Work-leisure blending: An integrative conceptual review and framework to guide future research.

Since the industrial revolution, work and leisure have largely been considered opposing domains. A growing number of organizations, however, enable and/or promote blending leisure activities into the workplace. Similarly, several conceptualizations across different disciplines examine how work and leisure can coexist.

When challenges hinder: An investigation of when and how challenge stressors impact employee outcomes.

Over the past two decades, accumulating evidence has indicated that individuals experience challenge and hindrance stressors in qualitatively different ways, with the former being linked to more positive outcomes than the latter. Indeed, challenge stressors are believed to have net positive effects even though they can also lead to a range of strains, eliciting beliefs that managers can enhance performance outcomes by increasing the frequency of challenge stressors experienced in the workplace. The current article questions this conventional wisdom by developing theory that explains how different of challenge stressor exposure influence employee outcomes.

A context-change account of temporal distinctiveness.

The distinctiveness effect refers to the finding that items that stand out from other items in a learning set are more likely to be remembered later. Traditionally, distinctiveness has been defined based on item features; specifically, an item is deemed to be distinctive if its features are different from the features of other to-be-learned items. We propose that distinctiveness can be redefined based on context change-distinctive items are those with features that deviate from the others in the current temporal context, a recency-weighted running average of experience-and that this context change modulates learning.

The experience of vivid autobiographical reminiscence is supported by subjective content representations in the precuneus.

The human posteromedial cortex, which includes core regions of the default mode network (DMN), is thought to play an important role in episodic memory. However, the nature and functional role of representations in these brain regions remain unspecified. Nine participants (all female) wore smartphone devices to record episodes from their daily lives for multiple weeks, each night indicating the personally-salient attributes of each episode.

Multiple team membership and empowerment spillover effects: Can empowerment processes cross team boundaries?

In today's organizations, employees are often assigned as members of multiple teams simultaneously (i.e., multiple team membership), and yet we know little about important leadership and employee phenomena in such settings.

A single trial analysis of EEG in recognition memory: Tracking the neural correlates of memory strength.

Recent work in perceptual decision-making has shown that although two distinct neural components differentiate experimental conditions (e.g., did you see a face or a car), only one tracked the evidence guiding the decision process.

Human hippocampus represents space and time during retrieval of real-world memories.

Memory stretches over a lifetime. In controlled laboratory settings, the hippocampus and other medial temporal lobe brain structures have been shown to represent space and time on the scale of meters and seconds. It remains unclear whether the hippocampus also represents space and time over the longer scales necessary for human episodic memory.

It's all in the attitude: The role of job attitude strength in job attitude-outcome relationships.

Integrating attitude theory with the job attitudes literature, we position job attitude strength (JAS) as a missing yet important theoretical concept in the study of job attitudes. We examine JAS as a moderator of the relationship between job satisfaction and several criteria of interest to organizational scholars (job performance, organizational citizenship behavior, withdrawal). We also examine multiple relevant indicators of JAS (i.

Ideology and gender: observers' system justification and targets' gender as interactive predictors of citizenship expectations.

We integrate system justification and social role theory to explain how observers' system justification and target employees' gender interact to predict observers' expectations of targets' sportsmanship citizenship behaviors. In contrast with social role theory predictions, observers did not expect greater levels of sportsmanship from women compared to men. Yet observers expected more sportsmanship from women (a) when observers were ideologically motivated by gender-specific beliefs (gender-specific system justification; Study 1) and (b) when system justification was cued experimentally (Study 2).

The context repetition effect: predicted events are remembered better, even when they don't happen.

A key function of the medial temporal lobe (MTL) is to generate predictions based on prior experience (Bar, 2009). We propose that these MTL-generated predictions guide learning, such that predictions from memory influence memory itself. Considering this proposal within a context-based theory of learning and memory leads to the unique hypothesis that the act of predicting an event from the current context can enhance later memory for that event, even if the event does not actually occur.

Foraging for thought: an inhibition-of-return-like effect resulting from directing attention within working memory.

Perceptual processing of a target stimulus may be inhibited if its location has just been cued, a phenomenon of spatial attention known as inhibition of return (IOR). In the research reported here, we demonstrated a striking effect, wherein items that have just been the focus of reflective attention (internal attention to an active representation) also are inhibited. Participants saw two items, followed by a cue to think back to (i.

Revisiting the rise and fall of false recall: presentation rate effects depend on retention interval.

Leading theories of false memory predict that veridical and false recall of lists of semantically associated words can be dissociated by varying the presentation speed during study. Specifically, as presentation rate increases from milliseconds to seconds, veridical recall is predicted to increase monotonically while false recall is predicted to show a rapid rise and then a slow decrease--a pattern shown by McDermott and Watson (2001) in a study using immediate recall tests. In three experiments we tested the generality of the effects of rapid presentation rates on veridical and false memory.

Does delaying judgments of learning really improve the efficacy of study decisions? Not so much.

A widely held assumption in metamemory is that better, more accurate metamemory monitoring leads to better, more efficacious restudy decisions, reflected in better memory performance--we refer to this causal chain as the restudy selectivity hypothesis. In 3 sets of experiments, we tested this hypothesis by factorially manipulating metamemory monitoring accuracy and self-regulation of study. To manipulate monitoring accuracy, we compared judgments of learning (JOLs) made contemporaneously with a delayed retrieval attempt to JOLs either made at a delay without attempting retrieval or made immediately after study; in previous studies, delayed retrieval-based JOLs have robustly predicted recall with greater relative accuracy than have the other JOL types.

Dynamics of thematic activation in recognition testing.

Two experiments investigated the effects of spreading semantic activation during a recognition test. In Experiment 1, activation spreading during testing from words that were thematic associates of unstudied critical words yielded a linear increase in false alarms to such critical words as the number of tested associates increased, regardless of whether the theme appeared during study or whether any thematic processing occurred during study at all. In Experiment 2, the number of tested associates was held constant, and false alarms to critical words from unstudied themes increased linearly with the strength of association between the critical word and its tested associates, consistent with predictions of spreading-activation theory.

Learning from feedback: Spacing and the delay-retention effect.

Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of feedback-timing effects and also examined the effects of restudy and retest trials following immediate and delayed feedback.

Part-list cuing and the dynamics of false recall.

False recall of an unpresented critical word after studying its semantic associates can be reduced substantially if the strongest and earliest-studied associates are presented as part-list cues during testing (Kimball & Bjork, 2002). To disentangle episodic and semantic contributions to this decline in false recall, we factorially manipulated the cues' serial position and their strength of association to the critical word. Presenting cues comprising words that had been studied early in a list produced a greater reduction in false recall than did presenting words studied late in the list, independent of the cues' associative strength, but only when recall of the cues themselves was prohibited.

The fSAM model of false recall.

The authors report a new theory of false memory building upon existing associative memory models and implemented in fSAM, the first fully specified quantitative model of false recall. Participants frequently intrude unstudied critical words while recalling lists comprising their strongest semantic associates but infrequently produce other extralist and prior-list intrusions. The authors developed the theory by simulating recall of such lists, using factorial combinations of semantic mechanisms operating at encoding, retrieval, or both stages.

The effect of multiple uses of disposable diamond burs on restoration leakage.

Background: The authors tested the clinical longevity of disposable diamond burs. They cut a series of five preparations and assessed the leakage after restoring the tooth.

Methods: The authors prepared 10 teeth for Class V restorations, and used a new disposable diamond bur for each tooth.