Operative Fallanalyse – Ein kriminalistisches Werkzeug zur Ermittlungsunterstützung im interdisziplinären Netzwerk

The Federal and State offices of criminal investigation have offered support to the police authorities for more than 10 years in the investigation of homicide and sexual assault cases as well as other relevant cases of particular significance by behavioral analysis. The German police has systematically developed the FBI approach of profiling and established quality standards. On the basis of a case study the process of case analysis is described from the evaluation of case data, the reconstruction and the process of reviewing up to providing a profile of the offender.     

Berichtigung

Ohne Zusammenfassung     

Strategy Induction Enhances Creativity in Figural Divergent Thinking

Instructional effects in creative‐thinking tasks are important to understand in order to promote creative performance of individuals. In divergent‐thinking tasks, for example, instructional and strategic enhancement effects have been extensively studied for verbal tasks. However, while studies on instructional enhancement effects on creative drawing tasks exist, it is surprising that strategy enhancement in figural divergent thinking is still underresearched. In this study, we used a strategy manipulation approach to reassess the role of executive strategy implementation and the moderating role of an indicator of fluid intelligence, figural analogical reasoning, in two types of figural divergent‐thinking tasks (abstract vs. concrete). The sample comprised N = 75 high‐school students. Importantly, we found strategic enhancement effects by combining strategy instructions with a prompt to “be creative.” This combined instruction was contrasted with a standard instruction, and main effects were found for overall, concrete, and abstract creativity. Moreover, we found in a regression analysis a main effect for figural analogical reasoning on overall creativity and creativity for only the concrete object tasks. An expected interaction effect of instruction and figural analogical reasoning was not found. As another addition, the role of current motivation in figural divergent thinking was explored.     

An approach ton-mode components analysis

As an extension of Lastovicka's four-mode components analysis ann-mode components analysis is developed. Using a convenient notation, both a canonical and a least squares solution are derived. The relation between both solutions and their computational aspects are discussed.The first draft was written while Wansbeek was with the Netherlands Central Bureau of Statistics. We thank Jaap Verhees for performing the computations and for many discussions on the subject, John Lastovicka for kindly making available his data to us, and the Editor, the referees, Jeroen Weesie and Pieter Kroonenberg for their useful comments.     

The effects of dynamic assessment procedures on Raven Matrices performance,visual search behavior,test anxiety and test orientation

The effects of dynamic testing procedures on Raven Coloured Matrices performance, visual scanning procedures, test anxiety, and orientation to the test situation were assessed. The subjects were 72 third-grade children. The results supported the hypotheses of the study showing that (1) dynamic assessment procedures involving either verbalization or elaborated feedback lead to higher levels of Raven Matrices performance; that (2) dynamic assessment modifies visual search behaviors; and that (3) dynamic assessment reduces test anxiety and negative orientation to the testing situation. The results are interpreted as offering construct validation to the assessment approaches used.     

The role of associative strength in children's false memory illusions

The effects of associative strength on rates of 7- and 11-year-old children's true and false memories were examined when category and Deese-Roediger-McDermott (DRM) lists were used to cue the same critical lure. Backward associative strength (BAS) was varied such that the category and DRM lists had the same strength (DRM=category), DRM lists had more BAS (DRM>category), or category lists had more BAS (DRM<category). If BAS drives children's false memories then BAS, not the type of relation across items in a list, should determine false memory production. The results confirmed this prediction using both recall and recognition measures: (1) both true and false memories increased with age, (2) true memory was better for category than DRM lists but there were no differences for false memory, and (3) at all ages, false memories varied predictably with changes in BAS but were unaffected by list-type manipulations. These findings are discussed in the context of models of false memory development.     

The State-Trait Depression Scales: An International Comparison

Equivalent English and German versions of the State-Trait Depression Scales (STDS) were developed and presented to samples of American and German students who were comparable with regard to gender and age. Factorial structure and equivalence of the two versions were determined by confirmatory factor analyses (CFA). The CFAs included multiple group analyses which were employed to compare factor patterns, loadings, factor variances and covariances across the two samples. In addition, statistical and psychometric properties of the items and scales were determined and mean differences between nationalities and genders on these scales were tested. In order to obtain information about the external validity, relationships between the STDS and tests which already exist in English and German (several depression scales as well as the State-Trait Personality Inventory, the State-Trait Anger Expression Inventory, and the Mainz Coping Inventory) were analysed.     

Introduction: Some Remarks on History,Philosophy, and Education

Studies in Philosophy and Education -     

he Formation of Liberal Education in England and Scotland

The concept of the artes liberales originates in antiquity and was, especially in the Anglo-Saxon area and during the 17th and 18th centuries, remodelled into a socially, educationally, and politically modern educational concept. In this process, the progress within the empirical sciences and the formation of an early civil public are of the utmost importance. In the course of these transformations, the absolute force of church and state is called into question; educational concepts which have to be called modern emerge from it.