OBSERVER TRAINING REVISITED: A COMPARISON OF IN VIVO AND VIDEO INSTRUCTION

We compared the effects of 2 observer‐training procedures. In vivo training involved practice during actual treatment sessions. Video training involved practice while watching progressively more complex simulations. Fifty‐nine undergraduate students entered 1 of the 2 training conditions sequentially according to an ABABAB design. Results showed that the 2 training methods produced almost identical scores on a posttraining observational test; however, the video method required fewer training sessions to complete.     

The Modern Religious Language of Education: Rousseau’s Emile

The Republican education, its concepts, theories, and form of discourse belong to the shared European heritage of the pre-modern Age. The pedagogy of humanism and its effects on the early Modern Age are represented by Republicanism. Even if Republicanism found a political continuation in liberalism and democratism of the Modern Age, the same cannot be said of pedagogic continuity without some reservations. In pedagogy of the Modern Age an alternative to Republicanism prevails that builds onto a body of concepts, discourse, and theory; it goes back to an old theological tradition. Rousseau chooses this alternative exclusively for his concepts of education. He is neither the inventor nor the one who builds up this language in contrast to pedagogical Republicanism. Nonetheless, the pedagogical canonization of Rousseau as one of the co-founders of pedagogical Modernity, marks the specific development that this theological language of pedagogy undergoes at the turn of the nineteenth century. Originally it is closely linked to specific theological, dogmatic lines of thought, namely, to the respective Piety movements within the two Christian denominations of Western Europe. Yet at the turn of the nineteenth century, this theological language of pedagogy increasingly loses that exclusive link to this particular context and becomes thus freely available to any form of pedagogy, which puts at its centre the child??s soul, absolute inwardness, and introspection as both holy and also threatened by a basically decadent social environment and outward world.     

From ABLE to TAPAS: A New Generation of Personality Tests to Support Military Selection and Classification Decisions

This article discusses 3 modern forced-choice personality tests developed for the U.S Armed Services to provide resistance to faking and other forms of response distortion: the Assessment of Individual Motivation, the Navy Computerized Adaptive Personality Scales, and the Tailored Adaptive Personality Assessment System. These tests represent the transition from Likert to forced-choice formats and from static to computerized adaptive item selection to meet the challenges of large-scale, high-stakes testing environments. For each test, we briefly describe the personality constructs that are assessed, the response format and scoring methods, and selected ongoing research and development efforts. We also highlight the potential of these tests for personnel selection, classification, and diagnostic screening purposes.     

Is the genetic structure of human personality universal? A cross-cultural twin study from North America, Europe, and Asia

This study examined whether universality of the 5-factor model (FFM) of personality operationalized by the Revised NEO Personality Inventory is due to genetic influences that are invariant across diverse nations. Factor analyses were conducted on matrices of phenotypic, genetic, and environmental correlations estimated in a sample of 1,209 monozygotic and 701 dizygotic twin pairs from Canada, Germany, and Japan. Five genetic and environmental factors were extracted for each sample. High congruence coefficients were observed when phenotypic, genetic, and environmental factors were compared in each sample as well as when each factor was compared across samples. These results suggest that the FFM has a solid biological basis and may represent a common heritage of the human species.     

An inferential approach to the knew-it-all-along phenomenon

Two studies tested the hypothesis that the knew-it-all-along effect may be the result of an inferential process. Specifically, that individuals use their feelings and experiences (e.g., "This question seems so familiar to me, surely I would have known the answer!") to infer their judgement. Drawing on subjective feelings such as certainty or perceptual fluency, individuals can use a provided actual value as an informational cue and draw inferences from it. Thus, the occurrence of the knew-it-all-along effect is expected to depend on the experienced feeling of confidence with a question. This feeling may indicate to an individual that he or she did know the answer; a total lack of such a feeling may suggest that he or she never would have known the answer. In the reported studies we both measured feelings of confidence (Study 1) and induced them by manipulating perceptual fluency (Study 2) to show that the knew-it-all-along effect proves to be a phenomenon of inferences based on these experienced feelings. Participants experiencing high confidence or high perceptual fluency more strongly assimilated their judgements to the provided values, than did participants experiencing low confidence or low perceptual fluency.     

Modal Ontology and Generalized Quantifiers

Timothy Williamson has argued that in the debate on modal ontology, the familiar distinction between actualism and possibilism should be replaced by a distinction between positions he calls contingentism and necessitism. He has also argued in favor of necessitism, using results on quantified modal logic with plurally interpreted second-order quantifiers showing that necessitists can draw distinctions contingentists cannot draw. Some of these results are similar to well-known results on the relative expressivity of quantified modal logics with so-called inner and outer quantifiers. The present paper deals with these issues in the context of quantified modal logics with generalized quantifiers. Its main aim is to establish two results for such a logic: Firstly, contingentists can draw the distinctions necessitists can draw if and only if the logic with inner quantifiers is at least as expressive as the logic with outer quantifiers, and necessitists can draw the distinctions contingentists can draw if and only if the logic with outer quantifiers is at least as expressive as the logic with inner quantifiers. Secondly, the former two items are the case if and only if all of the generalized quantifiers are first-order definable, and the latter two items are the case if and only if first-order logic with these generalized quantifiers relativizes.     

Test of Motowidlo et al.'s (1997) Theory of Individual Differences in Task and Contextual Performance

This article examines 20 key issues related to the sliding band method of candidate referral in personnel selection. It does so in a point-and-counter-point format. Its purpose is to facilitate consideration of relevant issues, to correct what we believe are misconceptions and misunderstandings of the technical, legal, and social implications of the method, and to allow us to state our position on these issues clearly. Some scientists and practitioners may choose not to use this approach, but at least their decisions should be based on a clear understanding of the logic and technical basis for it.     

Explanation of Two Anomalous Results in Statistical Mediation Analysis

Previous studies of different methods of testing mediation models have consistently found two anomalous results. The first result is elevated Type I error rates for the bias-corrected and accelerated bias-corrected bootstrap tests not found in nonresampling tests or in resampling tests that did not include a bias correction. This is of special concern as the bias-corrected bootstrap is often recommended and used due to its higher statistical power compared with other tests. The second result is statistical power reaching an asymptote far below 1.0 and in some conditions even declining slightly as the size of the relationship between X and M, a, increased. Two computer simulations were conducted to examine these findings in greater detail. Results from the first simulation found that the increased Type I error rates for the bias-corrected and accelerated bias-corrected bootstrap are a function of an interaction between the size of the individual paths making up the mediated effect and the sample size, such that elevated Type I error rates occur when the sample size is small and the effect size of the nonzero path is medium or larger. Results from the second simulation found that stagnation and decreases in statistical power as a function of the effect size of the a path occurred primarily when the path between M and Y, b, was small. Two empirical mediation examples are provided using data from a steroid prevention and health promotion program aimed at high school football players (Athletes Training and Learning to Avoid Steroids; Goldberg et al., 1996), one to illustrate a possible Type I error for the bias-corrected bootstrap test and a second to illustrate a loss in power related to the size of a. Implications of these findings are discussed.