‐measures study that provided data regarding social interaction learning styles and perceptions of a scientific collaboratory system from 40 university science students working face‐to‐face and remotely. Students with a strong competitive learning style preference or who worked with a student with a strong competitive learning style reported a slightly more positive perception of the relative advantage, compatibility and complexity of the collaboratory system. Students with a strong individualistic learning style preference or who worked with a student with a strong individualistic learning style reported a more negative perception of the observability of the system. No relationships were found between students’ cooperative learning style preference and their perceptions of the system after using it face‐to‐face or remotely.
Reviews: 3
Authors: Smyth Robyn
Published: August 2003

Cohen, Eli (2002) Challenges of IT education in the 21st century Idea Group (Hershey PA (& Eurospan London)) ISBN 1‐930708‐34‐3 270 pp £58.50 boards

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Reviews: 4
Authors: Christian‐Carter Judith
Published: August 2003

Garrison, D R & Anderson, Terry (2003) E‐learning in the 21st Century RoutledgeFalmer (London & New York) ISBN 0‐335‐20791‐X 109 pp £17.99 (boards £55)

http://www.tandf.co.uk
 
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Reviews: 5
Authors: Cowan John
Published: August 2003

Joinson, Adam (2003) Understanding the psychology of Internet behaviour Palgrave (Basingstoke UK & New York) ISBN 0‐333‐98468‐4 224 pp £16.99
Reviews: 8
Authors: Hartley James
Published: August 2003

O’Neill, Harold F & Perez, Ray ed (2003) Technology applications in education Erlbaum (Mahwah NJ (& Eurospan, London)) ISBN 0‐8058‐3649‐7 372 pp $79.95 boards

http://www.erlbaum.com

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Reviews: 11
Authors: Kirschner Paul
Published: August 2003

Vrasidas, Charalambos & Glass, Gene ed (2002) Distance education and distributed learning Information Age (Greenwich CT) ISBN 1‐931576‐88‐2 231 pp $29.95 (boards $63.24)

http://www.infoagepub.com
 
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Rethinking Globalization: Glocalization/Grobalization and Something/Nothing
Authors: Ritzer George
Published: August 2003

The concept of “grobalization” is proposed to complement the popular idea of “glocalization.” In addition, a sociologically relevant concept of “nothing” is defined and juxtaposed with “something.” Two continua are created—grobalization-glocalization and nothing-something—and their intersection creates four quadrants: the grobalization of nothing, glocalization of nothing, grobalization of something, and glocalization of something. Of greatest importance are the grobalization of nothing and the glocalization of something, as well as the conflict between them. The grobalization of nothing threatens to overwhelm the latter and everything else. Other issues discussed include the loss of something in a world increasingly dominated by nothing, the disappearance of the local, and the relationship of the triumph of nothing to political economy, especially social class. I conclude that no social class is immune to this process and that the poor and lower classess may be “doomed” to something.
Textbooks, the History of Sociology, and the Sociological Stock of Knowledge
Authors: Deegan Mary Jo
Published: August 2003

Textbooks increasingly reflect changes in our sociological stock of knowledge about the founders of the discipline. Richard Hamilton is unaware of this research and its documentation of the flaws in earlier accounts of the history of the profession. In an effort to expand his disciplinary understanding, I briefly review the extensive scholarship on the sociology of Harriet Martineau which has been published over the last quarter of a century.
Exact Repetition as Input Enhancement in Second Language Acquisition
Authors: Jensen Eva Dam , Vinther Thora
Published: July 2003

This study reports on two experiments on input enhancement used to support learners’ selection of focus of attention in second language listening material. Eighty‐four upper intermediate learners of Spanish took part. The input consisted of video recordings of quasi‐spontaneous dialogues between native speakers, in tests and treatment. Exact repetition and speech rate reduction were examined for their effect on comprehension, acquisition of decoding strategies, and linguistic features. Each of three groups listened to each utterance of the dialogue three times, in different speed combinations: fast‐slow‐fast, fast‐slow‐slow, fast‐fast‐fast, respectively. A fourth group served as a baseline and received no treatment. Comparisons of pretest and posttest scores showed significant effects for all three parameters. No difference with regard to effect could be established between treatment conditions.
Phonological Memory, Phonological Awareness, and Foreign Language Word Learning
Authors: Hu Chieh‐Fang
Published: July 2003

The role of phonological memory and phonological awareness in foreign language (FL) word learning was examined. Measures of phonological memory and phonological awareness were administered to 58 Chinese‐speaking 4‐year‐olds 4 times (T1 to T4) across 2 years. FL (English) word learning was assessed at T3, and children's ability to relearn the words was assessed at T4. Phonological memory was related to FL word learning at T3, whereas phonological awareness was not. However, phonological awareness emerged as a significant predictor at T4, even after allowing for FL word learning at T3 and phonological memory. The results suggest that phonological memory and phonological awareness may support FL word learning, but phonological awareness may play a specific role when the words are relearned.
Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener
Authors: Vandergrift Larry
Published: July 2003

This article reports on an investigation of listening strategy applications by grade 7 students learning French (N = 36). I examine the types of strategies used and the differences in strategy use by more skilled and less skilled listeners as revealed while these students listened to authentic texts in French. Think‐aloud data were coded and analyzed both quantitatively and qualitatively. Significant differences were found in the use of the category of metacognitive strategies as well as in individual strategies for comprehension monitoring, questioning for elaboration, and translation. These differences were reinforced by a qualitative analysis of representative protocols. The article concludes with a discussion of both an emerging model of the skilled listener and a pedagogic program for developing listening skills.
Differential Effects of Attention
Authors: Gass Susan , Svetics Ildikó , Lemelin Sarah
Published: July 2003

This study questions the extent to which attention differentially affects different parts of language and how this differential effect interacts with increased linguistic knowledge (i.e., proficiency). Thirty‐four English speakers enrolled in Italian 1st‐, 2nd‐, and 3rd‐year foriegn language courses in the United States were placed into one of two conditions ([+focused attention] and [−focused attention]) for each of three linguistic areas (syntax, morphosyntax, and lexicon). It was predicted that focused attention would have the greatest effect on the lexicon and the least on syntax. The results showed the opposite. For the non‐focused‐attention condition, the predicted results were borne out. With regard to proficiency, focused attention had a diminishing effect, with the greatest effect in early periods of learning and the least in later stages.
Making Sense of Polysemous Words
Authors: Verspoor Marjolijn , Lowie Wander
Published: July 2003

Although it may be true that most vocabulary is acquired through incidental learning, acquiring words through inferring from context is not necessarily the most effective or efficient method in instructional settings. The guessing method has been advocated, but this method can be made more efficient and effective with insights from cognitive linguistics. In this article we argue that abstract, figurative senses of polysemous words are better retained when learners are given core senses as cues, because providing a core sense helps learners develop a “precise elaboration.” Results of a series of vocabulary experiments involving Dutch learners of English show that providing a core sense results in better guessing and long‐term retention of figurative senses of polysemous words than not providing any cues or providing cues involving nonliteral senses.
Meta Risk Management and Responsive Regulation for Tax System Integrity
Authors: Braithwaite John
Published: July 2003

Risk society and reflexivity as themes in contemporary sociology are brought together in a concrete way in the concept of meta risk management. Two case studies of the risk management of corporate risk management systems by the Australian Taxation Office are used to argue that meta risk management can be a cost‐effective and responsive regulatory strategy, at least in the context of a complex risk environment such as business taxation. Meta risk management is a promising strategy when risks are volatile and difficult for the regulator tocomprehend when the risks are effectively under the control of an organization over which the regulator has leverage.
Cultural Property and the Limitations of Preservation
Authors: Harding Sarah
Published: July 2003

Many of the things and places we identify as “cultural property” are in every sense public: they reflect collective experiences in their creation, formal dedication, and the ongoing re‐inscription of their meaning. Yet cultural property is a large and protean category of things and places, encompassing far more than public memorials. The significance of much (if not most) cultural property originates not in the public realm but in the open‐ended possibilities of personal engagement that enable a “wide range of interpretive distinctions.” This paper explores how this vital interpretive process is mediated by public recognition and preservation of cultural property through a growing body of cultural preservation laws.
The Underrepresentation of Indigenous Peoples on Canadian Jury Panels
Authors: Israel Mark
Published: July 2003

Under common law, Canadian jury panels, or arrays, are supposed to be broadly representative. In the early 1980s, the Law Reform Commission and, in the early 1990s, the Supreme Court claimed that provincial legislation virtually guaranteed that this was the case. However, evidence presented to various provincial and federal commissions and a series of court cases has pointed to the continuing underrepresentation of Indigenous Canadians resulting from both the content and the administration of provincial laws. In this article, I examine evidence of underrepresentation and review various political and legal attempts to challenge bias in out‐of‐court selection. I suggest that contemporary practices in some jurisdictions have not consistently provided a representative jury pool or panel. As a result, the jury selection process has not always appeared to offer justice to Indigenous people and, in doing so, may not have served the Canadian legal system well.
Is In‐Prison Treatment Enough? A Cost‐Effectiveness Analysis of Prison‐Based Treatment and Aftercare Services for Substance‐Abusing Offenders
Authors: McCollister Kathryn E. , French Michael T. , Prendergast Michael , Wexler Harry , Sacks Stan , Hall Elizabeth
Published: July 2003

This study performed a cost‐effectiveness analysis (CEA) of the Amity in‐prison Therapeutic Community (TC) and Vista aftercare programs for criminal offenders in California. For the average treatment participant, the cost of treatment was $4,112, which led to approximately fifty‐one fewer days incarcerated (36% less) than the average individual in the control group. This implies that, for the average offender, treatment reduced recidivism at a cost of $80 per incarceration day. For participants who received both in‐prison treatment and aftercare services, an additional day of incarceration was avoided at a cost of $51 per day relative to those that received in‐prison treatment only.
The Use of Technologies in the Recruiting, Screening, and Selection Processes for Job Candidates
Authors: Chapman Derek S. , Webster Jane
Published: July 2003

The results of a survey are presented which examined technology use in recruiting and selection in order to determine (a) what technologies are being used in HR, (b) HR managers' goals for using these technologies, (c) the extent to which these goals are being met, and (d) what organizational factors (e.g., organizational image) lead to adopting these technologies. We conclude that the use of HR technologies is in a state of flux with most organizations continuing to use a mix of traditional and technology‐based HR methods. Furthermore, technology‐based solutions are not necessarily a panacea for HR managers: nearly a third reported that their attempts to use HR technology have resulted in limited or moderate success.
Applicant and Recruiter Reactions to New Technology in Selection: A Critical Review and Agenda for Future Research
Authors: Anderson Neil
Published: July 2003

This paper presents a narrative review of recent research into applicant and recruiter reactions to new technology in employee selection. Different aspects of the use of new technology are noted including computer‐based testing, Internet‐based recruitment and candidate assessment, telephone‐based and video‐based interviews, video‐based situational judgment tests, and virtual reality scenarios. It is argued that an appropriate way to conceptualize these advances is as ‘technical innovations’ as defined in the creativity and innovation research in Industrial, Work, and Organizational (IWO) psychology. Applicant reactions research is reviewed thematically, and studies into three main themes are discussed:Applicant preferences and reactions, equivalence, and adverse impact. FollowingBartram (2001), an amphibian‐monarchistic analogy is employed at several stages in the review. Four major criticisms of the extant applicant reactions research base are noted:its atheoretical orientation, a short‐termist concentration upon reactions level outcomes, an over‐reliance on students as surrogates, and a patchiness of coverage of crucial research questions. The second part of this paper explores neglected issues of recruiter adoption of new technology for employee selection. Again drawing from advances in the innovation and creativity literatures, this section explores likely antecedent factors at the individual and organizational levels of analysis. A general model of recruiter adoption of new technology is posited as a framework for future research in this area. For both applicant and recruiter reactions further research is called for and implications for practice are noted throughout.
Source Effects in Internet‐based Screening Procedures
Authors: Jattuso Mia L. , Sinar Evan F.
Published: July 2003

This research examined the relationship between two newly‐proposed source classifications (degree of interim contact and job board specificity) and two pre‐hire outcomes: candidate qualifications and job fit. Among other findings, higher interim contact was related to stronger education qualifications, and candidates resulting from occupation/industry‐specific job boards possessed, in comparison to candidates from general job boards, stronger educational qualifications, technical skills, and a higher degree of fit between their job preferences and the characteristics of the job. However, we did not observe our expected effects uniformly for all qualifications variables, and we discuss potential contributing factors and implications.
Is There a Technology Age Gap? Associations Among Age, Skills, and Employment Outcomes
Authors: Perry Elissa L. , Simpson Patricia A. , NicDomhnaill Orla M. , Siegel Deanna M.
Published: July 2003

The current study used survey data collected by a top job search web site to explore the extent to which older (50–64 years), middle‐aged (40–49 years), and younger (18–39 years) computer programmers reported different levels of human capital (e.g., job tenure) and specialized computer skills (e.g., number of programming languages). In addition, we explored the effect of age on annual salary and job benefits controlling for both traditional human capital factors and specialized computer skills. Although older computer programmers reported higher levels of most human capital factors, there were no differences in the ten specialized computer skills as a function of age. Results also indicated that age was negatively associated with both annual salary and job benefits levels even when human capital factors and specialized computer skills were statistically controlled. However, the variance accounted for by age was quite small.
Nothing but ‘Net? Corporate Image and Web‐Based Testing
Authors: Sinar Evan F. , Reynolds Douglas H. , Paquet Stephanie L.
Published: July 2003

The dramatic surge in the use of the Internet for administering employee selection procedures has generated substantial interest in how candidate reactions to these tools influence perceptions of a potential employer. However, it is unlikely that all candidates attend to the same characteristics of Internet‐based systems, or that these characteristics influence all candidates in similar ways. In this study involving a cross‐organizational applicant sample, we observed strong links between system speed and user‐friendliness perceptions, and company image. In addition, our results indicated that these characteristics are more impactful for candidates with less prior Internet experience and potentially, for older candidates as well. We review implications of our findings for organizations pursuing the Internet as an exclusive or primary medium for administering selection tools.
Organizational Web Sites: Web Site Content and Style as Determinants of Organizational Attraction
Authors: Cober Richard T. , Brown Douglas J. , Levy Paul E. , Cober Alana B. , Keeping Lisa M.
Published: July 2003

Organizational web sites have become a primary source of information for job seekers. To date, no research has attempted to determine which aspects of organizational web sites most influence job‐seeker attraction to an organization. The current paper reports the results of two studies that examined how perceptions of organizational web site content (compensation, organizational culture, and training opportunities) and style (aesthetics and usability) influence organizational attraction. The present findings demonstrate that both the content and style of organizational web sites are important precursors of organizational attraction. These findings are discussed both in terms of their practical implications for designing effective recruitment web sites and their implications for future empirical work on organizational recruitment activities.
In With the New, Out With the Old: Has the Technological Revolution Eliminated the Traditional Job Search Process?
Authors: Van Rooy David L. , Alonso Alexander , Fairchild Zachary
Published: July 2003

A study was designed to compare the number of jobs found as well as the perceptions toward job search tools when employing internet‐based tools versus traditional tools (e.g., print media). Sixty participants were randomly assigned to one of five search tools (i.e., Monster.com, Hotjobs.com, General Internet, Open, and Print Media Searches) and instructed to search for job openings in the accounting industry. Results indicated that the number of jobs found were clearly greater in the internet‐based conditions than in the traditional search condition. Impressions of the job search method were positively related to the perceived quality of information gathered and perceptions of job search success.
Biodata, Personality, and Demographic Differences of Recruits from Three Sources
Authors: McManus Margaret A. , Ferguson Matthew W.
Published: July 2003

Candidates for financial services sales positions recruited via the Internet and through more traditional means were compared. Internet recruits scored higher than impersonal and lower than personal recruits on measures of quality. Internet recruits differ from personal and impersonal recruits in terms of demographic characteristics. Implications for recruiters are discussed.
Web‐based Assessment of Call Center Agents: Development and Validation of a Computerized Instrument
Authors: Konradt Udo , Hertel Guido , Joder Karin
Published: July 2003

This study describes the development and validation of the Call Center Aptitude Test (C‐A‐T), an Internet‐based multi‐method measure for the pre‐selection of call center agents. The C‐A‐T includes a short biographical form, a cognitive speed test, a personality inventory, and a multimedia situational judgement test. A total of 327 call center agents completed the C‐A‐T and were concurrently assessed by their superiors. In a pilot study (N=151), a prototype was tested and subsequently optimized. In the main study (N=176), the revised and extended version of the C‐A‐T was reliable (alpha=.85) and showed good convergent and discriminant validity. The concurrent validity (r=.33) can be considered to be satisfactory for a computerized pre‐selection instrument. Evidence was also found for high face validity and acceptance in both studies.