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Articles 1 - 6 of 6
Full-Text Articles in Psychology
Incorporating Embodied Cognition Into Sensemaking Theory: A Theoretical Integration Of Embodied Processes In A Leadership Context, Allison O'Malley, S. Ritchie, R. Lord, J. Gregory, C. Young
Incorporating Embodied Cognition Into Sensemaking Theory: A Theoretical Integration Of Embodied Processes In A Leadership Context, Allison O'Malley, S. Ritchie, R. Lord, J. Gregory, C. Young
Alison L. O'Malley
Despite growing recognition across a number of disciplines that cognitive processes are based in the body's interaction with the environment (e.g., Wilson, 2002), the body is afforded a negligible role in current conceptualizations of cognition in organizations. For instance, Hodgkinson and Healey's (2008) recent review of cognition in organizations makes no mention of how the body is implicated in cognitive processing. Perspectives that recognize the body's fundamental involvement in cognitive processing are referred to as embodied cognitive approaches. Embodied cognitive approaches view the representation of knowledge as dependent on brain structures involved in perception, action, and introspection rather than based …
Performance Feedback, Allison O'Malley
Performance Feedback, Allison O'Malley
Alison L. O'Malley
Entry in Encyclopedia of Industrial and Organizational Psychology.
The Roles Of Flourishing And Spirituality In Millenials’ Leadership Development Activity, Allison O'Malley, Denise Williams
The Roles Of Flourishing And Spirituality In Millenials’ Leadership Development Activity, Allison O'Malley, Denise Williams
Alison L. O'Malley
Confronted by today’s epidemic of corporate meltdowns, broken institutional paradigms, unethical decision-making, and demand for innovative competencies in order to remain competitive, educators and researchers are challenged to examine how today’s future leaders develop the skill and will to be effective. Whether labeled GenY, Generation Next, Generation Tech or Millennials (i.e. individuals born between 1982 and 2003), this group of change agents differs in attitudes, behaviors, and intrinsic and extrinsic motivations from older generations (e.g. Taylor & Keeter, 2010; Twenge, Campbell & Freeman, 2012). The scholarly debate on the role of meaning making (Park, 2005) describes the Millennial on a …
Do Student Perceptions Of Diversity Emphasis Relate To Learning Of Psychology?, J. Elicker, A. Snell, Allison O'Malley
Do Student Perceptions Of Diversity Emphasis Relate To Learning Of Psychology?, J. Elicker, A. Snell, Allison O'Malley
Alison L. O'Malley
We examined the extent to which students' perceived inclusion of diversity issues in the Introduction to Psychology course related to perceptions of learning. Based on the responses of 625 students, multilevel linear modeling analyses revealed that student perceptions of diversity emphasis in the class were positively related to how well students believed they understood concepts and the extent to which they believed they learned concepts they could apply to their lives. We also examined the relation between individual differences (e.g., age, race) and perceived learning. We discuss the importance of including issues of diversity in psychology classes.
A Good Graduate Io Education Begins In Undergraduate Classrooms., Nicholas Salter, Allison O'Malley
A Good Graduate Io Education Begins In Undergraduate Classrooms., Nicholas Salter, Allison O'Malley
Alison L. O'Malley
No abstract available.
Does An Interactive Webct Site Help Students Learn?, Joelle Elicker, Allison O'Malley, Christine Williams
Does An Interactive Webct Site Help Students Learn?, Joelle Elicker, Allison O'Malley, Christine Williams
Alison L. O'Malley
We examined whether students with access to a supplemental course Web site enhanced with e-mail, discussion boards, and chat room capability reacted to it more positively than students who used a Web site with the same content but no communication features. Students used the Web sites on a voluntary basis. At the end of the semester, students using the enhanced site earned more points in the class than students using the basic Web site. Additionally, students using the enhanced site reported using it more often and reported higher satisfaction with the Web site, course, and instructor. We discuss practical implications …