Historical trends in counsellor education dissertations

There exists a dearth of literature on the content, research method and research design trends of dissertations in education. Within one large subfield of education (i.e. counsellor education), an online and full-text archive of dissertations has become available. This archive contains over 200 dissertations produced in Oregon State University’s Counselling Academic Unit from 1947 to 2014. Research questions concerning decadal differences in content, research method and research design were examined empirically. No decadal differences were discovered in the three aforementioned areas. Reasons for these findings were discussed.     

Availability of Alternatives and the Processing of Scalar Implicatures: A Visual World Eye‐Tracking Study

Two visual world experiments investigated the processing of the implicature associated with some using a “gumball paradigm.” On each trial, participants saw an image of a gumball machine with an upper chamber with orange and blue gumballs and an empty lower chamber. Gumballs dropped to the lower chamber, creating a contrast between a partitioned set of gumballs of one color and an unpartitioned set of the other. Participants then evaluated spoken statements, such as “You got some of the blue gumballs.” Experiment 1 investigated the time course of the pragmatic enrichment from some to not all when the only utterance alternatives available to refer to the different sets were some and all. In Experiment 2, the number terms two, three, four, and five were also included in the set of alternatives. Scalar implicatures were delayed relative to the interpretation of literal statements with all only when number terms were available. The results are interpreted as evidence for a constraint‐based account of scalar implicature processing.     

Confirmatory factor analysis of the Behavior Rating Inventory of Executive Functioning (BRIEF) in children and adolescents with ADHD

The Behavior Rating Inventory of Executive Functioning (BRIEF) is a parent report measure designed to assess executive skills in everyday life. The present study employed a confirmatory factor analysis (CFA) to evaluate three alternative models of the factor structure of the BRIEF. Given the executive functioning difficulties that commonly co-occur with attention-deficit/hyperactivity disorder (ADHD), the participants included 181 children and adolescents with a diagnosis of ADHD. The results indicated that an oblique two-factor model, in which the Monitor subscale loaded on both factors (i.e., Behavioral Regulation, Metacognition) and measurement errors for the Monitor and Inhibit subscales were allowed to correlate, provided an acceptable goodness-of-fit to the data. This two-factor model is consistent with previous research indicating that the Monitor subscale reflects two dimensions (i.e., monitoring of task-related activities and monitoring of personal behavioral activities) and thus loads on multiple factors. These findings support the clinical relevance of the BRIEF in children with ADHD, as well as the multidimensional nature of executive functioning.     

Unconscious Evidence

Can beliefs that are not consciously formulated serve as part of an agent's evidence for other beliefs? A common view says no, any belief that is psychologically immediate is also epistemically immediate. I argue that some unconscious beliefs can serve as evidence, but other unconscious beliefs cannot. Person‐level beliefs can serve as evidence, but subpersonal beliefs cannot. I try to clarify the nature of the personal/subpersonal distinction and to show how my proposal illuminates various epistemological problems and provides a principled framework for solving other problems.     

Event-related potentials reveal the relations between feature representations at different levels of abstraction

In this paper, we use behavioural methods and event-related potentials (ERPs) to explore the relations between informational and instantiated features, as well as the relation between feature abstraction and rule type. Participants are trained to categorize two species of fictitious animals and then identify perceptually novel exemplars. Critically, two groups are given a perfectly predictive counting rule that, according to Hannah and Brooks (2009. Featuring familiarity: How a familiar feature instantiation influences categorization. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 63, 263–275. Retrieved from http://doi.org/10.1037/a0017919), should orient them to using abstract informational features when categorizing the novel transfer items. A third group is taught a feature list rule, which should orient them to using detailed instantiated features. One counting-rule group were taught their rule before any exposure to the actual stimuli, and the other immediately after training, having learned the instantiations first. The feature-list group were also taught their rule after training. The ERP results suggest that at test, the two counting-rule groups processed items differently, despite their identical rule. This not only supports the distinction that informational and instantiated features are qualitatively different feature representations, but also implies that rules can readily operate over concrete inputs, in contradiction to traditional approaches that assume that rules necessarily act on abstract inputs.     

Perspective taking in referring to objects behind versus in front of an observer: Frames of reference,intraindividual consistency,and response latencies

Speakers of English and German typically adopt the reflection variant of the relative frame of reference (FoR) in order to describe how nonoriented objects that are located in front of them are related to one another. Little is known, however, about how they proceed in dorsal settings, with objects located in their back. In this article, we explore the turn hypothesis, which assumes a (mental) 180° turn of the observer to face the objects, converting the dorsal into a frontal situation, so that the preferred FoR variant for frontal settings can be applied. To elicit spatial references, we used photographs that showed an observer and two objects either in the observer's visual field (frontal condition) or in the observer's back (dorsal condition). The observer was looking either in the same direction as the referencing individual (aligned perspectives) or in the opposite direction (vis-à-vis perspective). Data from two experiments show that while participants do adopt the observer's perspective, their references in dorsal settings are incompatible with the turn hypothesis. Analyses of response latencies indicate additional cognitive costs for establishing a FoR for the very first item in the dorsal condition as compared to the frontal condition, but fast adaption for subsequent items, and high intraindividual consistency in FoR choice in both conditions. Maintaining the assumption that references in dorsal settings should be compatible with the variant of the relative FoR adopted in frontal settings, participants’ references can be explained by assuming a backward projection that gets by without a (mental) turn of the observer.