The humble Bayesian: Model checking from a fully Bayesian perspective

Gelman and Shalizi (2012) criticize what they call the ‘usual story’ in Bayesian statistics: that the distribution over hypotheses or models is the sole means of statistical inference, thus excluding model checking and revision, and that inference is inductivist rather than deductivist. They present an alternative hypothetico‐deductive approach to remedy both shortcomings. We agree with Gelman and Shalizi's criticism of the usual story, but disagree on whether Bayesian confirmation theory should be abandoned. We advocate a humble Bayesian approach, in which Bayesian confirmation theory is the central inferential method. A humble Bayesian checks her models and critically assesses whether the Bayesian statistical inferences can reasonably be called upon to support real‐world inferences.     

Competencies,Personality Traits,and Organizational Rewards of Middle Managers: A Motive-Based Approach

Previous literature suggests that performance ratings are saturated with rater-related idiosyncratic variance. Given that modern psychometric theories relegate this source of variance to measurement error, it has not been the subject of much previous research. Of importance, identifying and estimating the variance components underlying idiosyncratic rater variance will inform our understanding of the nature of this variance. In a sample of managerial performance ratings we report on components of variance and find that the idiosyncratic rater variance component is about one third rater main effects variance, one third Rater × Ratee interaction effects variance, and one third upper-bound Rater × Ratee × Dimension interaction effects variance. Further, results indicate that variance components are moderated by the acquaintanceship time between the rater and the ratee.     

Semantic distance effects on object and action naming

Graded interference effects were tested in a naming task, in parallel for objects and actions. Participants named either object or action pictures presented in the context of other pictures (blocks) that were either semantically very similar, or somewhat semantically similar or semantically dissimilar. We found that naming latencies for both object and action words were modulated by the semantic similarity between the exemplars in each block, providing evidence in both domains of graded semantic effects.     

Competition, cooperation, and the effects of others on me

Four studies were conducted to test the notion that whether one competes against or cooperates with a comparison target can serve as an important determinant of the direction (contrast or assimilation) of self-evaluative social comparison effects. In Study 1, cooperative-competitive orientation was treated as an individual difference variable, and it was shown that social comparison led to contrast for individuals with a more competitive orientation, whereas assimilation occurred for individuals with a more cooperative orientation. Study 2 replicated this result, treating cooperative-competitive orientation as a contextual variable. In Study 3, it was demonstrated that to obtain this pattern of results it is not necessary for perceivers to believe that they will be either competing or cooperating with the comparison target. Simply activating the relevant concepts is sufficient. The final studies demonstrated that competition activates a "difference" focus and cooperation activates a "similarity" focus.     

Effector dependent sequence learning in the serial RT task

At least five earlier studies could not find effector-dependent learning in the keying version of the serial reaction time (RT) task. Experiment 1 examined whether effector-dependent learning occurs when participants practice the serial RT task with three fingers of one hand for about 1,300 sequence repetitions instead of the more common 50-100 repetitions. The results confirm that, following extended practice, sequence learning produces an effector-dependent component. Specifically, an unpracticed hand executed a practiced sequence slower than a practiced hand. However, Experiment 2 showed that effector-dependent sequence learning develops only when fingers of one hand are used, suggesting that effector-dependent sequence learning involves adjustment to the mechanical interactions between the fingers of one hand. In addition, when sequences had been practiced with one hand, mirror versions of the practiced sequences in both experiments showed moderate transfer. But when practiced with two hands no transfer to a mirrored version of the sequence was observed. This suggests that only practice with one hand produces a representation that facilitates the execution of mirror sequences. Generally, the same results were found in more or less aware participants, congruent with the idea that the effector-dependent representation and the representation allowing transfer to mirror sequences are implicit.     

Analogical effects in reading Dutch verb forms

Previous research has shown that the production of morphologically complex words in isolation is affected by the properties of morphologically, phonologically, or semantically similar words stored in the mental lexicon. We report five experiments with Dutch speakers that show that reading an inflectional word form in its linguistic context is also affected by analogical sets of formally similar words. Using the self-paced reading technique, we show in Experiments 1-3 that an incorrectly spelled suffix delays readers less if the incorrect spelling is in line with the spelling of verbal suffixes in other inflectional forms of the same verb. In Experiments 4 and 5, our use of the self-paced reading technique shows that formally similar words with different stems affect the reading of incorrect suffixal allomorphs on a given stem. These intra- and interparadigmatic effects in reading may be due to online processes or to the storage of incorrect forms resulting from analogical effects in production.     

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Volume Contents

Volume Contents     

Specific-word frequency is not all that counts in speech production: comments on Caramazza,Costa, et al. (2001) and new experimental data

A. Caramazza, A. Costa, M. Miozzo, and Y. Bi (2001) reported a series of experiments demonstrating that the ease of producing a word depends only on the frequency of that specific word but not on the frequency of a homophone twin. A. Caramazza, A. Costa, et al. concluded that homophones have separate word form presentations and that the absence of frequency-inheritance effects for homophones undermines an important argument in support of 2-stage models of lexical access, which assume that syntactic (lemma) representations mediate between conceptual and phonological representations. The authors of this article evaluate the empirical basis of this conclusion, report 2 experiments demonstrating a frequency-inheritance effect, and discuss other recent evidence. It is concluded that homophones share a common word form and that the distinction between lemmas and word forms should be upheld.