Although self-relevance is widely acknowledged to enhance stimulus processing, the exclusivity of this effect remains open to question. In particular, in commonly adopted experimental paradigms, the prioritisation of self-relevant (vs. other-relevant) material may reflect the operation of a task-specific strategy rather than an obligatory facet of social-cognitive functioning. By changing basic aspects of the decisional context, it may therefore be possible to generate stimulus-prioritisation effects for targets other than the self. Based on the demonstration that ownership facilitates object categorisation (i.e., self-ownership effect), here we showed that stimulus prioritisation is sensitive to prior expectations about the prevalence of forthcoming objects (owned-by-self vs. owned-by-friend) and whether these beliefs are supported during the task. Under conditions of stimulus uncertainty (i.e., no prior beliefs), replicating previous research, objects were classified more rapidly when owned-by-self compared with owned-by-friend (Experiment 1). When, however, the frequency of stimulus presentation either confirmed (Experiment 2) or disconfirmed (Experiment 3) prior expectations, stimulus prioritisation was observed for the most prevalent objects regardless of their owner. A hierarchical drift diffusion model (HDDM) analysis further revealed that decisional bias was underpinned by differences in the evidential requirements of response generation. These findings underscore the flexibility of ownership effects (i.e., stimulus prioritisation) during object processing.
PurposeThe world of work is becoming digital, a process accelerated by the recent COVID-19 pandemic and resultant remote working guidelines. Online internships have become more popular in this context, and yet there remains a lack of research investigating how these internships are perceived across stakeholders. The purpose of this paper was to begin to address this research gap by exploring academic, student and employer perceptions of online internships with a focus on employability.Design/methodology/approachThe research explored 156 stakeholders (53 students, 50 academics and, 53 employer/professionals) perceptions via a mixed-methods online study encompassing quantitative responses to internship vignettes, alongside open-ended questions designed to explore stakeholder attitudes in more depth.FindingsStakeholder groups reported similar attitudes towards online internships. Overall, online internships were viewed as valid, flexible, work experience, linked to skill development and likely to enhance student employability. However, concerns were raised regarding communication protocols and development, intern isolation and a lack of organisational immersion.Practical implicationsBased on the research, the authors make three recommendations to continue to enhance and develop the online internship experience: ensure multiple methods of regular communication between student and organisation, attempt virtual immersion in the organisation and assign each intern additional support beyond their immediate supervisor.Originality/valueBased on a holistic and novel analysis of key stakeholders' viewpoints, this paper provides much needed insights and evidence on how to design and quality assure effective online internship practice.
PurposeThe world of work is becoming digital, a process accelerated by the recent COVID-19 pandemic and resultant remote working guidelines. Online internships have become more popular in this context, and yet there remains a lack of research investigating how these internships are perceived across stakeholders. The purpose of this paper was to begin to address this research gap by exploring academic, student and employer perceptions of online internships with a focus on employability.DesignThe research explored 156 stakeholders (53 students, 50 academics, 53 employer / professionals) perceptions via a mixed-methods online study encompassing quantitative responses to internship vignettes, alongside open-ended questions designed to explore stakeholder attitudes in more depth.FindingsStakeholder groups reported similar attitudes towards online internships. Overall, online internships were viewed as valid, flexible, work experience, linked to skill development and likely to enhance student employability. However, concerns were raised regarding communication protocols and development, intern isolation and a lack of organisational immersion.ImplicationsBased on our research we make three recommendations to continue to enhance and develop the online internship experience; ensure multiple methods of regular communication between student and organisation, attempt virtual immersion in the organisation, and assign each intern additional support beyond their immediate supervisor.OriginalityBased on a holistic and novel analysis of key stakeholders’ viewpoints, this paper provides much needed insights and evidence on how to design and quality assure effective online internship practice.
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