On objectivity

The following definition of objective is proposed: A statement S is objective if and only if in S all parameters that are relevant to its truth value are made explicit. The objectivity of predicates and relations can be defined in a similar manner. This simple conception of objectivity-which could be called explicitness conception of objectivity-can be found in Hermann Weyl and plays a central part in the natural sciences. There are grades of objectivity depending on the quality and the number of parameters our predicates are relativized to A relativistic Ockham principle has to be recognized: Relativization parameters are not to be multiplied beyond necessity. The explicitness conception of objectivity is accessible to mathematical specifications, is the core of the idea of invariance, has a lot of philosophical applications and leads to precise notions of subjectivity and a precise formulation of the problem of the limits of objectivity.I am grateful to Andreas Bartels, Ulrich Gähde, Mark Helme, Andreas Kamlah, Andreas Kemmerling, Winfred Klink, Toni Koch, Hilary Putnam and Matthias Varga von Kibéd who have, in one way or another, contributed to the present content and form of this paper.     

Constraints on effective pictorial and verbal elaboration

Three experiments investigated the conditions under which pictures facilitate learning. In Experiment 1, confusing verbal relationships were supplemented with pictures that illustrated the key concepts in each verbal relationship (base pictures), illustrated the key concepts in more elaborate arbitrary relationships (pictures of arbitrary elaborations), or illustrated the key concepts in ways that helped clarify the verbal relationships (pictures of explanatory elaborations). All three types of pictures facilitated the retention of the verbal relationships, although pictures of explanatory elaborations were superior to other types of visual illustrations. In Experiment 2, the facilitative effects of base pictures depended on a schematically unique illustration of the key concepts in a single image. In Experiment 3, picture facilitation effects were constrained by the type of verbal elaborations that accompanied the pictures. Specifically, base pictures and pictures of arbitrary elaborations did not facilitate the retention of confusing verbal relationships that were elaborated with explanatory information, and actually interfered with the retention of those explanatory elaborations. The implications of these results are discussed.     

Bias and Accuracy of Children's Perceptions of Peer Acceptance: Prospective Associations with Depressive Symptoms

Are depressive symptoms in middle childhood associated with more or less realistic social self-perceptions? At the beginning and end of the school year, children in grades 3 through 5 (n=667) rated how much they liked their classmates, predicted the acceptance ratings they would receive from each of their classmates, and completed self-report measures of perceived acceptance and depressive symptoms. Accuracy of perceived acceptance was indexed by the mean difference between pairs of predicted and received ratings (absolute values). Standardized residual scores created by regressing self-reported perceived acceptance (either predicted ratings or children's responses to a questionnaire measure of perceived peer acceptance) onto peer acceptance ratings formed two measures of bias. Bi-directional associations were found for accuracy of perceived acceptance and depressive symptoms; inaccurate perceptions predicted increases in depressive symptoms and depressive symptoms predicted decreased accuracy. Neither measure of bias predicted changes in depressive symptoms. Depressive symptoms predicted increases in negatively biased perceptions as assessed via questionnaire.     

Temperament, personality, and developmental psychopathology as childhood antecedents of personality disorders

To contribute to the case for a dimensional conceptualization of psychopathology in general and maladaptive personality or personality disorders in particular, the present paper reviews the evidence for a dimensional representation of childhood temperament and personality. The review of temperament and variable-centered as well as person-centered approaches to childhood personality leads us to propose five broadband dimensions that capture individual differences in children and adolescents: extraversion, emotional stability, agreeableness, conscientiousness, and openness/intellect. Our analysis of the CBCL (Achenbach, 1991) and the DIPSI (currently under development at Ghent University), two dimensional models for childhood psychopathology, suggests two common broadband factors, internalizing and externalizing. The relations between the dimensional representation of childhood temperament/personality and psychopathology are documented with data from general population and clinical samples of children and adolescents. The article concludes with a proposal on how the higher-order dimensions emerging from studies of adaptive and maladaptive individual differences in childhood could be integrated in a common dimensional model.     

Historical change of suicide seasonality in the canton of zurich, Switzerland

Current research is yielding an increasingly heterogeneous picture of suicide seasonalities: They seem to depend on methods and, moreover, they seem to have smoothed in recent decades. This work examines the latter issue by comparing suicide seasonalities in the canton of Zurich, Switzerland, in the 16 th -18 th centuries, 1901-1920 and 1969-94. The results indicate shifts of peaks and lows on suicide seasonalities over the centuries, with a smoothing of seasonalities toward the 21 th century. The recent period does not show any suicide seasonality at all. The canton of Zurich seems to be ahead of the general trend found in other regions of Switzerland.     

Trust in hybrid human-automated decision-support

Research has examined trust in humans and trust in automated decision support. Although reflecting a likely realization of decision support in high-risk tasks such as personnel selection, trust in hybrid human-automation teams has thus far received limited attention. In two experiments (N₁ = 170, N₂ = 154) we compare trust, trustworthiness, and trusting behavior for different types of decision-support (automated, human, hybrid) across two assessment contexts (personnel selection, bonus payments). We additionally examined a possible trust violation by presenting one group of participants a preselection that included predominantly male candidates, thus reflecting possible unfair bias. Whereas fully-automated decisions were trusted less, results suggest that trust in hybrid decision support was similar to trust in human-only support. Trust violations were not perceived differently based on the type of support. We discuss theoretical (e.g., trust in hybrid support) and practical implications (e.g., keeping humans in the loop to prevent negative reactions).     

Policies and perspectives on authorship

Authorship on publications has been described as a “meal ticket” for researchers in academic settings. Given the importance of authorship, inappropriate publication credit is a pertinent ethical issue. This paper presents an overview of authorship problems and policies intended to address them. Previous work has identified three types of inappropriate authorship practices: plagiarism, giving unwarranted credit and failure to give expected credit. Guidelines from universities, journals and professional organizations provide standards about requirements of authors and may describe inappropriate practices; to a lesser extent, they provide guidance for determining authorship order. While policies on authorship may be helpful in some circumstances, they are not panaceas. Formal guidelines may not address serious power imbalances in working relationships and may be difficult to enforce in the face of particular departmental or institutional cultures. In order to develop more effective and useful guidelines, we should gain more knowledge about how students and faculty members perceive policies as well as their understanding of how policies will best benefit collaborators.     

The hard core of counseling

Pastoral Psychology -