A shift in task routines during the learning of a motor skill: group-averaged data may mask critical phases in the individuals' acquisition of skilled performance

The authors describe a transient phase during training on a movement sequence wherein, after an initial improvement in speed and decrease in variability, individual participants' performance showed a significant increase in variability without change in mean performance speed. Subsequent to this phase, as practice continued, variability again decreased, performance significantly exceeded the gains predicted by extrapolation of the initial learning curve, the type of errors committed changed, and performance became more coherent. The transient phase of increased variability may reflect a mixture of 2 (or more) performance routines before the more effective one is set and mastered, presumably the setting up of a sequence-specific representation. Both group and individual analyses indicated a departure from the single process (e.g., power-law) model of learning. However, although similar phases appeared in the mean group data, there was little correspondence to individual participants' time courses, and the individuals' gains in the second low-variability phase were masked.     

New methods for new questions: obstacles and opportunities

Two forces motivate this special section, "New Methods for New Questions in Developmental Psychology." First are recent developments in social science methodology and the increasing availability of those methods in common software packages. Second, at the same time psychologists' understanding of developmental phenomena has continued to grow. At their best, these developments in theory and methods work in tandem, fueling each other. Newer methods make it possible for scientists to better test their ideas; better ideas lead methodologists to techniques that better reflect, capture, and quantify the underlying processes. The articles in this special section represent a sampling of these new methods and new questions. The authors describe common themes in these articles and identify barriers to future progress, such as the lack of data sharing by and analytical training for developmentalists.     

The origins and function of the reference point in risky group decision making the case of the Cuban missile crisis

This case study explores reference level effects on group decision making during the Cuban missile crisis of 1962. The group is composed of American President John F. Kennedy and his advisers. The results are consistent with much experimental evidence showing that reference levels play an important role in determining preferences. The results also extend the notion of reference-dependent risky choice to the group level, where the group consists of seasoned experts who each have a different role to play within the group and who are dealing with an issue of great importance.     

Religion and unforgivable offenses

ABSTRACT The value of forgiveness is emphasized in many religions, but little is known about how members of distinct religious cultures differ in their views of forgiveness. We hypothesized and found that Jews would agree more than Protestants that certain offenses are unforgivable and that religious commitment would be more negatively correlated with belief in unforgivable offenses among Protestants than among Jews (Studies 1 and 2). Dispositional forgiveness tendencies did not explain these effects (Studies 1 and 2). In Study 3, Jews were more inclined than Protestants to endorse theologically derived reasons for unforgivable offenses (i.e., some offenses are too severe to forgive, only victims have the right to forgive, and forgiveness requires repentance by the perpetrator). Differential endorsement of these reasons for nonforgiveness fully mediated Jew-Protestant differences in forgiveness of a plagiarism offense and a Holocaust offense.     

Meetings: A Swampy Terrain for Adult Development

This article introduces a model of modes of experience as a tool for making sense of some of the complexity in meetings. Although derived from theories of adult development, the mode model presented here assumes that individuals are more internally diverse than they may appear through the lenses of some stage theories. The article includes vignettes of meetings in various organizational contexts to illustrate the dynamic nature of modes, and it suggests that an individual's psychological development may be fruitfully viewed in terms of both an evolving repertoire of modes, and a growing capacity to exercise judgment about when to shift and when to stay in a mode. Seen in the light of a mode model, meetings bring nearly continuous opportunities to foster collective creativity and constructive risk-taking. Constructive approaches to using modes are described, as well as risks, such as that of attempting to pigeonhole individuals. The concept of modes is best used as a background way of thinking and relating with the ultimate aim of fostering conditions that support organizational and individual development over the long term.     

The relationship between the frequency and the processing complexity of linguistic structure

In this paper the relative frequencies of the possible resolutions of ambiguities involving noun phrase attachment sites are compared to the results of off-line psycholinguistic measurements of syntactic complexity. A lack of correlation between the two is observed. It is therefore argued that the comprehension system is distinct from what is driving the frequencies in the corpora. A production heuristic separate from the comprehension system is proposed to account for the observed frequencies.We would like to thank Susanne Tunstall for providing linguistic judgments in the corpus analyses reported in Sec. 3.3. We also wish to thank the following people for helpful, comments and discussions on earlier presentations of this paper: the audience at the Eighth Human Sentence Processing Conference, in Tucson Arizona, Maria Babyonyshev, Tom Bever, Martin Corley, Danny Fox, Don Mitchell, Edson Miyamoto, Janet Nicol, Colin Phillips, Gregg Solomon, Michael Spivey-Knowlton, James Thomas, and Tom Wasow. All remaining errors are our own. The second author was supported by the Research Training Grant Language: Acquisition and Computation awarded by the National Science Foundation (U.S.) to the Massachusetts Institute of Technology (DIR 9113607), and by a fellowship from the Social Sciences and Humanities Research Council of Canada.     

Restorying family therapy

This article describes a multi-systemic model of therapy developed by the author over the past decade and summarizes the main products of this project: Explication of key family systems notions, strategic family play therapy, multi-systemic therapy, and culturally-competent family therapy. The model incorporates beyond the family system, culture, wider ecosystems, psychodynamics, and the individual's neuropsychological, cognitive, and socio-emotional development. The model enables the therapist to design flexible multimodal interventions.