Kognitive Lernermodellierung

Different types of learner models and their usefulness for tutoring have been discussed widely since the beginning of intelligent tutoring systems. In this paper we compare pragmatic and cognitive approaches of learner modeling. Pragmatic approaches consider relevant learner features for adaptive methods in learning environments and adapt different aspects of instruction to a restricted model representing these features. Cognitive approaches aim for a psychologically adequate modeling of human problem solving. We introduce the case-based learner model ELM as an example of a cognitive approach to learner modeling. The learning environments ELM-PE and ELM-ART use ELM for adaptional methods on conceptual, plan, and episodic levels and provide individual help and learning support. Especially in the case of integrated learning environments like ELM-ART which support a variety of learning activities, a combination of pragmatic and cognitive learner models is proposed to be a necessary and useful solution.     

AN EVALUATION OF THE EFFECTIVENESS OF SATB NORMS IN MDTA SELECTION

An investigation of the use of SATB norms for MDTA training courses disclosed that approximately half the applicants admitted to training did not pass the appropriate norms. Research was undertaken to determine whether these norms, developed mainly on samples of employed workers or regular technical-vocational students, were capable of differentiating between successful and unsuccessful MDTA trainees. An analysis was also made to determine the appropriateness of a new method of SATB interpretation based on the standard error of measurement for each of the GATB's nine aptitudes. The results indicated that the SATB's had good selective efficiency for MDTA trainees, and the new method of SATB interpretation was strongly supported by the data.     

Action and reaction elements as performance-modifying components of computer use in clinical psychology

Application of computerized equipment in psychodiagnosis and cognitive training entails novel methodical aspects which relate to design of operator and response controls as well as to the test configuration. Some of these aspects are discussed.     

Explorations in the Social Construction of Anger

On the basis of the social-constructionist theory of anger, 2 studies were conducted to explore the social rules relating to anger appraisals and anger-related responses. In Study 1, 400 adults were asked about appropriate causes of anger and appropriate anger-related actions. Attribution of blame, impact or severity of harm, and perceived usefulness of becoming angry emerged as the major determinants of appropriate anger. Talking things over with the offender was judged as the most appropriate behavior when angry at someone. In Study 2, 112 adults were presented with vignettes depicting anger-provoking incidents that varied in regard to the nature of the provocation and the nature of the relationship between offender and target. Both factors significantly influenced the perceived appropriateness of anger-intensity and anger-related behavior. Taken together, the results provide evidence for high social consensus regarding the appropriate causes of anger and anger-related actions. However, there were also noteworthy interindividual differences and cross-situational variations in everyday constructions of anger. The implications of the findings for the social-constructionist view of anger are discussed.     

Identity,Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

This study uses survey data from 17 countries in Sub‐Saharan Africa, along with country‐level indicators, to examine the relationship between religious identity and the odds of completing primary schooling, as a key aspect of socioeconomic inequality. The results reveal a significant and robust schooling disadvantage for Muslims and those of traditional African faiths both relative to Christians at the aggregate level as well as within 13 country samples. This effect is seen in both rural and urban areas and is slightly smaller among men versus women, though it is still large and significant. The effect is also larger in countries in West Africa, with greater Muslim populations, with cooperative church‐state relations, and with mandatory religious education in schools. I interpret these results to indicate greater obstacles to the establishment of the legitimacy of the formal school system among Muslim and traditionalist families and communities, as a still troublesome legacy of the historical links between Christian missionization and the colonial project.     

Relation of Psychiatric Symptoms with Epilepsy,Asthma, and Allergy in Youth with ASD vs. Psychiatry Referrals

The present study aimed to characterize the association of psychopathology with the clinical correlates of epilepsy, asthma, and allergy within and between neurobehavioral syndromes. Participants were consecutively evaluated youth (6–18 years, 75 % male) with autism spectrum disorder (ASD; n = 589) and non-ASD outpatient psychiatry referrals (n = 653). Informants completed a background questionnaire (parents) and a psychiatric symptom severity rating scale (parents, teachers). Youth with ASD had higher rates of epilepsy and allergy but not asthma than psychiatry referrals, even when analyses were limited to youth with IQ ≥ 70. Somatic conditions evidenced variable associations with medical services utilization, educational interventions, family income, and maternal education. Youth with ASD with versus without epilepsy had more severe ASD social deficits (parents’ ratings) and less severe ASD repetitive behaviors (teachers’ ratings). Epilepsy was associated with more severe depression, mania, and schizophrenia symptoms in youth with ASD. Youth with allergy (psychiatry referrals only) had more severe anxiety and depression symptoms (parents’ ratings) but less severe aggression (teachers’ ratings) thus providing evidence of both context- and diagnostic-specificity. Youth with ASD versus non-ASD psychiatry referrals evidence a variable pattern of relations between somatic conditions and a range of clinical correlates, which suggests that the biologic substrates and psychosocial concomitants of neurodevelopmental disorders and their co-occurring somatic conditions may interact to produce unique clinical phenotypes.     

Adaptive modes of rumination: the role of subjective anger

Rumination has been demonstrated to have negative consequences on affect, behaviour, and physiological markers. Recent studies, however, suggest that distinct “modes” of anger-associated rumination may lead to several positive consequences. Previous research primarily used recall procedures of anger episodes to elicit anger. By contrast, the present study focused on the effect of subjective anger on the process of rumination and tested its effects in a “staged” social interaction where a confederate provoked participants. Subsequently, participants engaged in rumination about the anger-eliciting event either in an abstract-distanced or a concrete-immersed rumination mode. Results showed an adaptive effect of abstract-distanced rumination on subjective anger primarily if anger is high prior to rumination. The findings also suggest different self-reported anger-related coping strategies in response to subjective anger intensity. These findings highlight that an abstract-distanced rumination may have differential effects on affective outcomes and anger-related coping strategies.     

Why Talk about Chinese Metaphysics?

Chinese philosophy in the twentieth century has often been related to some sort of cultural or other particularism or some sort of philosophical universalism. By and large, these still seem to be the terms along which academic debates are carried out. The tension is particularly manifest in notions such as “Chinese philosophy,” “Daoist cosmology,” “Neo-Confucian idealism,” or “Chinese metaphysics.” For some, “Chinese metaphysics” may be a blatant contradictio in adiecto, while others may find it a most ordinary topic to be discussed at the beginning of the twenty-first century. In this article, I set out to examine two major discourses in which talk about “metaphysics” is frequent and popular and to which talk of “Chinese metaphysics” may wish to contribute: the history of philosophy and analytic philosophy. My contention is that it is usually far from obvious what reasons are behind putting “Chinese metaphysics” on the academic agenda and to what precise purpose this is done. What my discussion seeks to highlight is the as yet often largely unarticulated dimension of the politics of comparative philosophy—of which talk about “Chinese metaphysics” may but need not be an example.