The congruency sequence effect emerges when the distracter precedes the target

The congruency effect in distracter interference tasks is typically smaller when the previous trial was incongruent as compared to congruent, suggesting the operation of a control process that minimizes the influence of irrelevant stimuli on behavior. However, both the conditions under which this congruency sequence effect (CSE) can be most easily observed without the typical learning and memory confounds, and the control process underlying it, remain controversial. We therefore tested a recent hypothesis that the CSE is most easily observed without the typical confounds when the distracter is processed before the target. In line with this “distracter head start” hypothesis, in Experiments 1 and 2 the CSE was larger when the distracter appeared before, relative to with, the target. Further, in Experiment 3, we observed a negative congruency effect after incongruent trials when a long interval separated the distracter from the target, consistent with a modulation of the response engendered by the distracter but not with a shift of attention toward the target. These findings reveal an important determinant of CSE magnitude when the typical learning and memory confounds are absent and new insights into the nature of control processes that contribute to this phenomenon.     

A Cross-Classified CFA-MTMM Model for Structurally Different and Nonindependent Interchangeable Methods

Multirater (multimethod, multisource) studies are increasingly applied in psychology. Eid and colleagues (2008) proposed a multilevel confirmatory factor model for multitrait-multimethod (MTMM) data combining structurally different and multiple independent interchangeable methods (raters). In many studies, however, different interchangeable raters (e.g., peers, subordinates) are asked to rate different targets (students, supervisors), leading to violations of the independence assumption and to cross-classified data structures. In the present work, we extend the ML-CFA-MTMM model by Eid and colleagues (2008) to cross-classified multirater designs. The new C4 model (Cross-Classified CTC[M-1] Combination of Methods) accounts for nonindependent interchangeable raters and enables researchers to explicitly model the interaction between targets and raters as a latent variable. Using a real data application, it is shown how credibility intervals of model parameters and different variance components can be obtained using Bayesian estimation techniques.     

Action Civics for Promoting Civic Development: Main Effects of Program Participation and Differences by Project Characteristics

Using both quantitative and qualitative data, this study examined the effect of participating in an action civics intervention, Generation Citizen (GC), on civic commitment, civic self‐efficacy, and two forms of civic knowledge. The sample consisted of 617 middle and high schools students in 55 classrooms who participated, or were soon to participate, in Generation Citizen. Hierarchical linear models revealed that participating in Generation Citizen was associated with positive gains in action civics knowledge and civic self‐efficacy. Qualitative coding identified three types of project characteristics that captured variability in the action projects student chose to complete: context, content, and contact with decision makers. Interactions between project characteristics and participation in GC revealed differences in civic outcomes depending on project characteristics.     

Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire: PAF-E

The current study concerns the validation of an English version of the German Test Anxiety Inventory, namely the PAF-E. This questionnaire is a multi-faceted measure of test anxiety designed to detect normative test anxiety levels and in consequence meet the need of consultancy. Construct and criterion validity of (PAF-E) were examined with a sample of 96 secondary students (Mage = 12.8, SD = 0.67; 55% girls) from an international school in Berlin (Germany) and 399 secondary students (Mage = 13.4, SD = 0.80; 56% girls) from Montréal (Canada). Both samples completed the PAF-E and related constructs, such as school-related self-efficacy, inhibitory test anxiety, achievement motivation, and the Big Five. Exploratory and confirmatory factor analyses confirmed the four-factor-structure (worry, emotionality, interfering thoughts, lack of confidence) of the original German Test Anxiety Inventory (PAF). Each subscale consists of five items with a total of 20 questions. Cronbach's alpha, ranging from.71 to.82 among Germans and.77 to.87 among Canadians as well as the re-test reliability (from.80 to.85 among Canadians) were sufficient. The differential patterns of correlations between other constructs and the indices of test anxiety indicate good construct validity.     

Trust and Involvement as Higher-Order Factors of General Attitudes Towards Politics. Testing a Structural Model Across 26 Democracies

Interindividual differences in how people think and feel about politics have been investigated for decades. However, the great number of attitudinal concepts that has been developed to describe these differences is likely to distract from their conceptual overlap and dimensional structure. In addition, not much is known about the cross-cultural invariance of their interrelation. We propose that attitudes towards politics can be structured by two broad higher-order factors, a factor of general political involvement and a factor of general political trust. In two studies (N₁ = 767; N₂ = 29,018), including representative samples from 26 democracies, we first conduct several confirmatory factor analyses (CFA) to show that the higher-order model is a well-fitting and parsimonious alternative to a baseline model without higher-order factors in most samples. Second, we present evidence from multigroup CFA that the overall patterns of factor loadings are the same across all 26 countries. We interpret this structural equivalence across different democracies as support for the assumption that general political involvement and general political trust reflect basic orientations towards politics that are based on (1) demands of democratic political systems and (2) universal principles in human trait structure.     

Should Metaphysics Care About Linguistics?

Naturalized metaphysics is based on the idea that philosophy should be guided by the sciences. The paradigmatic science that is relevant for metaphysics is physics because physics tells us what fundamental reality is ultimately like. There are other sciences, however, that de facto play a role in philosophical inquiries about what there is, one of them being the science of language, i.e. linguistics. In this paper I will be concerned with the question what role linguistics should and does play for the metametaphysical question of how our views about fundamental reality can be reconciled with the everyday truisms about what there is. I will present several examples of two kinds of approaches to this question, linguistics-based accounts and purely philosophical accounts, and will discuss their respective methodological merits and shortcomings. In the end I will argue that even proponents of a purely philosophical answer to the metametaphysical question should take the results of linguistics seriously.     

The Effect of Rational Emotive Behavior Therapy on Irrational Career Beliefs of Students of Electrical Electronics and Other Engineering Trades in Technical Colleges in Nigeria

Irrational beliefs are factors that can explain students’ emotional and/or pragmatic problems. Irrational career beliefs are career myths, maladaptive cognitions and inaccurate beliefs regarding career and the work world which impact negatively on career decision-making. The present research investigated the effectiveness of rational emotive behavior therapy (REBT) on irrational career beliefs of students of electrical electronics, automobile trade, building/woodwork and mechanical trades in technical colleges in Nigeria. Using a pretest–posttest control group, 173 participants were assessed quantitatively at four time points. One-way ANOVA, repeated-measures ANOVA and paired sample t test were utilized for analysis of data. Posttest results indicated that the irrational career beliefs of the REBT participants declined significantly compared to a waitlist control group. Furthermore, results of both 3- and 6-months follow-up evaluations showed that the significant reduction in irrational career beliefs of the REBT participants was maintained. Therefore, supporting interventions which aim to promote functional career beliefs and thoughts among the citizens, beginning from the early school years to the graduate school level and in the workplaces, should be considered a top policy issue in Nigeria. Further studies are needed to examine whether exposing students to an REBT program can lead to less anxiety related to career decision-making and improved career self-efficacy beliefs.     

Sparse Causation and Mere Abundant Causation

Philosophical Studies - Setting off from a familiar distinction in the philosophy of properties, this paper introduces a tripartite distinction between sparse causation, abundant causation and mere...     

Irritability and Emotional Impulsivity as Core Feature of ADHD and ODD in Children

The categorical approach of diagnosing mental disorders entails the problem of frequently occurring comorbidities, suggesting a more parsimonious structure of psychopathology. In this study, we therefore aim to assess how affective dysregulation (AD) is associated with attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) in children. To assess AD in children aged 8–12 years (n?=?391), we employed the parent version of a newly constructed parent rating scale. Following item reduction, we conducted exploratory and confirmatory factor analyses to establish a factorial structure of AD. One core dimension was identified, comprising irritability and emotional impulsivity, and two smaller dimensions, comprising positive emotionality and exuberance. Subsequently, we examined five different latent factor models – a unidimensional model, a first-order correlated factor model, a second-order correlated factor model, a traditional bifactor model, and a bifactor S-1 model, in which the first-order factor AD-Irritability/Emotional Impulsivity (II) was modeled as the general reference factor. A bifactor S-1 model with the a priori defined general reference domain AD-II provided the best fit to our data and was straightforward to interpret. This model showed excellent model fit and no anomalous factor loadings. This still held true, when comparing it to bifactor S-1 models with ADHD/ODD-related reference factors. Differential correlations with emotion regulation skills and the established Parent Proxy Anger Scale validate the interpretation of the different dimensions. Our results suggest that irritability/emotional impulsivity might be a common core feature of ADHD and ODD.