Timing accuracy of Web experiments: A case study using the WebExp software package

Although Internet-based experiments are gaining in popularity, most studies rely on directly evaluating participants’ responses rather than response times. In the present article, we present two experiments that demonstrate the feasibility of collecting response latency data over the World-Wide Web using WebExp—a software package designed to run psychological experiments over the Internet. Experiment 1 uses WebExp to collect measurements for known time intervals (generated using keyboard repetition). The resulting measurements are found to be accurate across platforms and load conditions. In Experiment 2, we use WebExp to replicate a lab-based self-paced reading study from the psycholinguistic literature. The data of the Web-based replication correlate significantly with those of the original study and show the same main effects and interactions. We conclude that WebExp can be used to obtain reliable response time data, at least for the self-paced reading paradigm.     

Group therapy as an adjunct to medication in the management of bipolar affective disorder

This paper asserts that, contrary to the beliefs of many clinicians, patients with bipolar affective disorder often experience a deteriorating course characterized by pervasive social dysfunction. It reviews the literature, identifying a rationale for group psychotherapy as an adjunct to medication in the management of these chronic patients. It outlines a theoretical approach to bipolar group therapy, and presents a retrospective study comparing the course of 43 lithium-treated bipolar patients before and after entering bipolar groups. During the year in group therapy, bipolar patients displayed significant improvements in symptom relief as well as social functioning. It is proposed that group process enhances treatment with medication, providing benefits not evident with medication alone.     

阅读预期对快速阅读理解的影响的实验研究

探讨阅读预期对快速阅读的理解水平与进程的影响。实验１探讨阅读预期对快速阅读理解水平的影响。阅读文章前分别给予被试正确、中性与误导的标题提示,结果表明,不同类型的标题提示对快速阅读的理解成绩有显著的影响,而对正常速度阅读的理解成绩影响效果不显著。实验２探讨阅读预期对快速阅读过程的词句加工程度的影响。结果表明,对优生来说,正确标题提示组发现文章中锗字的成绩显著低于误导标题提示组,差生的不同标题提示组发现错字的成绩差异不显著。两个实验的结果初步表明,快速阅读文章过程会更多地利用概念推动,较少地需要材料信息。     

Incongruity and Provisional Safety: Thinking Through Humor

The aim of this paper is to reconceive safety as a form of relation embedded in particular ways of speaking, listening and thinking. Moving away from safety as a relation that is achieved once and for all and afterwards remains safe avoids some of the disappointments of discourses of safety that seem to promise once a risk is taken or a gap is bridged that thereafter relations among people will be easier and calmer. This bumpier version of safety suggests that humor creates the kind of instabilities in discourse that act, perhaps ironically, as an invitation to enjoy the difficulties of communicating complex and challenging ideas. Humor, then, creates a kind of safe space, not devoid of dramatic shifts or emotional response, but organized around those shifts as experiences that are moments apart from conflict. I explore the use of humor as a form of serious play in social justice classrooms, examining the strategies of indirect teaching, contradictory lessons, and jolting pleasure that more traditional pedagogical approaches are less able to create. I see in humor a complex form of address and interaction that plays on the multiple possibilities within an utterance or concept and by reminding classroom communities of those possibilities. Humor can erupt from shared moments and disjunctive understandings and can as easily be mobilized by teachers as by students. By reopening the possibilities of concepts and relations, humor shatters simplistic readings by literally playing out what might be said and what could be tried but often manages to combine a sense of safety via shared laughter with its disruptions.     

Cognition is a matter of trust: Distrust tunes cognitive processes

The current review proposes that exposure to a specific untrustworthy source of information engages a mode of thought—a distrust mindset—that is also evoked by incidental distrust contexts and by personality characteristics. The review summarises empirical research demonstrating that—in contrast to trust, which leads to the familiar congruent type of cognitive processes—distrust triggers a spontaneous activation of alternatives and incongruent associations for a given concept. These alternatives dilute the activation level of the given concept, indicating that our mind can spontaneously stop the congruent-processing flow. Consequently, distrust blocks congruent effects such as confirmatory biases, accessibility effects, stereotyping, and routine reasoning. Thus, the review suggests that the basic flow of our cognition is (dis)trust dependent. The review concludes with a discussion of the effect of the distrust mindset as a demonstration of (1) situated cognition and (2) a spontaneous negation process.     

Searching for certainty in an uncertain world: the difficulty of giving up the experiential for the rational mode of thinking

Our research explores predictions that people make in a simple environment consisting of sequences of a binary signal followed by two possible outcomes. In order to optimize their prediction success, respondents should use a very simple decision rule, called maximization, whereby they consistently predict according to the signal. In line with past research, our findings show that even respondents who realized after the experiment that maximization is optimal failed to use it during the experiment itself. We discuss conditions that weaken or reinforce behaving according to the optimal rule in a repeated choice situation. Experiment 1 shows that individuals who are forced to plan their strategy and justify their actions are more likely to discover and use the optimal rule than those not forced to do so. Thinking about the appropriateness of one's performance can be done in two different orientations: focusing on the past (justifying past actions) or on the future (planning future action). Experiment 2 shows that planning induces rule‐base thinking, while justifying fails to do so. These findings are discussed within a theoretical framework which suggest an interplay between the experiential and the rational modes of processing. Copyright © 2003 John Wiley & Sons, Ltd.     

Critical Approaches to Education in the Work of Lorenzo Milani and Paulo Freire

Paulo Freire and Lorenzo Milani are considered as key figures in a number of Southern European countries for providing signposts for a critical approach to education. In this paper I will view their ideas and biographical trajectories comparatively to glean some important insights for a critical pedagogy. The common theme throughout this comparative analysis is that of education for social justice based on critical literacy. The paper also deals with such themes as the relationship between education and politics, the relationship between education and life, the collective dimension of learning and the ability to read as well as write the word and the world.