Department of Behavioral Sciences and Leadership

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Now showing 1 - 20 of 42

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A Model of Technology Incidental Learning Effects
(Educational Psychology Review, 2020-10-10) Greene, Jeffrey A. ; Copeland, Dana Z. ; Deekens, Victor M.
Increases in technology use, among youth and adults, are concerning given the volume of information produced and disseminated in the modern world. Conceptual models have been developed to understand how people manage the large volume of information encountered during intentional learning activities with technology. What, if anything, do people learn when they happen upon news and other information while using technology for purposes other than learning? Questions like this highlight the need to understand incidental learning, i.e., learning that occurs when people, who are pursuing a goal other than learning such as entertainment, encounter information that leads to a change in thinking or behavior. In this article, we integrate theory and research from multiple scholarly literatures into the Technology Incidental Learning Effects (TILE) model, which provides a framework for future research on how incidental learning occurs and what factors affect this process. Current research on incidental learning can be informed by educational psychology scholarship on dual-processing, motivation, interest, source evaluation, and knowledge reconstruction. The TILE model points to many promising future directions for research with direct implications for modern society, including the need to better understand how and why people move from merely noticing to engaging with incidentally exposed information as well as how to help people successfully manage the large amounts of information they encounter when using technology for purposes other than learning.
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Adapting a memory framework (source monitoring) to the study of closure processes
(Memory & Cognition, 2002-04) Foley, Mary Ann ; Foley, Hugh J. ; Korenman, Lisa M.
The present experiments adapt a memory framework (source monitoring) to the study of closure processes. Closure processes are invoked as explanatory mechanisms underlying the ability to identify objects under conditions of incomplete visual information. If closure processes are activated, filling in missing pieces of visual information, intriguing memory predictions follow. When making source judgments about the way in which visual information was experienced initially (e.g., complete or incomplete in form), a particular kind of memory error should be evident. Incomplete visual information should be remembered as complete in form, and indeed, this error is observed. The present experiments test alternative interpretations for the initial reports of this memory error in the context of a search task modeled after the Where's Waldo? children's books. The effects of several new factors (e.g., familiarity) are reported, and alternative interpretations for the bias to report complete are eliminated. Findings, therefore, have implications for understanding the mechanisms of closure processes, as well as for the source-monitoring framework itself.
Open Access
An Experiential Exercise for Teaching Theories of Work Motivation: Using a Game to Teach Equity and Expectancy Theories
(Emerald Publishing, 2020) Swain, Jordan; Kumlien, Kevin; Bond, Andrew
Purpose This paper aims to provide an experiential exercise for management and leadership educators to use in the course of their teaching duties. Design/methodology/approach The approach of this classroom teaching method uses an experiential exercise to teach Adams’ equity theory and Vroom’s expectancy theory. Findings This experiential exercise has proven useful in teaching two major theories of motivation and is often cited as one of the more memorable classes students experience. Originality/value To the best of the authors’ knowledge, this is an original experiential exercise for teaching the equity and expectancy theories of motivation.
Open Access
Army Spouses: Military Spouses During the Global War on Terror
(University of Virginia Press, 2023-10-15) Ender, Morten G.
Distilled from nearly two hundred interviews, conducted from the 2003 invasion of Iraq on, Army Spouses marshals an incredible breadth of individual experiences, range of voices, insider access, and theoretical expertise to tell the story of US Army husbands and wives and their families during wartime in this century. Professor Morten Ender offers the first contemporary study of the emotional cycle of deployment and its impact on military families in the post-9/11 world. Military spouses, as he shows, operate both near and far from the front lines, serving on the home front to support combat service in the so-called Global War on Terror that has intimately bound together soldiers, families, the military institution, the state, and society. He paints a vivid picture of army spouses’ range of responses to deployment separations that illuminates the deep sacrifices that soldiers, veterans, and their families have made over the past twenty years.
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Character strengths and performance outcomes among military brat and non-brat cadets
(Military Psychology, 2020-02-13) Gosnell, Courtney L. ; Kelly, Dennis R. ; Ender, Morten G. ; Matthews, Michael D.
Although many studies have compared military vs. civilian samples on a wide variety of characteristics, few have examined these differences within the context of those who commit a portion of their life to the military. In this study, we explored how West Point cadets with (“military brat cadet”) or without (“non-brat cadet”) a family military background might differ in terms of their character strengths. Although the cadets shared many similarities, we found that several strengths related to self-control were higher in non-brat cadets than brat cadets and that many of these self-control-related strengths were important predictors of performance for brat cadets (but not non-brat cadets). For non-brat cadets, strengths related to a drive to fully involve themselves and navigate relationships with others were better predictors of performance. In a second study utilizing a different class of cadets, we again found support for the idea that nonmilitary brat cadets possessed more self-control than military brat cadets. Better understanding the unique strengths and weaknesses of those within the military who have vs. don’t have a military background may provide important insights for future recruitment, training, and military preparation.
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Cognitive deficits in children with gelastic seizures and hypothalamic hamartoma
(Neurology, 2001-07-10) Frattali, C. M. ; Liow, K. ; Craig, G. H. ; Korenman, Lisa M. ; Makhlouf, F. ; Sato, S. ; Biesecker, L.G. ; Theodore, W. H.
OBJECTIVE: To characterize the cognitive deficits in children with gelastic seizures and hypothalamic hamartoma and investigate the relationship of seizure severity to cognitive abilities. METHODS: Eight children with gelastic seizures and hypothalamic hamartoma completed a neuropsychological battery of standardized and age-normed tests, including the Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Cognitive Ability, Peabody Picture Vocabulary Test-III, and initial-letter word fluency measure. RESULTS: All children displayed cognitive deficits, ranging from mild to severe. Gelastic/complex partial seizure severity was correlated with broad cognitive ability standard scores (r = -0.79; r2 = 0.63; (F[1,6] = 10.28; p = 0.018]. Frequency of gelastic/complex partial seizures was also correlated with broad cognitive ability standard scores (r = -0.72; r2 = 0.52; F[1,6] = 6.44; p = 0.044). Significant intracognitive standard score differences were found, with relative weaknesses in long-term retrieval (mean = 64.1; SD = 13.3) and processing speed (mean = 67.7; SD = 21.6) and a relative strength in visual processing (mean = 97.6; SD = 12.8). Performance in visual processing differed from performance in long-term retrieval (p = 0.009) and processing speed (p = 0.029). CONCLUSION: These findings are consistent with cognitive functions and affective/emotional states associated with conduction pathways of the hypothalamus involving cortical association areas and amygdala and hippocampal formation. These abnormalities can account for the prominent deficit found in integrating information in the processing of memories.
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Cohesion in human–autonomy teams: an approach for future research
(Theoretical Issues in Ergonomics Science, 2022-02-08) Lakhmani, Shan G. ; Neubauer, Catherine ; Krausman, Andrea ; Fitzhugh, Sean M. ; Berg, Samantha K. ; Wright, Julia L. ; Rovira, Ericka ; Blackman, Jordan J. ; Schaefer, Kristin E.
Cohesion is an important property of teams that can affect individual teammates and team outcomes. However, cohesion in teams that include autonomous systems as teammates is an underexplored topic. We examine the extant literature on cohesion in human teams, then build on that foundation to advance the understanding of cohesion in human–autonomy teams, both similarities and differences. We describe team cohesion, the various definitions, factors, dimensions and associated benefits and detriments. We discuss how that element may be affected when the team includes an autonomous teammate with each description. Finally, we identify specific factors of human–autonomy interaction that may be relevant to cohesion, then articulate future research questions critical to advancing science for effective human–autonomy teams. Relevance Statement: The human team literature has provided a foundation onto which human–autonomy team research can build, but the team dynamics, and subsequent states, established in multi-human teams are expected to differ in human–autonomy teams. This manuscript focuses on cohesion, one such state and synthesises elements of human team cohesion and human–autonomy interaction to detail expectations for cohesion in human–autonomy teams. These expectations can serve as a launch point for future research.
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Columbia in the Nation’s Service: Warner Burke and the Education of U.S. Army Leaders
(The Journal of Applied Behavioral Science, 2020-09-10) Spain, Everett ; Reed, Brian J.
In 1969, Columbia University banned Reserve Officers’ Training Corps (ROTC) from campus. In 2004, Teachers College’s Warner Burke, a senior professor of psychology and Army officer veteran, saw an opportunity to close this civil–military gap. Burke partnered with West Point to educate West Point cadets’ primary leader developers, its 36 company tactical officers, through hosting them annually in a world-class Master of Social-Organizational Psychology. In 2010, Burke welcomed the Army Fellows program to campus, bringing in one or two senior Army officers a year to study under his mentorship. Since Burke courageously showed the way, Columbia has welcomed ROTC back to campus and now boasts the largest numbers of veteran students in the Ivy League. Most recently, Burke built a third program, this one to educate critical Army leaders who historically did not have access to elite higher education, its noncommissioned officer corps.
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Communication of Visual and Auditory Information and The Coordination of Team Task Performance
(Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2019-11-20) Werner, Adam F. ; Gorman, Jamie C. ; Crites, Michael J.
Due to lack of visual or auditory perceptual information, many tasks require interpersonal coordination and teaming. Dyadic verbal and/or auditory communication typically results in the two people becoming informationally coupled. This experiment examined coupling by using a two-person remote navigation task where one participant blindly drove a remote-controlled car while another participant provided auditory, visual, or a combination of both cues (bimodal). Under these conditions, we evaluated performance using easy, moderate, and hard task difficulties. We predicted that the visual condition would have higher performance measures overall, and the bimodal condition would have higher performance as difficulty increased. Results indicated that visual coupling performs better overall compared to auditory coupling and that bimodal coupling showed increased performance as task difficulty went from moderate to hard. When auditory coupling occurs, the frequency at which teams communicate affects performance— the faster teams spoke, the better they performed, even with visual communication available.
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Determinants of Gender Differences in Change in Pay among Job-Switching Executives
(ILR Review, 2020-06-14) Groysberg, Boris ; Healy, Paul ; Lin, Eric
The authors investigate what determines differences in change in pay between men and women executives who move to new employers. Using proprietary data of 2,034 executive placements from a global search firm, the authors observe narrower pay differences between men and women after job moves. The unconditional gap shrinks from 21.5% in the prior employer to 15% in the new employer. After controlling for typical explanatory factors, the residual gap falls by almost 30%, from 8.5% at the prior employer to 6.1% in the new placement. This change reflects a relative increase in performance-based compensation for women and a lower level of unexplained pay inequality generally in external placements. Controlling for individual fixed effects, observed women have higher pay raises than do men. Finally, the authors find suggestive evidence that pay differences may also be moderated by differences in the supply and demand for women executives.
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Dispositional mindfulness moderates the links between potentially morally injurious event exposure and symptoms of anxiety and depression but not suicidal ideation
(Wiley, 2024-03-28) Wetzler, Elizabeth L.; Erbe, Ryan G.; Cornwell, James F. M.; Wood, Michael D.
Exposure to potentially morally injurious events (PMIEs) is a pervasive threat for military service members and may be associated with symptoms of anxiety, depression, and suicidal ideation. However, coping mechanisms, such as mindfulness, may ameliorate symptoms and improve recovery. Two studies were conducted to test dispositional mindfulness as a moderator of the links between PMIEs, as assessed using the Moral Injury Events Scale (i.e., total score and Self‐Transgression, Other‐Transgression, and Betrayal subscale scores), and symptoms of anxiety, depression, and suicidal ideation among different samples of active‐duty soldiers in garrison. In Sample 1 (N = 310), mindfulness buffered the links between PMIE exposure and symptoms of both anxiety, ∆R2 = .02, and depression, ∆R2 = .03. In Sample 2 (N= 669), mindfulness moderated the link between the MIES Betrayal subscale and anxiety symptoms, ∆R2 = .01. The results suggest that dispositional mindfulness may be a protective factor against some of the negative impacts of PMIE exposure. Further implications are discussed.
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Distribution of Knock Frequencies in Modern Engines Compared to Historical Data
(SAE, 2018) Mittal, Vikram
It is widely known that the rapid autoignition of end-gas will cause an engine cylinder to resonate, creating a knocking sound. These effects were quantified for a simple engine geometry in 1934 in a study where critical resonance frequencies were identified. That analysis, performed by Charles Draper, still forms the basis of most knock studies. However, the resonance frequencies are highly dependent on the engine geometry and the conditions inside the cylinder at autoignition. Since, engines and fuels operate at substantially different conditions than they did in 1934, it is expected that there should be a shift in knock frequencies. Experimental tests were run to collect knock data in an engine, representative of modern geometries, over a range of operating conditions for a number of different fuels. The operating conditions-intake air temperature, intake air pressure, and engine speed-were varied to identify shifts in the critical frequencies. Additionally, fuels were varied in octane number from 80 to 100. The resulting analysis found that the first circumferential mode, at approximately 6 kHz still played a substantial role in knock in modern engines. However, the analysis also found a decreased contribution from radial modes and an increased contribution from the axial modes. The distributions of frequencies did not shift significantly for changes in the intake air temperature or pressure; however, the axial modes became more significant at higher engine speeds. Additionally, the axial modes increase in frequency for higher octane fuels, which have an earlier knock-limited spark advance. These results show the increased importance of the axial modes in knock for modern engines; these modes are typically not audible, though they can still result in engine damage.
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Early predictors of successful military careers among West Point cadets
(Military Psychology, 2020-11-16) Spain, Everett; Lin, Eric ; Young, Lissa V.
The importance of leadership to organizational performance puts a premium on identifying future leaders. Early prediction of high-potential talent enables organizations to marshal scarce developmental resources and opportunities to those who are best positioned to show distinction in elevated roles. Much of the existing literature indicates that general mental ability remains the strongest predictor of future professional performance. Using data from 13 classes of West Point graduates who stayed in the Army to be considered for at least early promotion to the rank of major (N = 5,505), regression analyses indicate that cadet military grade point average surpasses both cognitive ability and academic performance by a considerable margin in the ability to predict future professional outcomes such as selection for early promotion or battalion command. Moreover, these differences in predicting managerial career outcomes endure over 16 years. Both practical and theoretical implications are discussed.
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Effectiveness of the Veteran X peer-led mental health recovery program: A quasi-experimental study.
(Psychiatric Rehabilitation Journal, 2021) Shaw, David B. ; Magnes, N. Sarah ; Pratt, Thomas E. ; Wetzler, Elizabeth
Objective: The inclusion of peer-delivered services in organizations providing behavioral health care has significantly increased in recent years, and substantial resources are being directed toward implementing recovery-oriented mental health services using peer-provided programs. Previous research found that participants in such programs have improved recovery outcomes. While there are demonstrated positive associations between recovery outcomes and peer-provided services, there is limited research on the effectiveness of specific peer-provided interventions. Veteran X is a peer-led program developed in the Department of Veterans Affairs in which participants serve as a recovery team for a fictitious Veteran who faces numerous social and mental health issues. This study compared the effectiveness of the Veteran X program with treatment as usual on measures of recovery wellbeing, symptoms and functioning, and risk and protective factors for substance use disorders. Methods: Participants were recruited (N = 80) over a period of ten months, and had self-selected into treatment as usual (TAU, N = 37), or treatment as usual plus Veteran X (N = 43). Results: No baseline differences were found on the pretest measures. Both groups improved on all measures after 60 days of participation, however Veteran X participants improved significantly more than TAU participants on the measures of recovery wellbeing and symptoms and functioning. Conclusions and Implications for Practice: The results of this study appear to support the positive contribution of the Veteran X program in improving recovery wellbeing and symptoms and functioning among participating veterans. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Open Access
Entrepreneurial Leadership: Shark tank for warriors
(Routledge, 2021) Young, Lissa V.
Welcome to your introduction to the field of entrepreneurship. A fundamental component of quality leadership and management is the ability to identify capability gaps, address market change or demand, and innovate organizational structure, policy, and procedure. Entrepreneurship is a mindset and a skill set that applies these abilities and processes. This course focuses specifically on developing in each student the abilities and process management skills of effective entrepreneurs. That is, each student will learn to adopt an innovator’s mind and skill set. The course is designed to teach leaders a disciplined methodology for creating value through innovation in organizations.
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Experts’ adaptation of apt epistemic performance: The role of practical knowledge
(Taylor & Francis, 2024-04-23) Deekens, Victor M.; Cartiff, Brian M.; Greene, Jeffrey A.
Background Today’s complex information environment requires effective navigation and analysis of multiple sources to make reliable decisions about complex topics. Learners must enact thinking that reliably leads to well-justified decisions, adapt thinking to specific problems and contexts, and recognize the limits of their existing knowledge (i.e. demonstrate fully apt epistemic performance). Experts can enact such performance in their own discipline but questions of whether and how they adapt that expertise to other disciplines remain. More research is needed regarding whether and how experts adapt disciplinary knowledge to tasks for which they have practical knowledge. Methods We used inductive coding to analyze think-aloud data gathered from professors from a variety of disciplines (i.e. education, social sciences, and natural sciences) as they read and responded to a flipped classroom pedagogy scenario. Findings Education experts demonstrated fully apt epistemic performance and more nuanced conclusions than other participants. The social and natural scientists successfully adapted their epistemic performance grounded in practical knowledge, particularly about statistics and higher education careers, to their analysis of the scenario. However, natural scientists overgeneralized their research methods knowledge, demonstrating lower epistemic meta-competence. Contribution Our findings suggest ways in which practical knowledge supports or hinders adaptation of epistemic performance.
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Forward toThe Routledge International Handbook of Military Psychology and Mental Health
(Routledge, 2019-12-19) Matthews, Michael D. ; Kumar, Updesh
Military psychology has become one of the world’s fastest-growing disciplines with ever-emerging new applications of research and development. The Routledge International Handbook of Military Psychology and Mental Health is a compendium of chapters by internationally renowned scholars in the field, bringing forth the state of the art in the theory, practice and future prospects of military psychology. This uniquely interdisciplinary volume deliberates upon the current issues and applications of military psychology not only within the military organization and the discipline of psychology, but also in the larger context of its role of building a better world. Split into three parts dedicated to specific themes, the first part of the book, "Military Psychology: The Roots and the Journey," provides an overview of the evolution of the discipline over the years, delving into concepts as varied as culture and cognition in the military, a perspective on the role of military psychology in future warfare and ethical issues. The second part, "Soldiering: Deployment and Beyond," considers the complexities involved in soldiering in view of the changing nature of warfare, generating a focal discourse on various aspects of military leadership, soldier resilience and post-traumatic growth in the face of extreme situations, bravery and character strengths and transitioning to civilian life. In the final section, "Making a Choice: Mental Health Issues and Prospects in the Military," the contributors focus on the challenges and practices involved in maintaining the mental health of the soldier, covering issues ranging from stress, mental health and well-being, through to suicide risk and its prevention, intervention and management strategies, moral injury and post-traumatic stress disorder. Incorporating enlightening contributions of eminent scholars from around the world, the volume is a comprehensive repository of current perspectives and future directions in the domain of military psychology. It will prove a valuable resource for mental health practitioners, military leaders, policy-makers and academics and students across a range of disciplines.
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Gender Bias in Perceptions of Military Leaders: Hostile Sexism Moderates Men’s Evaluations of Faces
(Springer Science and Business Media LLC, 2024-03-15) Wetzler, Elizabeth L.; Korenman, Lisa M.; Rylander, Stephen R.
In this study, we examined the role of dispositional sexism in male service academy cadets' evaluations of military leadership potential for sexually dimorphic male and female faces, with a particular focus on the impact of hostile sexism. Male cadets (N = 224) rated eight pairs of masculinized and feminized faces on 14 characteristics relevant to Army leadership and completed a measure of hostile and benevolent sexism. We tested a 2 (sex of face: male, female) × 2 (gender of face: masculine, feminine) × 2 (type of sexism: hostile, benevolent) × 2 (level of sexism: low, high) mixed model ANOVA with the first two variables as within subjects and the last two variables as between subjects and using composite leadership potential ratings as the dependent variable. Results indicated a significant three-way interaction between sex of face, gender of face, and levels of hostile (but not benevolent) sexism, whereby participants with elevated levels of antipathy towards women reported the least positive perceptions of military leadership potential for women with masculine facial features. These findings underscore the importance of addressing hostile sexism in military training and leadership development programs to promote equality and inclusion.
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Grading the Graders: Comparing Generative AI and Human Assessment in Essay Evaluation
(SAGE Publications, 2024-09-19) Wetzler, Elizabeth L.; Cassidy, Kenneth S.; Jones, Margaret J.; Frazier, Chelsea R.; Korbut, Nickalous A.; Sims, Chelsea M.; Bowen, Shari S.; Wood, Michael
Background: Generative artificial intelligence (AI) represents a potentially powerful, time-saving tool for grading student essays. However, little is known about how AI-generated essay scores compare to human instructor scores. Objective: The purpose of this study was to compare the essay grading scores produced by AI with those of human instructors to explore similarities and differences. Method: Eight human instructors and two versions of OpenAI’s ChatGPT (3.5 and 4o) independently graded 186 deidentified student essays from an introductory psychology course using a detailed rubric. Scoring consistency was analyzed using Bland-Altman and regression analyses. Results: AI scores for ChatGPT3.5 were, on average, higher than human scores, although average scores for ChatGPT 4o and human scores were more similar. Notably, AI grading for both versions was more lenient than human instructors at lower performance levels and stricter at higher levels, reflecting proportional bias. Conclusion: Although AI may offer potential for supporting grading processes, the pattern of results suggests that AI and human instructors differ in how they score using the same rubric. Teaching Implications: Results suggest that educators should be aware that AI grading of psychology writing assignments that require reflection or critical thinking may differ markedly from scores generated by human instructors.
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Head Strong: How Psychology is Revolutionizing War Revised and Expanded Edition
(Oxford University Press, 2020-04-23) Matthews, Michael D.
Since the publication of the first edition of Head Strong: How Psychology Is Revolutionizing War in 2014, developments in military psychology have been rapid and important—so much so that this revised edition is necessary to accurately capture the vital role that psychology continues to play in twenty-first-century military success. The ideas contained in the first edition influenced emerging doctrine in the Army’s Human Dimension and informed military leaders around the globe of ways that psychological science and practice may be leveraged to improve combat effectiveness. Many of the predictions made in the first edition have come true, and new and exciting products of military psychology now offer novel ways of impacting military outcomes. This revised edition of Head Strong updates the 13 chapters included in the first edition with breaking news in military psychology and adds new material to augment those chapters. Two entirely new chapters are included in this edition. The first focuses on human performance optimization. It captures rapid developments in psychology, cognitive neuroscience, and other disciplines that may help the military optimize soldier and unit performance. The second dives deeply into character and discusses how to measure it, how to develop it, and how character plays a vital role in the performance of individual soldiers and their units. Like the other topics in Head Strong, these two new chapters have significant applicability to nonmilitary organizations including schools, corporations, and sports teams.

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