Tolerance For Ambiguity Research Articles

Psychological and Electrophysiological Correlates of Word Learning Success.

A rich vocabulary supports human achievements in socio-economic activities, education, and communication. It is therefore important to clarify the nature of language acquisition as a complex multidimensional process. However, both the psychological and neurophysiological mechanisms underpinning language learning, as well as the links between them, are still poorly understood. This study aims to explore the psychological and neurophysiological correlates of successful word acquisition in a person's native language. Thirty adults read sentences with novel nouns, following which the participants' electroencephalograms were recorded during a word-reading task. Event- related potentials in response to novel words and alpha oscillation parameters (amplitude, variability, and long-range temporal correlation dynamics) were analyzed. Learning outcomes were assessed at the lexical and semantic levels. Psychological variables measured using Amthauer's test (verbal abilities), BIS/BAS scales (motivation), and the MSTAT-1 (ambiguity tolerance) and alpha oscillation parameters were factored. Better recognition of novel words was related to two factors which had high factor loadings for all measured alpha oscillation parameters, indicating the role of attention networks and respective neural activity for enabling information processing. More successful learners had lower P200 amplitude, which also suggests higher attention-system involvement. Another factor predicted better acquisition of word meanings for less ambiguity-tolerant students, while the factor which pooled logical conceptual thinking ability and persistence in goal-reaching, positively correlated with acquisition of both word forms and meanings. The psychological factors predominantly correlated with word-learning success in semantic tasks, while neurophysiological variables were linked to performance in the recognition task.

Psychological and Electrophysiological Correlates of Word Learning Success

Background. A rich vocabulary supports human achievements in socio-economic activities, education, and communication. It is therefore important to clarify the nature of language acquisition as a complex multidimensional process. However, both the psychological and neurophysiological mechanisms underpinning language learning, as well as the links between them, are still poorly understood. Objective. This study aims to explore the psychological and neurophysiological correlates of successful word acquisition in a person’s native language. Design. Thirty adults read sentences with novel nouns, following which the participants’ electroencephalograms were recorded during a word-reading task. Event-related potentials in response to novel words and alpha oscillation parameters (amplitude, variability, and long-range temporal correlation dynamics) were analyzed. Learning outcomes were assessed at the lexical and semantic levels. Psychological variables measured using Amthauer’s test (verbal abilities), BIS/BAS scales (motivation), and the MSTAT-1 (ambiguity tolerance) and alpha oscillation parameters were factored. Results. Better recognition of novel words was related to two factors which had high factor loadings for all measured alpha oscillation parameters, indicating the role of attention networks and respective neural activity for enabling information processing. More successful learners had lower P200 amplitude, which also suggests higher attention-system involvement. Another factor predicted better acquisition of word meanings for less ambiguity-tolerant students, while the factor which pooled logical conceptual thinking ability and persistence in goal-reaching, positively correlated with acquisition of both word forms and meanings. Conclusion. The psychological factors predominantly correlated with word-learning success in semantic tasks, while neurophysiological variables were linked to performance in the recognition task.

“Effective Leadership is still largely a matter of Communication”: A study

Despite the obvious importance of “Communication” it is at times a lightly regarded discipline in the theory and practice of “corporate leadership”. There is indeed much enduring truth to the lean principle that the discipline is seldom among the top priorities of corporate leaders. The principal reason for this seems to be that they regard communication as too “soft,” lacking well-defined, tangible parameters and outcomes.To be specific, communication is a unique area of expertise among traditional business skills, and clear measurement of its value to organizational performance is at best very difficult. Understanding its significance requires a high tolerance of ambiguity, contradiction and subtlety. Whether a company succeeds or fails in navigating a crisis, completing a merger, avoiding regulatory blunders, or executing everyday operations, everything however depends strongly upon skillful and effective communication.Managers spend most of their day engaged in communication; in fact, older studies of how much time managers spend on various activities show that communication occupies 70 to 90 percent of their time every day (Mintzberg, 1973; Eccles & Nohria, 1991). With cell phones, e-mail, text messaging, if that same study were done today, it would yield even higher percentages. The sheer amount of time managers spend communicating underscores how important strong communication skills can be for the manager desiring to advance to leadership positions; thus, mastering leadership communication should be a priority for managers wanting their organizations or the broader business community to consider them leaders.

Relationship among Need for Cognitive Closure and Need for Control in College Students during the Epidemic of COVID-19：the Mediating role of Tolerance of Ambiguity

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Investigating the Structural Model of the Relationship between the Coherence Sense and Emotion Management with the Mediating Role of Ambiguity Tolerance in Nurses

Investigating the Structural Model of the Relationship between the Coherence Sense and Emotion Management with the Mediating Role of Ambiguity Tolerance in Nurses

FEATURES OF PSYCHOLOGICAL EXPERIENCES IN SEVERE QUARANTINE DURING THE COVID-19 PANDEMIC: THE ROLE OF TOLERANCE FOR UNCERTAINTY

The aim: To examine the features of experiences during quarantine relating to the tolerance for uncertainty. Materials and methods: 306 volunteers aged 18-65 years participated in this study. All participants were tested during strict quarantine in April 2020. In order to diagnose the personality traits related to ambiguity tolerance, we used Budner's scale of tolerance-intolerance of ambiguity. To determine the features of experiences we used the survey, which included 40 statements and 12 emotional states related to the cognitive, emotional-evaluative, and behavioral components of the person's self-image. Results: The overwhelming majority of volunteers perceive the pandemic as a dangerous, threatening, uncertain situation and make hasty decisions on the base of polar judgments, react with anxiety, attempt to avoid uncertainty, rejection of everything unusual. Their experiences were filled with feelings of powerlessness and deterioration in mood. For the majority of our subjects, the situation of uncertainty is the source of intolerance. Negative consequences appeared in the behavior (loss of time management skills, laziness). There are direct relationships between the factor of shock and anxiety with the sources of intolerance, novelty and complexity, and general intolerance. The cognitive component of the experience was the least pronounced and involved only after an emotional experience. Conclusions: It has been established that cognitive rethinking of the self-isolation during the COVID-19 pandemic is possible after an emotional response and leads to a change in the behavioral stereotypes.

Right by your side? – the relational scope of health and wellbeing as congruence, complement and coincidence

ABSTRACT Purpose: Although the relation between health and well-being is deemed conceptually important, it is diverse and intractable. The aim of this small-scale study is to reveal different possible relations of the concepts of health and well-being, interrelation of these relations and consequences of implied normative expectations in the relations. Method: Primary data originate from course literature in Swedish health education. Additional data included scientific articles and website content (collected from WHO and via Google) and were analysed with objective hermeneutics. Results: Congruent, complementary and coincident relations were found. In congruence, health and well-being are synonyms. Complement relations contain: “quality” with well-being as overall aim, “plurality” with health as umbrella term, “well-being as positive health”, “enhancement” with health and well-being potentially boosting each other and “subjectivity/objectivity” with objective health complemented by subjective well-being. In coincidence, health and well-being are counter-intuitively regarded unlinked, which may challenge expectations concerning health promotive activities. Independent and affiliated relations were identified. Conclusion: In congruence and complement, health and well-being are mostly aligned whereas in coincidence, their quality may be decoupled. In the discursive climate of second modernity, the relation of health and well-being tends to conflict and ambiguous coincidence, demanding ambiguity tolerance as key skill.

Occupational themes, ambiguity tolerance level and coping strategies in career decision-making

The process of career adaptation is counted as a very significant topic, especially regarding career counseling. The aim of that article was to analyze the dependence between type of vocational personality, ambiguity tolerance level and styles of coping with career indecision making. There have been 227 students examined. Each of the examined individuals has got a vocational type of personality referring to gained outcomes from WOPZ questionnaire based on J.L. Holland’s model of vocational personality. Types of vocational personality have been being analyzed according to ambiguity tolerance in career decisions making (by using The Career Decision Ambiguity Tolerance Scale, CDAT) and strategies of coping with career indecision (with usage of Coping with Career Decision-making Difficulties, CCDD). The study has revealed that gender is not associated with personal dispositions as those mentioned above. Individuals characterized by Social type of vocational personality tend to seek help more often than those characterized by other types of vocational personality. Artistic type turned out to be linked to unproductive style of coping with career indecision more than any other type of vocational personality while individuals described as Enterprising type tend to have reversed tendency. Moreover, the present study has indicated that dependence between ambiguity tolerance and productive style of coping with career decisions making does occur.

The Interplay between the Psychological Factors and Entrepreneurial Intention: An Empirical Investigation

The domain of entrepreneurship has been dotted across various paradigms. Identifying and examining entrepreneurial intention and propensity to it spontaneously require the insight from the lens of psychological approach. The aim of this study is to examine the influence and impact of psychological factors on entrepreneurial intention; as it is found that in Bangladeshi context several entrepreneurship studies are undertaken, still the exploratory research on interplay between the psychological factors (i.e., self-confidence, locus of control, need for achievement, and tolerance for ambiguity) and entrepreneurial intention has been merely found. The study has chosen Bangladeshi university students as the unit of analysis and the ultimate sample size in this research is n=265. The current paper is a quantitative study where sampling method is followed by convenience sampling technique, and study data is collected through survey questionnaire. Data has been compiled into SPSS whereas, for hypotheses assessment, Smart PLS software is applied. The results reflect that self-confidence, locus of control, and need for achievement are revealed as contributory determinants of entrepreneurial intention while tolerance for ambiguity is found as an insignificant predictor. The current research is expected to offer an in-depth understanding about the significance of psychological factors in examining entrepreneurial intention.

Career Adaptability – preliminary verification of the concept and measurement method

The aim of the article is to present the assumptions of the concept of the career adaptability of Mark Savickas and to present the psychometric properties of the Polish version of the Career Adapt-Ability Scale. It consists of five dimensions: concern, control, curiosity, confidence and cooperation. The analyzes were carried out with the participation of young adults (N = 664; 63% women, 37% men) aged 18 to 34 years (M = 24.4, SD = 2.9). The reliability of the tool was assessed on the basis of internal consistency method. Evidence of construct validity was obtained through confirmatory analysis and correlation with other, conceptually related variables such as social participation and tolerance of ambiguity in a career decision situation, measured using four indicators – preference, tolerance, confidence, and aversion. The results obtained indicate very good psychometric properties of the questionnaire. A high level of career adaptability is characteristic for two types of social participation – integration and assimilation. The higher intensity within all five components of Career Adapt-Ability Scale is also accompanied by a stronger acceptance of unknown, complex, inconsistent and unpredictable information when professional decisions are made.

Entrepreneurial Competences and Entrepreneurial Performance: Empirical Insights of Female Entrepreneurs in Kenya.

The purpose of this paper is to examine entrepreneurial competences among female entrepreneurs within the context of developed countries which have been greatly neglected in the same context of emerging economies. This empirical research is based on a survey of 301 micro and small enterprises located in Uasin Gishu County, Kenya, run by female entrepreneurs. Its focus is on the following entrepreneurial competences: the need for achievement, locus of control, tolerance of ambiguity, innovativeness, risk-taking propensity, self-efficacy, egoistic passion; goal setting; resilience; trustworthiness; emotional stability; and patience. In measuring entrepreneurial performance, the constructs of firm performance, development of personal wealth, and social performance were used. The findings show that a proper measurement instrument has been applied to check on the constructs of entrepreneurial competences and entrepreneurial performance. The paper makes a finding that entrepreneurial competences do exist among female entrepreneurs in emerging economies. However, it was established that there is hardly any correlation between entrepreneurial competences and entrepreneurial performance. This finding, presents a stimulating area for further research within the contextual framework of emerging economies. The study contributes to the advancement of the literature on entrepreneurial competences and how they relate to the entrepreneurial performance of female entrepreneurs in an emerging economy context.

Interrogating Boundaries against Animals and Machines: Human Speciesism in British Newspapers

ABSTRACT Humans favor and venerate their ingroups, while disregarding outgroups to the degree of dehumanizing them. We explore the social construction of such boundaries and its associated speciesism toward two nonhuman outgroups: animals and machines. For this, we analyzed UK newspaper coverages of the binaries Human–Animal and Human–Machine between 1995 and 2010. We quantified if and how tolerance toward ambiguous concepts that challenge and expand definitions of humanness (e.g., nonhuman primates, cyborgs) varied across time as well as with journalist gender, political leaning, and expertise. In this analysis, the ca. 1100 individual journalists stood as proxies for the British public and therefore as a human-ingroup subset. We found more tolerance toward intermediaries in broadsheet newspapers, females, and subject experts, as opposed to tabloids, males, and subject novices. Moreover, ambiguity tolerance hit a low during the year 2000, likely due to Western sociopolitical turbulence—potentially including wider societal stress over the landmark millennium year itself—attesting that ingroups become more closed during stressful times. Compared with the plasticity of the Human–Animal dichotomy, the Human–Machine binary was more rigid, indicating that the relative novelty of IT developments triggers increased caution and anxiety. Our research suggests that cognitive mechanisms facilitating human-ingroup protection are deep-rooted, albeit malleable according to changing socioeconomic conditions.

Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial

BackgroundArts exposure is associated with positive psychological constructs. To date, no randomized, controlled studies have integrated art into clinical medical education or measured its effects on positive psychological constructs or educational outcomes. In this study, we assessed the possibility and potential benefits of integrating visual arts education into a required internal medicine (IM) clinical clerkship.MethodsWe conducted a controlled trial in an academic healthcare system with an affiliated art museum. IM students were assigned to one of three interventions: museum-based arts (n = 11), hospital-based arts (n = 10), or hospital-based conventional education (n = 13). Arts groups explored empathy, resilience, and compassion in works of art during facilitator-guided discussions. We assessed pre- and post-intervention measures of empathy, mindfulness, tolerance of ambiguity, and grit and tracked National Board of Medical Examiners IM shelf exam performance to capture changes in educational outcomes. Focus group discussions with participants in the arts-based interventions were performed at the study’s conclusion.ResultsArts education was successfully integrated into a busy clinical clerkship in both hospital and art museum settings. Focus group participants reported increased implicit bias cognizance and time for reflection, but no significant differences in psychometric or educational outcomes were identified. While most students felt positively toward the experience; some experienced distress from missed clinical time.ConclusionsThis pilot study demonstrates the feasibility of integrating visual arts education into the clerkship. Although observable quantitative differences in measures of positive psychological constructs and educational outcomes were not found, qualitative assessment suggested benefits as well as the feasibility of bringing fine arts instruction into the clinical space. A larger, multi-center study is warranted.

The Effects of Internal Control Problems and Tolerance for Ambiguity on Lending Judgments

The Effects of Internal Control Problems and Tolerance for Ambiguity on Lending Judgments

Ambiguität und Doppelung

Abstract Focusing on the ›Münchner Oswald‹ and ›Orendel‹, this article traces ambiguity and narrative doubling in early Middle High German adventure and bridal-quest legends (formerly also called ›minstrel epics‹). It argues that these ambiguities, which surface in the texts as instances of narrative incoherence, point toward an incommensurability between certain religious and secular narrative »gestures«, as well as between their underlying forms of thought. To the extent that (presumably) later adaptations of ›Oswald‹ and ›Orendel‹ display an effort to smooth out the incoherences in their source materials, they attest to a decreasing tolerance for ambiguity not uncharacteristic of the late medieval and early modern periods more generally.

The erosion of ambiguity tolerance and sustainment of perfectionism in undergraduate medical training: results from multiple samplings of a single cohort

BackgroundMedicine is a field that is simultaneously factual and ambiguous. Medical students have their first exposure to full time clinical practice during clerkship. While studies have examined medical trainees’ tolerance of ambiguity (TOA), the extent to which TOA is affected by clinical experiences and its association with perfectionism is unknown. The aim of this study was to evaluate the effect of clerkship experience on TOA and perfectionism in medical students.MethodsThis was a multiple sampling, single cohort study of students in their first year of clinical clerkship which is comprised of 6 core rotations. Consenting students completed an online anonymous survey assessing their tolerance of ambiguity (TOA) and perfectionism in their first (pre) and last (post) 12 weeks of their clinical clerkship year. Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) and The Big Three perfectionism scale-short form (BTPS-SF) were used to assess TOA and perfectionism respectively. Pre-Post mean comparisons of TOA and perfectionism were assessed via t-tests.ResultsFrom a cohort of 174 clinical clerkship students, 51 students responded to pre-survey, 62 responded to post-survey. Clerkship was associated with a significant decrease in TOA (p < 0.00) with mean pre-TOA scores of 59.57 and post TOA of 43.8. Perfectionism scores were not significantly different over time (p > 0.05). There was a moderate inverse correlation between TOA and perfectionism before clerkship (r = 0.32) that increased slightly after clerkship (r = 0.39). Those preferring primary care specialties had significantly lower rigid and total perfectionism scores in pre-clerkship than those choosing other specialties, but this difference was not found post-clerkship.ConclusionExposure to clerkship decreased TOA while perfectionism remained stable in medical students. These results were not expected as exposure has been previously shown to increase TOA. The frequency of rotation changes maintaining a cycle of anxiety may be an underlying factor accounting for these results. Overall these results require further investigation to better characterize the role of clinical exposure on TOA.

Designing and writing an effective e-learning model(Ministry of Education)

The purpose of this paper is to develop an effective e-learning model for descriptive-survey research of a practical type. The statistical population of this study is two groups. The first group consists of subject specialists and professors in the field of education and e-learning. In order to validate the initial framework and respond to the survey form, this study is conducted in this research. The sampling in this group is non-randomly targeted and based on the criteria. Is. The second group is all staff and managers with a total population of 12400, according to the chart number 375 as a result of the research. SPSS and Expert selection software have been used and analysis of data shows that individual characteristics include factors, individual characteristics, individual perceptions, individual skills, tolerance of ambiguity and risk, technical skills, proper character and culture. Organizational features include management support, social impacts, organizational leadership, organizational learning strategies, flexible organizational structure, organizational agility, financial management and appropriate funding, performance management structures, organizational learning and service quality management. . In the infrastructure features, including understanding the usefulness, understanding the ease of use, the IT infrastructure and Communication, required hardware, applications, information infrastructure, infrastructure and infrastructure responsiveness and customer relationship management, content production and infrastructure consistent with my country

The Structural Relationship among Career-Related Mentoring, Ambiguity Tolerance, and Job Search Effort and Behavior of Korean College Students

Although a substantial body of mentoring research has been conducted on students attending four-year colleges, the interplay of career-related mentoring, ambiguity tolerance, and job search effort and behavior has not been seriously investigated. Therefore, we examined the relationship between career-related mentoring and ambiguity tolerance, as well as job search effort and behavior, for the purpose of understanding how to better assist undergraduate college students achieve preliminary job search success. Data were collected via pencil surveys administered to 300 undergraduate students selected by purposive sampling from four colleges in Seoul, Korea. Correlation analysis and covariance structure analysis were conducted to examine the relationships between variables. A Sobel test was also conducted to check the mediation effect of the model. Results were consistent with our hypotheses and showed that there was a significant, indirect, positive effect of career-related mentoring on job search effort and behavior, mediated through ambiguity tolerance. Our study contributes to career-related mentoring and job search research by providing empirical evidence supporting the results. It has implications for universities, mentoring program design, and career guidance professionals.

Entrepreneurial thinking: A signature pedagogy for an uncertain 21st century

This paper outlines a pedagogical approach for entrepreneurship education, with a specific focus on students who do not necessarily identify as entrepreneurial. We advance seven essential and teachable entrepreneurial thinking skills (ET-7) to form future leaders: (1) problem solving, (2) tolerance for ambiguity, (3) failing forward, (4) empathy, (5) creativity with limited resources, (6) responding to critical feedback, and (7) teamwork approach. ET-7 offers an integrative framework that unites previously distinct perspectives of entrepreneurial competencies, and outlines how to teach and develop these skills in a 12-week mandatory entrepreneurship course through an innovative pedagogical approach. This approach to entrepreneurial education was built on the concept of a signature pedagogy (Shulman, 2005) and encompasses three components (i.e., the flipped classroom, learning through failure, and access to open educational resources). This pedagogical approach to entrepreneurial education supports entrepreneurial learning through experiential activities that simulate the environment entrepreneurs face. Thus, this paper contributes to the literature by outlining the entrepreneurial thinking skillset (ET-7) required to be successful in today's modern careers, along with considering the methods, tools, and pedagogy that is most likely to support ET-7 skill development.

Lessons from the Losing: Implications of the COVID‐19 Pandemic for Organizational Diversity Scholarship and Practice

Abstract Organizational profitability and survival are often contingent on the ability to respond to crises effectively (Pearson and Clair, 1998) In this essay, I contend that considering the impact of country composition and culture during the COVID-19 pandemic can enhance our comprehension of the role of diversity during duress When crises occur, demographic differences tend to be especially salient, as individuals become more attentive to protecting the perceived interests of the in-group, often at the expense of outgroups (King, Knight and Hebl, 2010;Krosch, Tyler, and Amodio, 2017)