Silence in Interdisciplinary Research Collaboration: Not Everything Said is Relevant,Not Everything Relevant is Said

Solving publicly important issues asks for the development of socio-technical approaches, which demands collaboration between researchers with different perspectives, values, and interests. In these complex interdisciplinary collaborations, the course of communication is of utmost importance, including the moments when people, consciously or not, keep silent. In 2012, an interdisciplinary group of water management engineers and scientists collaborated to explore how the university's separate water management research fields could fit better in today's socio-technical trends. Studying the interactional process revealed that during the collaboration many issues were not said by various parties at various times. Results show that, in particular, engineers and scientists stayed silent to secure group performance, to keep disagreements from surfacing, and manage conflicts of interest in the bargaining process. Although silence served various interactional functions, it also shaped the course of interaction in ways that were not intended, resulting in the development of a latent conflict. It is concluded that the concept of silence adds a relevant dimension to our understanding of interaction among engineers and scientists participating in interdisciplinary collaboration that is currently absent in existing literature on scientific collaboration.     

The multidimensional randomized response design: Estimating different aspects of the same sensitive behavior

The conventional randomized response design is unidimensional in the sense that it measures a single dimension of a sensitive attribute, like its prevalence, frequency, magnitude, or duration. This paper introduces a multidimensional design characterized by categorical questions that each measure a different aspect of the same sensitive attribute. The benefits of the multidimensional design are (i) a substantial gain in power and efficiency, and the potential to (ii) evaluate the goodness-of-fit of the model, and (iii) test hypotheses about evasive response biases in case of a misfit. The method is illustrated for a two-dimensional design measuring both the prevalence and the magnitude of social security fraud.     

Haptic mental rotation revisited: multiple reference frame dependence

The nature of reference frames involved in haptic spatial processing was addressed by means of a haptic mental rotation task. Participants assessed the parity of two objects located in various spatial locations by exploring them with different hand orientations. The resulting response times were fitted with a triangle wave function. Phase shifts were found to depend on the relation between the hands and the objects, and between the objects and the body. We rejected the possibility that a single reference frame drives spatial processing. Instead, we found evidence of multiple interacting reference frames with the hand-centered reference frame playing the dominant role. We propose that a weighted average of the allocentric, the hand-centered and the body-centered reference frames influences the haptic encoding of spatial information. In addition, we showed that previous results can be reinterpreted within the framework of multiple reference frames. This mechanism has proved to be ubiquitously present in haptic spatial processing.     

Introduction: The university revisited

Although universities are asked to play a role in the European knowledge society, the precise scope and meaning of this role is still under discussion. A major issue in this debate is the trend to adapt universities to economic needs and demands of society. In view of taking a critical stance against a one-sided economic interpretation of activities and functions of universities, their so-called “public” role is increasingly stressed in the debate as a crucial responsibility of universities that should not be marginalized and therefore deserves our attention. In this paper, which is the introduction to a special issue on the public role of the university, we want to stress the importance of addressing the question of “the role of universities in the Europe of knowledge” in an open way and thus, without prejudices against or in favour of possible answers. It is our contention that a critical view of what is happening in universities today cannot simply rely on authoritative ideas or principles that are vaguely reminiscent of our university traditions. Consequently, this introductory paper pleas for a firmer argumentative and a richer empirical basis that takes account of the fact that our background (horizon) has thoroughly changed in comparison to traditions that still implicitly inform our judgement of what universities can do, should do or should not do. Finally, we will discuss the way in which the articles collected in this issue are intended stimulating and supporting the debate on the public role of the university in Europe.

The intergenerational transmission of empathy-related responding in adolescence: the role of maternal support

This study proposed and tested an integrated model of the intergenerational transmission of empathy-related responding in adolescence. This model included maternal support as a mediator of the intergenerational transmission of empathy and examined friendship quality as an outcome of adolescent empathy. In a sample of middle adolescents and their mothers (N = 177), maternal support significantly predicted the empathy dimensions perspective taking and sympathy and mediated the mother-child concordance of perspective taking but not sympathy. Adolescent empathy (and perspective taking in particular) predicted adolescent friendship quality and served as an intervening variable in the relation between maternal support and friendship quality. Implications of the present study for research on the socialization of empathy-related responding and social adjustment in general are outlined.     

Predicting Soccer Matches After Unconscious and Conscious Thought as a Function of Expertise

ABSTRACT— In two experiments, we investigated the effects of expertise and mode of thought on the accuracy of people's predictions. Both experts and nonexperts predicted the results of soccer matches after conscious thought, after unconscious thought, or immediately. In Experiment 1, experts who thought unconsciously outperformed participants in all other conditions. Whereas unconscious thinkers showed a correlation between expertise and accuracy of prediction, no such relation was observed for conscious thinkers or for immediate decision makers. In Experiment 2, this general pattern was replicated. In addition, experts who thought unconsciously were better at applying diagnostic information than experts who thought consciously or who decided immediately. The results are consistent with unconscious-thought theory.     

Parental psychological control and dimensions of identity formation in emerging adulthood.

Longitudinal data were used to evaluate whether parental psychological control would have a negative impact on identity formation. Perceived psychological control and 4 identity dimensions (i.e., commitment making, exploration in breadth, identification with commitment, and exploration in depth) were assessed 5 times in a college sample. Associations between psychological control and identity (i.e., negative associations with both commitment dimensions and a positive association with exploration in breadth) were stable across time. Further, the developmental pathways of these constructs appeared to be correlated: Increases in psychological control were associated with simultaneous decreases in both commitment dimensions. Finally, reciprocal effects were found: Psychological control inhibited progress in both commitment dimensions, whereas exploration in breadth led to increased psychological control. The authors have provided suggestions for helping emerging adults to approach the task of identity formation.