Two auditory aftereffects and their dependency on carrier frequency

It is suggested that aftereffects caused by swept change of sound level (Reinhardt-Rutland & Anstis, Note 1) may contribute to auditory motion aftereffects (Grantham & Wightman, 1979). The latter appear to show selectivity for frequency; they are substantial if the frequency is .5 kHz but not if it is 2 kHz. An experiment was carried out to show to what extent there is such selectivity for aftereffects from swept sound-level change; this showed that they are substantial over a much wider range of frequencies than auditory motion aftereffects. It is concluded that the frequency selectivity of auditory motion aftereffects might be explained by frequency selectivity for inter-aural phase differences.     

Late adolescent perceptions of parent religiosity and parenting processes

The current investigation examined the relations between adolescent reports of parent religiosity and parenting processes, using both a dimensional and a typological conceptualization of parenting. Self-report data were collected from 357 late adolescents. Partial correlations indicated that parent religiosity was associated with both parenting dimensions and parenting styles in conceptually expected directions. Regression analyses provided evidence that the dimensional conceptualization of parenting explained additional variability in perceived parental religiosity above and beyond parenting style effects. Findings suggest that a dimensional conceptualization of parenting processes extends the literature on parent religiosity because it yields more nuanced information about how parental religiosity may be related to differentiated parenting behaviors. Potential therapeutic implications of the findings are discussed.     

Collaborative Case Conceptualization: Client Knows Best

There appears to be a link between high-quality case conceptualization and therapy outcomes. Unfortunately, case conceptualization is a complex skill that appears to lag behind other cognitive-behavioral therapy skills development. Two simple forms of case conceptualization are illustrated that could prove easy for therapists to learn. As an added benefit, they collaboratively engage clients in their construction, which can lead to greater client understanding, empowerment, and treatment adherence. Each offers a better understanding of presenting difficulties using client language and provides a platform to collaboratively devise treatment plans. The five-part model can be used with any combination of client issues to broadly describe current difficulties in terms of links among thoughts, behaviors, physical reactions, moods, and environmental/situational factors. A second model, called “box/arrow in/arrow out,” helps clients identify triggers and maintenance factors for specific issues of concern. Each model is illustrated with a case example and discussion of how client strengths can be linked with that model of case conceptualization and the treatment plans that follow. To make it easier for therapists to learn and apply these conceptualization approaches, this article details the steps involved in each and highlights standard therapist questions and statements that can be used to prompt client engagement in co-construction of these models.     

The Psychology of Lineup Identifications1

A review is made of issues and data on eyewitness identifications, and a relative-judgment conceptualization is proposed. It is argued that eyewitnesses are prone to choose the lineup member who most resembles the perpetrator relative to other lineup members as evidenced by studies that manipulated similarity of lineup members. The relative-judgment strategy is fallacious because of the unpredictable occurrence of target-absent lineups and is not corrected fully by instructions to eyewitnesses. An extension of the relative-judgment conceptualization proposes an inverse relationship between the goodness of witnesses' memories (quality and quantity of relevant information available in memory) and witnesses' tendencies to rely on relative judgments. This extended conceptualization was used to derive expectations regarding an experiment (N= 192 eyewitnesses) that used a blank lineup prior to presenting eyewitnesses with the actual lineup. The data indicated that a blank lineup can yield a diagnostic split of eyewitnesses; those who made no identification when presented with a blank lineup were less likely to make false identifications on the actual lineup than either the witnesses who identified someone from the blank lineup or the witnesses who were not presented with a blank lineup. The blank lineup did not produce a significant loss in accurate identifications. The practical implications of using blank lineups and the theoretical utility of the relative-judgment conceptualization are discussed.     

Why g is not an adaptation: a comment on Kanazawa (2004)

In S. Kanazawa's evolutionary theory of general intelligence (g), g is presented as a species-typical information-processing mechanism. This conceptualization of g departs radically from the accepted conceptualization of g as a source of individual differences that is manifest in the positive manifold. Kanazawa's theory is thus problematic in the sense that it concerns a purely hypothetical, and empirically unsupported, conceptualization of g. The authors argue that an evolutionary account of g should address it as a source of individual differences--that is, in a manner that is consistent with the empirical support for g.     

Spotlight on Affect: Affect and Affective Forecasting in Impulse Control

The authors propose an alternative conceptualization to the Strack, Werth, and Deutsch (2006) model. This alternative conceptualization considers how the forecasting of emotional outcomes linked to controlling or failing to control impulses affects self‐regulatory behavior. A set of future research questions is identified based on this conceptualization. The proposed model differs from that of Strack et al. (2006) by its focus on (a) affect, (b) impulse control (versus buying), and (c) deliberative processing linked to impulse control (or lack thereof).     

What memory is for

Let's start from scratch in thinking about what memory is for, and consequently, how it works. Suppose that memory and conceptualization work in the service of perception and action. In this case, conceptualization is the encoding of patterns of possible physical interaction with a three-dimensional world. These patterns are constrained by the structure of the environment, the structure of our bodies, and memory. Thus, how we perceive and conceive of the environment is determined by the types of bodies we have. Such a memory would not have associations. Instead, how concepts become related (and what it means to be related) is determined by how separate patterns of actions can be combined given the constraints of our bodies. I call this combination "mesh." To avoid hallucination, conceptualization would normally be driven by the environment, and patterns of action from memory would play a supporting, but automatic, role. A significant human skill is learning to suppress the overriding contribution of the environment to conceptualization, thereby allowing memory to guide conceptualization. The effort used in suppressing input from the environment pays off by allowing prediction, recollective memory, and language comprehension. I review theoretical work in cognitive science and empirical work in memory and language comprehension that suggest that it may be possible to investigate connections between topics as disparate as infantile amnesia and mental-model theory.     

Creativity in Teaching Case Conceptualization Skills: Role-play to Show the Interconnectedness of Domains

Case conceptualization is an important skill for counselors to master in order to meet treatment needs of clients. Some students struggle while learning this skill, as it requires advanced cognitive complexity, reflection skills, and affective awareness. Further, it is difficult for developing counselors to understand the interconnectedness of clients’ presenting problems, history, and strengths to form a holistic case conceptualization. The authors of this article describe a role-play for teaching the complexity of case conceptualization, in which students role-play various perspectives of psychosocial information and process the experience to create a holistic conceptualization. Activity steps are outlined with examples, and process questions to facilitate classroom discussion are included. Suggestions for implementation are also provided.     

自我图式的重构:从两极模型到双变量模型

本文从Markus对自我图式的构念出发,批评了其构念过程所借助的两个重要假设:两极模型与跨情境稳定性,指出采用双变量模型与分情境稳定性假设可能有助于对中国人“既此又彼”的思维进行更深入的研究。     

Going where the action is to conceptualize the person

Contemporary psychology is highly structured in terms of conventional and traditional methodological practices, including fragmenting, objectifying, and aggregating. Such practices sometimes impede understanding and investigating the person in terms of what he/she does as an integrated active individual who develops. The goal of this paper is to outline a systems conceptualization of the person as a developing individual who acts in relation to others in cultural practices. Such action is conceptualized as emerging through multiple and interrelated individual, social, and cultural processes, as well as in terms of multiple and interrelated domains of functioning that develop. This conceptualization is applicable to a wide range of issues in psychology as a whole. Moreover, starting with an overall conceptualization of action provides ways to overcome some limitations of conventional practices, and also provides a basis for conducting systematic and integrative research on the person.     

Externalizing psychopathology in adulthood: a dimensional-spectrum conceptualization and its implications for DSM-V

Mental disorders involving antisocial behavior and substance use are genetically linked and vary continuously. The authors present a review and integrative conceptualization of these observations in terms of a dimensional and hierarchically organized externalizing spectrum. As a foundation for this conceptualization, the authors introduce a quantitative, model-based approach to comparing categorical and continuous conceptions of psychopathology and apply this approach in an empirical study of patterns of comorbidity among externalizing disorders as defined in the Diagnostic and Statistical Manual of Mental Disorders. The authors present evidence that comorbidity among externalizing disorders is best modeled by an underlying normally distributed continuum of risk for multiple disorders within the externalizing spectrum. The authors conclude by discussing implications of the externalizing spectrum conceptualization for classification of disorders in the upcoming 5th edition of the Diagnostic and Statistical Manual of Mental Disorders.     

Gender differences in the mean level,variability, and profile shape of student achievement: Results from 41 countries

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity). Alternatively, a fully hierarchical conceptualization of achievement can be represented by a nested-factor model in which individual differences in subdomain-specific scores are explained by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students' achievement profiles.     

Is Low Anxiety Part of the Psychopathy Construct?

Low anxiety has traditionally been considered a feature of psychopathy, but there has been mixed research support for this conceptualization. We investigated the PPI-R-SF Stress Immunity subscale (a measure of low anxiety) in relation to 2 widely used self-report psychopathy scales in a sample of 346 undergraduate students. Results indicated that PPI-R-SF Stress Immunity was nearly unrelated to other indicators of psychopathy, showing a near-zero loading on the common psychopathy factor defined jointly by the scales of the PPI-R-SF and SRP-III. Stress Immunity also showed a pattern of personality and temperament correlates much different from those of other psychopathy subscales. Finally, Stress Immunity had a slight negative correlation with self-reports of diverse antisocial acts. These results suggest that despite its historical importance in the conceptualization of psychopathy, low anxiety is likely not a core feature of psychopathy.     

Beyond self-report in the study of hedonic and eudaimonic well-being: Correlations with acquaintance reports, clinician judgments and directly observed social behavior

Surprisingly little is known about how well-being is related to social reputation, clinician judgments, and directly observed social behaviors. This study presents data that bear directly on these issues, along with comparing the personality and behavioral correlates of subjective happiness, a measurement based on a hedonic conceptualization of well-being, with psychological well-being, a eudaimonic conceptualization. The findings demonstrate remarkable consistency in the pattern of correlates of the two measures across acquaintance ratings, clinician judgments, and directly observed social behaviors. By either conceptualization, people high in well-being enjoy positive social reputations (e.g., cheerful, sociable, satisfied with life), are rated as well-adjusted by clinicians (e.g., consistent, resilient), and can be observed to exhibit adaptive social behaviors (e.g., social skill, expressiveness).     

Empirical Evaluation of Dimensionality of Organizational Citizenship Behavior for Indian Business Context

Knowledge about dimensionality of Organizational Citizenship Behavior (OCB) is essential for conducting any future research on the construct. The present study explores the suitability of OCB conceptualization developed by Organ (1988) in Indian business context. Confirmatory Factor Analysis (CFA) was performed to test the dimensionality of the 5-factor OCB conceptualization. Based on the results of CFA alternate conceptualizations were explored. A three factor conceptualization consisting of ??organization-orientation??, ??punctuality?? and ??individual-orientation?? factors showed excellent fit with data. Concurrent validity of factors was tested with organizational justice, organizational identification and job tenure. ??Organization-orientation?? and ??individual-orientation?? emerged as significant dimensions of OCB. Implications for theory and practice are discussed.     

Conceptualizations of Fair Play: A Factorial Survey Study of Moral Judgments by Badminton Players

There is much discussion in sports on whether certain behavior should be considered Fair Play. This moral judgment on Fair Play is influenced by the conceptualization of the term Fair Play as either “respect for the rules” or “respect for the spirit of the game,” as well as by other determinants. To uncover the moral judgment of athletes and which conceptualization of Fair Play dominates in practice, a factorial survey approach is used. The act and the level of the match played a role in the judgment, as well as the gender of the athlete. Our results showed that both conceptualizations “respect for the rules” and “respect for the spirit of the game” were important in this judgment, with the spirit conceptualization being more dominant.     

The ego according to Klein: return to Freud and beyond

This paper explores fundamental dimensions of Melanie Klein's concept of the ego through a detailed study of the writings of Klein and her early colleagues (Paula Heimann, Susan Isaacs and Joan Riviere). The study examines three central issues: (a) the basic theoretical framework for Klein's conceptualization of the ego, and specifically how her conceptualization builds on Freud's structural and dual instinct models; (b) the processes involved in the development of the ego and its capacities (including the development from id to ego and from ego to superego); and (c) the view of the ego as an object of phantasy. Through this examination, the study demonstrates that Klein's conceptualization of the ego is firmly grounded both in Freud's formulations about the ego and in his theoretical and metapsychological approach to thinking about the ego. This counters the prevalent view that Klein was only focused on clinical understandings, unconcerned with theory and fuzzy in her abstract thinking. More specifically, it counters the view that Klein did not really have a concept of the ego in any well-structured sense of the term (Britton, 2003; Hinshelwood, 1994; Segal, 2001). The study considers the sources of these misconceived views. Finally, it argues that discarding such views allows us to appreciate better the richness of Klein's thinking, her theoretical affinities to Freud, and the role of theory in the development and justification of psychoanalysis.     

Enhancing Quality of Practice Through Theory of Change‐Based Evaluation: Science or Practice?

This paper describes the evaluation component of Partnerships for Success (PfS), a comprehensive community effort designed to address youth development issues. The evaluation component is referred to as theory of change-based evaluation. The author considers the implications of applying community practice tools such as theory of change-based evaluation to the current conceptualization of community science. More specifically, the author argues that the current conceptualization of community science pays scant attention to community practice. This paper concludes by suggesting that the current conceptualization of community science be modified to recognize the importance of community practice as an equal aspiration for community psychologists.     

Independent and interdependent self-construals as predictors of multicultural case conceptualization ability in counsellor trainees

This study examined the extent to which independent and interdependent self-construals were related to counsellor trainees' multicultural case conceptualization ability (i.e., ability to conceptualize clients from a multicultural perspective). Results revealed that, after accounting for race or ethnicity and prior multicultural training, counsellor trainees' self-construal scores were significantly predictive of their ability to conceptualize clients from a multicultural perspective. Specifically, independent self-construal scores were negatively related to trainees' ability to conceptualize clients from a multicultural perspective, whereas interdependent selfconstrual scores were positively associated with multicultural case conceptualization ability. Future research directions are offered.