An evaluation and comparison of claims made in behavioural investigative advice reports compiled by the National Policing Improvements Agency in the United Kingdom

This study examined the content of a contemporary sample of behavioural investigative advice reports produced by the National Policing Improvements Agency (NPIA), formally known as the National Centre for Policing Excellence, and compared this sample with previous offender‐profiling samples reported by Alison, Smith, Eastman, and Rainbow in 2003. Forty‐seven reports written in 2005 were content analysed. The reports contained 805 claims, although 96% of the claims contained grounds for their claim, only 34% had any formal support or backing. In terms of confirmability, 70% of the claims were verifiable. However, only 43% were falsifiable, in that they could be objectively measured post‐conviction. Analysis also showed that there were differences when comparing the different types of claims made (i.e. behavioural, temporal) and the different types of reports compiled by the NPIA (i.e. behavioural assessment report, linking report, etc.) Comparisons show that there is a very large positive difference between the contemporary behavioural investigative advice sample and previous non‐NPIA expert advice in terms of the substantiveness of their arguments. Contemporary NPIA behavioural investigative advice has clearer boundaries around the claims made and presents material in a more coherent and evidence‐based format than previous expert advice. Copyright © 2007 John Wiley & Sons, Ltd.     

Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptions

This study examines preschoolers' causal assumptions about spatial contiguity and how these assumptions interact with new evidence in the form of conditional probabilities. Preschoolers saw a toy that activated in the presence of certain objects. Children were shown evidence for the toy's activation rule in the form of patterns of probability: The toy was more likely to activate either when objects made contact with its surface (on condition) or when objects were several inches above its surface (over condition). In Experiment 1, 61 three-year-olds saw a deterministic activation rule. In Experiments 2 and 3, 48 four-year-olds saw an activation rule that was probabilistic. In Experiment 4, 30 four-year-olds saw a screening-off pattern of activation. In all 4 experiments, children used new evidence in the form of patterns of probability to make accurate causal inferences, even in the face of conflicting prior beliefs about spatial contiguity. However, children were more likely to make correct inferences when causes were spatially contiguous, particularly when faced with ambiguous evidence.     

Gender-Role Attitudes and Earnings: A Multinational Study of Married Women and Men

This paper examines the impact of gender-role attitudes on earnings for married individuals. Using hierarchical linear modeling (HLM) and nationally representative data, we tested our hypotheses on 4,785 males and 4,368 females from 28 countries located in North and South America, Eastern and Western Europe, the Mediterranean, Asia and the South Pacific. We found that compared to individuals in their own countries, women with egalitarian attitudes had significantly higher earnings then women with traditional attitudes. In addition, for both women and men, we found an interaction between gender-role attitudes and hours worked. Egalitarianism had a stronger positive effect on earnings among individuals who worked more hours.     

Explaining prompts children to privilege inductively rich properties

Four experiments with preschool-aged children test the hypothesis that engaging in explanation promotes inductive reasoning on the basis of shared causal properties as opposed to salient (but superficial) perceptual properties. In Experiments 1a and 1b, 3- to 5-year-old children prompted to explain during a causal learning task were more likely to override a tendency to generalize according to perceptual similarity and instead extend an internal feature to an object that shared a causal property. Experiment 2 replicated this effect of explanation in a case of label extension (i.e., categorization). Experiment 3 demonstrated that explanation improves memory for clusters of causally relevant (non-perceptual) features, but impairs memory for superficial (perceptual) features, providing evidence that effects of explanation are selective in scope and apply to memory as well as inference. In sum, our data support the proposal that engaging in explanation influences children’s reasoning by privileging inductively rich, causal properties.     

The Use of Mobile Devices in High‐stakes Remotely Delivered Assessments and Testing

With Internet access no longer restricted to desktop and laptop computers, job applicants now have the opportunity to complete remotely delivered assessments on mobile, handheld small screen devices such as smartphones, and personal digital assistants. In this study, a large dataset is used to investigate demographic and score differences between job applicants who completed a remotely delivered high‐stakes assessment on a mobile device and those who completed it on a nonmobile device. Based on a sample of 3,575,207 job applicants who completed an unproctored Internet‐based assessment between January 2011 and April 2012, the percentage of applicants completing the assessment on a mobile device was small, 1.93%, but nevertheless represented more than 69,000 people. Overall, there were small test‐taker demographic differences in the use of mobile devices versus nonmobile devices in that mobile devices were slightly more likely to be used by women, African‐Americans and Hispanics, and younger applicants. Scores on a personality measure were similar for mobile and nonmobile devices but scores on a general mental ability test were substantially lower for mobile devices. Tests of measurement invariance also indicated equivalence across the mobile and nonmobile samples. Test taker and organizational implications for completing remotely delivered high‐stakes noncognitive and cognitive assessments on mobile versus nonmobile devices are discussed.     

Cognitive components of a mathematical processing network in 9‐year‐old children

We determined how various cognitive abilities, including several measures of a proposed domain‐specific number sense, relate to mathematical competence in nearly 100 9‐year‐old children with normal reading skill. Results are consistent with an extended number processing network and suggest that important processing nodes of this network are phonological processing, verbal knowledge, visuo‐spatial short‐term and working memory, spatial ability and general executive functioning. The model was highly specific to predicting arithmetic performance. There were no strong relations between mathematical achievement and verbal short‐term and working memory, sustained attention, response inhibition, finger knowledge and symbolic number comparison performance. Non‐verbal intelligence measures were also non‐significant predictors when added to our model. Number sense variables were non‐significant predictors in the model and they were also non‐significant predictors when entered into regression analysis with only a single visuo‐spatial WM measure. Number sense variables were predicted by sustained attention. Results support a network theory of mathematical competence in primary school children and falsify the importance of a proposed modular ‘number sense’. We suggest an ‘executive memory function centric’ model of mathematical processing. Mapping a complex processing network requires that studies consider the complex predictor space of mathematics rather than just focusing on a single or a few explanatory factors.     

Disparities in Current and Future Childhood and Newborn Carrier Identification

International carrier testing guidelines discourage testing in childhood to preserve autonomous decision making and prevent detrimental psychosocial consequences. Despite the discouragement of autosomal recessive carrier testing during childhood, some sickle cell disease (SCD) or cystic fibrosis (CF) carriers are incidentally identified through UK and international newborn screening (NBS). This creates a scenario where parents may have knowledge of their newborn’s, but not older child’s carrier status. In addition, there is wide variation in the identification of CF and SCD carriers due to the screening technologies implemented by different NBS programs. The current and future availability of childhood testing are determined to some extent by the impact of testing on children and parents (whether this is beneficial or detrimental to wellbeing). However empirical research informing carrier guidance and practice is conflicting. Echoing previous calls, this discussion highlights the need for further qualitative and longitudinal research with children to consider the psychosocial impact of carrier testing on children and role of disclosure from parents on adaptation to results. It is recommended that professionals aim to minimize harms resulting from carrier identification by providing support for parents and children following NBS. Support for non-genetics specialists from genetic counselors to enable discussion of carrier results with children is suggested.