An introductory statistics class and examination using SPSS/PC

SPSS/PC was integrated into lecture and an examination in introductory statistics. Students were given an anonymous questionnaire after a traditional examination and again after an examination with SPSS/PC. They wanted more theory and derivation and were ambivalent about SPSS/PC in lecture. The computer test decreased computational error fears. Students preferred the more realistic questions which the computer permitted. Test performance was not significantly different. The results suggest that statistical packages should be used in later courses rather than in introductory statistics.     

The Mrs. Lincoln Response

The observed inability of individuals to respond appropriately to persons in trauma is described. Nine different categories of inappropriate or Mrs. Lincoln responses are identified and discussed in terms of their effectiveness for the responder, who is protected by an inappropriate response. A discussion is presented of the counselor's responsibility to model appropriate responses and to educate others to respond appropriately to the public.     

Jung in the academy: a response to David Tacey

It is argued that responsibility for academia's disdain for Jungian psychology needs to be accepted by the Jungian community to the extent that it remains unrelated to contemporary literature, academic concerns and modes of enquiry in the social sciences. Several illustrative examples are presented. Of special concern is that the most powerful marketing of the name of Jung comes from American publishing companies that produce New Age Jungian pop, which is, even in Jungian terms, theoretically weak and further damages the academic standing of Jung. Reasons for the relatively good standing of Jungian psychology in South Africa are discussed. Special mention is made of the contributions of Vera Buhrman and several other academics. It is argued, however, that the academic criticisms of Buhrman's cross-cultural writing have merit. In the current intellectual climate in South Africa, Jung's cultural essentialism is anachronistic, and to endorse it will be to forfeit credibility in South African academic circles. In contrast to Tacey it is argued that academic excellence is not to be equated with dispassionate, liberal objectivity and balance. Instead, I argue for the cultural and epistemological importance of our complexes, and for the transformative personal and intellectual significance of falling in love with Jung. This defence of the complexity of knowing and thinking leads into a discussion of the tricksterlike strategies involved in successfully teaching Jungian psychology, for both the sceptical intellectual elite and the star-struck Jungian lovers need to be seduced into richer, more informed thought. It is concluded that the tensions between analytical psychology and related fields in the social sciences need to be more centrally integrated into the Jungian field itself.     

Error patterns in judgment and production of horizontal and vertical scale positions

Cyclic error curves are often found when people judge or set the position of a marker on a linear scale, but various different forms of cyclic pattern have been reported. Twelve subjects each made judgments and also made settings, both on a horizontal linear scale and on a vertical one. Analysis of their error patterns showed a strong tendency to generate the opposite pattern when the response mode changed from judgment to production of scale positions. This is interpreted as evidence that the errors arise from perceptual misjudgments rather than from response biases. Error patterns tended to remain constant for changes in scale orientation alone. Thus, the varying scale orientations do not seem to account for the reported discrepancies in pattern. However, it was found that different subjects could have opposite patterns in the same experimental condition. These were real individual differences because subjects’ patterns tended to persist across changes in orientation and to reverse with changes in response mode. It seems likely that the reported differences in pooled error trends reflect different assortments of subjects who differ fundamentally in their perception of linear scale positions.     

Modeling and Testing Differential Item Functioning in Unidimensional Binary Item Response Models with a Single Continuous Covariate: A Functional Data Analysis Approach

Differential item functioning (DIF), referring to between-group variation in item characteristics above and beyond the group-level disparity in the latent variable of interest, has long been regarded as an important item-level diagnostic. The presence of DIF impairs the fit of the single-group item response model being used, and calls for either model modification or item deletion in practice, depending on the mode of analysis. Methods for testing DIF with continuous covariates, rather than categorical grouping variables, have been developed; however, they are restrictive in parametric forms, and thus are not sufficiently flexible to describe complex interaction among latent variables and covariates. In the current study, we formulate the probability of endorsing each test item as a general bivariate function of a unidimensional latent trait and a single covariate, which is then approximated by a two-dimensional smoothing spline. The accuracy and precision of the proposed procedure is evaluated via Monte Carlo simulations. If anchor items are available, we proposed an extended model that simultaneously estimates item characteristic functions (ICFs) for anchor items, ICFs conditional on the covariate for non-anchor items, and the latent variable density conditional on the covariate—all using regression splines. A permutation DIF test is developed, and its performance is compared to the conventional parametric approach in a simulation study. We also illustrate the proposed semiparametric DIF testing procedure with an empirical example.     

MTHFR: Addressing Genetic Counseling Dilemmas Using Evidence-Based Literature

The 5, 10 methylenetetrahydrofolate reductase (MTHFR) enzyme is a catalyst in the folate metabolism pathway, the byproducts of which are involved in the remethylation of homocysteine to methionine. Methionine is a precursor for a major DNA methyl donor and is important for DNA methylation and gene regulation. Rare mutations in the MTHFR gene have been associated with autosomal recessive MTHFR deficiency leading to homocystinuria. In addition, two polymorphic variants in this gene (C677T and A1298C) have been implicated in a mild form of MTHFR deficiency associated with hyperhomocysteinemia. Mild to moderate hyperhomocysteinemia has been previously implicated as a risk factor for cardiovascular disease. Further, the presence of these variants, with and without mildly elevated levels of homocysteine, has been studied in relation to several multifactorial disorders including recurrent pregnancy loss, neural tube defects and congenital anomalies, cancer, and neurodevelopmental disorders. Given this wide spectrum of purported clinical implications and the prevalence of these polymorphisms, genetic counselors may encounter questions regarding the significance of MTHFR polymorphisms in a variety of settings. Here we present a brief background of the MTHFR polymorphisms, review of the literature regarding clinical considerations, and discussion of relevant genetic counseling aspects through case vignettes. Educational resources for patients and providers are also included.     

Forum on seminary teaching and formation online

This Forum explores what the Association of Theological Schools (ATS) has been learning about formation in online contexts through the Educational Models and Practices project. Deborah Gin's opening essay briefly enumerates operating assumptions, several widespread misconceptions, and emerging recommended practices. G. Brooke Lester proposes a definition of formation as transformation towards community, which is grounded in constructivist learning theory. He then reflects on the possibilities for this kind of community through online learning environments. Barbara Blodgett's contribution draws on “transactional distance theory” to analyze how a variety of pedagogical techniques (both online and face to face) can work to either exacerbate or minimize the distance between learners, which is an important contributor to formation and community. The Forum originated as panel presentations at the November 2017 Society of Biblical Literature and American Academy of Religion conferences.