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The role of leadership efficacy in women's reactance responses to stereotype-based leadership role expectations was examined in two laboratory studies. Participants, selected on the basis of leadership efficacy scores, served as leaders of ostensible three-person groups. Half were primed with the gender leadership stereotype. An immersive virtual environment designed for this research served as the leadership setting. Results indicated that the effects of stereotype activation on women leaders were moderated by leadership efficacy such that high efficacy leaders exhibited more positive, reactance responses (increased perceived performance, increased rated performance, greater domain identification, and higher well-being) than low efficacy leaders. Additionally, perceived performance mediated the domain identification and well-being effects of stereotype activation on high and low efficacy leaders.

The role of leadership efficacy in women's reactance responses to stereotype-based leadership role expectations was examined in two laboratory studies. Participants, selected on the basis of leadership efficacy scores, served as leaders of ostensible three-person groups. Half were primed with the gender leadership stereotype. An immersive virtual environment designed for this research served as the leadership setting. Results indicated that the effects of stereotype activation on women leaders were moderated by leadership efficacy such that high efficacy leaders exhibited more positive, reactance responses (increased perceived performance, increased rated performance, greater domain identification, and higher well-being) than low efficacy leaders. Additionally, perceived performance mediated the domain identification and well-being effects of stereotype activation on high and low efficacy leaders.

Transformational and transactional leadership in both physical (i.e., face-to-face) and virtual settings were examined in a laboratory experiment. Leadership style (transformational or transactional) and group setting (face-to-face, immersive virtual environment, or intercom) were manipulated experimentally for three-person ad hoc work groups. Results indicated that, compared to transactional leadership, transformational leadership was associated with decreases in quantitative performance but increases in qualitative performance, leadership satisfaction, and group cohesiveness. Contrary to expectations, neither self- nor collective efficacy mediated the performance effects of leadership style; trust, however, appeared to play an important mediational role. Group performance and cohesiveness were similar across group settings; however, group members were most satisfied with their leader when interacting face-to-face. The theoretical and practical implications of these findings are discussed.

This research examined the ways in which superior teammate performance in recently formed teams affects an individual's motivation. It was hypothesized that members of recently formed teams for whom social identity was not yet salient would experience threat, a maladaptive physiological pattern that indicates low perceptions of coping resources relative to situational demands. Furthermore, it was hypothesized that this effect would be the greatest for individuals on recently formed teams who had briefly interacted with teammates but still lacked a strong social identity, relative to those who have not interacted with teammates at all. Fifty-three participants were each paired with 2 confederates to form 53 triads. Depending on the condition, participants and confederates either competed as a team on a mental task (minimal team condition), completed a team-building exercise prior to competing as a team on a mental task (team condition), or competed as individuals against each other (individual/coaction baseline condition) on a mental task. The results revealed that participants who worked on a team with superior performers were threatened. Interestingly, participants who had the opportunity to bond with their teammates prior to working together were even more threatened by superior performers. Results are discussed in terms of psychological closeness and social comparison theory.

This article examines the possibilities and implications of employing virtual environments (VEs), immersive virtual environments (IVEs), and collaborative virtual environments (CVEs) in the courtroom. We argue that the immersive and interactive reality created by these tools adds significant value as a simulation of experience to enhance courtroom practice. The obvious boundaries between real and virtual enhance the attractiveness of these tools as technologies of rhetorical persuasion that can be used to demonstrate subjective perspective, strengthen or impeach the credibility of witnesses, and provide the trier of fact with a better understanding of each side's perception of the facts at issue. The article introduces the concepts of VEs, IVEs, and CVEs, describes the manners in which these technologies have been applied to settings other than the courts system, and review the relevant psychological and legal literature. It discusses specific applications of the technology to the court system and suggests how it could improve upon current procedures. Finally, it discusses some of the limitations and problems, and suggests legal reforms necessary to the adoption of these technologies, specifically rules of procedure that provide for all parties to be able to access, manipulate and inspect any virtual environment, the trier of fact to be able to interact with, rather than just accept the lawyer's rendition, and rules that provide for the parties to introduce at trial an inventory of all digital assets contained in the virtual environment, making those that are stipulated to and those that are in controversy.

Pt. I. Committee report -- 1. Overview -- 2. Intercultural competence -- 3. Teams in complex environments -- 4. Technology and training -- 5. Nonverbal communication -- 6. Emotion -- 7. Behavioral neurophysiology -- Pt. II. Papers -- Culture and negotiations / Michele J. Gelfand -- Adult second language acquisition: A cognitive science perspective / Judith F. Kroll -- Technology-based training / Arthur C. Graesser and Brandon King -- Nonverbal communication / Nicole C. Krämer -- The science of emotion: what people believe, what the evidence shows, and where to go from here / Lisa Feldman Barrett -- Neurophysiological approaches to understanding behavior / Todd F. Heatherton, Anne C. Krendl, and Dylan D. Wagner