Applications and Implementation DECISION SUPPORT SYSTEMS: AN EMPIRICAL ASSESSMENT FOR DECISION MAKING

A laboratory experiment examined the effects of applying decision support system (DSS) technology to decision making in ill-structured problem environments under varying information conditions. Marketing executives participated in the experiment which investigated the effects of DSS availability, DSS training, and data availability on dependent variables that included: (1) the number of alternatives considered by a subject during decision making, (2) the period of time spent by a subject to complete the decision-making process, (3) the subject's perceived confidence in the decisions he or she had made, (4) the amount of data considered by a subject's during decision making, (5) the individual subject's decision processing, and (6) the subject's performance overall. Our results indicate that all three factors significantly affect the number of alternatives considered by subjects during the decision-making process. We therefore suggest that DSS training be coordinated with decision training in order to realize the potential of DSSs as described in the DSS literature.     

The Dehumanization of Man: Dimensions and Processes

This paper is concerned with the dimensions and processes of dehumanization within the context of our contemporary social order. It considers briefly the nature of post-industrial society and its dehumanizing consequences, discussing the various dimensions of dehumanization articulated by various writers. The core argument is that dehumanization is created by external social structural conditions and only later becomes internally self-generating within the individual, which can lead to a self-perpetuating dehumanization syndrome.     

他们不再是孩子了——关于“新失业群体”现状的社会学报告

近些年来在关于下岗失业问题的研究中形成的一个思维定势是,人们所说的失业下岗往往针对的仅是国有企业的失业下岗人员,至多将原来集体企业的失业下岗人员包括在内。但事实上,在我们的社会中,还存在另外一个数目庞大的失业群体,这个群体至今很少受到人们的关注,他们就是在本文中我们称之为“新失业群体”的这么一批人。对于他们,我们既缺少一个经验层面上的全面描述,更没有在政策层面上对他们进行充分的讨论,至于理论层面的梳理,就更是凤毛麟角了。本研究试图为改变这一现状做一个初步的尝试,不过,首先,我们必须阐明我们所使用的概念及意义…     

The Peltzman hypothesis revisited: An isolated evaluation of offsetting driver behavior

Nearly all of the previous investigations of driver behavior under varying safety conditions have only been able to evaluate the issue of offsetting driver behavior indirectly. Some studies note that engineering estimates of the aggregate improvements of automobile safety enhancements are substantively larger than economic estimates of the same effects. Others have found that non-occupants such as motorcyclists and pedestrians are under greater risk of incurring accidents when automobiles are made safer. Although these observations are consistent with the hypothesis that drivers respond to safety enhancements by driving less safely (having been instilled with a sense of greater protection provided by the safety improvements), they do not provide a direct evaluation of the relationship between driving environment and driver behavior. Thus, factors other than offsetting behavior may be generating these observed results. A few studies have tested the offsetting behavior hypothesis more directly, but only under highly specific safety conditions and narrow measures of driver behavior. This article undertakes an isolated analysis of driver behavior under varying safety conditions, with data which allows for more general changes to safety conditions and broader measures of driver behavior. Estimates obtained from the evaluation of individual accident reports lend support to the offsetting behavior hypothesis and imply that both aggressive behavior and nonaggressive (inattentive) driving behavior are likely to increase as the driving environment becomes safer.     

School Size and the Interpersonal Side of Education: An Examination of Race/Ethnicity and Organizational Context*

Objectives. The purpose of this study was to extend research on the connection between school size and student outcomes by examining how school size was related to interpersonal processes and whether the interpersonal effects of school size varied by race/ethnicity. Methods. We applied multilevel modeling techniques to a sample of 14,966 students in 84 schools from the National Longitudinal Study of Adolescent Health. Results. Increasing school size was associated with decreasing student attachment to school and to teachers as well as extracurricular participation. Student attachment and teacher bonding diminished with increasing school size at a decreasing rate (reaching minimums in schools with between 1,700–2,000 students), but extracurricular participation dropped at a steady rate. These patterns did not differ substantially by race/ethnicity. Conclusions. The size of the educational institution influences interpersonal dynamics among actors in the institution and does so similarly across student groups. More generally, this research demonstrates the importance of organizational characteristics for social life.     

Theory of mind,gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and anxious solitude in 3^rd grade were tested as predictors of 4th grade ToM. Gender moderation of these relations was evaluated. Participants were 688 American public-school children (51.5% girls), 193 of whom completed a ToM questionnaire in 4th grade. In 3rd–7th grade children and their peers reported reciprocated friendship, and peers reported peer acceptance and anxious solitude annually. A multi-group (gender split) autoregressive cross-lagged panel analysis modeled relations between ToM and reciprocated friendship, peer acceptance, and anxious solitude over time. Consistent with hypotheses, girls’ more advanced 4th grade ToM predicted incremental gains in their number of friendships two years later, but not their peer acceptance. In contrast, boys’ more advanced 4th grade ToM did not predict change in their number of friendships or peer acceptance over time. Gender differences in the relation between ToM and friendship are discussed in the context of gender-specific peer relations patterns in late middle childhood and early adolescence. Additionally, more advanced 4th grade ToM predicted gains in anxious solitude in middle school for both genders. This somewhat surprising result is discussed in relation to ToM assessment and peer relations in anxious solitary children.     

Relations Between Alphabetized Name Order and Nomination Counts in Peer Nomination Measures

Peer nominations, a central method for measuring peer relationships in developmental research, typically involve asking children or adolescents to choose peers who fit various criteria from an alphabetized roster of classmates or grade‐mates. Although such measures have been used for decades, very little research has investigated the effects of alphabetical name order on the number of nominations received by peers. This study collected peer nominations for 20 items among 607 eighth grade participants in two schools. Regression analyses showed that earlier name order significantly predicted higher nomination counts for eight of the items, and explained over 5 percent of the variance in four affective variables (friendship, acceptance, acquaintanceship, and received liking). Across variables, name order effects were negatively correlated with internal reliability of nominations, implying that order effects may be related to the consensus of the peer group. Name order also had a minimal effect on inter‐correlations among a subset of variables. Implications and concrete recommendations for controlling and reducing name order effects in future research are discussed.