Optimal test length for multiple prediction: The general case

The concepts of differential prediction and multiple absolute prediction were developed in earlier papers [2, 3]. Methods for determining optimal distribution of testing time for each type of prediction are available [4, 5] and are appropriate for use provided that no altered time allotment approaches zero. In this article the methods developed in [4, 5] are extended to include cases where the altered time allotment for one or more tests may approach zero. The procedures developed are illustrated by numerical examples, after which the mathematical rationales are provided.     

Rediscovering Nagy: What happened to contextual therapy?

Ivan Boszormenyi-Nagy, originator and leading proponent of contextual family therapy, has been addressing relational ethics for more than 40 years. During the 1980s there was a proliferation of contextual publications. Great interest in the approach seemed to peak and then ebb silently. What happened to contextual therapy? Why has contextual therapy not taken its place among the other widely used and recognized therapeutic models? This article addresses these questions through a review of family therapy literature.     

Associative explanations of discriminative inhibition effects

In two experiments rats were trained to discriminate between trials signalled by a tone during which responding was reinforced, and trials signalled by the tone in compound with a light. During tone-light trials reinforcers were still delivered, but there was no contingency between responding and reinforcement. Subsequent transfer tests showed that the light had acquired the ability to suppress operant responding. Various explanations of this phenomenon are discussed. It is concluded that the data are inconsistent with traditional accounts of discriminative control.     

Study time allocation deficit of older adults: The role of environmental support at encoding?

The present research evaluated both metacognitive and environmental support accounts of age-related changes in the way study time is adapted to task difficulty. The original aim was to examine whether providing environmental support at encoding would allow older adults to adjust their study time to the task difficulty by using effective encoding strategies. The difficulty of the learning task was manipulated by varying the strength of association of cue-target pairs (i.e., weak vs. strong associates). This allowed us to measure metacognitive control in aging and, specifically, the ability to adjust study time according to task difficulty. The level of environmental support at encoding was manipulated to examine whether it could be used by older adults to adjust their study time according to the task difficulty. In contrast to the classical literature on the effect of aging on metacognitive control, we found that older adults were able to adjust their study time to task difficulty when environmental support was provided. Furthermore, providing encoding strategies with information about their effectiveness helped older adults adjust their study time to task difficulty optimally by improving their strategy use and compensating for their associative memory deficit. (PsycINFO Database Record (c) 2012 APA, all rights reserved).