The Role of Experience in Prioritizing Adherence to SOPs in Police Agencies

Research has perennially substantiated the belief that experience is a crucial determinant of an officer’s ability to effectively use discretion in making decisions. Officers cite experience as “the best teacher”, and police managers are likely to agree, usually with an anecdote or two about their personal maturation experiences. This study is an attempt to investigate this question with a bit more subtlety. In the following sections, we will: (1) explain the theory behind the discretion-experience relationship we propose, as well as theoretical opposition to this notion, (2) hone in on the perceived importance of agency standard operating procedures as an influence on discretion, (3) demonstrate that the relationship between officer experience and the priority attributed to SOPs is parabolic, and (4) discuss our findings in the context of structural functional organizational theory.     

Extending the Assessment of Functions of Vocalizations in Children with Limited Verbal Repertoires

The current study examined the effectiveness of an experimental functional analysis for assessing the functions of emergent vocal-verbal behavior in children with developmental disabilities. Experiment 1 consisted of a systematic replication of Lerman et al. (2005). Participants were 3 children with developmental disabilities, between the ages of 2 and 5 years, with limited vocal-verbal repertoires, who could emit at least two clear vocalizations. Results indicated that for all participants, targeted vocalizations functioned as mands, tacts, or both. The purpose of Experiment 2 was to address some of the limitations of Experiment 1 while using a different experimental design. Results of Experiment 2 suggested that participants'' targeted vocalizations served as tacts, echoics, or both. Results are discussed in terms of the utility of this methodology for the selection and development of effective language interventions as well as implications for our current knowledge of verbal behavior.     

Real Versus Imagined Gender Harassment

Sexual harassment studies that use hypothetical situations and retrospective surveys may overestimate the degree to which victims actually confront their harassers. The result is that immediate emotional reactions are little understood and victims are often taken to task for nonconfrontational behavior. To address this neglect, we describe our experimental investigation of immediate reactions to sexually harassing questions encountered during a realistic job interview. Behavioral and emotional responses are compared to those in an imagined harassing interview. Results indicate that interviewees who are actually harassed react very differently than those who only imagine their responses. For example, imagined victims anticipate feeling angry but actual targets report being afraid. Anticipated behavior also did not mesh with actual behavior. Implications of these discrepancies for perceptions of "correct" ways to respond to harassment are examined.