Introduction

This introduction presents selected proceedings of a two‐day meeting on the regress problem, sponsored by the Netherlands Organization for Scientific Research (NWO) and hosted by Vanderbilt University in October 2013, along with other submitted essays. Three forms of research on the regress problem are distinguished: metatheoretical, developmental, and critical work.     

Moderation Analysis Using a Two-Level Regression Model

Moderation analysis is widely used in social and behavioral research. The most commonly used model for moderation analysis is moderated multiple regression (MMR) in which the explanatory variables of the regression model include product terms, and the model is typically estimated by least squares (LS). This paper argues for a two-level regression model in which the regression coefficients of a criterion variable on predictors are further regressed on moderator variables. An algorithm for estimating the parameters of the two-level model by normal-distribution-based maximum likelihood (NML) is developed. Formulas for the standard errors (SEs) of the parameter estimates are provided and studied. Results indicate that, when heteroscedasticity exists, NML with the two-level model gives more efficient and more accurate parameter estimates than the LS analysis of the MMR model. When error variances are homoscedastic, NML with the two-level model leads to essentially the same results as LS with the MMR model. Most importantly, the two-level regression model permits estimating the percentage of variance of each regression coefficient that is due to moderator variables. When applied to data from General Social Surveys 1991, NML with the two-level model identified a significant moderation effect of race on the regression of job prestige on years of education while LS with the MMR model did not. An R package is also developed and documented to facilitate the application of the two-level model.     

When ideology matters: Moral conviction and the association between ideology and policy preferences in the Israeli–Palestinian conflict

Do people's policy preferences toward outgroups in intractable conflict consistently correspond with political ideology? To what extent are policy‐related cleavages between the political right and left in such contexts fueled by moral conviction and emotions? Analyses of a survey of Jewish‐Israelis (N = 119) conducted immediately after a war between Israelis and Palestinians revealed little to no ideological differences in acceptance of “collateral damage,” support for retribution, or support for compromise when positions about the Israeli–Palestinian conflict were devoid of moral fervor. Those on the left and right endorsed polarized policy preferences only when their positions about the conflict were held with moral conviction. Presence or absence of guilt about harm to Palestinians mediated the effects of moral conviction on policy preferences in this context. Copyright © 2013 John Wiley & Sons, Ltd.     

Effects of deterrence on intensity of group identification and efforts to protect group identity

Group identification serves important functions such as motivating group members to work towards group goals and sustaining their efforts to maintain a positive group identity. Thus increasing or decreasing group identification has implications for group members’ commitment to achieving group goals. We propose that group identification and group-level efforts to protect group identity can be reduced or enhanced by deterrents to feeling identified with the ingroup. To test this idea, we exposed participants to different types of deterrents to group identification: a reason for not liking the ingroup (Study 1), difficulty of achieving an ingroup goal (Study 2), and a threat to ingroup positive identity (Study 3). Group identification and strength of efforts to achieve a group goal increased with the strength of deterrence, to the point where it decreased in the strong deterrent condition. Implications for intergroup motivation and social identity are discussed.     

Integrative Complexity Coding Raises Integratively Complex Issues

Conway, Conway, Gornick, and Houck (2014) report a major effort to automate integrative complexity coding. Judging this effort requires researchers to be more explicit in articulating key methodological assumptions about the coding process and theoretical assumptions about the construct. Unresolved issues include: (1) when, and on what basis, we should attribute divergences between human coders and algorithms to overestimations or underestimations by one or the other approach; and (2) to what extent second‐generation algorithms can yield Pareto improvements that reduce errors of both underestimation and overestimation. Further progress in developing natural language processing measures of this cognitive style will require sharper definitions of target constructs: in particular, different types of differentiation (dialectical and elaborative) and integration (hierarchical and flexible) and clearer guidelines for factoring context into assessments.     

The “Deliberative Digital Divide:” Opinion Leadership and Integrative Complexity in the U.S. Political Blogosphere

This study examined the association between political ideology and linguistic indicators of integrative complexity and opinion leadership in U.S. political blog posts (N = 519). Using Linguistic Inquiry and Word Count (LIWC) text analysis, we found that the posts of conservative bloggers were more integratively simple than those of liberal bloggers. Furthermore, in support of a proposed opinion leadership model of integrative complexity, the relationship between ideology and integrative complexity was mediated by psychological distancing (an indicator of a hierarchical communication style). These findings demonstrate an ideological divide in the extent to which the blogosphere reflects deliberative democratic ideals.     

A Systemic Analysis of Cheating in an Undergraduate Engineering Mechanics Course

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics.     

Ethicist as Designer: A Pragmatic Approach to Ethics in the Lab

Contemporary literature investigating the significant impact of technology on our lives leads many to conclude that ethics must be a part of the discussion at an earlier stage in the design process i.e., before a commercial product is developed and introduced. The problem, however, is the question regarding how ethics can be incorporated into an earlier stage of technological development and it is this question that we argue has not yet been answered adequately. There is no consensus amongst scholars as to the kind of ethics that should be practiced, nor the individual selected to perform this ethical analysis. One school of thought holds that ethics should have pragmatic value in research and design and that it should be implemented by the (computer) engineers and/or (computer) scientists themselves, while another school of thought holds that ethics need not be so pragmatic. For the latter, the ethical reflection can aim at a variety of goals, and be carried out by an ethicist. None of the approaches resulting from these lines of thinking have been adopted on a wide-scale basis. To that end, the approach presented here is intended to bridge the gap between these schools of thought. It is our contention that ethics ought to be pragmatic and to provide utility for the design process and we maintain that adequate ethical reflection, and all that it entails, ought to be conducted by an ethicist. Thus, we propose a novel role for the ethicist—the ethicist as designer—who subscribes to a pragmatic view of ethics in order to bring ethics into the research and design of artifacts—no matter the stage of development. In this paper we outline the series of steps that a pragmatic value analysis entails: uncovering relevant values, scrutinizing these values and, working towards the translation of values into technical content. In conclusion, we present a list of tasks for the ethicist in his/her role as designer on the interdisciplinary team.     

Response-specific slowing in older age revealed through differential stimulus and response effects on P300 latency and reaction time

Older age produces numerous changes in cognitive processes, including slowing in the rate of mental processing speed. There has been controversy over the past three decades about whether this slowing is generalized or process-specific. A growing literature indicates that it is process-specific and suggests it is most dramatic at the interface where a stimulus input is translated into a response output. We tested this hypothesis using a task in which young and older adult males made either compatible or incompatible responses to the word LEFT or RIGHT shown briefly and variously located in a 4 row × 6 column matrix surrounded by # signs or by letters chosen randomly from the sets A-G or A-Z. Processing speed was measured using P300 latency and reaction time. Experimental effects on these two measures provided support for the hypothesis in revealing that stimulus identification processes were preserved, whereas processes related to translating a stimulus input into a designated response output and then selecting that response were compromised in the elderly.