Regression among factor scores

Structural equation models with latent variables are sometimes estimated using an intuitive three-step approach, here denoted factor score regression. Consider a structural equation model composed of an explanatory latent variable and a response latent variable related by a structural parameter of scientific interest. In this simple example estimation of the structural parameter proceeds as follows: First, common factor models areseparately estimated for each latent variable. Second, factor scores areseparately assigned to each latent variable, based on the estimates. Third, ordinary linear regression analysis is performed among the factor scores producing an estimate for the structural parameter. We investigate the asymptotic and finite sample performance of different factor score regression methods for structural equation models with latent variables. It is demonstrated that the conventional approach to factor score regression performs very badly. Revised factor score regression, using Regression factor scores for the explanatory latent variables and Bartlett scores for the response latent variables, produces consistent estimators for all parameters.     

Moral Hazard: German Public Opinion on the Greek Debt Crisis

The recent Eurozone crisis and negotiations over bailout packages to Greece are more than a simple controversy about financial resources. They have a decidedly moralistic overtone. Giving more funds is thought by some to be unfair to hard‐working taxpayers and does not teach Greece an important moral lesson. Yet much international political economy scholarship neglects such considerations. We build on moral psychology to understand the ethical drivers of both German support and opposition to the 2015 Greek government bailout package. We analyze original survey data to show how morality is an essential factor in Germany's hard‐line approach. Our results show that caring and European attachment are associated with bailout support, while authority, national attachment, and retributive fairness drive opposition. Some morals also have boundaries: National attachment attenuates the effect of harm/care on support for foreign financial assistance but strengthens the effect of fairness on bailout opposition. Moral psychology helps us understand foreign policy but must be adapted to account for multiple potential ingroups.     

Computerized Testing in Neurobehavioural Toxicology

Cet article décrit quelques-uns des avantages que peut procurer l'informatisation du testing par rapport à l'administration manuelle traditionnelle. On dresse une liste des principales batteries de tests informatisées utilisées dans le champ de la toxicologie comportementale. Les conséquences éventuelles des progrès réalisés dans le software et le hardware sont traitées. On parle aussi de l'absence relative de guides théoriques pour l'élaboration de tests en toxicologie comportementale et l'on présente enfin des recommandations pour le développement à venir et I'utilisation de batteries de tests neurocomportementaux informatisées.
This paper discusses some of the advantages that may be gained from using computerized performance testing, as compared to traditional manual testing. A list of the major computerized test batteries used in the field of behavioural toxicology is presented, and possible implications of advances in computer hardware and software are discussed. The implications of the relative lack of theoretical guidelines for the development of tests within behavioural toxicology are discussed, and recommendations for the future development and use of computerized neurobehavioural test batteries are also presented.     

The development of hazard perception: Dissociation of visual orientation and hazard processing

Eye movements are a key behavior for visual information processing in traffic situations and for vehicle control. Previous research showed that effective ways of eye guidance are related to better hazard perception skills. Furthermore, hazard perception is reported to be faster for experienced drivers as compared to novice drivers. However, little is known whether this difference can be attributed to the development of visual orientation, or hazard processing. In the present study, we compared eye movements of 20 inexperienced and 20 experienced drivers in a hazard perception task. We separately measured (a) the interval between the onset of a static hazard scene and the first fixation on a potential hazard, and (b) the interval between the first fixation on a potential hazard and the final response. While overall RT was faster for experienced compared to inexperienced drivers, the scanning patterns revealed that this difference was due to faster processing after the initial fixation on the hazard, whereas scene scanning times until the initial fixation on the hazard did not differ between groups.     

Psychometric evaluation and further validation of the Hagedoorn et al. modified EVLN measure

The aim of the present study was to evaluate and further validate a modified Exit, Voice, Loyalty and Neglect (EVLN) instrument (Hagedoorn, Van Yperen, Van de Vliert & Buunk, 1999), in a Swedish sample (n= 792). To test the underlying scaling assumptions, the convergent and divergent validity, a multitrait/multi-item analysis was conducted and factor analyses were used to evaluate the factor structure. The concurrent validity was tested by using the modified EVLN instrument as predictor and three different forms of justice as criteria in the analysis. The criterion-related validity was tested and an association between exit behavioral response and actual exit behavior was found (predictive validity). The results showed that the instrument may be considered to be a valid measure with the exception of the aggressive voice scale.     

Why the Academic Pipeline Leaks: Fewer Men than Women Perceive Barriers to Becoming Professors

Women are underrepresented in the professoriate compared to men; this study was designed to examine whether systemic barriers associated with parenting discourage women from pursuing academic careers. Data from 468 female and male graduate students were collected through an online questionnaire. More men than women intend to pursue academic careers. Parenting and mobility issues—but not research or teaching issues—were more negatively associated with entering the professoriate for women than for men. However, women were not more interested in having children than men were. Results support the hypothesis that women self-select away from academia in response to perceived systemic barriers related to parenthood. To ensure quality and equity in academia, universities should enact policy that addresses the realities of childbearing and childrearing women.     

From rat sexual behavior to schizophrenia: a tribute to Professor Emeritus Knut Larsson

In July of 2002 Knut Larsson celebrated his 80th birthday. He could by then have looked back at a long and distingusihed career in the field of biological psychology. His research on sexual behavior had contributed to a basic understanding of many behavioral, endocrine and neural phenomena associated with or underlying sexual activity. Instead of looking back at his past achievements, Knut has preferred to look forward, constantly trying to find ways to stimulate interest in his own field and in biological psychology in general. This issue is a humble contribution to the noble end of enhancing the standing of biological psychology, particularly in Scandinavia. Foremost, however, it is a homage to a man of outstanding vision and intellectual integrity: Knut Larsson.     

Teaching Otherwise

In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry.