Prediction of outcome in the behavioural treatment of panic disorder with agoraphobia

Outcome was predicted from pre-treatment characteristics for 62 patients with a primary diagnosis of panic disorder with agoraphobia of moderate to severe magnitude who were treated with 16 sessions of behavioural therapy. Two approaches to the task of prediction was compared: (i) predicting class membership as clinically significantly improved at post-test and at 1-year follow-up on a composite score; and (ii) predicting individual change from the same variable. Agoraphobic severity was found to be a significant predictor of clinically significant improvement at both post-treatment and follow-up. It was also found to be a significant predictor of change at post-treatment, but not at follow-up. Instead the duration of the disorder was found to be a significant predictor of change at follow-up. Perceived treatment credibility, motivation, anxious cluster personality disorder or trait anxiety were not identified as significant predictors of outcome.     

The effect of state core self-evaluations on task performance,organizational citizenship behaviour,and counterproductive work behaviour

Although the personality–performance relationship has been studied extensively, most studies focused on the relationship between between-person differences in the Big Five personality dimensions and between-person differences in job performance. The current paper extends this research in two ways. First, we build on core self-evaluations (CSEs): an alternative, broad personality dimension that has proven to be a good predictor of job performance. Second, we tested concurrent and lagged within-person relationships between CSEs and task performance, organizational citizenship behaviour (OCB), and counterproductive work behaviour (CWB). To this end, we conducted two experience sampling studies; the first one assessing the relationship between state CSEs and levels of momentary task performance and OCB, and a second study in which employees reported on their level of state CSEs and momentary CWB. Results showed that there is substantial within-person variability in CSEs and that these within-person fluctuations relate to within-person variation in task performance, OCB, and CWB towards the organization, and CWB towards the individual. Moreover, CSEs prospectively predicted within-person differences in task performance and CWB towards the organization, whereas the reversed effect did not hold. These findings tentatively suggest that state CSEs predict performance, rather than the other way around.     

Dissociating Indifferent,Directional, and Extreme Responding in Personality Data: Applying the Three‐Process Model to Self‐ and Observer Reports

Research suggests that respondents vary in their tendency to use the response scale of typical (Likert‐style) questionnaires. We study the nature of the response process by applying a recently introduced item response theory modeling procedure, the three‐process model, to data of self‐ and observer reports of personality traits. The three‐process model captures indifferent, directional, and extreme responding. Substantively, we hypothesize that, and test whether, trait Honesty‐Humility is negatively linked to extreme responding. We applied the three‐process model to personality data of 577 dyads (self‐ and observer reports of the HEXACO Personality Inventory‐Revised; Lee & Ashton, 2006 ) of Dutch and German undergraduate respondents. First, we provide evidence that indifferent, directional, and extreme responding can be separated from each other in personality data through the use of the three‐process model. Second, we show that the various response processes show a pattern of correlations across traits and rating sources which is in line with the idea that indifferent and extreme responding are person‐specific tendencies, whereas directional responding is content‐specific. Third, we report findings supporting the hypothesis that Honesty‐Humility is negatively linked to extreme responding. In Likert‐based personality data, applying the three‐process model can unveil individual differences in the response process.     

A learning theory account of depression

Learning theory provides a foundation for understanding and deriving treatment principles for impacting a spectrum of functional processes relevant to the construct of depression. While behavioral interventions have been commonplace in the cognitive behavioral tradition, most often conceptualized within a cognitive theoretical framework, recent years have seen renewed interest in more purely behavioral models. These modern learning theory accounts of depression focus on the interchange between behavior and the environment, mainly in terms of lack of reinforcement, extinction of instrumental behavior, and excesses of aversive control, and include a conceptualization of relevant cognitive and emotional variables. These positions, drawn from extensive basic and applied research, cohere with biological theories on reduced reward learning and reward responsiveness and views of depression as a heterogeneous, complex set of disorders. Treatment techniques based on learning theory, often labeled Behavioral Activation (BA) focus on activating the individual in directions that increase contact with potential reinforcers, as defined ideographically with the client. BA is considered an empirically well‐established treatment that generalizes well across diverse contexts and populations. The learning theory account is discussed in terms of being a parsimonious model and ground for treatments highly suitable for large scale dissemination.     

The relationship between comprehension and metacomprehension ability

We investigated the relationship between the ability to comprehend text and the ability to predict future performance and to assess past performance on text. Subjects were poor at predicting performance, which may be why prediction accuracy did not relate to measures of comprehension ability. Measures of comprehension ability did relate to the accuracy with which subjects assessed their performance on tests. Better and faster comprehenders judged their relative levels of test performance over sections of text more accurately than did poorer and slower comprehenders.     

Expectancy-value models of health behaviour: An analysis by conjoint measurement

Various studies in the health area consistently rejected the multiplicative combination between severity and probability of threat which is predicted by expectancy-value (EV) theories. It is hypothesized here, that this negative evidence may be due to an overly demanding assumption underlying the multiplicative combination, namely, the assumption that people are able to performs trade-offs between expectancies and valences. This hypothesis is tested in two studies in which subjects judged hypothetical health threats. Results from a nonparametric analysis (conjoint measurement) of individual data (Study 1) and an experimental study of trade-off judgments (Study 2) are mostly consistent with the prediction. Unexpectedly, however, an ANOVA of the aggregate data of Study 1 yielded a small, but significant effect consistent with the multiplicative assumption. Whereas this latter result can be interpreted as evidencing an attempt to perform trade-offs, the overall results show as predicted that trade-off judgments are associated with a systematic error component due to the inherent difficulty of this type of judgment.     

Humanizing education: Dewey's concepts of a democratic society and purpose in education revisited

Humanizing education in a democratic society requires an adequate conception of democratic life. Dewey's ideal of a society with free interaction among groups and extensive sharing of interests provides such a vision. His idea of purposing, as a key ingredient in meaningful learning, thought and action, also gives depth to the concept of education in democracy.