"Capacity" reconsidered: interindividual differences in language comprehension and individual alpha frequency

The influence of interindividual differences in cognitive mechanisms on language comprehension remains controversial not only due to conflicting experimental findings, but also in view of the difficulty associated with determining which measure should be used in participant classification. Here, we address the latter problem by proposing that an electrophysiological measure, individual alpha frequency (IAF), may be a suitable means of classifying interindividual differences in sentence processing. Interindividual differences in IAF have been shown to correlate with performance on memory tasks and speed of information processing. In two experiments using event-related brain potentials (ERPs), IAF-based participant groups differed systematically with regard to the processing of ambiguous sentences such that the low-IAF group showed a sustained positivity in the ambiguous region, while the high-IAF group did not. These interindividual differences were independent of whether the ambiguity was syntactic (Experiment 1) or sentence-level semantic (Experiment 2). Moreover, they were reliable only when participants were classified according to IAF, but not in classifications based on reading span, speed of processing (reaction time), or accuracy of processing (error rate).     

A person-fit index for polytomous rasch models,latent class models,and their mixture generalizations

A normally distributed person-fit index is proposed for detecting aberrant response patterns in latent class models and mixture distribution IRT models for dichotomous and polytomous data.This article extends previous work on the null distribution of person-fit indices for the dichotomous Rasch model to a number of models for categorical data. A comparison of two different approaches to handle the skewness of the person-fit index distribution is included.Major parts of this paper were written while the first author worked at the Institute for Science Education, Kiel, Germany. Any opinions expressed in this paper are those of the authors and not necessarily of Educational Testing Service. The results presented in this paper were improved by valuable comments from J. Rost, K. Yamamoto, N.D. Verhelst, E. Bedrick and two anonymous reviewers.     

The social dynamics of a cultural upheaval: social interactions surrounding September 11, 2001

Using the Electronically Activated Recorder (EAR), a new methodology for sampling behavioral data in naturalistic settings, we tracked the social lives of 11 people by recording 30-s snippets of ambient sounds in their environment approximately every 12 min. Participants wore the EAR continuously for 10 days from September 11, 2001. Pre-September 11 baseline data were available for all participants. Analyses of the coded sound information showed that although participants did not change in their overall amount of interactions, they gradually shifted from group conversations to dyadic interactions. Exploratory analyses revealed that a relative increase in dyadic interactions over the first 10 days after September 11 was marginally related to better psychological adjustment at follow-up. The findings have relevance for the understanding of stress and affiliation and normal psychological reactions to emergencies.     

Belief in a just world, teacher justice, and bullying behavior

The relation between school students' belief in a just world (BJW) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 German and Indian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers' behavior toward them personally to be just, the less bullying behavior they reported. Moreover, students with a strong BJW tended to evaluate their teachers' behavior toward them personally to be more just, and the experience of teacher justice mediated the relation between BJW and less bullying perpetration. This pattern of results was as expected and consistent across different cultural contexts. It persisted when neuroticism, sex, and country were controlled. The adaptive functions of BJW and implications for future school research are discussed.     

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4–6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test—TT) and for intelligence (Wechsler Preschool-and-Primary-Scale-of-Intelligence—WPPSI). Group differences were analyzed using t tests, as well as direct and stepwise discriminant analyses. The predictive value of the WPPSI with respect to TT performance was analyzed using regression analyses. SLI-children performed significantly worse on both TT and WPPSI (\(p \le .0001\)). The TT alone yielded an overall classification rate of 79%, the TT and the WPPSI together yielded an overall classification rate of 80%. TT performance was significantly predicted by verbal intelligence in SLI-children and nonverbal intelligence in controls whilst WPPSI subtest arithmetic was predictive in both groups. Without further research, the Token Test cannot be seen as a valid and sufficient tool for the screening of SLI in preschool children but rather as a tool for the assessment of more general intellectual capacities. SLI-children at this age already show impairments typically associated with SLI which indicates the necessity of early developmental support or training. Token Test performance is possibly an indicator for a more general developmental factor rather than an exclusive indicator for language difficulties.     

Causal Warrant for Realism about Particle Physics

While scientific realism generally assumes that successful scientific explanations yield information about reality, realists also have to admit that not all information acquired in this way is equally well warranted. Some versions of scientific realism do this by saying that explanatory posits with which we have established some kind of causal contact are better warranted than those that merely appear in theoretical hypotheses. I first explicate this distinction by considering some general criteria that permit us to distinguish causal warrant from theoretical warrant. I then apply these criteria to a specific case from particle physics, claiming that scientific realism has to incorporate the distinction between causal and theoretical warrant if it is to be an adequate stance in the philosophy of particle physics.     

Wissenschaftstheorie in ?sterreich seit den 1990er Jahren im internationalen Vergleich: Eine Bestandsaufnahme

Based on two previous reports (1970 and 1993), the development of philosophy of science in Austria (covering the history and sociology of the sciences) since 1991 is described and analyzed with regard to its manifestation and institutionalization at the universities (mostly placed at the departments of philosophy in Graz, Innsbruck, Klagenfurt, Linz, Salzburg, and Vienna). Some extra-university societies and institutes are included as well as related journals and book series in this research field, which has changed significantly within the last two decades. A sort of disruption of the earlier strong presence of philosophy of science in the capitals of the Austrian provinces occurred and at the same time a late revival took place in Vienna after the forced migration of the Vienna Circle since the 1930s and long aftermath. One additional result of this account is the extension of the traditional core discipline (analytic) ??logic and philosophy of science?? to the historical and sociological domain of all sciences (including the basic natural sciences and the humanities, as well as the cultural and social sciences). A list of related and selected publications on philosophy of science in Austria is appended as complementary biographical information. A list of Austrian institutions in the philosophy of science with some mission statements complements this survey, which is certainly not complete for practical and systematic reasons.     

Hemispheric differences in the effects of context on vowel perception

Listeners perceive speech sounds relative to context. Contextual influences might differ over hemispheres if different types of auditory processing are lateralized. Hemispheric differences in contextual influences on vowel perception were investigated by presenting speech targets and both speech and non-speech contexts to listeners’ right or left ears (contexts and targets either to the same or to opposite ears). Listeners performed a discrimination task. Vowel perception was influenced by acoustic properties of the context signals. The strength of this influence depended on laterality of target presentation, and on the speech/non-speech status of the context signal. We conclude that contrastive contextual influences on vowel perception are stronger when targets are processed predominately by the right hemisphere. In the left hemisphere, contrastive effects are smaller and largely restricted to speech contexts.     

Brauchen wir eine ?Neuropsychotherapie“?

The somewhat crude question of whether we need neuropsychotherapy means more precisely whether its neuroscientific perspective can be useful for the psychotherapeutic practice. To answer this question the traditional scientific approaches do not completely suffice. The ??empirical-technical approach?? of quantitative psychotherapy research is of no service here as neuropsychotherapy is only its continuation. Within the framework of this methodology it is not possible to critically reflect on the relevance of neuroscientific research. Such a reflection is, however, the prerequisite for an evaluation of the benefits of neuropsychotherapy. The question about the meaning of neurobiological processes thus leads to the field of epistemology. This ??theoretical approach?? is nonetheless only helpful within limits. It provides an important background of reflection, however it needs to remain abstract compared to psychotherapeutic practice because it does not integrate the specific goals of such practice. What is presented here instead is an ??approach of pragmatic reflection??. This reflection departs from a general purpose of psychotherapy from which the value of neuropsychotherapy can be appropriately estimated. After this clarification the approach of pragmatic reflection can be preliminarily demonstrated with concrete applications of neuroscience in psychotherapy. What is shown hereby is that neuropsychotherapy represents a very specific practice of argumention and action, which implements a logic into psychotherapy that does not fit its contents and goals.