Text–Picture Integration: How Delayed Testing Moderates Recognition of Pictorial Information in Multimedia Learning

When learning with multimedia, text and pictures are assumed to be integrated with each other. Arndt, Schüler, and Scheiter (Learning & Instruction, 35, 62–72, 2015) confirmed the process of text picture integration for sentence recognition, not, however, for picture recognition. The current paper investigates the underlying reasons for the latter finding. Two experiments are reported, where subjects memorized text–picture stimuli that differed in the specificity of information contained in either sentences or pictures. In a subsequent picture recognition test, subjects showed no integration effect after a 30‐minute delay (Experiments 1 and 2), but only after a 1‐week delay (Experiment 2). Furthermore, eye‐tracking data showed that participants sufficiently processed the pictures during learning (Experiment 1). This data pattern speaks in favor of the assumption that after a short delay participants had available a short‐lived pictorial surface representation, which masked the integration effect for pictorial recognition.Copyright © 2015 John Wiley & Sons, Ltd.     

Exploring Factor Model Parameters across Continuous Variables with Local Structural Equation Models

Using an empirical data set, we investigated variation in factor model parameters across a continuous moderator variable and demonstrated three modeling approaches: multiple-group mean and covariance structure (MGMCS) analyses, local structural equation modeling (LSEM), and moderated factor analysis (MFA). We focused on how to study variation in factor model parameters as a function of continuous variables such as age, socioeconomic status, ability levels, acculturation, and so forth. Specifically, we formalized the LSEM approach in detail as compared with previous work and investigated its statistical properties with an analytical derivation and a simulation study. We also provide code for the easy implementation of LSEM. The illustration of methods was based on cross-sectional cognitive ability data from individuals ranging in age from 4 to 23 years. Variations in factor loadings across age were examined with regard to the age differentiation hypothesis. LSEM and MFA converged with respect to the conclusions. When there was a broad age range within groups and varying relations between the indicator variables and the common factor across age, MGMCS produced distorted parameter estimates. We discuss the pros of LSEM compared with MFA and recommend using the two tools as complementary approaches for investigating moderation in factor model parameters.     

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.     

History,Theory, and Ideology

This review article argues that the critique of contemporary discourses about religious self-improvement offered by Craig Martin cannot bear the claim that the notion of individual religion must be dropped. On the one hand, comparable phenomena are not restricted to a Western present, and, on the other, they do not disprove the utility of heuristic terms like religion or individualisation. However, a religious semantic of entrepreneurship might be a phenomenon well worth further research.     

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.     

On destructiveness in the analyst

The paper describes the therapeutic relationship, specifically the countertransference enactments of the analyst whose own destructive impulses were inevitably mobilised in the treatment of a narcissistically disturbed patient. They are discussed in the light of other authors’ theoretical understanding of the described dynamics. The societal context of the analyst’s work is being discussed.     

Boolos and the Metamathematics of Quine's Definitions of Logical Truth and Consequence

The paper is concerned with Quine's substitutional account of logical truth. The critique of Quine's definition tends to focus on miscellaneous odds and ends, such as problems with identity. However, in an appendix to his influential article On Second Order Logic, George Boolos offered an ingenious argument that seems to diminish Quine's account of logical truth on a deeper level. In the article he shows that Quine's substitutional account of logical truth cannot be generalized properly to the general concept of logical consequence. The purpose of this paper is threefold: first, to introduce the reader to the metamathematics of Quine's substitutional definition of logical truth; second, to make Boolos' result accessible to a broader audience by giving a detailed and self-contained presentation of his proof; and, finally, to discuss some of the possible implications and how a defender of the Quinean concepts might react to the challenge posed by Boolos' result.