The generation of conscious awareness in an incidental learning situation

The purpose of the present experiments was to investigate the generation of conscious awareness (i.e., of verbal report) in an incidental learning situation. While the single-system account assumes that all markers of learning, verbal or nonverbal, index the same underlying knowledge representation, multiple-systems accounts grant verbal report a special status as a marker of learning because they assume that the nonverbal and verbal effects of learning rely on different memory representations. We tested these two accounts in two experiments in which we held the amount of learning in the nonverbal memory system constant while manipulating independent variables aimed at affecting learning in the declarative system. The results of both experiments revealed significant differences in verbal report between experimental conditions, but no significant differences in response times. Overall, these results provide clear evidence in favor of the multiple-systems account.     

Are strategy shifts caused by data-driven processes or by voluntary processes?

The present research investigates the role of voluntary, conscious processing in strategy change. In 2 experiments, we address whether the switch to a new strategy is the result of data-driven, automatic processes or of voluntary processes. Experiment 1 demonstrates that participants performing an alphabet verification task are able to (a) transfer a newly adopted strategy to dissimilar information never encountered before, (b) verbally describe the task regularity that allows for the generation and application of the new strategy immediately after the strategy was adopted. Using the same experimental task, Experiment 2 shows that participants, and (c) decide against adopting a new strategy when the available evidence suggests that the new strategy cannot be used for the entire range of problems encountered. Overall, the obtained results support the view that strategy change is mediated by voluntary controlled processing. They do not support the view that strategy change is an inevitable, automatic consequence of task practice. The present research thus highlights a potential function of conscious human processing.     

The Role of Information Reduction in Skill Acquisition

Theories of skill acquisition assume that the effects of practice on task performance are due to either qualitative changes in the task structure, an increased efficiency of performing individual task components, an increased efficiency of performing sequences of task components, or some combination of these mechanisms. We propose an extension to the existing theories by arguing that for many tasks, practice affects which information is processed. More specifically, we argue that people learn, over the course of practice, to separate task-relevant from task-redundant information, and to limit their processing to relevant aspects of the task. In three experiments, subjects verified alphabetic strings, such as M [4] R S T. Strings were correct if they followed the alphabet when the number of letters, given by the digit in parentheses, was skipped. Strings were constructed such that errors occurred only within the initial “letter–digit–letter” triplet. Analyses of subjects’ RTs for strings of varying lengths demonstrated that: (a) subjects were able to distinguish relevant from redundant task information, and to limit their processing to the relevant information, (b) the ability to reduce the amount of information that is processed takes time and develops gradually over the course of practice, and (c) the mechanism underlying this ability appears to be largely stimulus-independent in the sense that structural components of a task are ignored, rather than specific task information. The findings and their implications for general theories of skill acquisition are discussed.     

A dialogic perspective for family therapy: the contributions of Martin Buber and Gregory Bateson

This paper concerns the philosophies of Martin Buber and Gregory Bateson, and the application of their philosophies to family therapy. The relevance of Buber's philosophical concepts to a social constructionist perspective in family therapy is given particular attention. Central points of Buber's and Bateson's theoretical perspectives are reviewed and compared. Both thinkers believe that relationship is the primary ingredient in the world of the living, and both have a commitment to the concept that difference is the essential building block of the world of the living. Buber and Bateson, as philosophical anthropologists, are concerned with questions of how their ontologies or epistemologies can be applied to the domain of human interactions, including various healing relationships such as family therapy. This paper shows how their theoretical ideas fit into family therapy thinking and practices, particularly from a social constructionist perspective.     

Mapping the Personality Psychopathology Five Domains Onto DSM–IV Personality Disorders in Dutch Clinical and Forensic Samples: Implications for DSM–5

The Personality Psychopathology Five (PSY–5) model represents 5 broadband dimensional personality domains that align with the originally proposed DSM–5 personality trait system, which was eventually placed in Section III for further study. The main objective of this study was to examine the associations between the PSY–5 model and personality disorder criteria. More specifically, we aimed to determine if the PSY–5 domain scales converged with the alternative DSM–5 Section III model for personality disorders, with a particular emphasis on the personality trait profiles proposed for each of the specific personality disorder types. Two samples from The Netherlands consisting of clinical patients from a personality disorder treatment program (n = 190) and forensic psychiatric hospital (n = 162) were used. All patients had been administered the MMPI–2 (from which MMPI–2–RF PSY–5 scales were scored) and structured clinical interviews to assess personality disorder criteria. Results based on Poisson or negative binomial regression models showed statistically significant and meaningful associations for the hypothesized PSY–5 domains for each of the 6 personality disorders, with a few minor exceptions that are discussed in detail. Implications for these findings are also discussed.     

Computer‐assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids

The present study examined computer‐assisted reading intervention with a phonics approach for deaf and hard of hearing (DHH) children in Sweden using cochlear implants or hearing aids, or a combination of both. The study included 48 children, 5, 6 and 7 years of age. Sixteen children with normal hearing (NH) served as a reference group. The first purpose of the study was to compare NH and DHH children's reading ability at pre and post‐intervention. The second purpose was to investigate effects of the intervention. Cognitive and demographic factors were analyzed in relation to reading improvement. Results showed no statistically significant difference for reading ability at the group level, although NH children showed overall higher reading scores at both test points. Age comparisons revealed a statistically significant higher reading ability in the NH 7‐year‐olds compared to the DHH 7‐year‐olds. The intervention proved successful for word decoding accuracy, passage comprehension and as a reduction of nonword decoding errors in both NH and DHH children. Reading improvement was associated with complex working memory and phonological processing skills in NH children. Correspondent associations were observed with visual working memory and letter knowledge in the DHH children. Age was the only demographic factor that was significantly correlated with reading improvement. The results suggest that DHH children's beginning reading may be influenced by visual strategies that might explain the reading delay in the older children.     

Same Game, Different Rules? Gender Differences in Political Participation

We investigate gender gaps in political participation with 2004 ISSP data for 18 advanced Western democracies (N: 20,359) using linear and logistic regression models. Controlling for socio-economic characteristics and political attitudes reveals that women are more likely than men to have voted and engaged in ‘private’ activism, while men are more likely to have engaged in direct contact, collective types of actions and be (more active) members of political parties. Our analysis indicates that demographic and attitudinal characteristics influence participation differently among men and among women, as well as across types of participation. These results highlight the need to move toward a view of women engaging in differing types of participation and based on different characteristics.