Psychological science and analogical reminding in the design of artifacts

In this article, we discuss two approaches to design currently prevalent in the field of human- computer interaction. Proponents of one approach advocate working from first principles of psychological science; practitioners of the second, engineering, approach find that successful design is often the result of analogical discovery. However, these approaches have not yet been evaluated for the usability of their methods. Can designers work in each of these ways? What are the difficulties? How can they be overcome? In this paper, we take a first step in addressing these questions. We analyze the form in which principle-based design poses its questions, thereby uncovering some of the difficulty that is encountered in this way of working. Furthermore, we analyze the form in which engineering problems are expressed and identify an advantage of this typically analogical way of working. We then suggest a way in which analogy-based design can supplement both principle-based and empirically driven design.     

The degree of abstraction in solving addition and subtraction problems

In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped. The results indicate a different developmental pattern in achievement for each school grade depending on the levels of abstraction. The influence of the level of abstraction was significant, especially in first graders, and even more so in second graders, that is, at the developmental stage in which they start to learn these arithmetic tasks. Direct modeling strategies are observed more frequently at the concrete and pictorial level, counting strategies occur at all levels of abstraction, whereas numerical fact strategies are found at higher levels of abstraction.     

Rules Versus Principles in Psychotherapy: Implications of the Quest for Universal Guidelines in the Movement for Empirically Supported Treatments

In this article we briefly review the mission and criteria of the EST movement and several of its criticisms. We question an often-unacknowledged feature of the EST initiative—its foundation in a rule-governed approach to the regulation of psychotherapy—and argue that this approach encounters significant problems that are better resolved through an alternative, principle-based approach. The contrast between these perspectives is illustrated by presenting results of a qualitative research project identifying the implicit principles actually used by expert therapists across psychotherapy orientations to regulate values and interventions within their practice.     

Transfer of training: A field investigation of youth training

This study investigated, in the field, differences in the transfer and retention of training in using micrometers, of two groups of young trainees. The experimental group were motor-vehicle servicing trainees and the control group were information technology trainees. The results showed that (i) there was no difference between trainees of the two groups in end-of-training tests when they were trained from scratch, though the information technology trainees retained the skill better; (ii) experimental subjects, who had learned the micrometer skill one year previously, were more effectively trained to use it in a new trade than were control subjects, who lacked previous experience; (iii) experimental subjects, who had learned the micrometer skill one year previously, were not more effectively trained to use a vernier height-gauge. Results are discussed in terms of the level of skill at which a possible transfer mechanism may be supposed to operate. Evidence is presented of effective transfer of training between two skills very closely related at the motor level. Failure of transfer of training between two skills related at a somewhat higher level of abstraction is shown. The question of transfer of training between two skills not closely related at these lower levels, but related at a yet higher level of abstraction, is discussed.     

Cue abstraction and ideal prototype abstraction in estimation tasks

This study investigates abstracted processes and introduces a new prototype abstraction model adapted to estimation tasks. This prototype abstraction model assumes that the processing of whole exemplar patterns supports the detection of the underlying statistics necessary for the abstraction of two extreme prototypes on the continuous criterion dimension of the task. The prototypes are stored in memory as valid reference points for future similarity-based judgments. This prototype model was compared with the cue abstraction model, which assumes that people abstract cue weights in learning and add the cue information from exemplars to infer their criterion values varying on the continuous dimension. This study hypothesises that the training mode and the number of exemplars in training interact and affect subsequent model performance at test. The results from an experiment confirmed this hypothesis and showed that observational training supports an efficient prototype abstraction and feedback training supports an efficient cue abstraction.     

Neologicist Nominalism

The goal is to sketch a nominalist approach to mathematics which just like neologicism employs abstraction principles, but unlike neologicism is not committed to the idea that mathematical objects exist and does not insist that abstraction principles establish the reference of abstract terms. It is well-known that neologicism runs into certain philosophical problems and faces the technical difficulty of finding appropriate acceptability criteria for abstraction principles. I will argue that a modal and iterative nominalist approach to abstraction principles circumvents those difficulties while still being able to put abstraction principles to a foundational use.     

Getting Everybody Involved

Abstract

This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive one-to-one consultative counseling from the master's level counselors-in-training, who in turn received structured problem-solving supervision from the doctoral level students. Finally, the doctoral level students received faculty support to facilitate the development of their supervisory skills. The goal of this training approach is to provide students at all three levels with experiences similar to those they will encounter as professionals following graduation from the university, but within the context of scaffolding from faculty and more advanced students.     

The challenge of understanding process in clinical behavior analysis: the case of functional analytic psychotherapy

Whether explicitly acknowledged or not, behavior-analytic principles are at the heart of most, if not all, empirically supported therapies. However, the change process in psychotherapy is only now being rigorously studied. Functional analytic psychotherapy (FAP; Kohlenberg & Tsai, 1991; Tsai et al., 2009) explicitly identifies behavioral-change principles used to bring about therapeutic improvements in adult outpatients whose clinical problems stem from ineffective interpersonal repertoires. These principles include contingent responding to behavioral excesses and deficits by a therapist who has established him- or herself as a salient source of social reinforcement. Empirical support for FAP is emerging, but a variety of pragmatic and theoretical questions warrant investigation. Among the issues described in this paper are the training and dissemination of procedures for how to conduct a functional analysis, how to train therapists to identify functional stimulus classes, how to best address decreasing problem behavior without creating an aversive environment, how to enhance generalization, and how to account for the principle of equifinality when trying to specify therapeutic procedures. These and other issues stem largely from trying to disseminate a behavioral principle-based intervention rather than a topographically specified intervention. These issues present challenges and research opportunities for applied clinical behavior analysts if they wish to extend their science to address clinical issues important to the treatment of adult outpatients with normal intellectual functioning.     

When distance pays off: The role of construal level in spending predictions

Self predictions are often optimistically biased, even for recurrent events. People could generate more realistic predictions by using information about past experiences, however they tend to disregard this cognitive approach. Drawing on Construal Level Theory, we propose that increases in construal level facilitate the use of information from past experience, and thereby increase prediction accuracy. This proposal was tested in two studies examining predictions of personal spending. Consistent with the hypotheses, individuals induced to construe the prediction target at a higher level of abstraction generated more accurate predictions (Study 1) and the effect of increased construal level on prediction was attributable to a greater reliance on past experience (Studies 1 and 2). The findings indicate that high-level construal can sometimes benefit prediction accuracy.     

Idealization and abstraction in scientific modeling

I argue that we cannot adequately characterize idealization and abstraction and the distinction between the two on the grounds that they have distinct semantic properties. By doing so, on the one hand, we focus on the conceptual products of the two processes in making the distinction and we overlook the importance of the nature of the thought processes that underlie model-simplifying assumptions. On the other hand, we implicitly rely on a sense of abstraction as subtraction, which is unsuitable for explicating scientific model construction. Instead, I argue that a sense of abstraction as extraction is more suitable. Finally, I suggest a different way to distinguish the two processes that avoids these problems. Namely, that both idealization and abstraction could be understood as particular modes of application of the same cognitive process: selective attention.

     

The Politics of Ethics in Human Services: Dueling Discourses

How ethics in human services is a political activity, shaping social relationships, is explored through the examination of two opposing discourses, a principle-based and a situated/relational narrative. Factors such as neo-liberalism, managerialism, and the risk-aversive society give a context for the reasons that the principle-based discourse has been the predominant influence, and what interests are served by this trope taking center stage. A delineation and critique of both perspectives are provided, including an explanation of the epistemological underpinnings of these discourses. The piece ends with what needs to be done to strengthen ethics.     

A Type Hierarchy of Selection Processes for the Evaluation of Evolutionary Analogies

In this paper I propose a type-hierarchy approach to provide an intersubjective framework for the evaluation of evolutionary analogies. This approach develops David Hull’s and others’ attempts to provide full generalisation for selection processes, in order to show that sociocultural development and, particularly, scientific change can be considered as an instance of Darwinian selection. I argue that the recent work by Eileen Cornell Way on type hierarchies can offer the kind of generalisation needed to solve the main problems that still affect Hull’s theory and to show that the evolutionary analogy is, after all, only a particular way of grouping phenomena together. If Hull’s main objective is a unified theory of selection, which supports the idea that science selection and natural selection obey the same laws, I also argue that the type hierarchy approach to models shows that this objective is unsustainable as it stands, and is in need of further development. I will firstly introduce the general outline of the type hierarchy approach to models. Then, after a brief recapitulation of Hull’s main points and difficulties, I will try and construct a hierarchy for a general abstraction of selection processes. Finally I will introduce the main criticisms that Hull’s work has faced from philosophers and scientists, and show how they compare with my proposal.     

Care as a Basis for Radical Political Judgments

The best framework for moral and political thought is the one that creates the best climate for good political judgments. I argue that universalistic theories of justice fall short in this regard because they cannot distinguish idealization from abstraction. After describing how an ethic of care guides judgments, I suggest the practical effects that make this approach preferable. The ethic of care includes more aspects of human life in making political judgments.     

On the nature and development of conditional reasoning in early adolescence

Two studies investigated the conditional reasoning capabilities of eighth grade learners. In Study 1, we analysed conditional reasoning performances for differences in learners' abilities to solve problems correctly and propensities to be tricked into responding to problems in a biconditional manner. There seemed to be a developmental progression in conditional reasoning ability. Most young adolescents reason using memory of domain-specific memories. However, pragmatic inferential rules may serve as an intermediate level of abstration in reasoners as they progress from the ability to reason using only domain-specific experience to the ability to use content-free syntactic rules. In addition, correlation between scores on the Test of Logical Thinking and conditional reasoning performances suggested that ability to reason deductively using inferential rules at progressively higher levels of abstraction is related to cognitive development. In Study 2, we assessed the effectiveness of an instructional application of pragmatic inferential rule theory for development of conditional reasoning abilities. Pragmatic reasoning skill was developed throug engagement in Prolog programming activities involving hierarchical knowledge domains.     

Student Explanations in the Context of Computational Science and Engineering Education

Creating explanations is an important process for students, not only to make connections between novel information and background knowledge, but also to be able to communicate their understanding of any given topic. This article explores students’ explanations in the context of computational science and engineering, an important interdisciplinary field that enables scientists and engineers to solve complex problems. Specifically, this study explores: (a) students’ approaches to create written explanations of programing code and (b) the relationship between students’ explanations and their ability to do computer programing. Students wrote in-code comments for 3 MATLAB^® worked-examples, which were qualitatively analyzed using a coding scheme. Different approaches to self-explain were identified using hierarchical cluster analysis, and differences in students’ ability to do computer programing were identified using analysis of variance. The resulting approaches to self-explain were: original solution, mechanistic, principle-based, limited, and goal-based. The findings suggest that experienced students wrote simple in-code comments to self-explain, but students with lower ability to do computer programing wrote more comprehensive explanations, as they may take this as a learning opportunity.     

Disasters and helpers: Psychological dynamics and implications for counselling

This paper reviews the recent research on those individuals who might be regarded as the ‘hidden victims' of disasters—the ‘Helpers'. It focusses on the complex interaction between disaster events, coping strategies and individual and personality factors as determinants of psychological and emotional problems in helpers. The discussion seeks to heighten the awareness of professional counsellors of the contribution that they can make to the training, debriefing and counselling of individuals fulfilling the role of helper by illustrating the problems that typify the helper's experience and by discussing a technique for dealing with these problems. Being prepared for the type of problems likely to be encountered and how these problems might be tackled is an important determinant of the effectiveness of the service provided. Duckworth's (1986) problem-solving approach to counselling helpers is assessed and subsequently used as a basis for discussing the role of the above information in the design and application of this problem-solving approach to dealing with the difficulties experienced by helpers as a result of their involvement in disasters.     

A Piagetian perspective on mathematical construction

In this paper, we offer a Piagetian perspective on the construction of the logico-mathematical schemas which embody our knowledge of logic and mathematics. Logico-mathematical entities are tied to the subject's activities, yet are so constructed by reflective abstraction that they result from sensorimotor experience only via the construction of intermediate schemas of increasing abstraction. The ‘axiom set’ does not exhaust the cognitive structure (schema network) which the mathematician thus acquires. We thus view ‘truth’ not as something to be defined within the closed ‘world’ of a formal system but rather in terms of the schema network within which the formal system is embedded. We differ from Piaget in that we see mathematical knowledge as based on social processes of mutual verification which provide an external drive to any ‘necessary dynamic’ of reflective abstraction within the individual. From this perspective, we argue that axiom schemas tied to a preferred interpretation may provide a necessary intermediate stage of reflective abstraction en route to acquisition of the ability to use formal systems in abstracto.     

Abstract analogies and positive transfer in artificial grammar learning.

Following Brooks and Vokey (1991), we show that positive transfer to new items generated from an artificial grammar in which the vocabulary has been changed from training to test can be based on "abstract analogy" to specific training items (specific similarity) rather than abstraction of a grammar and symbol remapping rules, even with remapping unique to each test item. The results confirm that transcendence over symbols provides no support for the implicit learning of abstract structure. Ironically, they also show that the effect of specific similarity does not depend on surface characteristics of the items, but the residual effect of grammaticality does.