计算机化分类测验终止规则的类别、特点及应用

计算机化分类测验(Computerized Classification Testing, CCT)能够高效地对被试进行分类, 已广泛应用于合格性测验及临床心理学中。作为CCT的重要组成部分, 终止规则决定测验何时停止以及将被试最终划分到何种类别, 因此直接影响测验效率及分类准确率。已有的三大类终止规则(似然比规则、贝叶斯决策理论规则及置信区间规则)的核心思想分别为构造假设检验、设计损失函数和比较置信区间相对位置。同时, 在不同测验情境下, CCT的终止规则发展出不同的具体形式。未来研究可以继续开发贝叶斯规则、考虑多维多类别情境以及结合作答时间和机器学习算法。针对测验实际需求, 三类终止规则在合格性测验上均有应用潜力, 而临床问卷则倾向应用贝叶斯规则。     

两种新的多维计算机化分类测验终止规则

计算机化分类测验(Computerized Classification Testing, CCT)由于具备分类的功能, 目前在职业资格考试、健康与护理问卷等以分类为目的的测验中得到广泛应用。作为CCT的重要组成部分, 终止规则不仅决定测验停止的条件而且直接影响分类准确率及测验效率。然而, 目前少有研究对多维CCT (Mulitidimensional CCT, MCCT)的终止规则进行探索。针对已有MCCT终止规则的不足, 提出两种新的MCCT终止规则(即基于马氏距离的多维序贯似然比规则Mahalanobis-SPRT和随机缩减的多维广义似然比规则M-SCGLR), 并开展模拟研究在不同实验条件下(比如, 不同的题库结构、能力维度间相关及分界函数)考查它们的表现。结果表明：(1)在使用补偿性分界函数的条件下, Mahalanobis-SPRT规则具有较高的分类精度和与同类方法相近的测验长度; (2)在几乎所有实验条件下, M-SCGLR规则不仅在测验精度上大幅优于已有的多维随机缩减规则, 而且具有较短的测验长度。     

Wealth differentials in the impact of conditional and unconditional cash transfers on education: findings from a community-randomised controlled trial in Zimbabwe

We investigated (1) how household wealth affected the relationship between conditional cash transfers (CCT) and unconditional cash transfers (UCT) and school attendance, (2) whether CCT and UCT affected educational outcomes (repeating a year of school), (3) if baseline school attendance and transfer conditions affected how much of the transfers participants spent on education and (4) if CCT or UCT reduced child labour in recipient households. Data were analysed from a cluster-randomized controlled trial of CCT and UCT in 4043 households from 2009 to 2010. Recipient households received $18 dollars per month plus $4 per child. CCT were conditioned on above 80% school attendance, a full vaccination record and a birth certificate. In the poorest quintile, the odds ratio of above 80% school attendance at follow-up for those with below 80% school attendance at baseline was 1.06 (p = .67) for UCT vs. CCT. UCT recipients reported spending slightly more (46.1% (45.4–46.7)) of the transfer on school expenses than did CCT recipients (44.8% (44.1–45.5)). Amongst those with baseline school attendance of below 80%, there was no statistically significant difference between CCT and UCT participants in the proportion of the transfer spent on school expenses (p = .63). Amongst those with above 80% baseline school attendance, CCT participants spent 3.5% less (p = .001) on school expenses than UCT participants. UCT participants were no less likely than those in the control group to repeat a grade of school. CCT participants had .69 (.60–.79) lower odds vs. control of repeating the previous school grade. Children in CCT recipient households spent an average of .31 fewer hours in paid work than those in the control group (p < .001) and children in the UCT arm spent an average of .15 fewer hours in paid work each week than those in the control arm (p = .06).     

The effectiveness of computerized cognitive training on working memory in a school setting

Working memory (WM) is a significant predictor of academic performance. Emerging empirical evidence has shown that WM can be improved via computerized cognitive training (CCT). Though studies have shown that CCT can improve WM in typical and atypical populations, little is known regarding the efficacy of implementing CCT within a school setting. To address this, the current study examines whether CCT can be efficaciously implemented to remediate WM deficits in students during the school day. Among 17 participants from a school for students with learning differences, nine engaged in a CCT program for a total of 20 hr, whereas the remaining eight students engaged in an out-of-class reading activity. Pretest to posttest differences showed that auditory WM abilities significantly improved only for those who received the training program. These results provide initial support for the efficacy of implementing CCT training within the school setting to improve WM.     

Maladaptive repetition and career construction

The role of repeated maladaptive relationship patterns established early in life has been widely studied with the goal of understanding the various factors and processes that contribute to and occur during development and psychological adaptation. The effects of maladaptive patterns have also been studied with regard to the goal of guiding interventions. The present article is intended to highlight the contribution of Career Construction Theory (CCT) for the integration of the concept of maladaptive repetition into the theory and practice of career counseling. It begins with a constructivist conceptualization of maladaptive repetition and proceeds to situate this concept within the contexts of both CCT and the constructivist conception of career indecision. The article then presents a case study, discusses difficulties that arise during career decision-making, and analyzes the maladaptive cycle rupture considering the client's perspective about her transformation.     

Maladaptive repetition and career construction

The role of repeated maladaptive relationship patterns established early in life has been widely studied with the goal of understanding the various factors and processes that contribute to and occur during development and psychological adaptation. The effects of maladaptive patterns have also been studied with regard to the goal of guiding interventions. The present article is intended to highlight the contribution of Career Construction Theory (CCT) for the integration of the concept of maladaptive repetition into the theory and practice of career counseling. It begins with a constructivist conceptualization of maladaptive repetition and proceeds to situate this concept within the contexts of both CCT and the constructivist conception of career indecision. The article then presents a case study, discusses difficulties that arise during career decision-making, and analyzes the maladaptive cycle rupture considering the client's perspective about her transformation.     

'Coping' and the Crisis Counsellor

In the last decade the theory of coping strategies and the development of coping-skills-training and stress-management programmes have been a major innovative feature of British and American developments in relation to stress and crisis counselling. This paper-reviews the available coping literature of relevance to crisis counselling practice. The theory of psychological reversals is used to provide a link with crisis theory.     

Reversal theory: A new perspective on crisis counselling

Caplan, in a variety of publications, has presented a model of crisis development which seeks to exemplify the core conditions of a crisis. Brandon has elaborated this model and shown its relevance to counselling and therapy. The recent development of the theory of psychological reversals, however, poses questions about the validity of Caplan's model. In this paper, a critique of crisis theory is presented, focusing particularly upon the notion of homeostasis and upon the relationship between arousal and anxiety. It is suggested that the five crisis models derived from the theory of reversals offer a fuller understanding of crises and crisis counselling than can be derived from Caplan's work.     

Evaluating the predictive validity of the computerized comprehension task: comprehension predicts production

Until recently, the challenges inherent in measuring comprehension have impeded our ability to predict the course of language acquisition. The present research reports on a longitudinal assessment of the convergent and predictive validity of the MacArthur-Bates Communicative Development Inventories: Words and Gestures (CDI: WG; Fenson et al., 1994, 1993, 2007) and the Computerized Comprehension Task (CCT; Friend & Keplinger, 2003, 2008). The CDI: WG and the CCT evinced good convergent validity; however, the CCT better predicted subsequent parent reports of language production. Language sample data in the 3rd year confirm this finding: The CCT accounted for 24% of the variance in unique word use. These studies provide evidence for the utility of a behavior-based approach to predicting the course of language acquisition into production.     

Computerized Cognitive Tests (CCT) in elderly: A psychometric review

Introduction/aim

Computerized Cognitive Tests (CCT) play an increasing role in the assessment of elderly cognitive impairment. In this framework, it is important to review the psychometric data of the available CCT in the detection of cognitive decline.

Cultural consensus theory for multiple consensus truths

Cultural Consensus Theory (CCT) is a popular information pooling methodology used in the social and behavioral sciences. CCT consists of cognitive models designed to determine a consensus truth shared by a group of informants (respondents), and to better understand the cognitive characteristics of the informants (e.g. level knowledge, response biases). However prior to this paper, no CCT models have been developed that allow the possibility of the informant responses to come from a mixture of two or more consensus answer patterns. The major advance in the current paper is to endow one of the popular CCT models, the General Condorcet Model (GCM) for dichotomous responses, with the possibility of having several latent consensus answer patterns, each corresponding to a different, latent subgroup of informants. In addition, we augment the model to allow the possibility of questions having differential difficulty (cultural saliency). This is the first CCT finite-mixture model, and it is named the Multi-Culture GCM (MC-GCM). The model is developed axiomatically and a notable property is derived that can suggest the appropriate number of mixtures for a given data set. The model is extended in a hierarchical Bayesian framework and its application is successfully demonstrated on both simulated and real data, including a new experimental data set on political viewpoints.     

Congruence couple therapy for alcohol use and gambling disorders with comorbidities (part I): Outcomes from a randomized controlled trial

A nonblinded randomized trial was conducted at two Canadian provincial outpatient addiction clinics that tested the effectiveness of a systemic congruence couple therapy (CCT) versus individual-based treatment-as-usual (TAU) on nine clinical outcomes: (1) primary outcomes—alcohol use and gambling, psychiatric symptoms, and couple adjustment; (2) secondary outcomes—emotion regulation, substance use, depression, post-traumatic stress symptoms, and life stress. Data of primary clients and partners (N = 46) were analyzed longitudinally across baseline, posttreatment (5 months), and follow-up (8 months). Alcohol use disorder (95%) and gambling disorder (5%) were in the severe range at baseline, and co-addiction was 27%. Psychiatric comorbidity was 100%, and 18% of couples were jointly addicted. Between-group comparison favored CCT in primary outcomes with medium-to-large effect sizes (Cohen's h = 0.74–1.44). Secondary outcomes were also significantly stronger for CCT (Cohen's h = 0.27–1.53). Within-group, for all primary outcomes, a significant proportion of symptomatic CCT clients and partners improved, converging with ANOVA results of large effect sizes (0.14–0.29). All secondary outcomes improved significantly in CCT with large effect sizes (0.14–0.50). TAU showed significant within-group improvement in alcohol use, other substance use, and life stress with large effect sizes (0.16–0.40). Primary clients and partners made largely equivalent improvement within CCT and within TAU. Results were triangulated with clients' satisfaction ratings and counselors' reports. Overall, significant within-group effects were detected for CCT both clinically and statistically and between-group difference favored CCT. Future trials are required to validate these promising findings.     

Rethinking the Crisis in Social Psychology: A Dialectical Perspective

This paper examines the crisis in social psychology as a multifaceted process. The epistemological, theoretical, and methodological tensions and controversies that arise in the extensive, reflexive debate on the crisis in social psychology are considered in their interconnections with psychological practice. The paper argues that despite the dominant tendency to return to “business as usual”, the increasing disunity and fragmentation of social psychology only indicate that its crisis has deepened. The paper offers a critical account of the main strategies for the resolution of the crisis in social psychology and suggests a dialectical perspective as a tool for a critical reflection on important theoretical and methodological issues of psychology as a discipline (the relationship between theory and practice, relationship between individual and society, empiricism, etc.)     

Profiles of career adaptivity and their relations with adaptability,adapting, and adaptation

Career adaptivity is the first factor in a chain of putative effects posited in the career construction theory (CCT): Adaptivity → Adaptability → Adapting → Adaptation. Hitherto, research on adaptivity has chiefly used variable-centered strategies to investigate the independent effects of adaptivity-related traits on adaptability, adapting, and adaptation averaged over all individuals constituting a sample. The present research, comprising two studies, seeks to extend this work by using person-centered analytic strategies to identify distinct profiles of adaptivity based on combinations of the Big-Five personality dimensions. We also examine the associations of profile membership with adaptability, adapting, and adaptation from the CCT perspective. Latent profile analyses revealed that a comparable 3-profile solution, comprising so-called “adaptive ready”, “ordinary”, and “rigid” adaptivity profiles, fit best in both studies using distinct measures of the Big-Five. Furthermore, across both studies, the latent subgroups were found to differ on levels of adaptability measured using two distinct instruments. Adaptability was highest in the “adaptive ready” subgroup followed by the “ordinary” and “rigid” subgroups, respectively. Finally, Study 2 showed that the adaptivity profiles differed with respect to indices of adapting (viz., organized study behaviors) and adaptation (viz., academic and career-choice satisfaction) in line with expectations from the CCT. The present findings constitute the first evidence showing that career adaptivity can be adequately represented via trait interactions. The findings also add to the empirical literature underpinning the CCT. Furthermore, this research is an informative demonstration of the utility of finite mixture analyses.     

The role of narrative in career construction theory

Career construction theory (CCT) (Savickas, 2005) approaches career counseling and career development from a constructivist and narrative perspective. As career theories move towards incorporating holistic approaches that take into consideration individuals' subjective experiences, narrative theory offers a means to draw out and clarify this story. Career construction theory, effectively integrates narrative and career conceptualizations to holistically create clarity in understanding what, how, and why individuals author their lives and careers in order to help individuals develop a cohesive identity, adapt within their environment, and construct the next chapter of their career story.     

Cognitive adaptation and its consequences: a test of cognitive continuum theory

Cognitive Continuum Theory (CCT) is an adaptive theory of human judgement and posits a continuum of cognitive modes anchored by intuition and analysis. The theory specifies surface and depth task characteristics that are likely to induce cognitive modes at different points along the cognitive continuum. The current study manipulated both the surface (information representation) and depth (task structure) characteristics of a multiple‐cue integration threat assessment task. The surface manipulation influenced cognitive mode in the predicted direction with an iconic information display inducing a more intuitive mode than a numeric information display. The depth manipulation influenced cognitive mode in a pattern not predicted by CCT. Results indicate this difference was due to a combination of task complexity and participant satisfacing. As predicted, analysis produced a more leptokurtic error distribution than intuition. Task achievement was a function of the extent to which participants demonstrated an analytic cognitive mode index, and not a function of correspondence, as predicted. This difference was likely due to the quantitative nature of the task manipulations. Copyright © 2000 John Wiley & Sons, Ltd.     

Resign or carry-on? District and principal leadership as drivers of change in teacher turnover intentions during the COVID-19 crisis: A latent growth model examination

During the COVID-19 pandemic, teachers in the United States, an already at-risk occupation group, experienced new work-related stressors, safety concerns, and work-life challenges, magnifying on-going retention concerns. Integrating the crisis management literature with the unfolding model of turnover, we theorize that leader actions trigger initial employee responses but also set the stage for on-going crisis response that influence changes in teachers' turnover intentions. We apply latent growth curve modelling to test our hypotheses based on a sample of 617 K-12 teachers using nine waves of data, including a baseline survey at the start of the 2020–2021 school year and eight follow-up surveys (2-week lags) through the Fall 2020 semester. In terms of overall adaptation, teachers on average, experienced an increase in work-life balance and a decrease in turnover intentions over the course of the semester. Results also suggest that district and school leadership provide unique and complementary resources, but leader behaviours that shape initial crisis responses do not similarly affect employee responses during crisis, contrary to theory. Instead, teachers' adaptive crisis response trajectories were triggered by continued resource provision over the semester; increasing provision of valued resources (i.e., continued refinement of safety practices) and improvements in work-life balance prevented turnover intentions from spiralling throughout the crisis. Crisis management theory and research should continue to incorporate temporal dynamics and identify factors that contribute to crisis response trajectories, using designs and analyses that allow for examination as crises unfold in real time.     

Developmental psychology and psychoanalysis: I. The context for a revolution in psychoanalysis

After describing the manner in which the integration of psychoanalysis and developmental psychology became a central problem for ego psychology, the author examines the conditions that make it possible for new research and theory in developmental psychology to contribute to a revolution in contemporary psychoanalytic theory. They include: (1) the emergence of a state of "crisis" in American psychoanalysis centering on questions of the nature of early development and how it can be known; (2) the explosive growth of developmental research on early childhood dealing with issues at the heart of that crisis; and (3) the presence of a new generation of psychoanalysts and psychoanalytically oriented researchers capable of bringing that research to bear on those issues.     

Effect of client-centred therapy on the coping strategies of sexually harassed students in tertiary institutions in Taraba State,Nigeria

This study examined the effects of client-centred therapy (CCT) on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria. It also looked for any gender differences in the effect of CCT on the coping strategies of sexually harassed students. We employed a quasi-experimental and pretest–post-test design with control group. The statistical population comprised 250 students who had experienced sexual harassment in tertiary institutions, of which 20 students were selected using convenience sampling. The students who had been sexually harassed were then randomly assigned to the experimental and control groups. The experimental group subsequently underwent six 60-min sessions of CCT, while the control group received placebo treatment on drug abuse. The research tools included a sexual harassment battery (SHB). Inferential statistics of analysis of covariance (ANCOVA) was used to analyse the data. Cronbach's alpha produced a reliability coefficient of 0.79 for the SHB. The following findings were recorded: (i) client-centred therapy effectively increased the coping strategies of students and (ii) there was no significant mean difference between male and female students in the effectiveness of CCT on coping strategies.     

Stopping rules for multi-category computerized classification testing

Computerized classification testing (CCT) aims to classify persons into one of two or more possible categories to make decisions such as mastery/non-mastery or meet most/meet all/exceed. A defining feature of CCT is its stopping criterion: the test terminates when there is enough confidence to make a decision. There is abundant research on CCT with a single cut-off, and two common stopping criteria are the sequential probability ratio test (SPRT) statistic and the generalized likelihood ratio statistic (GLR). However, there is a relative scarcity of research extending the SPRT to the multi-hypothesis case for when there is more than one cut-off. In this paper, we propose a new multi-category GLR (mGLR) statistic as well as a stochastically curtailed version of the CCT with three or more categories. A simulation study was conducted to show that the mGLR statistic outperformed the existing stopping rules by generating shorter average test length without sacrificing classification accuracy. Results also revealed that the stochastically curtailed mGLR successfully increased test efficiency in certain testing conditions.