Continuity of Theory Structure: A Conceptual Spaces Approach

By understanding laws of nature as geometrical rather than linguistic entities, this paper addresses how to describe theory structures and how to evaluate their continuity. Relying on conceptual spaces as a modelling tool, we focus on the conceptual framework an empirical theory presupposes, thus obtain a geometrical representation of a theory’s structure. We stress the relevance of measurement procedures in separating conceptual from empirical structures. This lets our understanding of scientific laws come closer to scientific practice, and avoids a widely recognised deficit in current philosophy of science accounts, namely to risk a collapse of the physical into the mathematical.     

Conceptual complexity and the bias/variance tradeoff

In this paper we propose that the conventional dichotomy between exemplar-based and prototype-based models of concept learning is helpfully viewed as an instance of what is known in the statistical learning literature as the bias/variance tradeoff. The bias/variance tradeoff can be thought of as a sliding scale that modulates how closely any learning procedure adheres to its training data. At one end of the scale (high variance), models can entertain very complex hypotheses, allowing them to fit a wide variety of data very closely—but as a result can generalize poorly, a phenomenon called overfitting. At the other end of the scale (high bias), models make relatively simple and inflexible assumptions, and as a result may fit the data poorly, called underfitting. Exemplar and prototype models of category formation are at opposite ends of this scale: prototype models are highly biased, in that they assume a simple, standard conceptual form (the prototype), while exemplar models have very little bias but high variance, allowing them to fit virtually any combination of training data. We investigated human learners’ position on this spectrum by confronting them with category structures at variable levels of intrinsic complexity, ranging from simple prototype-like categories to much more complex multimodal ones. The results show that human learners adopt an intermediate point on the bias/variance continuum, inconsistent with either of the poles occupied by most conventional approaches. We present a simple model that adjusts (regularizes) the complexity of its hypotheses in order to suit the training data, which fits the experimental data better than representative exemplar and prototype models.     

Malevolent Creativity in Terrorist Organizations

Terrorist organizations are both imitative and innovative in character. While the drivers of imitation have been extensively modeled using concepts such as contagion and diffusion, creativity and innovation remain relatively underdeveloped ideas in the context of terrorist behavior. This article seeks to redress this deficiency by presenting a conceptual framework with which we can understand the complex nature and multiple drivers of creativity and innovation within terrorist organizations. The overriding questions we address are: what factors spark creativity and innovation within terrorist organizations, and are there particular organizational traits that increase an organization's propensity to be creative and innovative? Using insights from industrial and organizational psychology and aided by illustrative examples and case studies from the history of terrorism, we aim to show that the multiple drivers of creativity and innovation are identifiable. By providing a conceptual framework that explores these key issues, we suggest that a much clearer research agenda for these issues may emerge. We conclude with a discussion concerning how our framework can help inform counter‐terrorism practices.     

Creativity and Imitation: Effects of Regulatory Focus and Creative Exemplar Quality

In creative settings, exposure to creative exemplar products may invite imitation and as such influence creative performance. In understanding creativity, it, therefore, is important to be able to predict imitation of creative exemplar products. Regulatory focus theory can do so, and leads to predictions that deviate from the existing body of knowledge concerning regulatory focus and creativity in the absence of exemplar products. In this study, we proposed that high creative exemplar quality elicits more imitation—and thus lowered creativity—for promotion-focused individuals, whereas creative exemplar quality does not affect the creative process for prevention-focused individuals. To enable a relatively objective measurement of creativity and imitation, these predictions were tested in a laboratory experiment. Results supported predictions, indicating that knowledge about how strongly people engage in imitation in the face of a creative exemplar product leads to more adequate predictions how creative people really are.     

Considering methodological integrity in counselling and psychotherapy research

Within the field of counselling and psychotherapy research, qualitative methods have been a longstanding tradition of inquiry due to the mutual interest of therapists and researchers in both internal experiences and intersubjective processes. Methodological integrity is a conceptual framework that has been advanced to increase the rigor of these methods. In this paper, we consider the value of this concept for counselling and psychotherapy researchers and reviewers. This framework guides investigators and reviewers to consider how procedures can be adapted to meet the goals of specific studies, given their characteristics and approach to inquiry. In this brief article, we exemplify the relevance and application of this concept to this field by describing the decision‐making process within the designing of a qualitative research project to investigate clients' needs within rape crisis counselling. Through this exemplar, we also provide guidance to counselling and psychotherapy researchers on considerations during the process of research review and reporting.     

Unity versus multiplicity: a conceptual analysis of the term "self" and its use in personality theories

There is no single answer to the unity-multiplicity problem regarding the self for the simple reason that the term "self" is used by too many different theorists in too many different ways. In fact, there are several important substantive topic areas that need to be distinguished and studied scientifically. The topic areas I examine in this article are reflexivity, unit coherence, agency, and subjectivity. Each of these areas will be evaluated in terms of what it contributes to, and can be interpreted in terms of, the unity-multiplicity issue. It is proposed that we need a more differentiated technical vocabulary if we are to better understand the phenomena we are examining. Matching our technical vocabulary to this empirical detail sharpens the questions being asked and places the empirical facts in better focus. A more elaborate framework of conceptual differentiation provides a better basis for developing an integrated theory.     

Advancements in Procedural Fidelity Assessment and Intervention: Introduction to the Special Issue

Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers of research publications across disciplines on this topic. As a result, the past 30 years of research has yielded a variety of procedures to guide research and practice, which we hope translates into better educational practices and services. Despite our progress, much remains unknown. As an introduction to the special issue on advancements in procedural fidelity, this article will briefly describe the conceptual and definitional issues surrounding this topic, summarize the relevance of procedural fidelity to education and research, and highlight the articles in this issue that address proposed research priorities.     

Prior experience and complex procedures

The role of prior knowledge in learning complex procedures was investigated in a transfer task in which subjects learned two related procedures in sequence. In Experiment 1, we manipulated the conceptual and structural similarity between the two procedures; in Experiment 2, we manipulated whether the order of the steps within subprocedures was the same or different during training and transfer, or whether the order of the subprocedures was the same or different. The results lead us to hypothesize that transfer in complex procedures is mediated primarily by a memory for specific steps rather than by conceptual understanding or problem solving. In particular, we were able to model the results precisely on the assumption that subjects use superficial similarity to retrieve the sequences of steps needed to perform segments of the procedure.     

On Public Aid to Christian Schools in the United States: A Reformed Christian Perspective

This paper seeks to provide a conceptual framework for understanding the topic of public aid to Christian schools in a Reformed Christian perspective. To do so, I need to clarify a Reformed Christian approach in regard to this topic and then review the studies of the issue in legal and educational aspects in the light of the Reformed perspective. Through reviewing legal and educational discussions, I argue that Christian schools are necessary for people to exercise their religious freedom and make a society more moral and spiritual and thus deserve receiving public aid. Nevertheless, public aid to religious schools needs to be carried out in a careful, restricted way.     

Toward a Science of Transdisciplinary Action Research

This paper offers a conceptual framework for establishing a science of transdisciplinary action research. Lewin's (1951) concept of action research highlights the scientific and societal value of translating psychological research into community problem-solving strategies. Implicit in Lewin's formulation is the importance of achieving effective collaboration among behavioral researchers, community members and policy makers. The present analysis builds on Lewin's analysis by outlining programmatic directions for the scientific study of transdisciplinary research and community action. Three types of collaboration, and the contextual circumstances that facilitate or hinder them, are examined: (1) collaboration among scholars representing different disciplines; (2) collaboration among researchers from multiple fields and community practitioners representing diverse professional and lay perspectives; and (3) collaboration among community organizations across local, state, national, and international levels. In the present analysis, transdisciplinary action research is viewed as a topic of scientific study in its own right to achieve a more complete understanding of prior collaborations and to identify strategies for refining and sustaining future collaborations (and their intended outcomes) among researchers, community members and organizations.     

Model-Based Approaches for Teaching and Practicing Personality Assessment

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology—personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.     

Featural selective attention,exemplar representation,and the inverse base-rate effect

Selective attention plays a central role in theories of category learning and representation. In exemplar theory, selective attention has typically been formalized as operating uniformly across entire stimulus dimensions. Selective featural attention operating within dimensions has been recognized as a conceptual possibility, but relatively little research has focused on evaluating it. In the present research, we explored the usefulness of selective featural attention in the context of exemplar representation. We report the results of embedding the feature-to-category relations typically associated with the inverse base-rate effect—a classic and paradoxical category-learning result— perceptual category-learning task using a category structure with three multivalued feature dimensions. An exemplar model incorporating featural selective attention accurately accounted for the inverse base-rate effect that occurred but failed to do so with only dimensional attention.     

On the adequacy of prototype theory as a theory of concepts

Prototype theory construes membership in a concept's extension as graded, determined by similarity to the concept's “best” exemplar (or by some other measure of central tendency). The present paper is concerned with the compatibility of this view of concept membership with two criteria of adequacy for theories of concepts. The first criterion concerns the relationship between complex concepts and their conceptual constituents. The second concerns the truth conditions for thoughts corresponding to simple inclusions.     

Conceptualizing Religious Practices in Psychological Research: Problems and Prospects

This article addresses the problems and prospects that follow from the conceptualization of religious phenomena and practices for scientific investigation in the psychology of religion. Two Western research traditions—instrumentalism and operationalism—are described and their potential contribution to a mismatch between what researchers intend to study and what they actually study is illustrated through two exemplar studies. The exemplar studies show how researchers’ concern with methodological rigor can compromise the rich and thick meanings of religious practices, resulting in the misrepresentation of the practices and misleading both the psychological and religious research consumer. Several suggestions for dealing with these problems are discussed.     

Defining and measuring conceptual knowledge in mathematics

A long tradition of research on mathematical thinking has focused on procedural knowledge, or knowledge of how to solve problems and enact procedures. In recent years, however, there has been a shift toward focusing, not only on solving problems, but also on conceptual knowledge. In the current work, we reviewed (1) how conceptual knowledge is defined in the mathematical thinking literature, and (2) how conceptual knowledge is defined, operationalized, and measured in three mathematical domains: equivalence, cardinality, and inversion. We uncovered three general issues. First, few investigators provide explicit definitions of conceptual knowledge. Second, the definitions that are provided are often vague or poorly operationalized. Finally, the tasks used to measure conceptual knowledge do not always align with theoretical claims about mathematical understanding. Together, these three issues make it challenging to understand the development of conceptual knowledge, its relationship to procedural knowledge, and how it can best be taught to students. In light of these issues, we propose a general framework that divides conceptual knowledge into two facets: knowledge of general principles and knowledge of the principles underlying procedures.     

Behavior under the microscope: increasing the resolution of our experimental procedures

Behavior analysis has exploited conceptual tools whose experimental validity has been amply demonstrated, but their relevance to large-scale and fine-grained behavioral phenomena remains uncertain, because the experimental analysis of these domains faces formidable obstacles of measurement and control. In this essay I suggest that, at least at the fine-grained end of the behavioral spectrum, we have not taken sufficient advantage of all available procedures. Specifically, I propose that an examination of eye movements, joint control, and response latency in intraverbal tasks might help us to formulate more complete accounts of complex human behavior.     

The effect of mental progression on mood

Mood affects the way people think. But can the way people think affect their mood? In the present investigation, we examined this promising link by testing whether mood is influenced by the presence or absence of associative progression by manipulating the scope of participants' information processing and measuring their subsequent mood. In agreement with our hypothesis, processing that involved associative progression was associated with relatively better moods than processing that was restricted to a single topic (Experiment 1). Experiment 2 ruled out the possibility that conceptual plurality alone accounted for these mood differences; results converge with the view that mood is affected by the degree to which thoughts advance conceptually.     

Between Addition and Difference: A Place for Religious Understanding in a World of Science

Among contemporary religious believers, some follow in the footsteps of Newton, allowing their religious understanding to fill in gaps left by the sciences. Others take a more Wittgensteinian approach, discretely separating religious from scientific ways of thinking. Because neither of these relatively irenic positions captures the important element of cultural reform that is prevalent in so much of the religious life of the past, George Lakoff's recent work in cognitive studies is used to suggest ways that religious ideas may be used to challenge and enrich scientific thought. A scrutiny of Richard Dawkins's biological analyses of human behavior reveals the distorting limitations of exclusively scientific understanding, thereby clearing conceptual space for genuinely religious values, actions, responsibilities, and forms of human life.     

Increased pitch increases accuracy of voice identification

Previous work suggested that greater accuracy rates in identifying voices that have been increased in frequency over those that have been decreased in frequency may be due to complex vocal characteristics and specific memory for familiar voices. Here we asked 17 men and 21 women between the ages of 18 and 21 to learn a simple vowel exemplar produced by an unfamiliar target speaker and measured the proportion of times the frequency-shifted exemplar was identified as the originally encoded target speaker. Analysis showed that exemplars when increased in frequency were perceived as belonging to the target speaker significantly more often than exemplars which were decreased in frequency. These findings suggest that the greater accuracy in identifying speakers with increased frequency voice samples does not require previous familiarity with the vocalizations of a particular speaker or complex memory schemata for familiar voices.