Adding Types,But Not Tokens,Affects Property Induction

The extent to which we generalize a novel property from a sample of familiar instances to novel instances depends on the sample composition. Previous property induction experiments have only used samples consisting of novel types (unique entities). Because real-world evidence samples often contain redundant tokens (repetitions of the same entity), we studied the effects on property induction of adding types and tokens to an observed sample. In Experiments 1–3, we presented participants with a sample of birds or flowers known to have a novel property and probed whether this property generalized to novel items varying in similarity to the initial sample. Increasing the number of novel types (e.g., new birds with the target property) in a sample produced tightening, promoting property generalization to highly similar stimuli but decreasing generalization to less similar stimuli. On the other hand, increasing the number of tokens (e.g., repeated presentations of the same bird with the target property) had little effect on generalization. Experiment 4 showed that repeated tokens are encoded and can benefit recognition, but appear to be given little weight when inferring property generalization. We modified an existing Bayesian model of induction (Navarro, Dry, & Lee, 2012) to account for both the information added by new types and the discounting of information conveyed by tokens.     

Comprehension‐Based Skill Acquisition

We present a comprehension‐based computational model of UNIX user skill acquisition and performance in a training context (UNICOM). The work extends a comprehension‐based theory of planning to account for skill acquisition and learning. Individual models of 22 UNIX users were constructed and used to simulate user performance on successive command production problems in a training context. Comparisons of model and the human empirical data result in a high degree of agreement, validating the ability of UNICOM to predict user response to training.     

Fabrication deflation? The mixed effects of lying on memory

This study explored what happens when participants lie in order to convince others that false stories are true. Participants' memories were assessed by comparing their likelihood ratings for the events before and after lying about them. Results showed that most participants rated the events as less likely to have happened after lying about them. Therefore, the most common result of lying seems to be a strengthening of, not a distortion of, the truth. This decrease in likelihood rating for the statement lied about is termed ‘fabrication deflation’. In both studies, however, there were 10–16% of the participants who indicated maximum belief that the lie item was true. Whether this increase in likelihood rating for a lied about event is evidence of memory creation or the triggering of an actual memory is discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

When clients want to pay more for psychotherapy: ethical issues and implications

One ethical issue that commonly comes up in clinical practice is the negotiation of fees with clients. Although the APA Ethics Code provides standards regarding clients who are unable to or do not pay (Standard 6.04), little guidance is given pertaining to fee limits for clients who want to pay more. This issue is explored using a real case example, including the relevant ethical codes to be considered. The necessary “gray” areas of ethical decision-making are demonstrated through my own decision process. Implications for future scenarios are discussed.     

EDUCATING ABOUT WOMEN AND GENDER

This study assesses the multiple effects of planned exposure to gender and women's issues on graduate student development. Students in a gender-aware Counseling Psychology program (n = 63) were compared to those in two other graduate psychology programs (total n = 38) on five scales that measured exposure to gender issues, social constructivist views, feminist identity development, performance self-esteem, and endorsement of feminist therapy goals and strategies. Results supported the hypotheses that all outcome measures were significantly correlated with the extent of academic experiences related to women and gender. Program of concentration and level of graduate training were differentially related to social construction views and stages of feminist identity development. We discuss these findings in terms of their implications for gender-aware education in the development of student identity, attitudes, and professional practice.