Harvey J. Langholtz

Bio: Harvey J. Langholtz is an academic researcher from College of William & Mary. The author has contributed to research in topics: Resource allocation & Peacekeeping. The author has an hindex of 9, co-authored 13 publications receiving 241 citations.

The Psychology of Peacekeeping

Abstract: Foreword by the Honorable Lawrence S. Eagleburger Introduction by Harvey J. Langholtz Prevention: Psychological and Social Issues That Can Avert or Lead to War The Evolving Psychology of Peacekeeping by Harvey J. Langholtz Peace through Economic and Social Development by Claudia Gonzalez-Vallejo and Giselda Barroso Sauveur Early Intervention: Prediction and Action by Ervin Staub The Psychology of Diplomacy: Conflict Resolution in a Time of Minimal or Unusual Small-Scale Conflicts by Ambassador Edward J. Perkins Cultural and Ethnic Issues of Conflict and Peacekeeping by Paul R. Kimmel Psychological Considerations during Periods of Conflict Insensitivity to the Value of Human Life: A Study of Psychophysical Numbing by David Fetherstonhaugh, Paul Slovic, Stephen M. Johnson, and James Friedrich Personnel Selection and Preparation for U.N. Peacekeeping Missions by Brian Kidwell and Harvey J. Langholtz Psychological Aspects of Peacekeeping on the Ground by Christian Harleman Psychological Ambiguities in Peacekeeping by Thomas W. Britt Psychological Aspects and Confidence-Building Measures in the Transition from Violence to a Durable Peace Humanitarian Intervention, Psychosocial Assistance, and Peacekeeping by Michael G. Wessells Peacekeeping and the Psychology of Conflict Resolution by Tom Woodhouse Creating a Durable Peace: Psychological Aspects of Rebuilding and Reforming the Indigenous Criminal Justice System by J. Matthew Vaccaro The Psychological Consequences of Mines Left Behind Following a Conflict by Barry Cox and Harvey J. Langholtz Postconflict Peacebuilding and Making Efforts Count: Reconstruction, Elections, and Beyond by Valeria M. Gonzalez Posse Forgiveness, Reconciliation, and the Contribution of International Peacekeeping by Eileen Borris and Paul F. Diehl The Peace Process at Its Culmination: The Reconciliation Elections by Fabrizio Pagani Treating the New World Disorder by Henry Breed Index

Rehabilitation programs for African child soldiers

Abstract: (2003). Rehabilitation programs for African child soldiers. Peace Review: Vol. 15, No. 3, pp. 279-285.

SSL: a theory of how people learn to select strategies.

Abstract: The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select strategies from their repertoire is still lacking. The proposed strategy selection learning (SSL) theory predicts a strategy selection process on the basis of reinforcement learning. The theory assumes that individuals develop subjective expectations for the strategies they have and select strategies proportional to their expectations, which are then updated on the basis of subsequent experience. The learning assumption was supported in 4 experimental studies. Participants substantially improved their inferences through feedback. In all 4 studies, the best-performing strategy from the participants' repertoires most accurately predicted the inferences after sufficient learning opportunities. When testing SSL against 3 models representing extensions of SSL and against an exemplar model assuming a memory-based inference process, the authors found that SSL predicted the inferences most accurately.

The potential paradox of organizational citizenship behavior: Good citizens at what cost?

Abstract: Using a resource allocation framework, I propose that the time individuals allocate to organizational citizenship behavior (OCB) may come at the expense of task performance. Because most reward systems favor task performance, individuals may unintentionally hurt their careers by helping the organization. The question then becomes how individuals can engage in OCB and still have positive career outcomes. I explore a number of organizational, situational, and individual variables that may moderate this relationship and suggest implications and future research directions.

Understanding the emotional labor process: A control theory perspective.

Abstract: A dynamic, process-oriented approach to understanding emotional labor is presented, utilizing concepts from control theory models of behavioral self-regulation. Emotional labor is characterized as involving a discrepancy monitoring and reduction process, whereby perceptions of emotional displays and emotional display rules are continuously compared. If a discrepancy between emotional displays and display rules is detected, individuals are proposed to use emotion regulation strategies to reduce the discrepancy. The goal hierarchy aspect of control theory is used to describe emotional labor in the broader context of job performance and explain how positive and negative outcomes can result from the emotional labor process. Propositions are developed throughout the paper. Copyright © 2003 John Wiley & Sons, Ltd.

The Passion of World Politics: Propositions on Emotion and Emotional Relationships

Abstract: Theories of international politics and security depend on assumptions about emotion that are rarely articulated and which may not be correct. Deterrence theory may be fundamentally oawed because its assumptions and policy prescriptions do not fully acknowledge and take into account reasonable human responses to threat and fear. Similarly, liberal theories of cooperation under anarchy and the formation of security communities that stress actors’ rational calculation of the beneats of communication and coordination are deacient to the extent that they do not include careful consideration of emotion and emotional relationships. Further, it is no wonder that postconoict peacebuilding efforts too frequently fail and wars reerupt because peace settlements and peacebuilding policies play with emotional are that practitioners scarcely understand but nevertheless seek to manipulate. Systematic analysis of emotion may have important implications for international relations theory and the practices of diplomacy, negotiation, and postconoict peacebuilding. International relations theory has lately tended to ignore explicit consideration of “the passions.”1 Even realists, who highlight insecurity (fear) and nationalism (love and hate), have not systematically studied emotion. Why this ostensible neglect?2 First, the assumption of rationality is ubiquitous in inter-

Effectiveness of error management training: a meta-analysis.

Abstract: Error management training (EMT) is a training method that involves active exploration as well as explicit encouragement for learners to make errors during training and to learn from them. Past evaluation studies, which compared skill-based training outcomes of EMT with those of proceduralized error- avoidant training or of exploratory training without error encouragement, have yielded considerable variation in effect sizes. The present meta-analysis compiles the results of the existing studies and seeks to explain this variation. Although the mean effect of EMT across all 24 identified studies (N 2,183) was positive and significant (Cohen's d 0.44), there were several moderators. Moderator analyses showed effect sizes to be larger (a) for posttraining transfer (d 0.56) than for within-training performance and (b) for performance tasks that were structurally distinct (adaptive transfer; d 0.80) than for tasks that were similar to training (analogical transfer). In addition, both active exploration and error encouragement were identified as effective elements in EMT. Results suggest that EMT may be better suited than error-avoidant training methods for promotion of transfer to novel tasks. Errors at work are a nuisance. Errors interrupt the work flow; error correction can be time consuming and frustrating, and some workplace errors have severe consequences for individuals and for organizations. It is therefore not surprising that people usually prefer to avoid errors in the first place. Consistent with this approach, many scholars in the area of learning and training have taken a negative view of errors. A famous example is Skinner (1953), who equated errors with punishment that can inhibit be- havior but that does not contribute to learning. Similarly, Bandura (1986) viewed errors as detrimental to learning and promoted a guided and error-free learning environment. In his classical mono- graph on social-cognitive theory, he stated that "without informa- tive guidance, much of one's efforts would be expended on costly errors and needless toil" (Bandura, 1986, p. 47). The present research deals with a training method that, in contrast to these approaches, takes an explicitly positive view of errors during training. This training method, which is called error management training (EMT), is based on the assumption that errors are a natural by-product of active learning: As learners actively explore the environment, errors will inevitably occur. Furthermore, errors can have an informative function for the learner, as they pinpoint where knowledge and skills need further improvement (Ivancic & Hesketh, 1995/1996). Therefore, participants in EMT are explicitly encouraged to make errors during training and to learn from them. In early studies (e.g., Frese et al., 1991), EMT was applied to teach software skills. To determine training effectiveness, these studies compared skill-based training outcomes of EMT with those of alternative training methods. Most of these alternative methods were proceduralized training methods, which mimic conventional tutorials that adopt a negative attitude toward errors: Detailed step-by-step instructions on correct task solutions were provided to prevent participants from making errors. Other studies compared EMT with exploratory training methods that contained no more task information than did the EMT condition and that lacked the explicit encouragement and positive framing of errors during prac- tice or even gave instructions to avoid errors. Early studies con- sistently reported EMT to be effective in terms of posttraining outcomes (i.e., scores on tests given to participants after training). For example, four studies (described in Frese, 1995) reported positive and large effect sizes (Cohen's d of about 1) in favor of