Variation of Preference Inconsistency When Applying Ratio and Interval Scale Pairwise Comparisons

Several studies on numerical rating in discrete choice problems address the tendency of inconsistencies in decision makers' measured preferences. This is partly due to true inconsistencies in preferences or the decision makers' uncertainty on what he or she really wants. This uncertainty may be reflected in the elicited preferences in different ways depending on the questions asked and methods used in deriving the preferences for alternatives. Some part of the inconsistency is due to only having a discrete set of possible judgments. This study examined the variation of preference inconsistency when applying different pairwise preference elicitation techniques in a five‐item discrete choice problem. The study data comprised preferences of five career alternatives elicited applying interval scale and numerically and verbally anchored ratio scale pairwise comparisons. Statistical regression technique was used to analyse the differences of inconsistencies between the tested methods. The resulting relative residual variances showed that the interval ratio scale comparison technique provided the greatest variation of inconsistencies between respondents, thus being the most sensitive to inconsistency in preferences. The numeric ratio scale comparison gave the most uniform preferences between the respondents. The verbal ratio scale comparison performed between the latter two when relative residual variances were considered. However, the verbal ratio scale comparison had weaker ability to differentiate the alternatives. The results indicated that the decision recommendation may not be sensitive to the selection between these preference elicitation methods in this kind of five‐item discrete choice problem. The numeric ratio scale comparison technique seemed to be the most suitable method to reveal the decision makers' true preferences. However, to confirm this result, more studying will be needed, with an attention paid to users' comprehension and learning in the course of the experiment. Copyright © 2013 John Wiley & Sons, Ltd.     

The value of grandparents

This paper is a slightly revised version of a paper presented on 26 October 1989 as one of the Tavistock Open Lectures. The role of grandparents is discussed and the value of a supportive presence, both externally and internally, is emphasised, especially at birth and at times of mental illness. This concept is extended to the maternal or ‘grand’-maternal role adopted by agencies attempting to improve the quality of mental care, and its value is also visible in the transference in psychotherapeutic work.     

Home Literacy Environment and English Language and Literacy Skills Among Chinese Young Children Who Learn English as a Second Language

The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents completed a questionnaire about home literacy practices. Results showed that these practices can be classified into three aspects: shared reading, exposure to English materials and home teaching. Shared reading uniquely predicted receptive and expressive vocabulary, syllable awareness and word reading in English. Exposure to English materials predicted expressive vocabulary and home teaching predicted letter knowledge.     

Reply to “Expanding the Frame” by Anthony Bass and to Commentaries

In this reply I offer a short answer to the question about the theme “What do we learn from experience?” I can say that certainly the power of that particular experience with that patient made me more sensitive and careful toward similar moments with other patients. I then offer some comment on the contributions in this issue of the journal. I emphasize the interweaving of structure and process and the process of building meaning as an intersubjective achievement. I also intervene on the theme “how to transmit psychoanalytic wisdom.”     

The conceptual distinction between projective identification (Klein) and container-contained (Bion)

This paper describes the use of play in the psychotherapy of a latency child from a severely traumatised background. It considers the meaning of play in relation to the role of the psychotherapist and to psychotherapeutic technique and explores its functions in terms of the child's development. The paper documents the psychotherapist's learning experience about the difficulty of trying to make the ‘right’ interpretations and her consequent realisation of the intrinsic value of play in psychotherapy. In considering these themes, the author explores how, by placing interpretation secondary to play, the therapy enabled the development of the child's creativity and self-agency, facilitating a movement from primarily paranoid–schizoid defences towards the beginnings of a depressive position.     

Predicting Students’ Intention to Plagiarize: an Ethical Theoretical Framework

This article investigates whether acts of plagiarism are predictable. Through a deductive, quantitative method, this study examines 517 students and their motivation and intention to plagiarize. More specifically, this study uses an ethical theoretical framework called the Theory of Reasoned Action (TORA) and Planned Behavior (TPB) to proffer five hypotheses about cognitive, relational, and social processing relevant to ethical decision making. Data results indicate that although most respondents reported that plagiarism was wrong, students with strong intentions to plagiarize had a more positive attitude toward plagiarizing, believed that it was important that family and friends think plagiarizing is acceptable, and perceived that plagiarizing would be an easy task. However, participants in the current study with less intention to plagiarize hold negative views about plagiarism, do not believe that plagiarism is acceptable to family, friends or peers, and perceive that the act of plagiarizing would prove difficult. Based on these findings, this study considers implications important for faculty, librarians, and student support staff in preventing plagiarism through collaborations and outreach programming.     

Cluster Analysis of the Yale Global Tic Severity Scale (YGTSS): Symptom Dimensions and Clinical Correlates in an Outpatient Youth Sample

Tic disorders are heterogeneous, with symptoms varying widely both within and across patients. Exploration of symptom clusters may aid in the identification of symptom dimensions of empirical and treatment import. This article presents the results of two studies investigating tic symptom clusters using a sample of 99 youth (M age = 10.7, 81% male, 77% Caucasian) diagnosed with a primary tic disorder (Tourette’s disorder or chronic tic disorder), across two university-based outpatient clinics specializing in tic and related disorders. In Study 1, a cluster analysis of the Yale Global Tic Severity Scale (YGTSS) identified four symptom dimensions: predominantly complex tics; simple head/face tics; simple body tics; and simple vocal/facial tics. In Study 2, these clusters were shown to be differentially associated with demographic and clinical characteristics. Findings lend support to prior research on tic phenomenology, help to organize treatment goals, and suggest symptom dimensions of tic disorders for further evaluation.