Create a list of the love chemicals/neurotransmitters/hormones discussed in Chapter 2 of On Romantic Love.

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(1) Create a list of the love chemicals/neurotransmitters/hormones discussed in Chapter 2 of On Romantic Love. These include serotonin, dopamine, norepinephrine (noradrenaline), epinephrine and cortisol.

(2) State what their roles are and how an instability in these love chemicals/neurotransmitters/hormones can lead to psychological instability or related problems.

Minimum Length Requirement: 500 words.

Social Psychology’s Big Ideas

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Assignment: Book used

  • Myers, D.G., & Twenge, J.M. (2012). Social Psychology (11th ed.). New York, NY: McGraw-Hill Education. (ISBN: 978-0-07-803529-6)
  1. Read six “big ideas” listed in Chapter 1 of the textbook . These are the building blocks for which social psychological theories, research, and ideas are built upon.
  2. Select three of these “big ideas”:
    1. In your own words, explain each of the three big idea(s) you chose.
    2. Relate the ideas to your own life: give an example either from your own life or perhaps an event you have recently heard of that applies to one or more of the three “big ideas” you chose.
  3. Use 2 sources.
    1. Your textbook can be the first one. Make sure to do your best to describe the “Big Ideas” in your own words (try to not use direct quotes).
    2. Due to the wanting you to relate the big ideas to “real life”, the second source can be from a magazine, online blog, newspaper, journal article, etc.

Instructions:

  • Paper length should be approximately 2-3 pages in length (approximately 500- 750 words).
  • Use APA style, including a cover page and reference page (not included in page length)
  • Introductory paragraph, setting forth a clear statement of your assignment.
  • Conclusion, a concise paragraph that reaffirms your assignment.
  • Cite a minimum of 2 sources (APA). The first source will be the one you choose as stated in the details above, the second source can be your textbook.

A correlation cannot be used to determine whether

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Question 1

Researchers interested in infant perception of faces have found that

Answers:

infants prefer to look at faces over other complex objects.

faces are uniquely interesting to infants.

“when looking at faces, babies have no preference for type of face.”

babies prefer to look at male faces.

babies prefer their mother’s face.

Question 2

Anita’s mother uses the same ice cream scoop to put ice cream into one large bowl and one small bowl. Anita is upset because she thinks her brother’s small bowl holds more ice cream than her large bowl. Anita has not yet acquired

Answers:

conservation.

egocentrism.

reflexes.

assimilation.

accommodation.

Question 3

A correlation cannot be used to determine whether

Answers:

children who are friendly are also smart.

honesty in school is related to honesty at home.

intelligence is related to friendliness.

honest children have honest parents.

TV violence causes childhood aggression.

Question 4

Bowerman and other constructivist theorists maintain that the important factor in language development is

Answers:

built-in biases.

genetically programmed operating principles.

the constraints on language.

the rate of brain cell development.

the child’s construction of language.

Question 5

Research on spatial cognition indicates that

Answers:

girls’ play preferences offer them an advantage in spatial cognition.

video games decrease mental rotation abilities.

play hampers the development of spatial skills.

boys score higher than girls on spatial cognition tasks.

it is not influenced by experience.

Question 6

The sequence of pubertal changes begins about _____________________ for boys than for girls.

Answers:

one year earlier.

two years later.

two years earlier.

six months earlier.

three years later.

Question 7

A disorder that causes mental retardation that becomes progressively worse as children get older and is also strongly associated with autism is known as ________________.

Answers:

Down syndrome.

Klinefelter’s syndrome.

Fragile-X syndrome.

Turner’s syndrome.

Huntington’s disease.

Question 8

“A set of ideas that explains other people’s ideas, beliefs, desires, and behavior is a theory of”

Answers:

mind.

cognition.

personality.

mentality.

beliefs.

Question 9

Children born to poverty-level parents who were adopted into middle-class families typically have IQs that are

Answers:

identical to those of their natural parents.

10 to 15 points higher than their adoptive mothers.

10 to 15 points higher than their birth mothers.

identical to those of their adoptive parents.

not related to either set of parents.

Question 10

Which of the following statements describes Lamar’s genotype?

Answers:

He has brown hair.

He is short for his age.

He looks like his father.

He has type AB blood.

He is an overachiever.

Question 11

Frank has an IQ of 97. He would be classified as

Answers:

learning disabled.

gifted.

mentally retarded.

average.

superior.

Question 12

All of the following are part of Vygotsky’s socio-cultural theory EXCEPT

Answers:

zone of proximal development.

operational efficiency.

scaffolding.

naive psychology.

the primitive stage.

Question 13

“Howard Gardner proposes eight separate types of intelligence, including all of the following EXCEPT”

Answers:

linguistic.

musical.

componential.

spatial.

interpersonal.

Question 14

“From six months on, babies begin engaging in ________, which is a sound pattern consisting of consonants and vowels.”

Answers:

cooing

babbling

gurgling

fussing

crying

Question 15

Research has shown that a newborn can

Answers:

“taste sweet and salty, but not sour or bitter.”

clearly see objects up to eight feet away.

recognize objects better than people.

discriminate his/her mother’s voice from other voices.

efficiently track a moving object.

Question 16

Watson’s Little Albert experiment demonstrated that

Answers:

children automatically fear small animals.

classical conditioning plays a role in the development of emotional responses.

operant conditioning is the only form of learning that works with infants.

conditioned stimuli are naturally occurring events.

unconditional stimuli rarely lead to long term conditioning.

Question 17

Research has shown that ____________________ is more important than family income in determining a child’s IQ.

Answers:

sibling’s IQ.

good nutrition.

limited television viewing.

quality of parent-child interactions.

activity level.

Question 18

“Billy Jean is a heavy smoker. Her doctor has warned her that research results indicate that if a mother smokes during pregnancy, the child will have”

Answers:

foreshortened or missing limbs.

vaginal cancer.

low birth weight.

learning problems in elementary school.

FAS.

Question 19

Maturation refers to

Answers:

genetically programmed sequential patterns of change

growth patterns that are not universal across cultures

growth patterns that are highly influenced by environmental factors such as practice

growth patterns that occur in adulthood only

Question 20

“According to Steiner’s research, children can first respond differentially to sweet, sour, and bitter flavors at”

Answers:

birth.

one month.

six months.

nine months.

one year.

Question 21

All of the following are common characteristics of children with fetal alcohol syndrome (FAS) EXCEPT

Answers:

larger than normal size.

smaller brains.

distinct facial features.

heart defects.

physical deformities.

Question 22

The continuity vs. discontinuity issue in development relates to the idea that development

Answers:

may occur in stages and sequences

is characterized by critical periods

is characterized by either qualitative or quantitative changes

All of the above

Question 23

“When young children use audible language to help control or monitor their own behavior, they are exhibiting”

Answers:

overregularization.

child directed speech.

baby talk.

fast mapping.

private speech.

Question 24

A nativism theorist would believe that perceptual abilities are ________; whereas a empiricism theorist would state that perceptual abilities are ________.

Answers:

learned; inborn

inborn; genetic

acquired; learned

genetic; inborn

inborn; learned

Question 25

Renaldo is four years old and is experiencing a neurological growth spurt. What skill will he be attaining?

Answers:

evidence of some goal-directed planning

fluency in speaking and understanding language

improvements in eye-hand coordination

improvements in memory function

motor coordination

Question 26

Which of the following do reading experts suggest is critical to success in reading in the early years?

Answers:

picture books

silent reading

phonological awareness

workbooks

spelling lessons

Question 27

“When Bette saw a skunk for the first time and asked why the kitty had a big stripe, her mother explained that the animal was a skunk. Now Bette recognizes skunks are different from cats. Bette has used”

Answers:

integration.

accommodation.

discrimination.

assimilation.

organization.

Question 28

Bandura added all of the following concepts to traditional learning theory EXCEPT

Answers:

abstract modeling.

observational learning.

classical conditioning.

emphasis on cognitive elements.

intrinsic reinforcements.

Question 29

The Apgar scoring system is used to evaluate an infant’s

Answers:

status immediately after birth and then again five minutes later.

weight at birth and at one week after birth.

social responses at one day and one week after birth.

“strength of crying, blood pressure, and birth-weight immediately after birth.”

readiness to be taken home.

Question 30

“When a baby understands that her bottle still exists even when she throws it down and it disappears under the sofa, she is demonstrating”

Answers:

size constancy.

shape constancy.

object identity.

object permanence.

object constancy.

Question 31

How does Erikson’s psychoanalytic theory differ from that of Freud?

Answers:

It is described as psychosexual.

It focuses on psychosocial stages influenced by common cultural demands.

“It is based on libidial energy and incorporates the concepts of id, ego, and superego.”

It includes both a phallic and genital stage.

It states that a child’s success depends on interaction with people and objects.

Question 32

Maria’s baby has just started to see colors. Her baby is how old?

Answers:

12 months

9 months

6 months

3 months

1 month

Question 33

“In comparison to adult auditory processes, newborns”

Answers:

hear nearly as well in the range of pitch and loudness of the human voice.

have poorer hearing at some pitches but the same hearing at all loudness levels.

have more acuity with high-pitched sounds.

have better auditory acuity at all pitches and loudness levels.

have less acuity at all pitches and loudness levels.

Question 34

Piaget believed that cognitive development is

Answers:

characterized by great irregularities.

shaped by the environment.

“an active process of exploration, manipulation, and examination.”

random and unpredictable.

based on personality factors.

Question 35

It is most accurate to describe the genetic material in the nucleus of the cell as

Answers:

“DNA, which contains chromosomes and genes.”

“chromosomes composed of DNA, which has segments called genes.”

“genes, which contain DNA and are found on chromosomes.”

“separate bodies called genes, chromosomes, and DNA.”

46 genes made up of DNA.

Question 36

“In research on infant perception, a common research strategy presents an infant with some stimulus until s/he stops responding to it. Then a new stimulus that differs from the first in some specific respect (e.g., color) is presented to see if the infant now responds. This strategy involves the use of what basic process?”

Answers:

preference

scanning

constancy

dishabituation

conditioning

Question 37

Current evidence suggests that full (adult-level) visual acuity is reached by what age?

Answers:

6 months

2 years

3-4 years

10-11 years

puberty

Question 38

Freud’s psychoanalytic theory of development

Answers:

emphasizes conscious drives rather than unconscious drives

proposes that the superego is the part of the personality that operates under the pleasure principle.

is characterized by psychosexual stages including the oral, anal, phallic,latency, and genital stages

proposes that defense mechanisms are the result of conscious efforts to resolve conflict.

Question 39

The great majority of neurons are apparently formed

Answers:

by two years after birth.

at birth.

in the third trimester of pregnancy.

between 10 and 18 weeks into gestation.

at conception.

Question 40

“According to Piaget, assimilation involves”

Answers:

changing a scheme as a result of new information taken in.

deriving generalizable schemes from specific experiences.

being shaped by the environment.

taking in an event or experience and making it part of a scheme.

an inborn need to put things in order.

Question 41

Which of the following statements describes the person’s phenotype?

Answers:

Maria’s 23rd chromosome pair is XX.

Mark’s blood type is AO.

Jill is a carrier of cystic fibrosis.

Larry has brown hair.

Mel has Trisomy 21.

Question 42

Fenson’s research on language indicates that children s first words appear by the age of

Answers:

5 months.

7 months.

9 months.

11 months.

12-13 months.

Question 43

Studies of a wide variety of language communities have revealed that

Answers:

Asian children skip the prelinguistic phase.

Western children tend to use language before they understand it.

the prelinguistic phase is identical in all language communities.

there is no set pattern for language development.

all language development is genetically programmed.

Question 44″Piaget’s four stages, in order, are”

Answers:

“sensorimotor, preoperational, formal operational, concrete operational.”

“preoperational, sensorimotor, concrete operational, formal operational.”

“preoperational, concrete operational, formal operational, sensorimotor.”

“sensorimotor, preoperational, concrete operational, formal operational.”

“formal operational, concrete operational, preoperational, sensorimotor.”

Question 45

“Intelligence tests were intended to measure ________, while achievement tests were designed to measure ________.”

Answers:

competence; performance

knowledge; aptitude

performance; competence

aptitude; competence

competence; knowledge

Question 46

What part of the brain becomes the focus of developmental processes during the 10-to-12-year-old neurological growth spurt?

Answers:

medulla

midbrain

frontal lobes

parietal lobes

Brainstem

Question 47

Whether a child’s development is controlled by innate factors or environmental influences is referred to as

Answers:

continuity vs. discontinuity

nature vs. nurture

maturation vs. genetics

idealism vs. rationalism

Question 48

The ecological perspective in developmental psychology

Answers:

uses evolutionary theory to explain inborn patterns of behaviors.

emphasizes teaching children about protection of the natural environment.

looks at the context in which the child grows up.

applies theories of animal behavior to understanding human behavior.

was first suggested by Hall.

Question 49

Which theorist is most strongly associated with nativist theories of language?

Answers:

Skinner

Freud

Chomsky

Piaget

Vygotsky

Question 50

“Babies vary in the way they react to new things, in their typical moods, in their rate of activity, in the regularity of their daily rhythms, etc. These variations usually go by the name of”

Answers:

temperament.

states.

habituation.

instincts.

conditioning.

Literature Review Resources

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Literature Review Resources

Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Locate your most recent assignment submission for “Literature Review Resources.” You will be adding to this document to continue building a running literature review.

· It is recommended that you engage in this activity throughout the duration of this course.

· Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.

· Download the resource Literature Review Resources Tool and use it to complete the assignment. SAMPLE IS ATTACHED

· Doctoral learners are required to use APA style for their writing assignments.

· Refer to the resource, “Preparing Annotated Bibliographies,” ATTACHED

Directions:

Read at least 10 peer-reviewed articles in your general dissertation field that you have not read previously.

DISSERTATION TOPIC: Factors Affecting Utilization of Mental Health in Fort-Bend County, Texas

In the most recent version of “Literature Review Resources” document, provide the following for each source that you are adding to the document:

1. The APA formatted citation.

2. A brief annotation of the key points of the source.

3. An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks (or similar tool) list.

LITERATURE REVIEW RESOURCES 1

 

LITERATURE REVIEW RESOURCES 10

 

 

 

 

 

 

 

 

 

May 21, 2018

 

 

 

 

 

 

 

 

PSY-836 Literature Review Resources

Number Article Information Added to RefWorks? (Y or N)
1. Reference Information

Industrial/Organizational Psychology: Understanding the Workplace

 Y
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=edswss&AN=000347729700002&site=eds-live&scope=site

  
  Annotation

Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P. (2015). A Meta-Analysis of the Relationship Between Individual Assessments and Job Performance. Journal of Applied Psychology, 100(1), 5-20. doi: 10.1037/a0036938.

In this examined scholarly journal research article, the authors Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P.; analyzes the related validity criterion used in individual assessment. They defined individual assessments as a process used in selecting employees, and involving the utilization of different assessment methods, administered on each candidate interviewed, and using such assessment to evaluate, judge, and determine a candidate’s overall suitability for a position. The authors determined that the recommendations of the assessor are reliable enough to predict work performances; however, they mutually agree that the results must be characterized, explained and interpreted in a cautious manner, due to the fact that a relative small number of studies have been conducted and to take into consideration the possibilities of publication biases.

  
2. Reference Information

In Support of Personality Assessment in Organizational Settings

  

Y
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2007-18089-008&site=eds-live&scope=site

  
  Annotation

Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60(4), 995-1027. 10.1111/j.1744-6570.2007.00099.x

The authors, Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. in this scholarly journal research article examined the idea of using personality tests for employees’ selection purposes. They used various meta-analyses including those used by Morgeson et al. (2007), such as the optimum and unit-weighted different correlations among the Big Five personality dimensions and behaviors in organizations, including job performance; (b) generalized variable relationships of Conscientiousness and its surfaces such as dependability and cautiousness achievement orientation; (c) the validity of compound personality measures; and (d) the validity of incremental personality measures versus cognitive ability. The authors concluded that it is counterproductive to write off all the areas of expertise of individual differences as it relates to personality with reference to staff selection and organizational decision making for the science and practice of I-O psychology.

  
3.

 

 Reference Information

Standards for Organizational Consultation Assessment and Evaluation Instruments

 Y
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=hch&AN=9308177189&site=eds-live&scope=site

  
  Annotation

Cooper, S. E., & O’Connor Jr., R. (1993). Standards for organizational consultation assessment and evaluation instruments. Journal of Counseling & Development, 71(6), 651-660.

The authors addressed the major quantitative and qualitative psychometric guidelines for managerial/directional and organizational deliberation and consultation assessment as well as evaluation instruments. They also reviewed a framework of several current sampling questions as well as possible implications of the instrument used by practitioners and suggested that further research and assessments that focuses on compliance, performance, design, adequacy, efficiency, management, intervention, and impact should be conducted.

  
4.

 

 Reference Information

Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

  

N
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

  
  Annotation

Gray, E., & Nathan, G. (2015). Do you understand why stars twinkle? would you rather read than watch TV? do you trust data more than your instincts? (cover story). Time, 185(23), 40-46.

In this article, Gray, E., & Nathan, G. (2015), discusses personality tests and various similar questions relating to job applicants’ requirements of answers so as to get selected in the 2015 era of increased hiring. They also analyzed employment qualifications and interview criteria, in addition to efforts of combating the staff turnover rates and efforts at increasing labor productivity in the US. The authors made references to Hogan Personality Inventory test and the Prophecy Behavioral Personality Assessment in addition to executive Andy Biga and the monitoring of workers’ temperaments.

  
5.

 

 Reference Information

Employability and Career Success: Bridging the Gap Between Theory and Reality.

  

Y
  Link

http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

  
  Annotation

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.

These authors of this article review the prevalence in the commonly accepted research mental outlook towards employability, and the study towards career achievement, wherein the believes of psychologist is driven by cognitive potentials, personality, and educational success. In addition, the article examines the needs of employees’ in their workplaces, which features the major gains in social skills that supports the drives in determining the level of employability. They also analyzed the rationale behind unemployment and came to the conclusion that financial instability and other associated mental characteristics in conjunction with employability are essential parts of the difficulty that leads joblessness. The authors establish that industrial-organizational psychologist must be independently paired so as to contribute to preparation of explanations that supports employability.

  
6. Reference Information

The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

 N
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=83512570&site=eds-live&scope=site

  
  Annotation

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47(4), 232-237. 10.1111/j.1742-9544.2011. 00038.x

These authors analyzed Weiner’s attribution theory in determining the attributions that recruiters utilize during interviews and selection processes as well as final hiring decisions. They used a quasi-experimental design to determine at which level of ability (either high or low) as well as effort (high or low) was manipulated. They analyzed the extent at which there were manipulations using three outcomes that includes: (1) beliefs and predictions of employees’ future job performances, (2) anticipated level of employees’ responsibility for lack of success and deficiencies, and (3) hiring recommendations. Their findings compatible to that of the attribution theory wherein recruiters discovered the dissimilarities in the element and explanations of prior work outcomes provided by job applicants that later affected their expectations of future performances on the job, responsibility in lack of success, and recommendations to hire.

  
7.

 

 Reference Information

The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

  

Y
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

  
  Annotation

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052

This article investigated the common argument regarding employment structure that has grown for over two decades. It analyzed a complied and well-structured devised plan of empirical research. The authors Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014) focus their attention and argument on a few major subjects that have been the f focal point on (a) the characterization of structure; (b) decreasing team disparities in dialogue ratings via structure; (c) impact organization in thoughtful reflection dialogues; (d) measurable personality through designed interviews; (e) contradicting situational analysis as opposing to past-behavior questions; (f) developing rating scales; (g) follow-up, and explanation on question; and (h) responses to structure. Each of this topic was used to evaluate and augment methods of meta-analysis, content analysis, and primary studies. In particular, the authors concluded that interviewees used multiple unwritten approaches such as assertive tactics to vigorously communicate positive images.

  
8.

 

 Reference Information

Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training

 Y
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

  
  Annotation

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.

This research study proposes a performance appraisal technique that focuses on fitting ratee task characteristics. The author’s approach comprises of systems that are designed with dealing with tasks that consists of both suitability of predictable and genuine performance measures and knowledge of the change management process, either high or low, but designed to boost and develop the connection between accuracy in observations and accuracy in performance ratings as well as improving ratees’ future performances. The author also examine types of task and performance appraisal techniques, including strategies used in training raters to expand observational accuracy.

  
9.

 

 Reference Information

Overlooking Overkill? Beyond the 1-to-5 Rating Scale

 Y

 
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

  
  Annotation

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.

The authors of this scholarly article discuss the techniques used for measuring performance in organizations. Their selected choice is the behavioral rating scale, and the commonly used one is the frequency type of response scale. This format requires that raters demonstrate how frequent a manager or leader exhibits specific type of behavior. Another type of response scale that is used is the evaluation type, wherein the rater is asked to determine the effectiveness of the manager’s performance including his or her behavior, role, or function as described in the survey item. The authors concluded that the major difference between frequency and evaluation response scales is that frequency engages raters to describe performance while evaluation response requires that raters determine the quality of performance.

  
10.

 

 Reference Information

The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance

 N
  Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

  
  Annotation

Johnson, J. W. (2001). The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.

In this article, the author argues that while evidence backs and upholds the exclusive inputs of task and contextual performances to overall evaluations, there is however, limited information available on the contributions that unique dimensions of contextual performance make to the general performance judgments. The article also analyzed and evaluated the scope and length that supervisors will go to determine task and contextual performances through the use of relative weights to statistically interpret the comparative significance of distinct dimensions of all the types of performance to the general performance ratings.

  

 

 

 

 

 

 

 

References

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47(4), 232-237. 10.1111/j.1742-9544.2011. 00038.x Retrieved from

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=83512570&site=eds-live&scope=site

Cooper, S. E., & O’Connor Jr., R. (1993). Standards for organizational consultation assessment and evaluation instruments. Journal of Counseling & Development, 71(6), 651-660. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=hch&AN=9308177189&site=eds-live&scope=site

Gray, E., & Nathan, G. (2015). Do you understand why stars twinkle? would you rather read than watch TV? do you trust data more than your instincts? (cover story). Time, 185(23), 40-46. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001. Retrieved from http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

Johnson, J. W. (2001). The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P. (2015). A Meta-Analysis of the Relationship Between Individual Assessments and Job Performance. Journal of Applied Psychology, 100(1), 5-20. doi: 10.1037/a0036938. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=edswss&AN=000347729700002&site=eds-live&scope=site

Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60(4), 995-1027. 10.1111/j.1744-6570.2007.00099.x Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2007-18089-008&site=eds-live&scope=site