A Defense and Critical Appraisal of Sosaesque Virtue Epistemology

This paper attempts three things. The first is a defense and the rest is a critical appraisal of a crucial notion involved in the defense. First, it argues that John Turri’s criticisms of Ernest Sosa’s virtue epistemological account of knowledge that it fails to rule out Gettier cases rest on a misconstrual of the “because of clause” which Sosa employs. Turri overlooks the notion of “success manifests competence” which is central to understand the “because of” clause. Thus, the position of Sosa is defended from the criticisms of Turri. Secondly, it critically examines the notion of “success manifests competence” which is a crucial notion in Sosa’s account. It argues, unlike what Sosa seems to hold, some of the conditions which Sosa provides for “success manifests competence” are not necessary. It also clarifies, by agreeing with Sosa, that the conditions he provides are not sufficient for “success manifests competence.” Thirdly, it briefly argues that Sosa’s occasional insistence that complete competence should be present in the case of success manifests competence brings in certain internal tension in the account of Sosa. Thus, the paper defends Sosa’s position from the criticisms of Turri; but it also clarifies Sosa’s account as well as raises some criticisms to it.

     

A Reliability Generalization Meta-Analysis of Self-Report Measures of Adult Attachment

This study is a reliability generalization meta-analysis that reviews 5 of the most frequently used continuous measures of adult attachment security: the Adult Attachment Scale, Revised Adult Attachment Scale, Adult Attachment Questionnaire, Experiences in Close Relationships, and Experiences in Close Relationships–Revised. A total of 313,462 individuals from 564 studies provided 1,629 internal consistency reliability estimates for this meta-analysis. We present the average internal consistency reliability of scores for each measure and test the consistency of score reliabilities across a wide variety of sample characteristics. In light of this, we highlight several issues in the measurement of adult attachment security and make concrete recommendations for researchers seeking to measure adult attachment.     

Self-Report Measures of Parent-Adolescent Attachment and Separation-Individuation: A Selective Review

The authors review and critique three self-report measures of parent-adolescent attachment and three self-report measures of parent-adolescent separation-individuation. Relevant issues in the conceptualization and measurement of attachment and separation-individuation constructs are also discussed.     

Comparison of Three Self-Report Measures of Personality Pathology

Levels of convergence were examined among three personality instruments: the Personality Diagnostic Questionnaire-4+ (PDQ-4+), the Structured Clinical Interview for DSM-IV Axis II Personality Disorders Questionnaire (SCID-IIQ) and the Multi-source Assessment of Personality Pathology (MAPP). Each personality questionnaire was administered three times in an alternating sequence over nine consecutive weekdays to a sample of college students. There was some degree of convergence among the three instruments, but there were also substantial empirical differences between them. The data suggest three related conclusions: (1) in general, the self-report version of the MAPP is more conservative than the other two questionnaires, (2) these questionnaires are not interchangeable measures of personality disorders, and (3) the breadth of measurement provided varies as a function of both the questionnaire and the personality disorder being measured.     

Assessing Adolescent and Adult Attachment: A Review of Current Self-Report Measures

Increased interest in attachment theory among counseling researchers and practitioners has led to the development of several measures of attachment-related constructs. Following a brief overview of the theoretical foundations of attachment theory as conceptualized by Ainsworth (1989) and Bowlby (1988), the authors of this article review four self-report measures of adolescent and adult attachment. Many considerations for the selection and use of these instruments in future counseling research and assessment are discussed.     

Self-Report Measures of Individual Differences in Regulatory Focus: A Cautionary Note

Regulatory focus theory distinguishes between two independent structures of strategic inclination, promotion versus prevention. However, the theory implies two potentially independent definitions of these inclinations, the self-guide versus the reference-point definitions. Two scales (the Regulatory Focus Questionnaire, Higgins al., 2001, and the General Regulatory Focus Measure, Lockwood, Jordan, & Kunda, 2002) have been widely used to measure dispositional regulatory focus. We suggest that these two scales align respectively with the two definitions, and find that the two scales are largely uncorrelated. Both conceptual and methodological implications are discussed.     

Schema Theory: A Critical Appraisal and Reevaluation

The authors replicated and extended results from the gunfight paradigm (A. Welchman, J. Stanley, M. Schomers, R. Miall, & H. Bulthoff, 2010a) in which participants moved faster when reacting to the perceived initiation of an opponent compared to initiating an action themselves. In addition to replicating these movement time effects, the authors found that time to peak velocity, peak velocity, and movement-endpoint dispersions were similarly impacted. The findings are discussed in terms of a triggering mechanism involved in ballistic and internally generated movements.     

Self-Report Measures of Parental Self-Efficacy: A Systematic Review of the Current Literature

Parenting self-efficacy (PSE) describes a parent’s belief in their ability to perform the parenting role successfully. Higher levels of PSE have consistently been shown to be correlated with a wide range of parenting and child outcomes. Consequently, many parenting interventions aim to improve PSE. PSE measurement has typically been via self-report measures. However, the wide range of available measures has resulted in their limited use, inconsistent terminology and ambiguous theoretical grounding. The purpose of this systematic review was to examine the psychometric and administrative qualities of the available PSE measures and offer clarity to the terminology and the theory underpinning their use so that the future use of PSE measures can be appropriate. Eleven electronic databases were searched. Articles were included if they introduced a new measure or were psychometric evaluations of an available measure of PSE for parents of children (from infancy until 18 years of age). Thirty-four measures were identified and their psychometric and administrative qualities were examined. Overall, the quality of the available measures was varied. Whilst this review makes recommendations regarding PSE measures for parents of infants through to adolescents, some caution should be applied when choosing the most appropriate measure. The theoretical grounding of each measure was clarified so that appropriate measures can be chosen under the relevant circumstances. The implications of refinement of the available measures are discussed and further research into improving PSE measurement is identified.     

Making of Higher Education Preferences: A Critical Appraisal

The long held exogenous view of preferences constitutes the underlying core of educational decision making in neoclassical economics. This paper is organized in three sections. The first section presents the conceptual and empirical difficulties with the notion of preference adopted in neoclassical economics and its implications to higher education. Section two offers a critical appraisal of psychologists’ efforts, grounded in empirical studies, to revise the concept of preference. The third section critically examines the issues and argues that neither standard economics, mainstream psychology, nor their ‘convenient’ fusion is able to adequately portray the educational preferences. Hence, it becomes imperative to ask how education preferences are formed; and how do the social-psychological processes shape the formation of higher education preferences.     

Women's Centers: A Critical Appraisal and A Case Study

Women's centers can play an important role in counseling and educational development services that promote equity. Not all programs that carry the name “for women” automatically provide nonsexist or quality services for women. This article provides a critical overview of existing women's centers and the key problems regarding quality of services, organization, and funding. A model, financially self-supporting center, which was designed to address these problems, is described. The article suggests that financial self-sufficiency will be necessary to the long-term success of the women's center on a national scale and that model centers such as the one described can be used by communities for developing their own self-supporting women's centers.     

Perceptions of Gender Differences in Self-Report Measures of Emotional Intelligence

Emotional Intelligence (EI) refers to the abilities/competencies that an individual has about emotions and has proven to be related to positive aspects in life. Despite its growing relevance, results about the existence and magnitude of gender differences have been inconclusive, with some studies suggesting that such differences depend on the theoretical approach and type of instrument used. In an effort to better understand these relationships, this study examined the stereotyped nature of self-report instruments of EI from the two main theoretical EI approaches (ability-based and mixed models). Two hundred sixty Spanish undergraduates from a university in the South of Spain indicated the extent to which they considered several EI competences as typical of women/men. Results show that most EI dimensions are biased by gender stereotypes, in terms of being perceived as more characteristic of one gender or the other. An in-group gender bias appeared particularly among female participants whereby they attributed higher scores to women than to men in most EI dimensions. Men also favored men giving higher scores than women did in some of the dimensions. These results suggest that self-report EI measures may be influenced by gender stereotypes, which has relevant implications for EI researchers.     

Validation of Self-Report Measures of Emotional and Physical Distress Tolerance

The Distress Tolerance Scale (DTS) and Discomfort Intolerance Scale (DIS) are self-report measures developed for the assessment of emotional and physical distress tolerance, respectively. However, little evidence exists for their construct and specifically criterion-related validity. The current study examined the associations of these self-report measures with lab-based assessments of perceived emotional tolerance and physical discomfort tolerance. Undergraduate participants (N?=?166) were administered four film clips intended to induce sadness, disgust, fear, and anger, and a handgrip persistence task intended to elicit physical discomfort. The DTS, but not the DIS, was significantly associated with self-reported emotional tolerance and perceived threat associated with each film after controlling for emotional intensity. Among DTS subscales, the absorption subscale was the only subscale incrementally predictive of negative perceptions of the sad film, the appraisal subscale was incrementally predictive of negative perceptions of the other three films, and little support for the incremental validity of the tolerance and regulation subscales was found. The DTS also incrementally predicted tolerance and perceived threat of film-elicited emotions across films after controlling for anxiety sensitivity. The DIS was only marginally predictive of handgrip task persistence and was unrelated to emotional film perceptions. Overall, these findings uniquely add to the empirical literature on the construct and criterion-related validity of the DTS and DIS.     

A Systematic Review of the Psychometric Properties of Trait Cognitive Self-Report Measures in Social Anxiety

Cognitive factors, including beliefs, thoughts and assumptions have been found to play an important role in the development and maintenance of Social Anxiety Disorder. Trait cognitive self-report measures of social anxiety are widely used in research and clinical settings. It is imperative that only measures with good psychometric properties are used in order to interpret assessment scores accurately, and to make valid and reliable conclusions. The present systematic review evaluated the psychometric properties of trait cognitive self-report measures of social anxiety. Relevant studies were identified via a comprehensive and systematic search of academic databases. The reported psychometric properties of included studies were analysed by applying an appraisal of adequacy tool developed by Terwee et al. (2007). Of the 3091 studies identified, 50 studies met the inclusion criteria, and they included 21 measures. Included studies demonstrated that a number of measures had some adequate psychometric properties, however, no measure fulfilled criteria for all psychometric properties according to the appraisal tool. Findings highlight the need to further establish the psychometric properties of cognitive self-report measures of social anxiety in clinical and research settings through additional empirical studies.     

Observer-Rated Measures of Defense Mechanisms

Observer-rated measures of defense mechanisms are the direct lineal descendants of Freud's clinical proposition that an observer can reasonably infer defensive operations in an individual of which the individual himself or herself is unaware. Assessment methods of defenses have used both projective testing and clinical interview data. Recent Rorschach test methods have focused on borderline and neurotic-level defenses used to discriminate diagnostic groups and predict other aspects of functioning. A TAT method has demonstrated some evidence for age progression in the development of defensive functioning and for regression in defensive functioning following psychological stress. While interrater reliability is generally good, the methods are limited by the availability of the testing situation and the need to demonstrate generalization to external situations.
Following the early introduction of systematic methods by Haan and Vaillant, a number of methods use clinical interview data to assess specific defenses and overall defensive functioning. These methods identify defenses either as qualitative categories, rank-ordered scores by Q-sort, or actual counts of each instance a defense is used. Summary scores are generally of good reliability, with wider variation for individual defenses. There is wide variation on training required, ease of use, and levels of validation.
A review of some correlates of each method suggests that the instruments have a robust potential for use in fundamental and applied clinical research. While each method has some clear applications, the quantitative clinical interview methods appear best adapted to microanalytic process research on issues of defensive change in treatment.