The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information

Scientific research findings are frequently picked up by the mainstream media, but it is largely unclear which factors have an impact on laypeople’s processing of the presented scientific information. In this study, we investigated the influence of cognitive and metacognitive inter-individual differences on recall and on critical evaluation of new scientific information that was presented in a journalistic article. Sixty-three participants (80 % female; mean age 24.1 ± 3.3 years) read a newspaper article reporting research findings on a recently developed and yet unproven treatment for depression. We found that more sophisticated, domain-specific epistemological beliefs and a higher cognitive ability were independently associated with better recall of content from the article. Additionally, participants with more sophisticated epistemological beliefs displayed a more critical evaluation of the article. Cognitive ability was unrelated to critical evaluation and to epistemological beliefs. There were also no interaction effects of cognitive ability and epistemological beliefs on recall or on critical evaluation. Based on our preliminary findings and previous evidence of epistemological beliefs as a modifiable feature, we discuss this inter-individual characteristic as a potential target for the promotion of better understanding of scientific topics by the general public.     

The Elusive Notion of “Argument Quality”

We all seem to have a sense of what good and bad arguments are, and there is a long history—focusing on fallacies—of trying to provide objective standards that would allow a clear separation of good and bad arguments. This contribution discusses the limits of attempts to determine the quality of arguments. It begins with defining bad arguments as those that deviate from an established standard of good arguments. Since there are different conceptualizations of “argument”—as controversy, as debate, and as justification—and since arguments in each of these senses can be used for different purposes, a first problem is that we would need a large variety of standards for “good” arguments. After this, the contribution focuses in particular on proposals made in the literature on how to assess the quality of arguments in the sense of justification. It distinguishes three problems of assessment: How to determine (1) whether reasons are acceptable, (2) whether reasons are sufficient to justify the conclusion, and (3) how to identify arguments in real-world speech acts and texts? It is argued that limitations of argument assessment result from unavoidable relativism: The assessment of many—if not most—arguments depends on the epistemic situation of the evaluator.     

The Effect of Rational Emotive Behavior Therapy on Irrational Career Beliefs of Students of Electrical Electronics and Other Engineering Trades in Technical Colleges in Nigeria

Irrational beliefs are factors that can explain students’ emotional and/or pragmatic problems. Irrational career beliefs are career myths, maladaptive cognitions and inaccurate beliefs regarding career and the work world which impact negatively on career decision-making. The present research investigated the effectiveness of rational emotive behavior therapy (REBT) on irrational career beliefs of students of electrical electronics, automobile trade, building/woodwork and mechanical trades in technical colleges in Nigeria. Using a pretest–posttest control group, 173 participants were assessed quantitatively at four time points. One-way ANOVA, repeated-measures ANOVA and paired sample t test were utilized for analysis of data. Posttest results indicated that the irrational career beliefs of the REBT participants declined significantly compared to a waitlist control group. Furthermore, results of both 3- and 6-months follow-up evaluations showed that the significant reduction in irrational career beliefs of the REBT participants was maintained. Therefore, supporting interventions which aim to promote functional career beliefs and thoughts among the citizens, beginning from the early school years to the graduate school level and in the workplaces, should be considered a top policy issue in Nigeria. Further studies are needed to examine whether exposing students to an REBT program can lead to less anxiety related to career decision-making and improved career self-efficacy beliefs.     

Cointegration methodology for psychological researchers: An introduction to the analysis of dynamic process systems

Longitudinal data analysis focused on internal characteristics of a single time series has attracted increasing interest among psychologists. The systemic psychological perspective suggests, however, that many long-term phenomena are mutually interconnected, forming a dynamic system. Hence, only multivariate methods can handle such human dynamics appropriately. Unlike the majority of time series methodologies, the cointegration approach allows interdependencies of integrated (i.e., extremely unstable) processes to be modelled. This advantage results from the fact that cointegrated series are connected by stationary long-run equilibrium relationships. Vector error-correction models are frequently used representations of cointegrated systems. They capture both this equilibrium and compensation mechanisms in the case of short-term deviations due to developmental changes. Thus, the past disequilibrium serves as explanatory variable in the dynamic behaviour of current variables. Employing empirical data from cognitive psychology, psychosomatics, and marital interaction research, this paper describes how to apply cointegration methods to dynamic process systems and how to interpret the parameters under investigation from a psychological perspective.     

Contributions of pre-Fitts researchers to goal-directed aiming studies

The author aimed to review some of the early research on goal-directed aiming and reaching. R. S. Woodworth's (1899) well known, and often referenced, paper is only one of the research papers, prior to the revolutionary paper of P. M. Fitts ( 1954 ), which had a significant effect on knowledge of human movements. When Fitts' work was published, much of the previous work was forgotten, as the new paradigm paved the way for a better theoretical basis for the understanding of human movement and, in particular, movement times. There was research prior to Woodworth and between Woodworth and Fitts that has made a contribution to understanding of aimed movements. Woodworth gave results that can still be of use today and made a number of postulations about the way that movements are performed. His and other data are reanalyzed in light of modern models, taking regard of the limitations in those experiments.     

Does the Modality Effect Exist? and if So, Which Modality Effect?

The modality effect is a central issue in multimedia learning [see Mayer (Cambridge University Press, 2005a), for a review]. Sweller’s Cognitive Load Theory (CLT), for example, presumes that an illustrated text is better understood when presented visually rather than orally. The predictive power of CLT lies in how it links in to Baddeley’s (1986) model of working memory and Penney’s (Mem Cognit 17:398–442, 1989) Separate-Streams Hypothesis. Ginns’s (Learn Instr 4:313–331, 2005) recent meta-analysis also supports the modality effect (d = 0.72, based on 43 independent effects). This article replicates the meta-analysis of the modality effect based on 86 independent effects (with within-study subgroups as the unit of analysis and with mean of the outcomes as the dependent measure), with results showing a reduction of the overall effect size by almost half (d = 0.38), and even more when Duval and Tweedie’s Trim and Fill method is used to correct publication bias (d = 0.20). This article also widens the scope of the analysis of moderator variables (e.g. Pace of presentation, Type of visualization, Research group) as well as their potentially confounded effects. Finally, it is argued that, for theoretical reasons, the so-called modality effect cannot be based on Penney’s or Baddeley’s theories and must be explained in a different way.     

Psychoanalytisch begründete Ans?tze in der forensischen Psychiatrie und Psychotherapie

After many years where manualized mainly behaviour treatments dominated in forensic settings, psychodynamic therapies are gaining acceptance and are performed and evaluated more and more in forensic hospitals and in prisons. This encompasses individual, couple, family and group therapies. Individual and group analysts are starting to perform these tasks again, mostly as workers in forensic settings but also as external therapists and supervisors. All staff members are important in creating a therapeutic community based on group analytic principles. They are therefore required to build up a therapeutic attitude supported by regular external case and team supervision. Delictogenic situations occur in everyday life as well as in professional settings and are analysed mainly in group therapies, considering situations of the past and the effect on other people. Modern manualized analytical concepts, such as transference-focussed psychotherapy (TFP) and mentalization-based therapy (MBT) depthen the quality of therapeutic work of all professionals in forensic settings. The multimorbid and sometimes dangerous patients require good ethical and professional attitudes. The psychoanalytic concepts of defence and resistance, transference and countertransference are essential parts of changing internalization and corrective emotional experience, important parts of useful forensic treatments.     

Behavioral and physiological responses of young horses to different weaning protocols: a pilot study

In this study, effects of weaning on behavioral and physiological stress parameters in young horses (foals) were determined. Foals were weaned either simultaneously without the presence of adult horses (group A, n?=?6), or in the presence of two adult females familiar but unrelated to the foals (group B, n?=?5), or weaned consecutively by removing two mother horses per day (group C, n?=?6). Behavior, locomotion, salivary cortisol concentration, beat-to-beat (RR) interval, heart rate variability (HRV) and weight were determined. Group A foals lost weight for 2 days (mean?±?SEM) -?8.3?±?1.6?kg, p?相似文献   

Entwicklung und Evaluation eines interaktiven Films für Jugendliche zur Vermittlung von Gerichtswissen

An interactive movie for juvenile witnesses produced by the author was evaluated in terms of its effectiveness to convey court relevant knowledge to 16-year-old and 17-year-old students. A control group design was used. Controls received a brochure containing information comparable to the movie which was also developed by the author. The aim of the study was to empirically evaluate the movie in order to make it available to juvenile witnesses as an instrument for court preparation in the future. A total of 52 students aged 16 and 17 years at a training college were investigated and court knowledge was measured prior to testing. Participants in the treatment group then viewed the movie, which was produced by the author. The control group received a brochure containing information very similar to the contents of the movie. Approximately 2 weeks later, court relevant knowledge was again assessed and both treatment and control groups showed a strong and significant increase in court relevant knowledge. Comparing the groups showed that the effects tended to be stronger for the treatment group than for the control group. It was also investigated if legal misconceptions could be reduced by the interventions. Analyses indicated that effects were not significant and there was no significant difference between the groups. A significant increase of court relevant knowledge could be found for both treatment conditions. The weak effects concerning the reduction of legal misconceptions could be due to the fact that they were not explicitly presented in the movie but were treated more indirectly by presenting correct knowledge only.     

Perfectionism and Self‐conscious Emotions in British and Japanese Students: Predicting Pride and Embarrassment after Success and Failure

Regarding self‐conscious emotions, studies have shown that different forms of perfectionism show different relationships with pride, shame, and embarrassment depending on success and failure. What is unknown is whether these relationships also show cultural variations. Therefore, we conducted a study investigating how self‐oriented and socially prescribed perfectionism predicted pride and embarrassment after success and failure by comparing 363 British and 352 Japanese students. Students were asked to respond to a set of scenarios where they imagined achieving either perfect (success) or flawed (failure) results. In both British and Japanese students, self‐oriented perfectionism positively predicted pride after success and embarrassment after failure, whereas socially prescribed perfectionism predicted embarrassment after success and failure. Moreover, in Japanese students, socially prescribed perfectionism positively predicted pride after success and self‐oriented perfectionism negatively predicted pride after failure. The findings have implications for our understanding of perfectionism, indicating that the perfectionism–pride relationship not only varies between perfectionism dimensions but may also show cultural variations. Copyright © 2012 John Wiley & Sons, Ltd.