Technology's Impact on the Creative Potential of Youth

The importance of educating students to think critically and creatively was recognized over 2,000 years ago by Socrates, reworked in the 1950s by Benjamin Bloom, and reinforced by many modern-day educators. With changes in lifestyle brought on by innovations in digital technology, teachers, administrators, and parents alike are questioning the effect that these habits could be having on a student's ability to focus. Teachers, especially, are faced with challenges and unknowns in working with students who have grown up in a digital environment that some researchers warn could be disabling important systems of brain development that relate to lack of exposure with traditional reading. Faced with balancing use of traditional texts and an increase in technological resources, teachers are questioning whether today's students have the innate capability of negotiating higher-order thinking and generating creative ideas, as the nature of study habits undergoes transformation. This article explores how ability to use creative and higher-order thinking processes relates to exposure to modern technology.     

Suffering Passion,Together: Commentary on Paper by Peter Shabad

In this appreciative discussion of Shabad's paper, the author suggests an expanded role for intrapsychic conflict around the passionate drive to grow and change. At the same time, he suggests that the parent or analyst may need to “suffer passion” him or herself in order to help the patient or child evolve in this way.     

Academic Dishonesty,Self-Control,and General Criminality: A Prospective and Retrospective Study of Academic Dishonesty in a New Zealand University

Academic dishonesty is an insidious problem that besets most tertiary institutions, where considerable resources are expended to prevent and manage students' dishonest actions within academia. Using a mixed retrospective and prospective design this research investigated Gottfredson and Hirschi's self-control theory as a possible explanation for academic dishonesty in 264 university students. The relationship between academic dishonesty and general criminality was also examined. A significant but small to moderate relationship between academic dishonesty and general criminality was present, including correlations with general dishonesty, violent crime and drug offending subcategories. These findings suggested that a general criminological theory may be of use in explaining academic dishonesty, but the overall ability of self-control variables to explain academic dishonesty was not strong. Controlled logistic regressions indicated that a significant positive association with academic dishonesty was only present for one of 6 self-control subscales (self-centeredness), and even this association was only present in the prospective study component. A strong relationship between past and future academic dishonesty was present. Implications of the study for institutions are discussed.     

The shape of things to come: Exploring goal-directed prospection

Through the ability to preview the future (i.e., prospection), people can anticipate how best to think, feel and act in just about any setting. But exactly what factors determine the contents of prospection? Extending research on action identification and temporal construal, here we explored how action goals and temporal distance modulate the characteristics of future previews. Participants were required to imagine travelling to Egypt (in the near or distant future) to climb or photograph a pyramid. Afterwards, to probe the contents of prospection, participants provided a sketch of their imaginary experience. Results elucidated the impact of goal type and temporal distance on mental imagery. While a climbing goal prompted participants to draw a larger pyramid in the near than distant future, a photographic goal influenced only the compositional complexity of the sketches. These findings reveal how action goals and temporal distance shape the contents of future simulations.     

A Psychophysiological Investigation of the Rorschach Colour and Form Determinants

The Rorschach colour-emotion and form-control hypotheses were investigated by determining whether subjects would react differently psychophysiologically while giving colour dominant or form responses. Slides of the Rorschach plates no. II, III, V, VIII, IX and X were presented to 42 subjects while respiration (as control only) vasomotor changes, skin resistance and heart rate were recorded. All physiological changes (except respiration) found in conjunction with Rorschach C, CF, FC, and F responses were transformed to Lacey's autonomic lability scores. Some indications of different physiological reactions to colour and form were found. The results indicated the possible existence of “emotional” and “controlled” groups of subjects who tended to react differently, verbally and physiologically, to the Rorschach stimuli.     

Religious credence is not factual belief

I argue that psychology and epistemology should posit distinct cognitive attitudes of religious credence and factual belief, which have different etiologies and different cognitive and behavioral effects. I support this claim by presenting a range of empirical evidence that religious cognitive attitudes tend to lack properties characteristic of factual belief, just as attitudes like hypothesis, fictional imagining, and assumption for the sake of argument generally lack such properties. Furthermore, religious credences have distinctive properties of their own. To summarize: factual beliefs (i) are practical setting independent, (ii) cognitively govern other attitudes, and (iii) are evidentially vulnerable. By way of contrast, religious credences (a) have perceived normative orientation, (b) are susceptible to free elaboration, and (c) are vulnerable to special authority. This theory provides a framework for future research in the epistemology and psychology of religious credence.     

The feasibility,reliability and validity of the EORTC QLQ-C30 in assessing the quality of life of patients with a symptomatic HIV infection or AIDS (CDC IV)

Abstract

The objective of this study was to evaluate the feasibility, reliability and validity of the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire (the QLQ-C30) in a longitudinal study of the quality of life (QoL) of patients with a symptomatic HIV infection or AIDS. The OLQ-C30 is a 30-item questionnaire composed of five functional subscales. 3 symptom subscales, an overall QoL subscale, and a number of additional single item symptom measures. The questionnaire was administered serially to a sample of 156 Dutch patients. The average time to complete the questionnaire was less than 11 minutes, with most patients requiring no assistance. With one exception (role functioning subscale), the data supported the hypothesized scale structure of the questionnaire. Eight of the 9 subscales met or approached the minimal criterion for reliability (Cronbach's alpha ≤ .70) at baseline and/or follow-up. The validity of the QLQ-C30 was supported by 3 findings: (1) the correlations observed among the subscales. while statistically significant, were of only a moderate magnitude, indicating that distinct components of QoL are being assessed; (2) a number of the subscales could discriminate clearly between patients differing in stage of disease and in Karnofsky Performance Status; and (3) significant changes in QLQ-C30 scores in the expected direction, were observed over time. These results lend support to the QLQ-C30 as a reasonably reliable and valid instrument for assessing the QoL of patients with HIV infection. Additional research is needed to improve the role functioning subscale. to evaluate the QLQ-C30's concurrent validity by comparing it with other available QoL instruments, and to examine more thoroughly its responsiveness to clinically important changes in patients' health status over the entire disease and treatment trajectory.     

More Than Peaks and Valleys: Introduction to the Special Issue on Typical and Maximum Performance

Studies on the effect of enforced waiting periods in human-computer interac- tion caused by system response times (SRTs) have shown that work style and psychophysiological stress level are markedly influenced by the mean SRT length but hardly by SRT variability, although the latter is supposed to induce temporal uncertainty which is well known as a potent stressor. Hence, this study tests the hypothesis that temporal uncertainty can be induced by SRTs without any variability when their duration is so large that the user cannot ac- curately anticipate the next work step because of his or her limited temporal sensitivity. Reaction time (RT) measures on simulated system breakdowns show that accuracy of temporal anticipation of the next work step under SRTs between 2 and 8 sec is much worse than results of psychophysical stud- ies on time perception would predict, and deteriorates deviating from Weber's Law when SRT length exceeds 6 sec. Completion time of work steps, varied as a second factor, shows no significant main effects on predictability. The result suggests that predictability of work flow is markedly affected by long SRTs leading to changes in work style as shown by performance measures.     

Cognitive and GMA Testing in the European Community: Issues and Evidence

This article reviews the evidence on General Mental Ability (GMA) and cognitive ability tests in connection with employment in the European Community (EC). Five themes are reviewed: prevalence, applicant reactions, testing standards, criterion validity, and recent advances. The first section shows that GMA and cognitive ability tests are used more often in Europe than in America. The second section, regarding applicant reactions, shows that the studies carried out in the EC have shown that there are no differences between Europe and America. The third section shows that there is an initiative to harmonize the standards used across the European countries. In the fourth section, we report on a validity generalization study carried out using the primary studies conducted in Great Britain and Spain. The results showed that GMA and cognitive tests are valid predictors of job performance and training success in both countries and they generalize validity across occupations. Furthermore, the size of the observed validity estimates is similar to those found in the American meta-analyses. Finally, two recent advances are mentioned: the British "Project B" and the use of virtual reality technology for predicting job performance.     

Navy Self-Paced Computer-Based Courses: Practical Implications of Saving Time Under Instruction (UI)

Previous research has shown that converting courses to computerized self-paced format usually decreases average time under instruction (UI). This study addressed three different Navy A-School course conversions, with a total of 4,417 students over 3 years. Converting courses to computerized self-paced format decreased UI by 12–42%, resulting in significant cost savings. These savings persisted, even when considering a decreased graduation rate in one class and increased time awaiting transfer (AT) in others. However, some aspects of instructional management became more difficult because of the increased dispersion of students' UI times. These findings have implications for instructional design.