Inertial eigenvalues, rod density, and rod diameter in length perception by dynamic touch

Four experiments addressed the relevance of the eigenvaluesI _k of the inertia tensor for perceiving length by dynamic touch. Experiments 1–2 focused on the consequences of limiting variation in the minimum eigenvalueI ₃. Both revealed that perceived length is a function ofI _k . Whether the contribution ofI ₃ is detected, however, depends on the range of values that characterize a particular object set. Experiments 3–4 considered the relationship between an independent index of a rod’s diameter, which does not affectI _k , and actual manipulation of a rod’s diameter, which does affectI _k . Whereas the former appeared as satisfaction of implicit instructions to alter reports of perceived length, the latter entailed actual differences in perceived length in accordance withI _k . Results are discussed with respect to the links among actual length, perceived length, andI _k , as well as, in particular, how these links guarantee that perceived length is in the range of actual lengths.     

A study of college women: Androgyny and perceptions of a feminist therapist

The present study examined the dimensions of instrumentality and expressiveness with respect to sex role orientation and perceptions of a feminist therapist. Also investigated was the willingness of the subjects to see a feminist and a traditional therapist for personal and career counseling. The 167 undergraduate female students from various programs completed the Bem Sex Role Inventory, the Adjective Check List to describe their perceptions of a feminist therapist, and four willingness scales. Results indicated that the subjects, regardless of sex role orientation, perceived the feminist therapist as predominantly instrumental rather than expressive or androgynous. In addition, the subjects, regardless of sex role orientation, were more willing to see a traditional therapist for personal counseling but more willing to see feminist therapist for career counseling.     

Context effects: the proportional difference model and the reflection of preference

The reflection effect (D. Kahneman & A. Tversky, 1979) was investigated using the stochastic model of choice developed by C. Gonzalez-Vallejo (2002). The model assumes that individuals make trade-offs among attribute values by relying on a difference variable. The model also specifies a threshold representing individual proclivities to reach to attribute differences. Two experiments demonstrated that changes in risk attitudes, from a gain to a loss situation, depended on the stimuli as well as on individuals' thresholds. Thresholds were generally lower in losses than in gains, indicating a risk-taking tendency. Thresholds were also lower when participants were endowed with greater savings. Model testing revealed better fits for the stochastic model than cumulative prospect theory (A. Tversky &. D. Kahneman, 1992).     

Sex differences in the behavioral responses of dogs exposed to human chemosignals of fear and happiness

Animal Cognition - This research focuses on sex differences in the behavioral patterns of dogs when they are exposed to human chemosignals (sweat) produced in happy and fear contexts. No age, breed...     

Irritability and Emotional Impulsivity as Core Feature of ADHD and ODD in Children

The categorical approach of diagnosing mental disorders entails the problem of frequently occurring comorbidities, suggesting a more parsimonious structure of psychopathology. In this study, we therefore aim to assess how affective dysregulation (AD) is associated with attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) in children. To assess AD in children aged 8–12 years (n?=?391), we employed the parent version of a newly constructed parent rating scale. Following item reduction, we conducted exploratory and confirmatory factor analyses to establish a factorial structure of AD. One core dimension was identified, comprising irritability and emotional impulsivity, and two smaller dimensions, comprising positive emotionality and exuberance. Subsequently, we examined five different latent factor models – a unidimensional model, a first-order correlated factor model, a second-order correlated factor model, a traditional bifactor model, and a bifactor S-1 model, in which the first-order factor AD-Irritability/Emotional Impulsivity (II) was modeled as the general reference factor. A bifactor S-1 model with the a priori defined general reference domain AD-II provided the best fit to our data and was straightforward to interpret. This model showed excellent model fit and no anomalous factor loadings. This still held true, when comparing it to bifactor S-1 models with ADHD/ODD-related reference factors. Differential correlations with emotion regulation skills and the established Parent Proxy Anger Scale validate the interpretation of the different dimensions. Our results suggest that irritability/emotional impulsivity might be a common core feature of ADHD and ODD.

     

The development of the intention to study of pupils from different social backgrounds in non-traditional pathways to higher education

In this paper we investigate whether and if so why different pathways to higher education (HE) have an effect on the development of the intention to study and its motivational factors of pupils from different social backgrounds. In Germany as well as in many other countries, non-traditional pathways—mostly vocational oriented schools, but also comprehensive schools—lead to eligibility for HE. Drawing on the theory of planned behaviour (Ajzen in Organ Behav Human Decis Process 50:179–211, 1991); Fishbein and Ajzen (Belief, attitude, intention and behaviour. An introduction to theory and research, Addison-Wesley Publishing Company, Reading, MA, 1975) and empirical results, we assume that the intention to study and motivational factors (=?attitudes towards HE, the perceptions of expectations of relevant others, control beliefs) of pupils in vocationally oriented pathways develop less favourably than those of pupils in comprehensive schools, and that for pupils in vocationally oriented pathways the effects of social backgrounds on intentions and motivational factors become stronger due to school-type specific college-going cultures. Our database consists of the responses of 7133 pupils in comprehensive schools and vocationally oriented two-year and three-year pathways to HE at the beginning (t1) and the end (t2) of upper secondary education. We use Propensity Score Matching to disentangle selection and socialization effects. Our results show that among vocationally oriented pathways, only two-year pathways divert pupils from HE, partly due to decreasing expectations of relevant others and attitudes towards HE. In contrast, the intention to study and the motivational factors among pupils in direct as well as in three-year vocationally oriented pathways remain stable during upper secondary education. No differential effects of the pathways on pupils from different social backgrounds could be observed. Thus, vocationally oriented pathways do not in general divert their pupils from HE, but if they do so, all pupils are affected regardless of social background.

     

Values in University–Industry Collaborations: The Case of Academics Working at Universities of Technology

Science and Engineering Ethics - In the applied sciences and in engineering there is often a significant overlap between work at universities and in industry. For the individual scholar, this may...