Does the Defining Issues Test measure ethical judgment ability or political position?

This article addresses the construct validity of the Defining Issues Test of ethical judgment (DIT/DIT-2). Alleging a political bias in the test, Emler and colleagues (1983, 1998, 1999, 2007), show that conservatives score higher when asked to fake as liberals, implying that they understand the reasoning associated with "higher" moral development but avoid items they see as liberally biased. DIT proponents challenge the internal validity of faking studies, advocating an explained-variance validation. This study takes a new approach: Adult participants complete the DIT-2, then evaluate the raw responses of others to discern political orientation and ethical development. Results show that individuals scoring higher on the DIT-2 rank others' ethical judgment in a way consistent with DIT-2-based rankings. Accuracy at assessing political orientation, however, is low. Results support the DIT-2's validity as a measure of ethical development, not an expression of political position.     

Dispositional Optimism in Chinese People: What Does the Life Orientation Test Measure?

The Life Orientation Test was back-translated to Chinese and administered to a sample of college students (N = 314) and a sample of normal adults (N = 306) along with measures of personality and symptoms. When subject to factor analysis, the positive items (representing optimism) and the negative items (representing pessimism) emerged as two separate factors. Empirically, optimism and pessimism were moderately correlated and had unique contributions to the explanation of personality and symptom measures, so that the total score of C-LOT was a better predictor of criterion measures than either optimism or pessimism alone. However, C-LOT's relationship with symptoms was eliminated after negative affectivity was controlled in the student sample, but not in the adult sample, thus suggesting some confounding with negative affectivity. Further research is required to improve the measurement of optimism in Chinese people and to clarify the relationship between optimism and pessimism.     

Does the compatibility effect in the race Implicit Association Test reflect familiarity or affect?

In the Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998) involving race classification (white vs. black), an apparent compatibility effect is found between the “pleasant” attribute and the “white” category. This race IAT effect has been interpreted in terms of “implicit prejudice”—that is, more positive evaluation of whites than of blacks that is not open to consciousness. We suggested instead that the race IAT effect is better interpreted in terms of the salience asymmetry account proposed by Rothermund and Wentura (2004), whereby greater familiarity with the white category makes it more salient. Evidence that has been presented against the familiarity interpretation is considered, and alternative interpretations of findings related to the race IAT effect are discussed.     

Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls

Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas’s theory of discourse ethics, when combined with his statements on constitutional democracy and law, manifests this tension for formal education. Through a contrast with Dewey’s social-liberal view of education on the one hand, and the procedural liberalism and its associated view of education, common to Rawls and others writing in the contemporary Anglo-American tradition on the other, the questions of what this means for education and why it matters are raised and addressed.     

The Cruelest Cure? Ethical Issues in the Implementation of Exposure-Based Treatments

Numerous studies have provided supportive evidence for the efficacy of exposure-based treatments for many psychological disorders. However, surprisingly few therapists use exposure therapy in the clinical setting. Although the limited use of exposure-based treatments may be partially attributable to a shortage of suitably trained therapists, exposure therapy also suffers from a “public relations problem” predicated upon concerns that it is cruel and at odds with some ethical considerations (e.g., first do no harm). This article provides an overview of ethical issues and considerations relevant to the use of exposure therapy. It is argued that the degree to which ethical issues become problematic in implementing exposure-based treatments is largely dependent upon the therapist's ability to create an adequately safe and professional context. Specific strategies that may be employed for avoiding potential ethical conflicts in the use of exposure-based treatments are discussed.     

What Does the Narcissistic Personality Inventory Measure Across the Total Score Continuum?

The Narcissistic Personality Inventory (NPI) is the most widely used measure of narcissism in the social-personality psychology literature. It contains 40 items that tap into a variety of traits that theoretically comprise narcissism, such as feelings of superiority and willingness to exploit others. Most researchers focus on the total score produced by the NPI and may logically assume that increments in total NPI score correspond with similar increments in underlying narcissism traits. However, research presented in this article suggests that the traits measured by the NPI do not increment at the same rate. Traits reflecting intrapersonally healthy qualities (e.g., leadership, superiority) increment most rapidly within the lower portions of the NPI total score continuum, whereas traits reflecting interpersonally harmful qualities (e.g., entitlement, exploitativeness) increment most rapidly within the upper portions of the NPI continuum. These differences have implications for the meaning of scores on the NPI and how they correlate with other variables. For example, we demonstrate that lower NPI scores best predict self-esteem and higher NPI scores best predict psychopathy.     

Mandatory Cancer Risk Warnings on Alcoholic Beverages: What Are the Ethical Issues?

The link between alcohol consumption and cancer is well established, but public awareness of the risk remains low. Mandated warning labels have been suggested as a way of ensuring “informed choice” about alcohol consumption. In this article we explore various ethical issues that may arise in connection with cancer warning labels on alcoholic beverages; in particular we highlight the potentially questionable autonomy of alcohol consumption decisions (either with or without labels) and consider the implications if the autonomy of drinking behavior is substantially compromised. Our discussion demonstrates the need for the various ethical issues to be considered and addressed in any decision to mandate cancer warning labels.     

Does the Quine/duhem Thesis Prevent Us from Defining Analyticity?

Quine claims that holism (i.e., the Quine-Duhem thesis) prevents us from defining synonymy and analyticity (section 2). In Word and Object, he dismisses a notion of synonymy which works well even if holism is true. The notion goes back to a proposal from Grice and Strawson and runs thus: R and S are synonymous iff for all sentences T we have that the logical conjunction of R and T is stimulus-synonymous to that of S and T. Whereas Grice and Strawson did not attempt to defend this definition, I try to show that it indeed gives us a satisfactory account of synonymy. Contrary to Quine, the notion is tighter than stimulus-synonymy – particularly when applied to sentences with less than critical semantic mass (section 3). Now according to Quine, analyticity could be defined in terms of synonymy, if synonymy were to make sense: A sentence is analytic iff synonymous to self-conditionals. This leads us to the following notion of analyticity: S is analytic iff, for all sentences T, the logical conjunction of S and T is stimulus-synonymous to T; an analytic sentence does not change the semantic mass of any theory to which it may be conjoined (section 4). This notion is tighter than Quine's stimulus-analyticity; unlike stimulus-analyticity, it does not apply to those sentences from the very center of our theories which can be assented to come what may, even though they are not synthetic in the intuitive sense (section 5).     

Does substance use affect reliabilities of the Implicit Association Test?

The authors examined whether use of alcohol or marijuana affected reliability of the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998). Consistent with research indicating the possibility that marijuana use depletes cognitive resources, the authors found worse reliabilities for participants who recently used marijuana than for those who had not. Recent alcohol users and nonusers demonstrated similar IAT reliability. Subsequent analyses indicated that reliability differences between marijuana users and nonusers were most pronounced when participants began with incongruous tasks and then switched to congruous tasks. Results were consistent with work on the residual costs of task switching that indicates that effortful tasks promote interference with tasks that follow. The authors discussed results in terms of IAT scoring procedures and the prevalence of use of alcohol and marijuana on university campuses.     

Does the Conners' Continuous Performance Test Aid in ADHD Diagnosis?

The performance of clinic-referred children aged 6–11 (N = 100) was examined using the Conners' Continuous Performance Test (CPT) and measures of auditory attention (Auditory Continuous Performance Test; ACPT), phonological awareness, visual processing speed, and visual-motor competence. The Conners' CPT overall index was unrelated to measures of visual processing speed or visual-motor competence. Although the Conners' CPT converged with the ACPT, the latter demonstrated age and order effects. Significant variance in Conners' CPT parameters was predicted by phonological awareness measures, suggesting that Reading Disordered (RD) children could be false positives on the Conners' CPT. The Conners' CPT overall index, phonological awareness, and visual-motor measures were submitted to a 2×2 MANCOVA (ADHD vs. RD, covarying for age and socieoeconomic status): a main effect for RD status was found. Children with ADHD did not have higher Conners' CPT scores than did clinical controls; however, children with Reading Disorders did. Phonological measures distinguished RD children from ADHD children and other clinical controls. ADHD children who failed the Conners' CPT were rated by teachers as more hyperactive. Despite the strengths of the Conners' CPT, its utility for differential diagnosis of ADHD is questioned.     

Predictive Genetic Testing of a Bone Marrow Recipient–Ethical Issues Involving Unexpected Results,Gender Issues,Test Accuracy,and Implications for the Donor

We present a case where an apparently straightforward Lynch syndrome predictive genetic test of DNA from a blood sample from a woman yielded an unexpected result of X/Y chromosome imbalance. Furthermore, it demonstrates the complexities of genetic testing in people who have had bone marrow transplants. This highlights the potential for multiple ethical and counselling challenges, including the inadvertent testing of the donor. Good communication between clinics and laboratories is essential to overcome such challenges and to minimise the provision of false results.     

Does the Learning Styles Questionnaire Measure Style or Process? A Reply to Swailes and Senior (1999)

Swailes and Senior’s (1999) examination of the psychometric properties and factor structure of the Learning Styles Questionnaire (LSQ) raised a number of questions regarding the instrument’s construct validity and the relationship between learning style and learning process. Swailes and Senior argued that there may be three learning styles as opposed to the four posited by Honey and Mumford (1986), however, they did not include a three‐factor model in their confirmatory factor analysis and hence it is unclear if a three‐factor solution represents an improvement on a four‐factor solution. Furthermore, the present study draws a distinction between style and process and an argument is presented which contends that the three‐factor and four‐factor solutions represent process models, as opposed to the style models embodied in Kolb’s theory. This reply attempts to examine two‐ three‐ and four‐factor solutions for the LSQ. The evidence appears to favour the conventional four‐factor model, which may indicate that the LSQ measures individuals’ preferences for each of four stages of an experiential learning process and raises the question of its relationship with style per se.     

What Does the Acceptance and Action Questionnaire (AAQ-II) Really Measure?

The present study seeks to investigate the extent to which the Acceptance and Action Questionnaire (AAQ-II) is successful in discriminating between experiential avoidance/psychological flexibility on the one hand and the supposed outcomes in terms of psychological well-being of having this trait on the other. This was done using exploratory factor analysis on an item pool containing the AAQ-II items, and items designed for the present study to measure distress and acceptance/non-acceptance, to see what factors are identified and on which factor(s) the AAQ-II items had the highest factor loadings. Interestingly, the analysis found the items of the AAQ-II to be more strongly related to items designed to measure distress than items designed to measure acceptance/nonacceptance with minimal references to functional outcomes. The results of the study are interpreted and discussed in relation to the widespread use of the AAQ in both clinical and scientific contexts and given the centrality of the measure in empirically validating the ACT model of psychopathology and treatment.     

Forced-Choice Personality Tests: A Measure of Personality and Cognitive Ability?

This study examined the effects of item format (single-stimulus vs. forced-choice) and response motivation (honest vs. applicant) on scores for personality scales measuring Conscientiousness and Openness to Experience. Consistent with the hypotheses, cognitive ability was related to forced-choice personality scores in the applicant condition but not in the honest condition. Cognitive ability was unrelated to single-stimulus personality scores in both the applicant and honest conditions. The results suggest that controlling for cognitive ability can reduce the incremental predictive validity of forced-choice personality scales in applicant settings. Findings are discussed in terms of the importance of considering how item format influences the construct and criterion-related validity of personality tests used to make selection decisions.     

One extreme or the other or perhaps the golden mean? Issues of spatial resolution in face processing

The findings of some of the key studies that have examined the contribution of different bands of spatial information, specified in terms of cycles per face, to face recognition, and identification are reviewed. Based on findings from studies of low-, high-, and band-pass filtering, it is concluded that neither low facial scales nor high facial scales are optimal. Instead, a center range of facial scales, approximately 8-16 cycles per face, appears to make the greatest contribution to the recognition process. A study of identification of band-pass filtered faces is reported that reinforces the view derived from the literature. This indicated that a band with a harmonic mean of 11.1 cycles per face provided the most efficient recognition, with speed and accuracy declining at lower and higher bands.     

Omitting Data—Ethical or Strategic Problem?

Omitting experimental data is often considered a violation of scientific integrity. If we consider experimental inquiry as a questioning process, omitting data is seen to be merely an example of tentatively rejecting (‘bracketing’) some of nature’s answers. Such bracketing is not only occasionally permissible; sometimes it is mandated by optimal interrogative strategies. When to omit data is therefore a strategic rather than ethical question. These points are illustrated by reference to Millikan’s oil drop experiment.