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We conduct an experiment to analyze the impact of a well-established psychological construct, need for cognition, in an audit-related decision context. By simulating a basic audit sampling task, we determine whether the desire to engage in a cognitive process influences decisions made during that task. Specifically, we investigate whether an individual's need for cognition influences the quantity of data collected, the revision of a predetermined sampling plan, and the time taken to make a decision. Additionally, we examine the impact of cost constraints during the decision-making process.

Contrary to results in previous studies, we find those with a higher need for cognition sought less data than those with a lower need for cognition to make an audit sampling decision. In addition, we find that the need for cognition had no relationship to sampling plan revisions or the time needed to make an audit sampling decision. Previous studies regarding the need for cognition did not utilize incremental costs for additional decision-making information. Potentially, these costs provided cognitive challenges that influenced decision outcomes.

This study compares two methods of data collection for students' social behaviors. One method employed time sampling procedures, while the other method used handheld computerized devices and the Multi-Option Observation System for Experimental Studies (MOOSES) system. Both coding systems were used to assess social behaviors of students with emotional disabilities during writing instruction. The middle-school-aged students, all classified as having EBD, were enrolled in classes to improve their written expression. Students were assessed for on-task, off-task, and multitask behaviors. Results revealed some surprising differences. When students were relatively consistent with attendance and on-task behaviors, the methods yielded comparable results; however, when students were more disruptive and demonstrated more inconsistent behaviors, different patterns emerged. Implications and recommendations for future research and practice are discussed.

In this chapter, we review empirical research evidence on the relationship between stressors and catecholamines (i.e., adrenaline and noradrenaline) and cortisol. With respect to acute stressors, both laboratory and field research have shown that the exposure to stressors leads to an increase in catecholamine and cortisol levels. With respect to more chronic stressors, research evidence is less consistent. Chronic mental workload was found to be related to elevated adrenaline levels. With respect to cortisol responses the interaction between workload and other variables seems to play a role. Empirical studies suggest that chronic stressors affect the responsivity to acute stressors. Research showed that after the exposure to stressors catecholamine and cortisol recovery is delayed.

This chapter discusses the practical challenges and opportunities involved in merging the two fields of cognitive neurosciences and strategic management, starting from the premise that the need to marry them is justified by their complementarities, as opposed to the level of analysis on which they both focus. We discuss the potential benefits and drawbacks of using methods borrowed from cognitive neurosciences for management research. First, we argue that there are clear advantages in deploying techniques that enable researchers to observe processes and variables that are central to management research, with the caveat that neuroscientific methods and techniques are not general-purpose technologies. Second, we identify three core issues that specify the boundaries within which management scholars can usefully deploy such methods. Third, we propose a possible research agenda with various areas of synergy between the complementary capabilities of management and neuroscience scholars, aiming to generate valuable knowledge and insight for both disciplines and also for society as a whole.

This paper investigates state auditors’ decisions regarding the isolation or projection of sample misstatements to underlying sample populations. Seventy-eight state auditors completed four treatment cases that incorporate the complete 2×2 manipulation of intentional/unintentional and systematic/non-systematic misstatements in different case scenarios, enabling a test of the independent variables both across and within case scenarios.

The results indicate that both across and within case scenarios, auditors tend to project systematic misstatements more often than they project non-systematic misstatements. However, the auditors’ isolation/projection decisions are generally not influenced by whether the sample misstatements are intentional or unintentional.

The scoring system for the National Board for Professional Teaching Standards (NBPTS) assessments was a groundbreaking undertaking that brought with it a host of unanticipated challenges. These, in turn, generated a complete revision of the approach to scoring and the design underwent a number of changes during the first decade. Beginning with an analytical model which was so ambitious that it was entirely too cumbersome and complex to be undertaken within a reasonable timeframe, assessment developers had to systematically redesign a scoring system that would be at once reliable, valid, and operationally feasible.

Long-duration spaceflight missions require many hours of pre-mission and inflight training to develop and maintain team skills. Current training flows rely heavily on expert instructors, while current inflight mission operations are supported by a complex series of support teams at Mission Control. However, future exploration space missions will not have real-time communications with ground-based experts at Mission Control. Portable intelligent tutoring systems may help streamline future training, reducing the burden on expert instructors and crew training time, and allowing for inflight support to mitigate negative effects of the loss of real-time communications. In this chapter, we discuss the challenges of long-duration exploration missions, and outline the myriad possibilities in which intelligent tutoring systems will enhance the crew performance and functioning.