Identification of everyday objects on the basis of fragmented outline versions

Although Attneave (1954 Psychological Review 61 183 193) and Biederman (1987 Psychological Review 94 115-147) have argued that curved contour segments are most important in shape perception, Kennedy and Domander (1985 Perception 14 367-370) showed that fragmented object contours are better identifiable when straight segments are shown. We used the set of line drawings published by Snodgrass and Vanderwart (1980 Journal of Experimental Psychology: Human Learning and Memory 6 174-215), to make outline versions that could be used to investigate this issue with a larger and more heterogeneous stimulus set. Fragments were placed either around the 'salient' points or around the midpoints (points midway between two salient points), creating curved versus relatively straight fragments when the original outline was fragmented (experiment 1), or angular and straight fragments when straight-line versions were fragmented (experiment 2). We manipulated fragment length in each experiment except the last one, in which we presented only selected points (experiment 3). While fragmented versions were on average more identifiable when straight fragments were shown, certain objects were more identifiable when the curved segments or the angles were shown. A tentative explanation of these results is presented in terms of an advantage for straight segments during grouping processes for outlines with high part salience, and an advantage for curved segments during matching processes for outlines with low part salience.     

Visual analogue scales for mode-independent measurement in self-administered questionnaires

Previous research has shown evidence for mode differences between computer-assisted self-administered interviews (CASI) and paper-and-pencil interviews, especially in the case of sensitive questions. Some of these differences are explained by higher degrees of self-disclosure for CASI than for paper-and-pencil interviews, due to the more private situation with CASIs. This analysis examines the existence of different degrees of self-disclosure for CASI versus paper-and-pencil questionnaires and whether these differences can be reduced by the use of a specific response format. Judgments of items on a self-control scale with discrete 5-point (Likert-type) scales are compared with judgments on continuous visual analogue scales (VAS). Because a categorization effect for Likert-type items is assumed when pressure for social desirability is present, it is hypothesized that VAS compared to Likert-type response formats are less sensitive to mode differences.     

The Chinese Version of the Revised Creativity Domain Questionnaire (CDQ‐R): First Evidence for its Factorial Validity and Systematic Association with the Big Five

The present study examines the factor structure of a Chinese version of the Revised Creativity Domain Questionnaire (CDQ‐R; Kaufman, Waterstreet, Ailaouni, Whitcomb, Roe, & Riggs, 2009) as well as its relation to Big Five personality traits within a Chinese sample (N = 787). Analyses indicate the appropriateness of the Chinese version of the CDQ‐R in terms of internal consistency, factorial validity as well as convergent and divergent validity concerning the Big Five personality factors. Revealing some culture‐specific variation, confirmatory factor analysis indicated a slight superiority of a five‐factor model for this Chinese sample over the existing four‐factor model established with American samples. This higher level of differentiation in terms of one factor of the creativity domain could be explained on the basis of the specific characteristics of the Chinese culture.     

Extending JAGS: A tutorial on adding custom distributions to JAGS (with a diffusion model example)

We demonstrate how to add a custom distribution into the general-purpose, open-source, cross-platform graphical modeling package JAGS (“Just Another Gibbs Sampler”). JAGS is intended to be modular and extensible, and modules written in the way laid out here can be loaded at runtime as needed and do not interfere with regular JAGS functionality when not loaded. Writing custom extensions requires knowledge of C++, but installing a new module can be highly automatic, depending on the operating system. As a basic example, we implement a Bernoulli distribution in JAGS. We further present our implementation of the Wiener diffusion first-passage time distribution, which is freely available at https://sourceforge.net/projects/jags-wiener/.     

Application of the rubber hand illusion paradigm: comparison between upper and lower limbs

The “rubber hand illusion (RHI)” is a perceptual illusion, which allows the integration of artificial limbs into the body representation of a person by means of combined visual and tactile stimulation. The illusion has been frequently replicated but always concerning the upper limbs. The present study verified an analog illusion that can be called the “rubber foot illusion” (RFI). In a conjoint experiment using both a rubber hand and a rubber foot, brushstrokes were applied to the respective real and rubber limb placed alongside the real one. However, only the artificial limb’s handling was visible. The brushstrokes were given either synchronously, with a delay of ±0.5 s, or without tactile stimulation of the real limb. Questionnaire data and the proprioceptive drift towards the rubber limb (determined by calling on the subjects to show where they locate their unseen limb) defined the illusion strength. Results revealed that the illusion was induced in both limbs with comparable strength, but only in the synchronous condition.     

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.     

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.     

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.