Walking the yellow brick road

This article uses the story of The Wonderful Wizard of Oz (L. F. Baum, 1900) as a metaphor for exploring career counseling issues related to self‐deception, loss, and the search for the “all‐knowing” expert. The dynamics of the story can be applied to both counseling practice and counselor training. Cross‐cultural issues are also considered.     

Loss of Information in Estimating Item Parameters in Incomplete Designs

In this paper, the efficiency of conditional maximum likelihood (CML) and marginal maximum likelihood (MML) estimation of the item parameters of the Rasch model in incomplete designs is investigated. The use of the concept of F-information (Eggen, 2000) is generalized to incomplete testing designs. The scaled determinant of the F-information matrix is used as a scalar measure of information contained in a set of item parameters. In this paper, the relation between the normalization of the Rasch model and this determinant is clarified. It is shown that comparing estimation methods with the defined information efficiency is independent of the chosen normalization. The generalization of the method to other models than the Rasch model is discussed. In examples, information comparisons are conducted. It is found that for both CML and MML some information is lost in all incomplete designs compared to complete designs. A general result is that with increasing test booklet length the efficiency of an incomplete design, compared to a complete design, is increasing, as is the efficiency of CML compared to MML. The main difference between CML and MML is seen in the effect of the length of the test booklet. It will be demonstrated that with very small booklets, there is a substantial loss in information (about 35%) with CML estimation, while this loss is only about 10% in MML estimation. However, with increasing test length, the differences between CML and MML quickly disappear.     

Learning strategy trumps motivational level in determining learning-induced auditory cortical plasticity

Associative memory for auditory-cued events involves specific plasticity in the primary auditory cortex (A1) that facilitates responses to tones which gain behavioral significance, by modifying representational parameters of sensory coding. Learning strategy, rather than the amount or content of learning, can determine this learning-induced cortical (high order) associative representational plasticity (HARP). Thus, tone-contingent learning with signaled errors can be accomplished either by (1) responding only during tone duration (“tone-duration” strategy, T-Dur), or (2) responding from tone onset until receiving an error signal for responses made immediately after tone offset (“tone-onset-to-error”, TOTE). While rats using both strategies achieve the same high level of performance, only those using the TOTE strategy develop HARP, viz., frequency-specific decreased threshold (increased sensitivity) and decreased bandwidth (increased selectivity) (Berlau & Weinberger, 2008). The present study challenged the generality of learning strategy by determining if high motivation dominates in the formation of HARP. Two groups of adult male rats were trained to bar-press during a 5.0 kHz (10 s, 70 dB) tone for a water reward under either high (HiMot) or moderate (ModMot) levels of motivation. The HiMot group achieved a higher level of correct performance. However, terminal mapping of A1 showed that only the ModMot group developed HARP, i.e., increased sensitivity and selectivity in the signal-frequency band. Behavioral analysis revealed that the ModMot group used the TOTE strategy while HiMot subjects used the T-Dur strategy. Thus, type of learning strategy, not level of learning or motivation, is dominant for the formation of cortical plasticity.     

The Association Between Self-Control and Hoarding: A Case Report

The capacity to exert control over one's behavior is known as self-control, and this ability to self-regulate is a necessary component for directing personal behavior toward achieving a specific goal. Baumeister and colleagues have suggested that self-control operates within a resource model such that an individual may strengthen this resource through directed practice. Hoarding is one syndrome wherein self-control may play a substantial role. Within a translational research framework, two separate case studies sought to determine if practicing self-control in a non-hoarding-related domain might have an impact on an individual's hoarding symptoms and their readiness for treatment. Two individuals diagnosed with hoarding were enrolled in a self-control practice condition. Both self-control levels and hoarding symptoms were measured at pre– and post–time points using self-report and behavioral indices. Findings in support of a favorable effect of self-control on mitigating behavioral hoarding symptoms were mixed, with 1 patient experiencing marked improvement in symptoms and the other not. We also found that self-control practice was associated with both increased motivation for treatment and overall level of self-awareness. The implications of self-control for hoarding are discussed from a disease-reduction and prevention standpoint, along with the role self-control might play within more traditional cognitive behavioral interventions.     

“Just one animal among many?” Existential phenomenology,ethics, and stem cell research

Stem cell research and associated or derivative biotechnologies are proceeding at a pace that has left bioethics behind as a discipline that is more or less reactionary to their developments. Further, much of the available ethical deliberation remains determined by the conceptual framework of late modern metaphysics and the correlative ethical theories of utilitarianism and deontology. Lacking, to any meaningful extent, is a sustained engagement with ontological and epistemological critiques, such as with “postmodern” thinking like that of Heidegger’s existential phenomenology. Some basic “Heideggerian” conceptual strategies are reviewed here as a way of remedying this deficiency and adding to ethical deliberation about current stem cell research practices.     

the experience of change and its impact on workers who self‐identify as doing well with change that affects their work

This study sought to understand more about the experience of workers who self‐identified as doing well within the context of volatile and changing work situations. The research results indicate that even those workers who report doing well with change experience a myriad of work‐related, personal life, attitude and approach, and professional life changes. The impacts of these changes can be categorized by theme: psychological, professional/work, emotional, personal/family life, physical, and cultural. Results are framed within the psychological thriving literature. Implications for organizations, counselors, and future research are discussed.     

what helps and hinders workers in managing change

This research responds to calls for increased understanding of workers' experiences of their work and work contexts. Informed by positive psychology, this study focused on a seldom‐studied subset of working individuals who self‐identified as doing well with change affecting their work and on strategies that helped or hindered them in doing well, factors that would have helped, and their experiences of change within the context of volatile and changing work situations. Using the enhanced critical incident technique methodology, the authors extracted 790 incidents from 45 participant interviews. These data were organized into the following 10 categories: support from friends and family, support from colleagues, support from professionals, personal attitudes/traits/emotional set, self‐care, internal framework and boundaries, taking action, skill/role competence, management style and work environment, and personal life changes/issues. The implications of these categories for research, theory, practice, and organizations are discussed.