CAML—Maximum likelihood consensus analysis

Consensus analysis enables estimation of individual differences in competencies and response tendencies when answer keys to dichotomous forced-choice questions are unknown. CAML, a set of functions written in R, implements maximum likelihood estimation for the general Condorcet model that underlies consensus analysis. CAML avoids problems of alternative approaches that have often rendered consensus analysis impractical or unfeasible in the past. It provides (1) measures of model fit, (2) a measure of consensus, (3) point and interval estimates of competencies and response tendencies, and (4) an estimate of the unknown answer key. The present article describes the general Condorcet model, the CAML algorithms, and the handling of the software. In addition, the validity of CAML results is tested in a recognition memory study using selective experimental manipulations of the parameters. The results show that CAML works very well in practice and provides valid estimates of competencies, response tendencies, and answer keys.     

The Multi-Stimulus Box: An innovative learning device for the comparative study of object perception and recognition with various types of stimuli

In this article, we report the construction of a novel type of automated learning device for exploring a broad range of issues in animal visual cognition. The testing box (Multi-Stimulus Box, or MSB) we describe is an experimental chamber that enables the flexible presentation of various stimulus types while providing control over incidental cues to the greatest possible extent. Among the stimuli that can be presented are photographs, real objects, and even holograms. The MSB allows for comparative research across different stimulus qualities and species, and is thus a promising tool for advancing our understanding of the role of stimulus qualities for animals' perception, discrimination, and categorization of objects.     

Negative Numbers are not yet Automatically Associated with Space in 6th Graders

ABSTRACT

The metaphor of the mental number line accounts for numerous empirical effects of spatial-numerical associations. In the present study, we aimed at investigating directional spatial-numerical associations reflected by SNARC-like digit-direction and sign-direction congruency effects as well as the sign-digit compatibility effect when 6^th graders performed magnitude comparisons of multi-symbol numbers (i.e., positive and negative numbers). As spatial-numerical associations were associated with sensorimotor experiences, we used whole-body and finger tapping responses to manipulate the extent of motor responses. We only observed a SNARC-like digit-direction congruency effect, but neither a sign-direction congruency nor a sign-digit compatibility effect. This indicates that 6^th graders may already have developed spatial-numerical associations for absolute number magnitude, but not yet for polarity signs. Furthermore, not observing a sign-digit compatibility effect seemed to suggest that 6^th graders may not yet process multi-symbol numbers in the same parallel componential way as adults do. We argue that while 6^th graders are able to process negative numbers, they are not yet automatically associated with space or integrated in the place-value structure of the Arabic number system like multi-digit numbers are at this age.     

Benefits and Interindividual Differences in Children's Responses to Extended and Intensified Relaxation Training

The present study investigates whether extended and intensified systematic relaxation training techniques lead to increased short-term and prolonged effects in settings of stress prevention. One hundred and twenty-eight fourth- and sixth-graders (aged 9.6 and 11.6 years, respectively) participated in Imagination or Progressive Muscle Relaxation (PMR). Extension consisted of a varying number of training sessions (five versus ten), while intensified training contained additional training elements to enhance the transfer to the children's daily life (yes versus no). Age, gender, anxiety, activity level and suggestibility were included as additional variables that were assumed to moderate the effects of the training. Dependent variables indicating short-term training effects included physiological parameters (heart rate, skin conductance level, skin temperature) as well as subjective ratings (mood, physical well-being, training evaluations). Medium-term training effects, measured 1 week and 2 months after the training, were related to stress experiences, somatic stress symptoms, and coping strategies reported by the children. The results do not show considerable short- or medium-term effects of extended or intensified training. In addition, no clear moderator effects were found in the present sample.     

Normative theories of argumentation: are some norms better than others?

Norms—that is, specifications of what we ought to do—play a critical role in the study of informal argumentation, as they do in studies of judgment, decision-making and reasoning more generally. Specifically, they guide a recurring theme: are people rational? Though rules and standards have been central to the study of reasoning, and behavior more generally, there has been little discussion within psychology about why (or indeed if) they should be considered normative despite the considerable philosophical literature that bears on this topic. In the current paper, we ask what makes something a norm, with consideration both of norms in general and a specific example: norms for informal argumentation. We conclude that it is both possible and desirable to invoke norms for rational argument, and that a Bayesian approach provides solid normative principles with which to do so.     

Preferential Semantics using Non-smooth Preference Relations

This paper studies the properties of eight semantic consequence relations defined from a Tarski-logic L and a preference relation ? . They are equivalent to Shoham’s so-called preferential entailment for smooth model structures, but avoid certain problems of the latter in non-smooth configurations. Each of the logics can be characterized in terms of what we call multi-selection semantics. After discussing this type of semantics, we focus on some concrete proposals from the literature, checking a number of meta-theoretic properties and elaborating on their intuitive motivation. As it turns out, many of their meta-properties only hold in case ? is transitive. To tackle this problem, we propose slight modifications of each of the systems, showing the resulting logics to behave better at the intuitive level and in metatheoretic terms, for arbitrary ? .     

The Trophy Effect

By extending a typical endowment effect experiment with the possibility of winning the endowment in a real effort contest, we found two reinforcing effects that led to a complete market failure. Subjects who won the item in the effortful competition had a very high willingness to accept (trophy winner effect). By contrast, subjects who were not successful had an extremely low willingness to pay for the same item (trophy loser effect). We disentangle different components of these effects and investigate the underlying emotional responses. Further, we analyze the duration of the effects and discuss economic implications. Copyright © 2013 John Wiley & Sons, Ltd.     

Aktuelle Entwicklungen der psychodynamischen Psychotherapieforschung

The effectiveness of psychodynamic psychotherapy has been a “hot topic” in scientific and healthcare related debates in recent years. During this time a significant amount of new evidence supporting the effectiveness of psychodynamic psychotherapy has been published. The paper provides an overview on current psychodynamic psychotherapy research, with a focus on meta-analytic findings and randomized effectiveness trials. The results in the literature show robust evidence for the effectiveness of psychodynamic therapies for a wide range of psychiatric disorders. The methodological quality of current studies is good and comparative trials with other forms of psychotherapy yield mostly equivalent results. However, further studies are needed with regard to different mental disorders as well as effectiveness studies in everyday practice.     

Mangelnde Eignung bei angehenden Psychotherapeuten

Background

Psychotherapy research has shown that some therapists have systematically more negative outcomes than their colleagues. Many attempts have been made to answer the question of whether these unsuccessful therapists have specific features but as yet no consensus has been reached. Particularly in the field of psychotherapy training this issue has rarely been discussed.

Aims

This study focused on the following questions: how many trainees are incompetent, what characteristics do they have and how to deal with them? How are trainees selected?

Material and methods

In a research expertise on psychotherapy training for the German Ministry of Health, directors of training institutions were interviewed and 129 responses were analyzed using, for example content analysis.

Results

A total of 4–5?% of trainees were judged as being not sufficiently competent to become a psychotherapist. Relevant criteria were mainly the lack of personal and interpersonal competencies.

Conclusions

Future psychotherapy training should focus more and earlier on recognizing and intervening regarding incompetence in the given areas.