Automatons, sales-floor control and the constitution of authority

2018 ◽  
Vol 72 (5) ◽  
pp. 889-909 ◽  
Author(s):  
Asaf Darr
Keyword(s):  
Complex System ◽  
Social Ties ◽  
Self Regulation ◽  
Active Engagement ◽  
Chain Store ◽  
Large Computer ◽  
Floor Control ◽  
Sales Contests ◽  
Workplace Authority

Workplace authority in contemporary contexts is increasingly being constituted through online automatons, internet platforms whose logic is diametrically opposed to the notion of hierarchical knowledge. They govern the organization of work and derive legitimacy from three principles: (1) the streaming of information into a network composed of all workers; (2) the transparency of the information and measurements they provide to workers; and (3) their automatic self-regulation, which obscures the role of management in their design. Via interviews and on-site observation in a large computer chain store, I examined how one automaton controls workers through a complex system of sales contests. To lure workers into active engagement with the automaton, management offers hefty prizes to contest winners and also strives to legitimate the automaton’s operation by presenting the contests as fair and just. Through the behavioural scripts inscribed into it, the automaton fosters belief in markets as efficient means of resource allocation and promotes self-interested behaviour and arm’s-length social ties. Smart artefacts like this automaton, which foster belief and generate authority through workers’ prescribed engagement with them, are, I argue, emerging as effective managerial tools in a variety of work contexts, part of a pattern of increasing automation of workplace authority.

The role of parental self-regulation and household chaos in parent-toddler interactions: A time-series study.

2020 ◽  
Author(s):  
Sanne B. Geeraerts ◽  
Joyce Endendijk ◽  
Kirby Deater-Deckard ◽  
Jorg Huijding ◽  
Marike H. F. Deutz ◽  
...  
Keyword(s):  
Time Series ◽  
Self Regulation ◽  
Household Chaos ◽  
Time Series Study ◽  
Series Study

Behavior-goal consistency and the role of anticipated and retrospective regret in self-regulation.

2019 ◽  
Vol 5 (1) ◽  
pp. 35-51
Author(s):  
Timothy J. Valshtein ◽  
Catherine E. Seta
Keyword(s):  
Self Regulation

SAMUEL J. BROADS CONTRIBUTIONS TO THE ACCOUNTING PROFESSION

1996 ◽  
Vol 23 (2) ◽  
pp. 69-85 ◽  
Author(s):  
Gary John Previts ◽  
Thomas R. Robinson
Keyword(s):  
Self Regulation ◽  
Accounting Profession ◽  
General Acceptance ◽  
Accounting Principles ◽  
The Individual ◽  
Securities Laws ◽  
Analogous Reasoning ◽  
Independent Audit ◽  
Selection Of

In the decade following the passage of the Federal Securities Laws of 1933 and 1934, the reform of accounting and auditing practices directed authority for selection of accounting principles and auditing procedures away from the discretion of the individual accountant and auditor. Instead, a self-regulatory peer driven process to establish general acceptance for a more limited set of principles and procedures was being initiated. Two events which occurred in 1938 indelibly affected this process, the SEC's decision to issue Accounting Series Release No. 4, which empowered non-governmental entities as potential sources of authoritative support, and the McKesson & Robbins fraud which called into question the value of the independent audit and the role of external auditing at the very time a momentum had been established for self-regulation by the nascent and recently reunified accounting profession. The contributions of Samuel J. Broad in both the initiatives for self-regulation of accounting principles and of auditing procedures is examined in this paper. Further, several examples of Broad's rhetorical technique of employing analogous reasoning to facilitate dissemination of complex economic and accounting issues are examined.

scholarly journals Eye contact effect: The role of vagal regulation and reactivity, and self-regulation of attention

2021 ◽  
Author(s):  
Alicja Niedźwiecka
Keyword(s):  
Executive Functions ◽  
Cognitive Performance ◽  
Self Regulation ◽  
Eye Contact ◽  
Autonomic Regulation ◽  
Face To Face ◽  
Effective Strategies ◽  
Contact Effect ◽  
The Individual

AbstractEye contact is a crucial aspect of social interactions that may enhance an individual’s cognitive performance (i.e. the eye contact effect) or hinder it (i.e. face-to-face interference effect). In this paper, I focus on the influence of eye contact on cognitive performance in tasks engaging executive functions. I present a hypothesis as to why some individuals benefit from eye contact while others do not. I propose that the relations between eye contact and executive functioning are modulated by an individual’s autonomic regulation and reactivity and self-regulation of attention. In particular, I propose that individuals with more optimal autonomic regulation and reactivity, and more effective self-regulation of attention benefit from eye contact. Individuals who are less well regulated and over- or under-reactive and who do not employ effective strategies of self-regulation of attention may not benefit from eye contact and may perform better when eye contact is absent. I present some studies that justify the proposed hypothesis and point to a method that could be employed to test them. This approach could help to better understand the complex mechanisms underlying the individual differences in participant’s cognitive performance during tasks engaging executive functions.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

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