The Logic of Analogy in the Law

This paper deals with two issues in the field of reasoning by analogy in the law. The one issue is whether there exists such a thing as analogous rule application, or whether there is only the ‘normal’ application of a broadened rule. It is argued that if rules, as the entities made by a legislator, are distinguished from generalised solutions for cases, the idea of analogous application of rules makes sense. It is also shown how the so-called ‘reason-based model of rule application’, in contrast to the traditional modus ponens or subsumption model, makes it easy to give a logical account of analogous rule application. The other issue is how to argue logically about whether two cases are sufficiently similar to adopt the outcome of the one case for the other case. Section 3 provides a general logical model to establish this. The model is based on the comparison of the reasons for and against a particular solution in the two cases.     

Changing a response set in normal development and in ADHD children with and without tics

The current study was designed to provide a rigorous investigation of the locus of task-inappropriate (impulsive) responding in ADHD children with and without tics. For this purpose we used a variant of Stemberg's (1969) response bias task. The task measures a set of mental operations, namely, preparing a planned response, carrying out or stopping a planned response, and preparing to execute an alternative response. In the first study, we determined the effect of age in a normal sample. As expected, task performance improved as a function of age. Younger children had problems changing a response set. In the second experiment, we compared ADHD children with and without tics with normal children. Unexpectedly, the noticeable task inefficiency of the patient groups was not related to (a) a hasty scan of the display, (b) an inability to change response set, or (c) a speed—accuracy trade-off. Implications for and a discussion about the response inhibition hypothesis in ADHD are discussed.The research of J. J. van der Meere was possible by a fellowship of the Royal Netherlands Academy of Arts and Sciences. This study was supported by grants from the Sophia Foundation for Medical Research and Boehringer Ingelheim B.V., The Netherlands.     

The effects of different forms of two- and single-parent families on the well-being of their children in Dutch secondary education

The aim of this article is to compare the well-being of Dutch children living in different forms of single-parent families and different forms of two-parent families. We found that living in a mother-headed family caused by divorce has a negative influence on children's well-being. However, the effects we found were very small compared to the much larger effects of some other control variables, like parental education. Living in single-parent families or step-families caused by death have less negative effects on children than living in single-parent families or step-families caused by divorce. Our results give some support to the weak social position of the mother as an explanation for the negative effect of single parenthood, while the negative effects of living in a mother-headed family caused by death are larger than those of living in a father-headed family caused by death. Living in a single-parent family does not harm the well-being of boys more or less than that of girls living in the same family form. The negative effects of living in a single-mother family are not strengthened by the low educational level of the mother, nor are they neutralized by the high educational level of the mother. The effects we found in this continental European study are substantially smaller than those found in studies in the U.S.A.     

Competencies Through the Eyes of Psychologists: A closer look at assessing competencies

Competencies have become a leading construct in human resource practices. However, empirical research on competencies has lagged behind resulting in a gap between practice and science. In this study, the focus was on the nature of competencies by examining the relationships of three competency dimensions with cognitive ability, personality and performance during assessment center exercises. Data of 932 applicants participating in a 1‐day selection procedure were used. Results showed that to assess the competency dimension Thinking psychologists focus on cognitive ability. To assess the competency dimension Feeling psychologists rely on performance during interview simulation exercises and on measures of personality. In assessing the dimension Power psychologists focus mainly on personality, although they also rely on cognitive ability and performance during interview simulation exercises.     

Differential treatment response of subtypes of patients with borderline personality organization, as assessed with theory-driven profiles of the Dutch short form of the MMPI: a naturalistic follow-up study

We investigated the validity of different subtypes of borderline personality organization (BPO) as assessed by theory-driven profiles of the Minnesota Multiphasic Personality Disorder (MMPI; Hathaway & McKinley, 1943 ) Dutch Short Form (DSFM; Eurelings-Bontekoe, Onnink, Williams, & Snellen, 2008 ) in a naturalistic follow-up study among 2,062 psychiatric outpatients who received 6 months of ambulatory treatment. Patients were assessed at intake (T1) and 6 months later (T2). At T2, both patients and therapists rated the level of improvement, using the Global Assessment of Improvement. Patients with the high-level BPO profile showed the largest increase in well-being and the largest decrease in severity of symptomatology, whereas severity of symptomatology and well-being of patients with psychotic BPO profiles did not change over time. Agreement between patients and therapists about improvement was good for the internalizing immature BPO and high-level BPO patients, but poor for the externalizing low-level BPO and narcissistic patients.     

Simulating episodic memory deficits in semantic dementia with the TraceLink model

Although semantic dementia is primarily characterised by deficits in semantic memory, episodic memory is also impaired. Patients show poor recall of old autobiographical and semantic memories, with better retrieval of recent experiences; they can form new memories, and normal performance on pictorial recognition memory has been demonstrated. As these abnormalities in episodic memory are virtually a mirror image of those seen in the amnesic syndromes, semantic dementia poses a challenge to extant models of remote memory and amnesia. Here, we show that one such model, TraceLink, can reproduce some of the principal findings on episodic memory in semantic dementia. A loss of nodes and connections within the trace system, which can be identified with the temporal neocortical memory storage sites implicated in semantic dementia, simulates without further assumptions the findings reported above.     

Motivational support provided via email improves the effectiveness of internet-delivered self-help treatment for insomnia: A randomized trial

Internet-delivered treatment is effective for insomnia, but little is known about the beneficial effects of support. The aim of the current study was to investigate the additional effects of low-intensity support to an internet-delivered treatment for insomnia. Two hundred and sixty-two participants were randomized to an internet-delivered intervention for insomnia with (n = 129) or without support (n = 133). All participants received an internet-delivered cognitive behavioral treatment for insomnia. In addition, the participants in the support condition received weekly emails. Assessments were at baseline, post-treatment, and 6-month follow-up. Both groups effectively ameliorated insomnia complaints. Adding support led to significantly higher effects on most sleep measures (d = 0.3–0.5; p < 0.05), self-reported insomnia severity (d = 0.4; p < 0.001), anxiety, and depressive symptoms (d = 0.4; p < 0.01). At the 6-month follow-up, these effects remained significant for sleep efficiency, sleep onset latency, insomnia symptoms, and depressive symptoms (d = 0.3–0.5; p < 0.05). Providing support significantly enhances the benefits of internet-delivered treatment for insomnia on several variables. It appears that motivational feedback increases the effect of the intervention and encourages more participants to complete the intervention, which in turn improves its effectiveness.     

Impulsive Responses In Children with Conduct Disorder and Borderline Intellectual Functioning

The study is designed to investigate response inhibition in children with conduct disorder and borderline intellectual functioning. To this end, children are compared to a normal peer control group using the Alertness test. The test has two conditions. In one condition, children are instructed to push a response button after a visual “go” signal is presented on the screen. In a second condition the “go” signal is preceded by an auditory signal, telling the child that a target stimulus will occur soon. Compared to the control group, the group carrying the dual diagnosis made many preliminary responses (responses before the presentation of the “go” signal), especially in the condition with an auditory signal. This impulsive response style was controlled for attention deficit/hyperactivity disorder characteristics of the children.     

Very Low Birth Weight and Attention Deficit/Hyperactivity Disorder

It is well recognized that reaction time performance of term-born children with a normal birth weight (NBW > 2500 g) who fulfill the DSM-IV criteria for attention deficit/hyperactivity disorder (ADHD) in the primary school age is sensitive for the presentation rate of stimuli. They have been found to perform more poorly in conditions of relatively slow event rates as compared with fast event rates. The purpose of the current study was to explore whether reaction time performance of children with very low birth weight (VLBW < 1500 g) with or without ADHD showed the same sensitivity for the factor presentation rate of stimuli compared to children with a normal birth weight plus ADHD. To this end, reaction time performance of four groups of children was compared on a Go/No-Go test with a fast presentation rate of 1 second and a slow presentation rate of 6 seconds. Groups were: children with VLBW plus ADHD, children with VLBW only, children born full term with normal birth weight (NBW >2500 g) plus ADHD, and children born full term without ADHD (the control group). Findings indicated that, compared to the non-ADHD groups, the groups with ADHD (NBW and VLBW) showed a more dramatic decline in their reaction time performance in the slow condition: a state regulation deficit. In addition, both groups showed a response inhibition deficit. No difference was found in reaction time performance between the groups of children with VLBW only and the control group.     

Visual orientation in hospitalized boys with early onset conduct disorder and borderline intellectual functioning

The aim of the present study is to investigate visual orientation in hospitalized boys with severe early onset conduct disorder and borderline intellectual functioning. It is tested whether boys with the dual diagnosis have a stronger action-oriented response style to visual-cued go signals than the norm. To this end, boys with the dual diagnosis were compared with a peer control group on Posner's (1980) Posner, M. I. 1980. Orienting of attention. Quarterly Journal of Experimental Psychology, 32: 3–25. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar] visual-spatial detection test. Here, on each trial, a visual cue points either in the direction of the location of a subsequent go signal (valid cue), or points in the opposite direction away from the location of the subsequent go signal (invalid cue). Findings indicated superior orientation (a strong action-oriented response style) of children with the dual diagnosis in valid-cued trials as well as in invalid-cued trials in both the left and the right visual hemifield. Findings were controlled for attention scores on the Child Behavior Checklist -Teacher Form and IQ scores.