Adolescent identity--a qualitative approach: self-concept, existential questions and adult contacts

In-depth interviews were performed with 12 adolescents (Swedish students, 16-19 years). Three questions were probed; what do adolescents say on the subjects of (a) themselves, (b) their existential questions, and (c) their adult contacts. The first two questions were aimed at elucidating the process of identity development, the last one at factors that may be influencing this process. The results showed that (a) balancing and controlling one's own needs and wishes in relation to others' was a central issue, (b) existential questions mainly concerned the personal future, (c) adult contacts outside the family were scarce and (d) all respondents expressed a need for adult contacts as sources of knowledge and experience. The conclusions are that identity formation during late adolescence consists of integrative issues where adults play a specific and important role.     

Additive conjoint isotonic probabilistic models (ADISOP)

The ISOP-model or model of twodimensional or bi-isotonicity (Scheiblechner, 1995) postulates that the probabilities of ordered response categories increase isotonically in the order of subject ability and item easiness. Adding a conventional cancellation axiom for the factors of subjects and items gives the ADISOP model where the c.d.f.s of response categories are functions of an additive item and subject parameter and an ordinal category parameter. Extending cancellation to the interactions of subjects and categories as well as of items and categories (independence axiom of the category factor from the subject and item factor) gives the CADISOP model (completely additive model) in which the parallel c.d.f.s are functions of the sum of subject, item and category parameters. The CADISOP model is very close to the unidimensional version of the polytomous Rasch model with the logistic item/category characteristic(s) replaced by nonparametric axioms and statistics. The axioms, representation theorems and algorithms for model fitting of the additive models are presented.     

Explaining age differences in temporal working memory

To determine the cognitive mechanisms underlying age differences in temporal working memory (WM), the authors examined the contributions of item memory, associative memory, simple order memory, and multiple item memory, using parallel versions of the delayed-matching-to-sample task. Older adults performed more poorly than younger adults on tests of temporal memory, but there were no age differences in nonassociative item memory, regardless of the amount of information to be learned. In contrast, a combination of associative and simple order memory, both of which were reduced in older adults, completely accounted for age-related declines in temporal memory. The authors conclude that 2 mechanisms may underlie age differences in temporal WM, namely, a generalized decline in associative ability and a specific difficulty with order information.     

Implicit learning of new verbal associations

Implicit learning of a series of new verbal associations was studied in four experiments. The first two experiments demonstrated that learning of a repeating sequence of verbal stimuli may occur without awareness, but only when the stimulus-response mapping requires an attention-demanding activity: Subjects who were unaware of the sequence learned when instructed to categorize the stimuli, but not when instructed simply to read them. However, in both situations, unaware subjects performed no better than untrained control subjects in expressing their knowledge of the sequence explicitly. In Experiments 3 and 4, subjects showed implicit learning when the task involved either motor responses to verbal stimuli or verbal responses to spatially arranged stimuli. These findings are discussed in terms of the conditions under which implicit learning can be obtained. First, they demonstrate implicit learning of a set of new associations in the verbal domain. Second, the data suggest that attention is important in implicit learning. Finally, the degree of interitem organization that is familiar preexperimentally seems to partially determine the amount of implicit learning.     

Moral luck and the unfairness of morality

Philosophical Studies - Moral luck occurs when factors beyond an agent’s control positively affect how much praise or blame she deserves. Kinds of moral luck are differentiated by the source...