A multitrait–multimethod study of assessment instruments for complex problem solving

Recently published studies on Complex Problem Solving (CPS) suggest that assessments of CPS using multiple complex systems are only moderately related to tests of classical cognitive abilities. Further, CPS assessments show incremental validity beyond tests of other cognitive abilities when predicting relevant outcomes. However, these empirical accounts have relied on single CPS assessment instruments. We do not know whether these findings will generalize to the construct level across different CPS assessment instruments. To answer this question, we tested a sample of N = 339 German university students who completed three CPS assessment instruments based on multiple complex systems (MicroDYN, the Genetics Lab, and MicroFIN) and the matrices subtest of the Intelligence Structure Test as measure of reasoning. Students further reported their school grades. Analyses including latent multitrait–multimethod models provided support for the conceptualization of CPS as a complex cognitive ability. Results indicated that different CPS assessment instruments showed sufficient convergent validity (with a consistency mostly between .50 and .60). In addition, we found evidence for the divergent validity of CPS from reasoning (reasoning predicted two CPS facets, knowledge and control, β_KNOW = .49 and β_CON = .53, respectively). In the prediction of academic achievement, CPS explained variance in natural science grades after we controlled for reasoning (β_CPS = .22), whereas social science grades were not predicted. Our findings suggest that the validity of CPS generalizes across different measurement instruments.     

Effects of and attention to graphic warning labels on cigarette packages

Objective: The present study investigates the effects of graphic cigarette warnings compared to text-only cigarette warnings on smokers’ explicit (i.e. ratings of the packages, cognitions about smoking, perceived health risk, quit intentions) and implicit attitudes. In addition, participants’ visual attention towards the graphic warnings was recorded using eye-tracking methodology.Design and methods: Sixty-three smokers participated in the present study and either viewed graphic cigarette warnings with aversive and non-aversive images or text-only warnings. Data were analysed using analysis of variance and correlation analysis.Results: Especially, graphic cigarette warnings with aversive content drew attention and elicited high threat. However, whereas attention directed to the textual information of the graphic warnings predicted smokers’ risk perceptions, attention directed to the images of the graphic warnings did not. Moreover, smokers’ in the graphic warning condition reported more positive cognitions about smoking, thus revealing cognitive dissonance.Conclusion: Smokers employ defensive psychological mechanisms when confronted with threatening warnings. Although aversive images attract attention, they do not promote health knowledge. Implications for graphic health warnings and the importance of taking their content (i.e. aversive vs. non-aversive images) into account are discussed.     

Jordan und der radikale Pofitivismus:

Ohne Zusammenfassung     

Schwierigkeiten in der psychotherapeutischen Arbeit

Dealing with difficult clients, situations and their own emotions is an integral part of psychotherapists’ daily work; however, what is the nature of difficulties in psychotherapy and how should therapists’ deal with them? In spite of the high relevance of these topics for therapeutic practice, scientific research in this area lacks consistent definitions of difficulties and the respective coping strategies. This article summarizes the development of current research approaches and respective results.     

Education, not Democracy? The Apolitical Dewey

In German-speaking countries, John Dewey came tobe considered a school reformer, an advocate of theproject method and as the propagator of acognitivistic psychology of learning. His ideas onsocio-political reform, on the other hand, wereignored, partly intentionally, partly due to a lack offamiliarity with them in detail. His major pedagogicalwork, Democracy and Education received littleattention. In what follows, this selective view ofDewey is discussed mainly on the basis of internalpedagogical theoretical positions.     

Altruism in adolescents and young adults: validation of an instrument to measure generative altruism with structural equation modeling

Aim of this study was to develop and test a research instrument to measure generative and functional altruism in adolescents/young adults. In an anonymous questionnaire survey using standardised questionnaires, 873 students were recruited in academic high schools and professional schools. The 7-item Generative Altruism Scale (GALS), which includes affective and behavioural elements, correlated with relevant external measures that correspond with the underlying construct. Confirmatory factor analysis proved an acceptable model fit with characteristics of χ² [df = 14, N = 846] = 129.946, p < .001, CFI = .91, AIC = 157.946, and SRMR = .048. Female and male students differed significantly with respect to altruism scores (F = 25.5; p < .0001). The GALS could be used for empirical studies analysing the connection between altruism and the development of ethical values and prosocial behaviour. Particularly, compassion as an intrinsic motivator could be fostered in appropriate education programmes.     

The influence of flavor preexposure and test interval on conditioned taste aversions in the rat

The effects of flavor preexposure and test interval on conditioned taste aversions were examined in four experiments. In the first three experiments, prior experience with a flavor different from that used as a conditioned-stimulus (CS) produced attenuated aversions when testing occurred after a 1-day interval but not after a 21-day interval. Preexposure to the same stimulus used as a CS produced attenuated aversions at both 1- and 21-day intervals. In Experiment 4, a delay interval between flavor preexposure and conditioning eliminated the attenuating effect of preexposure, but only when different stimuli were used for preexposure and conditioning. These data could not be easily accounted for by contemporary interpretations of preexposure as an event that interferes with subsequent acquisition of a conditioned aversion. An alternative retrieval interference hypothesis was outlined.     

Ethical intuitionism and the linguistic analogy

It is a central tenet of ethical intuitionism as defended by W. D. Ross and others that moral theory should re?ect the convictions of mature moral agents. Hence, intuitionism is plausible to the extent that it corresponds to our well-considered moral judgments. After arguing for this claim, I discuss whether intuitionists o?er an empirically adequate account of our moral obligations. I do this by applying recent empirical research by John Mikhail that is based on the idea of a universal moral grammar to a number of claims implicit in W. D. Ross’s normative theory. I argue that the results at least partly vindicate intuitionism.     

Why Husserl is a Moderate Foundationalist

Foundationalism and coherentism are two fundamentally opposed basic epistemological views about the structure of justification. Interestingly enough, there is no consensus on how to interpret Husserl. While interpreting Husserl as a foundationalist was the standard view in early Husserl scholarship, things have changed considerably as prominent commentators like Christian Beyer, John Drummond, Dagfinn Føllesdal, and Dan Zahavi have challenged this foundationalist interpretation. These anti-foundationalist interpretations have again been challenged, for instance, by Walter Hopp and Christian Erhard. One might suspect that inconsistencies in Husserl’s writings are the simple reason for this disagreement. I shall argue, however, that the real question is not so much how to read Husserl, but how to define foundationalism and that there is overwhelming textual evidence that Husserl championed the most tenable version of foundationalism: a moderate foundationalism that allows for incorporating coherentist elements.     

Illusory inferences with quantifiers

The psychological study of reasoning with quantifiers has predominantly focused on inference patterns studied by Aristotle about two millennia ago. Modern logic has shown a wealth of inference patterns involving quantifiers that are far beyond the expressive power of Aristotelian syllogisms, and whose psychology should be explored. We bring to light a novel class of fallacious inference patterns, some of which are so attractive that they are tantamount to cognitive illusions. In tandem with recent insights from linguistics that quantifiers like “some” are treated as wh-questions, these illusory inferences are predicted by the erotetic theory of reasoning, which postulates that a process akin to question asking and answering is behind human inference making.