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Cover -- Title Page -- Copyright Page -- Contents -- Preface -- PART ONE. REVIEWS OF RELEVANT LITERATURE -- The Modification of Smoking Behavior: An Evaluative Review -- Personality and Smoking: A Review of the Empirical Literature -- PART TWO. LEARNING MECHANISMS AND SMOKING CHAIRMAN, 1ST SESSION: SILVAN S. TOMKINS -- Habit Mechanisms in Smoking -- Comments on Paper by Hunt and Matarazzo -- General Discussion -- Mechanisms of Self-Control -- Comments on Paper by Premack -- General Discussion -- The Smoking Habit -- Comments on Paper by Logan -- General Discussion -- The Role of Nicotine in the Smoking Habit -- Comments on Paper by Jarvik -- General Discussion -- PART THREE. AN OVERVIEW CHAIRMAN: JOSEPH D. MATARAZZO -- A Sociologist's Point of View -- The Effects of Prolonged Alcohol Ingestion on the Eating, Drinking and Smoking Patterns of Chronic Alcoholics -- General Discussion -- References -- Index

The present study examined the relations between perceived environmental/technological uncertainty among managers and intensity of use of organizational learning mechanisms. Confirming the research hypotheses, negative relations were found between the intensity of use of each of the five factors of organizational learning mechanisms (formal learning processes, information dissemination, training, information gathering, information storage and retrieval) and perceived environmental/technological uncertainty. These correlations were higher in the organizations that function under uncertain as opposed to certain environments. Finally, when perceived uncertainty was regressed on the five factors of organizational learning mechanisms, information gathering came out with a positive regression weight, that is, when organizational learning mechanisms like information dissemination, training or information storage and retrieval are held constant, information gathering is positively related to uncertainty.

AbstractInfants' ability to learn complex linguistic regularities from early on has been revealed by electrophysiological studies indicating that 3‐month‐olds, but not adults, can automatically detect non‐adjacent dependencies between syllables. While different ERP responses in adults and infants suggest that both linguistic rule learning and its link to basic auditory processing undergo developmental changes, systematic investigations of the developmental trajectories are scarce. In the present study, we assessed 2‐ and 4‐year‐olds' ERP indicators of pitch discrimination and linguistic rule learning in a syllable‐based oddball design. To test for the relation between auditory discrimination and rule learning, ERP responses to pitch changes were used as predictor for potential linguistic rule‐learning effects. Results revealed that 2‐year‐olds, but not 4‐year‐olds, showed ERP markers of rule learning. Although, 2‐year‐olds' rule learning was not dependent on differences in pitch perception, 4‐year‐old children demonstrated a dependency, such that those children who showed more pronounced responses to pitch changes still showed an effect of rule learning. These results narrow down the developmental decline of the ability for automatic linguistic rule learning to the age between 2 and 4 years, and, moreover, point towards a strong modification of this change by auditory processes. At an age when the ability of automatic linguistic rule learning phases out, rule learning can still be observed in children with enhanced auditory responses. The observed interrelations are plausible causes for age‐of‐acquisition effects and inter‐individual differences in language learning.

In this study, we developed a tribal learning model based on indigenous knowledge to expand Taiwan's indigenous higher education system. The model adopts a culturally responsive teaching strategy that conforms to the cultural background and satisfies the learning needs of indigenous learners. The instructional design of the model is based on the outcomes of a literature review and comprises five stages: preparation, communication, execution, reflection, and feedback. The proposed model allows educators to develop culturally appropriate teaching plans that include indigenous knowledge. Applying the model allows educators to hone their self-study skills while improving the learning effectiveness of their learners.

Abstract The purpose hereof is to adapt the Organizational Learning Mechanism Scale (OLMS), which deals with organizations' actions to create procedures and practices for knowledge acquisition, storage, sharing, and use. The adaptation of this scale was based on the validation of the scale for the Brazilian context, and on a theme-related literature review. The adapted scale was submitted for semantic and theoretical validation by judges and for the application of a pilot test in a small sample. The data of 268 public servants who work in military and civil organizations were collected through electronic means. Once the recommended prior analyses were conducted, we performed a factorial analysis, identifying 3 factors: Internal Acquisition Mechanisms (11 items and α = 0.924), Codification and Control Mechanisms (8 items and α = 0.899), and External Acquisition Mechanism (3 items and α = 0.726), which explain a total variance of 62.20%, results that were superior to those found in the first adaptation of the OLMS. The final results point to an instrument with good statistical parameters and which is responsible for a great amount of the construct's variance, indicating new directions for the execution of new research.

PurposeSupply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is developed at work, but little is known about how this takes place. Drawing on constructivist learning theory, the authors investigate how SC professionals develop their competence at work.Design/methodology/approachThe study takes off from a theoretical framework of workplace learning mechanisms, followed by a series of in-depth interviews with an expertise panel of profoundly competent and experienced SC professionals.FindingsThe results provide detailed insights into the learning process of SC professionals. The key findings show that SC professionals use a wide range of learning mechanisms throughout their careers, and that the contribution and complexity of these mechanisms differ and change dynamically with seniority. The findings also show that learning mechanisms should not be viewed as isolated phenomena, but closely related to every-day SCM work as well as learning attitude.Research limitations/implicationsBy conceptualizing learning as a process, and congregating the fragmented literature into a framework of workplace learning mechanisms, this research provides a theoretical reference point for future studies. The empirical findings bring a new level of detailed knowledge on how SC professionals learn at work.Practical implicationsThe results can assist SC professionals, HR managers and academic program leaders in their quest to develop competence in the field of SCM.Originality/valueThis paper makes a unique contribution to the human aspects of SCM literature by presenting the first study that investigates in depth the crucial but complex process of how workplace learning takes place for SC professionals in practice.

AbstractStatistical learning (SL), sensitivity to probabilistic regularities in sensory input, has been widely implicated in cognitive and perceptual development. Little is known, however, about the underlying mechanisms of SL and whether they undergo developmental change. One way to approach these questions is to compare SL across perceptual modalities. While a decade of research has compared auditory and visual SL in adults, we present the first direct comparison of visual and auditory SL in infants (8–10 months). Learning was evidenced in both perceptual modalities but with opposite directions of preference: Infants in the auditory condition displayed a novelty preference, while infants in the visual condition showed a familiarity preference. Interpreting these results within the Hunter and Ames model (1988), where familiarity preferences reflect a weaker stage of encoding than novelty preferences, we conclude that there is weaker learning in the visual modality than the auditory modality for this age. In addition, we found evidence of different developmental trajectories across modalities: Auditory SL increased while visual SL did not change for this age range. The results suggest that SL is not an abstract, amodal ability; for the types of stimuli and statistics tested, we find that auditory SL precedes the development of visual SL and is consistent with recent work comparing SL across modalities in older children.

The study investigated the interrelations among use of organizational learning mechanisms, organizational mental models, and organizational outcomes. It was conducted in a bank, 10 of whose branches were soon to undergo organizational change designed to improve customer service and another 10 were to undergo the same organizational change a few months later. The results demonstrated that customer satisfaction was greater for branches that used organizational learning mechanisms intensively than for branches that used these mechanisms less intensively. The learning branches also showed richer shared knowledge (more constructs and causal links within their cognitive cause maps) and more congruent mental models (cause maps). Furthermore, the content of the learning branches' shared knowledge reflected more closely the messages delivered by organizational management in favor of the structural change. The hypothesis that the use of organizational learning mechanisms moderates the success of an organizational change program was supported by the cause maps data but only partially supported by the customer satisfaction data. Copyright © 2012 John Wiley & Sons, Ltd.