Some Things Are Better Left Unseen: Toward More Effective Communication And Team Performance In Video-Mediated Interactions

By default, most video-mediated communication systems show the user his or her own video feed, yet there is no prior research to show if this helps or hinders communication. In general, virtual teams desire richer media to improve team interaction. However, in this case more information may not be helpful. Drawing on Objective Self Awareness theory in social psychology and theories of cognitive overload from communication, hypotheses are proposed concerning how viewing oneself influences virtual team interaction. It is argued that viewing oneself will lead to lower team performance and other negative outcomes. The hypotheses are tested in a laboratory experiment, manipulating whether participants were able to view their own feeds during video-mediated communication. The results suggest that viewing oneself leads to a reduction in team performance and individual satisfaction. The findings, in terms of several theoretical explanations, and implications for managers and systems designers are discussed in the paper

Which heuristics can aid financial-decision-making?

© 2015 Elsevier Inc. We evaluate the contribution of Nobel Prize-winner Daniel Kahneman, often in association with his late co-author Amos Tversky, to the development of our understanding of financial decision-making and the evolution of behavioural finance as a school of thought within Finance. Whilst a general evaluation of the work of Kahneman would be a massive task, we constrain ourselves to a more narrow discussion of his vision of financial-decision making compared to a possible alternative advanced by Gerd Gigerenzer along with numerous co-authors. Both Kahneman and Gigerenzer agree on the centrality of heuristics in decision making. However, for Kahneman heuristics often appear as a fall back when the standard von-Neumann-Morgenstern axioms of rational decision-making do not describe investors' choices. In contrast, for Gigerenzer heuristics are simply a more effective way of evaluating choices in the rich and changing decision making environment investors must face. Gigerenzer challenges Kahneman to move beyond substantiating the presence of heuristics towards a more tangible, testable, description of their use and disposal within the ever changing decision-making environment financial agents inhabit. Here we see the emphasis placed by Gigerenzer on how context and cognition interact to form new schemata for fast and frugal reasoning as offering a productive vein of new research. We illustrate how the interaction between cognition and context already characterises much empirical research and it appears the fast and frugal reasoning perspective of Gigerenzer can provide a framework to enhance our understanding of how financial decisions are made

Writing with Discipline: A Call for Avoiding APA Style Guide Errors in Manuscript Preparation

The education community in the United States—as in many countries—is extremely large and diverse. Indeed, as documented by Mosteller, Nave, and Miech (2004), The United States has more than 3.6 million teachers in elementary and secondary education, more than 100,000 principals, and about 15,000 school districts, each with its own set of district administrators, school board members, and concerned citizens. The parents and family members of the 60 million students in elementary and secondary education represent another constituency, as do the policymakers and legislators in the 50 states (along with the District of Columbia) and at the federal level. Postsecondary education represents another 1 million faculty members, along with an enrollment of 15 million undergraduates and 1.8 million graduate students. (p. 29) Indeed, with the number of individuals involved in the educational system, educational research has the potential to play a pivotal role in improving the quality of education—from Kindergarten through primary, through secondary, through tertiary education. Yet, for educational research to play such a role, its findings must be disseminated to individuals (e.g., educators, administrators, stakeholders, policymakers) and groups (e.g., teacher associations) who can most effectively use them (Mosteller et al., 2004; Onwuegbuzie, Leech, & Whitmore, 2008). Unfortunately, research findings do not disseminate themselves, regardless of how statistically, practically, clinically, or economically significant they are for the field of education. Rather, it is educational researchers in general and practitioner-researchers in particular who must convey these findings

The Relationship between Principal Leadership Behaviors and School Climate

The No Child Left Behind Act (2001) revised the Elementary and Secondary Education Act of 1965 by making substantial modifications in the major federal programs that support schools‘ efforts to educate all children (U.S. Department of Education, Office of the Deputy Secretary, 2004). Since the inception of this law, demand for greater accountability for student achievement from politicians and legislators has increased exponentially (Carnoy, Elmore, & Siskin, 2003). Strict accountability measures, developed and implemented with limited if any consent or involvement of educators, were imposed on students, teachers, schools, and school districts (Waite, Boone, & NcGgee, 2001). The increased emphasis on accountability heightened the demands on teachers and administrators more than ever before in the history of education in the United States (Carnoy et al., 2003). As increased accountability became the norm, school leadership became more challenging and demanding in order to achieve the newly stipulated accountability (Salazar, 2008)

The Review Process in Economics: Is it Too Fast?

Rewards for publications in good economics journals are very high, while submission fees and other monetary costs associated with submitting an existing manuscript are low. Consequently, the editorial delay (especially the first response time – the time until the first editorial decision), by postponing monetary rewards to publication, constitutes the major submission cost (from the author’s perspective). Reducing the delay will induce many additional submissions of low-quality papers to good journals, increasing significantly the workload of editors and referees. Moreover, the rejection rate will increase and cause papers to be rejected more times prior to publication, offsetting at least some of the shorter first response times. As a result, the efforts of many editors to reduce the editorial delay, while attracting more submissions to their journals, may have adverse effects from a social perspective, and the optimal delay might be longer than the current average of four months.Review process, refereeing, publishing, academia, research, first response times, academic review process

Barriers and Facilitators of Suicide Risk Assessment in Emergency Departments: A Qualitative Study of Provider Perspectives

Objective To understand emergency department (ED) providers’ perspectives regarding the barriers and facilitators of suicide risk assessment and to use these perspectives to inform recommendations for best practices in ED suicide risk assessment. Methods Ninety-two ED providers from two hospital systems in a Midwestern state responded to open-ended questions via an online survey that assessed their perspectives on the barriers and facilitators to assess suicide risk as well as their preferred assessment methods. Responses were analyzed using an inductive thematic analysis approach. Results Qualitative analysis yielded six themes that impact suicide risk assessment. Time, privacy, collaboration and consultation with other professionals and integration of a standard screening protocol in routine care exemplified environmental and systemic themes. Patient engagement/participation in assessment and providers’ approach to communicating with patients and other providers also impacted the effectiveness of suicide risk assessment efforts. Conclusions The findings inform feasible suicide risk assessment practices in EDs. Appropriately utilizing a collaborative, multidisciplinary approach to assess suicide-related concerns appears to be a promising approach to ameliorate the burden placed on ED providers and facilitate optimal patient care. Recommendations for clinical care, education, quality improvement and research are offered

Impact of a brief faculty training to improve patient-centered communication while using electronic health records

Objective Despite rapid EHR adoption, few faculty receive training in how to implement patient-centered communication skills while using computers in exam rooms. We piloted a patient-centered EHR use training to address this issue. Methods Faculty received four hours of training at Cleveland Clinic and a condensed 90-minute version at the University of Chicago. Both included a lecture and a Group-Objective Structured Clinical Exam (GOSCE) experience. Direct observations of 10 faculty in their clinical practices were performed pre- and post-workshop. Results Thirty participants (94%) completed a post-workshop evaluation assessing knowledge, attitude, and skills. Faculty reported that training was important, relevant, and should be required for all providers; no differences were found between longer versus shorter training. Participants in the longer training reported higher GOSCE efficacy, however shorter workshop participants agreed more with the statement that they had gained new knowledge. Faculty improved their patient-centered EHR use skills in clinical practice on post- versus pre-workshop ratings using a validated direct-observation rating tool. Conclusion A brief lecture and GOSCE can be effective in training busy faculty on patient-centered EHR use skills. Practice Implications Faculty training on patient-centered EHR skills can enhance patient-doctor communication and promotes positive role modeling of these skills to learners

Children exposed to intimate partner violence: Identifying differential effects of family environment on children\u27s trauma and psychopathology symptoms through regression mixture models

The majority of analytic approaches aimed at understanding the influence of environmental context on children\u27s socioemotional adjustment assume comparable effects of contextual risk and protective factors for all children. Using self-reported data from 289 maternal caregiver-child dyads, we examined the degree to which there are differential effects of severity of intimate partner violence (IPV) exposure, yearly household income, and number of children in the family on posttraumatic stress symptoms (PTS) and psychopathology symptoms (i.e., internalizing and externalizing problems) among school-age children between the ages of 7–12 years. A regression mixture model identified three latent classes that were primarily distinguished by differential effects of IPV exposure severity on PTS and psychopathology symptoms: (1) asymptomatic with low sensitivity to environmental factors (66% of children), (2) maladjusted with moderate sensitivity (24%), and (3) highly maladjusted with high sensitivity (10%). Children with mothers who had higher levels of education were more likely to be in the maladjusted with moderate sensitivity group than the asymptomatic with low sensitivity group. Latino children were less likely to be in both maladjusted groups compared to the asymptomatic group. Overall, the findings suggest differential effects of family environmental factors on PTS and psychopathology symptoms among children exposed to IPV. Implications for research and practice are discussed