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Keep Talking and Nobody Explodes is a puzzle-based video game that allows Leadership educators to facilitate a highly interactive and behaviorally intense experience within a traditional classroom environment. In this manuscript, we discuss appropriate use cases, curricular alignments and provide a sample lesson plan outlining one way of using the game.

The cooperative and team-based nature of this game provides opportunities to create interactive lessons on a variety of topics, such as communication, group dynamics, leadership, conflict strategies and cognitive load.

Our primary reflection is that this game provides a good balance between fun engagement and rigorous learning. While deploying this game in several leadership and psychology courses, students have shown excitement and enthusiasm about playing the game, especially when we have built up some anticipation for it while discussing cognitive load theory (CLT) or other content in the classes leading up to the experience.

The game provides a unique behavioral experience that is useful in several different educational outlets. Fundamentally, the game provides the opportunity for creating three dynamics among small groups of students: cognitive overload, intergroup stress and conflict and communication in stressful environments. Each of these three could be applicable in various courses and curriculum.

The purpose of this study is to investigate online viewers’ preferences concerning the number and duration of video advertisements to watch during commercial breaks. The goal of the investigations was to assess whether online viewers preferred watching a fewer number of advertisements with longer durations or a greater number of advertisements with shorter durations.

Two studies used experimental research designs to assess viewers’ preferences regarding advertisements. These designs used two independent variables and one dependent variable. The first independent variable manipulated the type of choice options given to online viewers (e.g. one 60 s or two 30 s advertisements). The second independent variable manipulated when the choice was given to online viewers (i.e. at the beginning of the viewing experience or in the middle of the experience). The dependent variable measured viewers’ choices concerning their preferred advertisement option.

The results across both studies found that participants made choices that minimized total advertisement exposure time when possible. When minimizing total exposure time was not possible, participants made choices that minimized the number of exposures instead.

These investigations extend the literature on advertisement choice by examining online viewers’ preferences about the format of their advertising experience rather than the content of the persuasive messages themselves. In addition, these investigations provide value by investigating viewers’ responses to stimuli within realistic online simulations rather than abstract hypotheticals.

The current study integrates self-enhancement and social exchange theories to construct hypotheses in which team-level narcissism is expected to negatively influence team-level task performance ratings and team-level organizational citizenship behaviors directed at team members (OCB-Is). Additionally, individual-level narcissism is expected to negatively influence peer performance ratings. Based on longitudinal data collected from 89 study participants constituting 29 project teams, results indicate (a) team-level narcissism influences task performance, (b) team-level narcissism influences changes in OCB-Is over time, and (c) individual-level narcissism influences peer performance ratings. Our findings suggest the necessity for practitioners to consider individual differences in the strategic formation of work groups.

The purpose of this chapter is to examine the proliferation of scientific management and then to consider its effect on business and society. Our examination begins with a brief survey of various management approaches that emerged in the early twentieth century. We focus on Frederick Taylor, the originator of scientific management, as the person with the greatest influence on management scholarship. We assert that the propagation of scientific management in all sectors of business and society is so pervasive that is it ubiquitous, making it exceedingly difficult to consciously detect or question. We examine how core ideas from scientific management have facilitated the dehumanization of stakeholders in management scholarship and practice. We then discuss how dehumanizing tendencies — informed by the hidden ubiquity of scientific management — have permeated research in corporate social responsibility and management theory. We conclude with suggestions for integrating humanity into management theory.

Multiple classifier systems have been used widely in computing, communications, and informatics. Combining multiple classifier systems (MCS) has been shown to outperform a single classifier system. It has been demonstrated that improvement in ensemble performance depends on either the diversity among or the performance of individual systems. A variety of diversity measures and ensemble methods have been proposed and studied. However, it remains a challenging problem to estimate the ensemble performance in terms of the performance of and the diversity among individual systems. The purpose of this paper is to study the general problem of estimating ensemble performance for various combination methods using the concept of a performance distribution pattern (PDP).

In particular, the paper establishes upper and lower bounds for majority voting ensemble performance with disagreement diversity measure Dis, weighted majority voting performance in terms of weighted average performance and weighted disagreement diversity, and plurality voting ensemble performance with entropy diversity measure D.

Bounds for these three cases are shown to be tight using the PDP for the input set.

As a consequence of the authors' previous results on diversity equivalence, the results of majority voting ensemble performance can be extended to several other diversity measures. Moreover, the paper showed in the case of majority voting ensemble performance that when the average of individual systems performance P is big enough, the ensemble performance P^m resulting from a maximum (information‐theoretic) entropy PDP is an increasing function with respect to the disagreement diversity Dis. Eight experiments using data sets from various application domains are conducted to demonstrate the complexity, richness, and diverseness of the problem in estimating the ensemble performance.

Research on the intergenerational transmission of violence has been limited by reliance on variable-oriented methodology that does not capture heterogeneity that exists within experiences of violent interpersonal conduct. The current study therefore examines the utility of a person-oriented statistical method in understanding patterns of maltreatment and intimate partner violence.

Guided by person-oriented theory, the current study utilizes latent class analysis, a person-oriented method used with cross-sectional data, to examine the heterogeneity within this transmission process in a sample of emerging adults (N = 150). This study also examined whether the classes identified differed on reported emotional reactivity and childhood family environment.

Three classes emerged from the latent class analysis, labeled full transmission, psychological transmission, and no transmission. Those comprising the full transmission subgroup reported the lowest levels of childhood family cohesion, accord, and closeness. The full transmission subgroup also reported significantly more emotional reactivity than the psychological transmission and no transmission subgroups.

To understand fully the etiology of intimate partner violence for maltreated offspring, a multidimensional view of violence is needed. The current study represents a step in this direction by demonstrating the utility of a person-oriented approach in understanding the IGT of violence.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

The criminal narrative experience (CNE) framework posits that criminals’ personal experiences of offending can be differentiated into distinct narrative themes. This study aims to examine whether CNE themes of sexual offenders (SO) was related to particular cognitive distortions (criminal thinking). Additionally, given previously identified psychological differences between child SO and SO that target adults, the study also compared CNE and criminal thinking styles between these SO groups.

Twenty-six adult male offenders convicted for sexual crimes completed a survey composed of the Psychological Inventory of Criminal Thinking Styles (Version 4) and a Criminal Narrative Experience Questionnaire which identified two narrative themes of sexual offending (The Intrepid Professional-Adventurer, IPA; and The Dejected Revenger Victim, DRV).

Analyses failed to identify significant relationships between CNE themes and most of the criminal thinking styles. However, offenders reporting the DRV narrative displayed greater fears about the prospect of changing. Additionally, child SO displayed the IPA narrative more than SO that targeted adults.

The CNE framework can assist practitioners who are working towards a goal of desistance, as the experience of crime from the perspective of the offender is understood through their narrative roles and emotional experience. Identifying an individual’s strongest CNE theme could aid practitioners in identifying and planning interventions which challenge the distorted thinking.

This study is the first to examine the relationship between CNE and cognitive distortions that enable (re)offending.

The purpose of this paper is to examine the impact of an academic-based, leadership education program on the development of psychological capital (PsyCap).

Data were collected from students at the entry-point (Time 1), mid-point (Time 2) and end-point (Time 3) of the leadership program, across all modes of delivery. Statistical analysis was performed to determine changes in psychological capacity.

Results indicated PsyCap capacities (self-efficacy, optimism, hope and resiliency) may be impacted through leadership training and that online delivery appeared to have the greatest impact on student PsyCap development.

The paper concludes with a discussion of limitations and future directions of research that are needed. Limitations include non-individual tracking, and a somewhat small sample size in one of the samples. Implications include further research into a potential response shift bias among participants, research regarding the impact of educational modality and student maturity and self-awareness.

The paper describes implications for practitioners in higher education, as well as more broadly for educators who are attempting to develop positive psychological capacities in their students.

This paper expands upon a developing field in positive organizational psychology by focussing on development within leadership education.