Talking the talk, but not walking the walk: a comparison of self-reported and observed prosocial behavior

The claim that Public Service Motivation (PSM) is an antecedent of prosocial behaviour has often been empirically tested and supported. However, closer inspection of this literature reveals large disparities in relating the two constructs. One reason that could explain such differences is that the relationship between PSM and prosocial behaviours has been primarily tested using self‐reported cross‐sectional, single‐rater and same‐survey data. While all of these are widely used methodological approaches in social sciences, they are also susceptible to potential biases. We conduct two comparative studies to re‐examine this relationship. Study 1 utilizes self‐reported cross‐sectional, single‐rater and same‐survey data linking PSM and prosocial behaviour, revealing a positive relationship with PSM's Compassion dimension. Study 2 involves observing actual prosocial behaviour in a real‐life setting. Then, the correlation between PSM and prosocial behaviour disappears. We conclude by discussing the possible reasons that could lead to the differences found across the two studies

Willingness to work for multinational enterprises from emerging countries:The case of Chinese multinational enterprises in the Netherlands

How do perceptions of country-of-origin image (COI) relate to willingness of Western people to work for subsidiaries in advanced countries of multinational enterprises from emerging countries (EMNEs)? We seek to shed light on this question by exploring six hypotheses based on environment-processing metatheory. Applying a PLS-SEM analysis of online survey data from the Netherlands, we find that the COI and familiarity with the EMNE's home country are positively associated with willingness to work. Additionally, we reveal a few mediating effects indicating that familiarity and individual difference are indirectly related to willingness to work. This study contributes to our understanding of the inability of EMNEs to attract talent in the Western world by adding a macro perspective to the human resource management literature. Furthermore, we extend environment-processing metatheory by expanding the focus from the perceived internal context (corporate information) to the perceived external environment (country of origin), as well as to the antecedents (familiarity and individual differences) of the perceived environment

Grammatical performance in children with dyslexia: the contributions of individual differences in phonological memory and statistical learning

Several studies have signaled grammatical difficulties in individuals with developmental dyslexia. These difficulties may stem from a phonological deficit, but may alternatively be explained through a domain-general deficit in statistical learning. This study investigates grammar in children with and without dyslexia, and whether phonological memory and/or statistical learning ability contribute to individual differences in grammatical performance. We administered the CELF word structure and recalling sentences subtests and measures of phonological memory (digit span, nonword repetition) and statistical learning (serial reaction time, nonadjacent dependency learning) among 8-to 11-year-old children with and without dyslexia (N = 50 per group). Consistent with previous findings, our results show subtle difficulties in grammar, as children with dyslexia achieved lower scores on the CELF (word structure: p =.0027, recalling sentences: p =.053). While the two phonological memory measures were found to contribute to individual differences in grammatical performance, no evidence for a relationship with statistical learning was found. An error analysis revealed errors in irregular morphology (e.g., plural and past tense), suggesting problems with lexical retrieval. These findings are discussed in light of theoretical accounts of the underlying deficit in dyslexia

The Influence of Texting Language on Grammar and Executive Functions in Primary School Children

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Emergence of entrepreneurial populations - a feature dimensionality approach.

This paper studies how increasing dimensionality in a market space feeds into the emergence of a sustainable entrepreneurial population—energy cooperatives in Germany. Our theoretical model conceptualizes the market as a multi-dimensional feature space and offers insights as to when and where new types of entrepreneurial activities emerge. We demonstrate that (1) the rise of a socio-cognitive dimension greenness created novel social demand and opened opportunities for sustainable entrepreneurship and (2) sustainable entrepreneurial organizations are more likely to be founded in communities with higher local demand for greenness. Our paper contributes to research on entrepreneurial population emergence and sustainable entrepreneurship

Auditory statistical learning in children: Novel insights from an online measure

Nonadjacent dependency learning is thought to be a fundamental skill for syntax acquisition and often assessed via an offline grammaticality judgment measure. Asking judgments of children is problematic, and an offline task is suboptimal as it reflects only the outcome of the learning process, disregarding information on the learning trajectory. Therefore, and following up on recent methodological advancements in the online measurement of nonadjacent dependency learning in adults, the current study investigates if the recording of response times can be used to establish nonadjacent dependency learning in children. Forty-six children (mean age: 7.3 years) participated in a child-friendly adaptation of a nonadjacent dependency learning experiment (López-Barroso, Cucurell, Rodríguez-Fornells, & de Diego-Balaguer, 2016). They were exposed to an artificial language containing items with and without nonadjacent dependencies while their response times (online measure) were measured. After exposure, grammaticality judgments (offline measure) were collected. The results show that children are sensitive to nonadjacent dependencies, when using the online measure (the results of our offline measure did not provide evidence of learning). We therefore conclude that future studies can use online response time measures (perhaps in addition to the offline grammaticality judgments) to further investigate nonadjacent dependency learning in children

The Influence of Texting Language on Grammar and Executive Functions in Primary School Children

Abstract When sending text messages on their mobile phone to friends, children often use a special type of register, which is called textese. This register allows the omission of words and the use of textisms: instances of non-standard written language such as 4ever (forever). Previous studies have shown that textese has a positive effect on children's literacy abilities. In addition, it is possible that children's grammar system is affected by textese as well, as grammar rules are often transgressed in this register. Therefore, the main aim of this study was to investigate whether the use of textese influences children's grammar performance, and whether this effect is specific to grammar or language in general. Additionally, studies have not yet investigated the influence of textese on children's cognitive abilities. Consequently, the secondary aim of this study was to find out whether textese affects children's executive functions. To investigate this, 55 children between 10 and 13 years old were tested on a receptive vocabulary and grammar performance (sentence repetition) task and various tasks measuring executive functioning. In addition, text messages were elicited and the number of omissions and textisms in children's messages were calculated. Regression analyses showed that omissions were a significant predictor of children's grammar performance after various other variables were controlled for: the more words children omitted in their text messages, the better their performance on the grammar task. Although textisms correlated (marginally) significantly with vocabulary, grammar and selective attention scores and omissions marginally significantly with vocabulary scores, no other significant effects were obtained for measures of textese in the regression analyses: neither for the language outcomes, nor for the executive function tasks. Hence, our results show that textese is positively related to children's grammar performance. On the other hand, use of textese does not affect-positively nor negatively-children's executive functions