Sensitivity to the prototype in children with high-functioning autism spectrum disorder: An example of Bayesian cognitive psychometrics

We present a case study of hierarchical Bayesian explanatory cognitive psychometrics, examining information processing characteristics of individuals with high-functioning autism spectrum disorder (HFASD). On the basis of previously published data, we compare the classification behavior of a group of children with HFASD with that of typically developing (TD) controls using a computational model of categorization. The parameters in the model reflect characteristics of information processing that are theoretically related to HFASD. Because we expect individual differences in the model’s parameters, as well as differences between HFASD and TD children, we use a hierarchical explanatory approach. A first analysis suggests that children with HFASD are less sensitive to the prototype. A second analysis, involving a mixture component, reveals that the computational model is not appropriate for a subgroup of participants, which implies parameter estimates are not informative for these children. Focusing only on the children for whom the prototype model is appropriate, no clear difference in sensitivity between HFASD and TD children is inferred.     

Finding a ‘Normal’ Woman: Selection Processes for Board Membership

The higher the organization level, the lower the percentage of women in governance. The purpose of the present study was to explore how men and women negotiate women’s ‘fit’ as candidates for boards of national sport organizations. We based our analysis on in- depth interviews with male chairs and female board members. The results provide evidence that men can control boards by affirming and negating affirmative action policies and by framing the process of recruitment and selection in such a way as to reproduce the male-dominated culture in the board. Women, in their turn, tend to negotiate their entry by distancing themselves from their gender and proving their ‘fit.’     

Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context

Whereas coaching is very popular as a management tool, research on coaching effectiveness is lagging behind. Moreover, the studies on coaching that are currently available have focused on a large variety of processes and outcome measures and generally lack a firm theoretical foundation. With the meta-analysis presented in this article, we aim to shed light on the effectiveness of coaching within an organizational context. We address the question whether coaching has an effect on five both theoretically and practically relevant individual-level outcome categories: performance/skills, well-being, coping, work attitudes, and goal-directed self-regulation. The results show that coaching has significant positive effects on all outcomes with effect sizes ranging from g = 0.43 (coping) to g = 0.74 (goal-directed self-regulation). These findings indicate that coaching is, overall, an effective intervention in organizations.     

Eye Remember What Happened: Eye‐Closure Improves Recall of Events but not Face Recognition

Eye‐closure improves event recall. We investigated whether eye‐closure can also facilitate subsequent performance on lineup identification (Experiment 1) and face recognition tasks (Experiment 2). In Experiment 1, participants viewed a theft, recalled the event with eyes open or closed, mentally rehearsed the perpetrator's face with eyes open or closed, and viewed a target‐present or target‐absent lineup. Eye‐closure improved event recall, but did not significantly affect lineup identification accuracy. Experiment 2 employed a face recognition paradigm with high statistical power to permit detection of potentially small effects. Participants viewed 20 faces and were later asked to recognize the faces. Thirty seconds before the recognition task, participants either completed an unrelated distracter task (control condition), or were instructed to think about the face with their eyes open (rehearsal condition) or closed (eye‐closure condition). We found no differences between conditions in discrimination accuracy or response criterion. Potential explanations and practical implications are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Cross‐cultural differences in object recognition: Comparing asylum seekers from Sub‐Saharan Africa and a matched Western European control group

Nowadays, more and more people report about their memories in cross‐cultural contexts. In international criminal settings and asylum procedures, object recognition tests can provide valuable information, for example, about weapons used during a crime or landmarks from the claimed region of origin. This study was the first to compare object recognition performance by asylum seekers from Sub‐Saharan Africa to a matched Western European control group. African participants performed worse than European participants on perceptual tests involving transformations from two‐ to three‐dimensional representations, but both groups performed equally well on an object recognition test that involved transformation from three‐ to two‐dimensional representations. However, African participants were significantly more likely to respond “yes” on the recognition test (i.e., an acquiescence response style) than European participants. Our findings elucidate cultural differences in responding on an object recognition test. Judges, juries, and immigration officials would be wise to take these differences into account when evaluating recognition performance in cross‐cultural contexts.     

Training career adaptability to facilitate a successful school-to-work transition

The transition from school to work is one of the most critical steps in graduates' careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labor market often take longer than regular job seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment. In this study, we proposed that career adaptability might help remedy this problem. We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants' later career adaptability and employment quality. A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later). Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group. Consequently, the training succeeded in enhancing participants' control and curiosity in the long run. Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.     

Career adapt-abilities scale — Netherlands form: Psychometric properties and relationships to ability,personality, and regulatory focus

The Career Adapt-Abilities Scale (CAAS) — Netherlands Form consists of four scales, each with six items, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores ranged from satisfactory to excellent. The factor structure was quite similar to the one computed for the combined data from 13 countries. The Dutch version of the CAAS-Netherlands Form is identical to the International Form 2.0. The convergent validity of the CAAS-Netherlands was established with relating the CAAS subscales to self-esteem, Big Five personality measures, and regulatory focus. Relations between the subscales and these stable personality factors were largely as predicted. The discriminant validity of the CAAS-Netherlands was established by relating the CAAS scores to general mental ability; no significant relationship between career adaptability and general mental ability was found.     

The Severity of Childhood Abuse and Neglect in Relationship to Post-Traumatic Stress Disorder Among Female Sex Workers in the Netherlands

In this article, the relationship between childhood abuse and neglect and post-traumatic stress disorder (PTSD) in adulthood is examined in a sample of 123 female indoor sex workers in the Netherlands. It was hypothesized that the severity of childhood abuse and neglect is associated with the severity of PTSD. In this study, a substantial number of sex workers had experienced abuse, neglect, or both during childhood. Furthermore, a substantial number suffered from PTSD. Results show significant differences between sex workers suffering from PTSD and sex workers not suffering from PTSD, in the extent to which they have experienced abuse or neglect. Logistic regression analysis shows emotional abuse contributes significantly to the prediction of PTSD. Our findings suggest that the high rate of PTSD among sex workers might be partially related to childhood experiences, indicating that a number of sex workers might be traumatized before entering sex work.     

Rejection and Acceptance Across Contexts: Parents and Peers as Risks and Buffers for Early Adolescent Psychopathology. The TRAILS Study

In a large sample of early adolescents (T2: n = 1023; M age = 13.51; 55.5% girls) it was investigated whether the effects of parental and peer acceptance and rejection on psychopathology (externalizing and internalizing problems) remain when taking into account both contexts simultaneously. Moreover, we examined whether acceptance in one context can buffer rejection in the other. It was found that when analyzing peer and parent effects simultaneously (1) the protective effect of parental acceptance and the risk effect of peer rejection were diminished; (2) the protective effect of peer acceptance and the risk-effect of parental rejection remained strong; and (3) peer acceptance buffered parental rejection but parental acceptance did not buffer peer rejection. The results imply that the parent and peer contexts are interdependent. Implications and directions for future research are given.