Explanatory schema and the process of model building

Synthese - In this paper, we argue that rather than exclusively focusing on trying to determine if an idealized model fits a particular account of scientific explanation, philosophers of science...     

Computer-related stress and learning style

100 students having various undergraduate majors were surveyed using Hudiburg's updated Computer Technology Hassles Scale and an internet learning styles questionnaire. Participation was voluntary and solicited through mathematics courses in which the students were enrolled. Groups of students organized by learning style were formed. Multivariate comparison of these groups based upon five stress variables suggested that computer stress was not associated with the learning styles of these students.     

Similar Processes Despite Divergent Behavior in Two Commonly Used Measures of Risky Decision Making

Performance on complex decision-making tasks may depend on a multitude of processes. Two such tasks, the Iowa Gambling Task (IGT) and Balloon Analog Risk Task (BART), are of particular interest because they are associated with real world risky behavior, including illegal drug use. We used cognitive models to disentangle underlying processes in both tasks. Whereas behavioral measures from the IGT and BART were uncorrelated, cognitive models revealed two reliable cross-task associations. Results suggest that the tasks similarly measure loss aversion and decision-consistency processes, but not necessarily the same learning process. Additionally, substance-using individuals (and especially stimulant users) performed worse on the IGT than healthy controls did, and this pattern could be explained by reduced decision consistency.     

Interpolation and definability in abstract logics

A semantical definition of abstract logics is given. It is shown that the Craig interpolation property implies the Beth definability property, and that the Souslin-Kleene interpolation property implies the weak Beth definability property. An example is given, showing that Beth does not imply Souslin-Kleene.     

Spatial-frequency thresholds for object categorisation at basic and subordinate levels

In an attempt to understand how low-level visual information contributes to object categorisation, previous studies have examined the effects of spatially filtering images on object recognition at different levels of abstraction. Here, the quantitative thresholds for object categorisation at the basic and subordinate levels are determined by using a combination of the method of adjustment and a match-to-sample method. Participants were asked to adjust the cut-off of either a low-pass or high-pass filter applied to a target image until they reached the threshold at which they could match the target image to one of six simultaneously presented category names. This allowed more quantitative analysis of the spatial frequencies necessary for recognition than previous studies. Results indicate that a more central range of low spatial frequencies is necessary for subordinate categorisation than basic, though the difference is small, at about 0.25 octaves. Conversely, there was no effect of categorisation level on high-pass thresholds.     

Item characteristics and answer-changing behaviors

Difficulty and discrimination indices on 113 multiple-choice test items were compared with points gained or lost from students' changing answers. Difficulty of items was not significantly correlated with score gain from changing answers, a result consistent with previous research. Item discrimination had a low correlation with test score gain from changing answers, a result not consistent with previous research.     

The MMPI-2 Restructured Clinical (RC) Scales and restraints to innovation, or "what have they done to my song?"

Rogers, Sewell, Harrison, and Jordan (2006/this issue) largely replicate in an independent clinical sample the MMPI-2 Restructured Clinical (RC) Scales developed by Tellegen et al. (2003). Nichols (2006/this issue) raises numerous concerns about the development and utility of the RC Scales, which on close appraisal did not change our view that the scales are well conceived and potentially valuable to researchers and clinicians alike. We present two case studies in which the RC Scales helped clarify complex MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) profiles with multiple elevations on the Clinical, Content, Supplementary, and Personality Psychopathology Five (Harkness, McNulty, Ben-Porath, & Graham, 2001) scales. When interpretations refined by the RC Scales were discussed with the clients, each seemed to feel deeply understood. Reservations about instrument innovation can be appreciated as helping to counterbalance change and thereby ensure the MMPI-2's successful ongoing evolution. We discuss specific ways the MMPI-2 community could avoid polarization about the RC Scales.     

How psychological assessment taught me compassion and firmness

In this article, I reflect on 2 specific assessment experiences and how they helped me grow as a person and as a psychologist. I believe that practicing assessment creates opportunities for personal growth in assessors because (a) to truly understand difficult clients, we must find personal versions of their psychological dilemmas in ourselves, which we might otherwise never be called on to face, and (b) to be effective as assessors, we must say difficult things to clients in plain nonjudgmental language, which forces us to develop courage and wisdom.