The easily learned,easily remembered heuristic in children

A previous study with adults [Koriat, A. (2008a). Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition. Memory & Cognition, 36, 416–428] established a correlation between learning and remembering: items requiring more trials to acquisition (TTA) were less likely to be recalled than those requiring fewer trials. Furthermore, learners’ judgments of learning (JOLs) seemed to rely on the easily learned, easily remembered (ELER) heuristic, that items requiring fewer TTAs are more likely to be recalled. This study extended investigation of these effects to 2nd- and 4th-grade children. When the list included hard and easy paired-associates (Experiment 1, N = 40, 7–10 years), recall and JOL decreased with increasing TTAs for both grades, supporting the validity of the ELER heuristic and its utilization in monitoring one's own learning. When presented only with hard pairs (Experiment 2, N = 60, 7–10 years), however, 4th graders’ but not 2nd graders’ JOLs evidenced reliance on this heuristic. The results suggest an early development of metacognitive heuristics that incorporate information about the links between characteristics of the encoding process and subsequent remembering.     

Die therapeutische Beziehung

The therapeutic relationship is deserving of special consideration. Both knowledge of the widely varying aspects of proposals in terms of possible relationship regulation and acquisition of the different forms of therapeutic relationship management are crucial for therapeutic success. Impact factors are used in the psychotherapeutic process (resource activation, problem activation, problem identification and problem solving), which are predominantly used in rapid succession or even simultaneously. This is also true of the relationship proposals intended and deployed by the therapist, which can also be conceptualised on the basis of impact factors. It has been shown that a single relationship quality can have very different mechanisms of action (e.g. on problem updating and identification). Successful therapeutic relationship regulation is characterized by high flexibility on the part of the therapist, who is able to move between the poles of understanding/confirmation, guidance/support and leadership/control. A good therapeutic relationship in terms of effecting an improvement in the patient is characterized according to the therapist’s flexibility as regards what he/she can offer in the relationship, a flexibility which can no longer be squarely attributed to one therapy discipline alone. In order to take the significance of the therapeutic relationship into account, the training and specific skills required for this need to be taught during training and supervision. A prerequisite to this, in addition to a sound theoretical training in the relevant aspects of relationship regulation, is relationship regulation skills in terms of both concept and own practical experience.     

Psychodynamische Diagnostik

The paper describes the development and objectives of psychoanalytic diagnostics. It shows that one of the key tasks of psychoanalytic/psychodynamic interviews is to initiate the doctor-patient relationship and that the patient’s motivation for treatment is to be examined and promoted in the interview. Different sources of information for the interview are then described; following a presentation of various systematic approaches of psychodynamic diagnostics, the principles of biographic history-taking are also explained. Modern psychodynamic diagnostics provides complex access to the patient, covering both elements of open interviewing and more exploratory approaches. Options for integrating these various methodological approaches are highlighted. Finally, more recent approaches in psychodynamic diagnostics that have a stronger relation to treatment planning are presented. These include the Structural Interview developed by Kernberg and Operationalised Psychodynamic Diagnostics (OPD).     

Career transitions and their causes: A country‐comparative perspective

This empirical paper investigates how individuals conceptualize causes of career transitions, focusing on the three European countries of Austria, Serbia, and Spain in comparison to the USA and China. Collectively, these countries represent four separate cultural regions according to Schwartz. Semi‐structured interviews were conducted with members of three occupational groups: business people, nurses, and blue‐collar workers. Analysis of the data generates greater insight about the existence of both region‐specific patterns as well as potentially universalistic tendencies regarding perceived causes of career transitions. Perceptions of internal (to the person) drivers of career transitions as activating forces are evident in all five countries. The overall results support contemporary notions of occupational careers that are highly individualized, a characterization strongly emphasized in the current career literature. In the European culture clusters, causes of career transitions are attributed internally and externally. China, representing the Confucian cultural region, stresses external causes for career transitions. By contrast, in the USA only internal attributions of causes are reported.     

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity–number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual–spatial working memory, assessed at 5 years of age, was mediated by early QNC, which predicted math achievement in third grade. Importantly, and confirming our isolated number words hypothesis, phonological awareness had no impact on higher numerical competencies (i.e., when number words needed to be linked with quantities [QNC Level II and above]) but predicted basic numerical competencies (i.e., when number words were isolated from quantities [QNC Level I]), explaining the moderate relationship between early literacy development and the development of mathematical competencies.     

Acting while perceiving: assimilation precedes contrast

To explore the nature of specific interactions between concurrent perception and action, participants were asked to move one of their hands in a certain direction while simultaneously observing an independent stimulus motion of a (dis)similar direction. The kinematics of the hand trajectories revealed a form of contrast effect (CE) in that the produced directions were biased away from the perceived directions ("Experiment 1"). Specifically, the endpoints of horizontal movements were lower when having watched an upward as opposed to a downward motion. However, when participants moved under higher speed constraints and were not presented with the stimulus motion prior to initiating their movements, the CE was preceded by an assimilation effect, i.e., movements were biased toward the stimulus motion directions ("Experiment 2"). These findings extend those of related studies by showing that CEs of this type actually correspond to the second phase of a bi-phasic pattern of specific perception-action interference.     

Production blocking and idea generation: Does blocking interfere with cognitive processes?

Production blocking (group members must take turns expressing their ideas) is an important cause of productivity loss in brainstorming groups. However, it is not yet clear why production blocking has this detrimental effect. We hypothesized that delays between the generation and articulation of ideas, arising when group members wait for their turns, interfere with the cognitive process of generating ideas. In three experiments, production blocking was simulated for individuals working at computer terminals. Production blocking interfered with idea generation in two ways. First, it disrupted the organization of idea generation when delays were relatively long. Second, it reduced the flexibility of idea generation when delays were unpredictable. Implications for group information processing are discussed.     

Psychotherapie mit Migranten

After an introduction and presentation of the influence of immigration on psychological health, the present overview focuses on several models of psychological development in immigration. Cross-cultural psychodynamics and culturally conditioned transference in ethnically mixed cultural psychotherapy settings are explored. The effectiveness of Western therapy methods based on Christian – Jewish values is discussed with regard to the therapy of patients from different ethnic backgrounds, i. e. so-called traditional societies. In Western cultures, proximity in object relations is based on autonomy whereas in traditional societies proximity is based on relatedness. Knowledge of specific cultural issues are considered to be an important instrument in cross-cultural therapies. Joining, activation of ethnic resources, and culture-sensitive interventions are considered to be helpful psychotherapeutic interventions. Specialized therapy settings, e.g. integration of ethnic therapists in established institutions, mono-cultural ethnic settings and collaborative projects are described. Last but not least, the authors point out the necessity of cross-cultural therapeutic competence because of an expanding cultural heterogeneity of society.     

Concepts and aims of functional interpretations: towards a functional interpretation of constructive set theory

The aim of this article is to give an introduction to functional interpretations of set theory given by the authorin Burr (2000a). The first part starts with some general remarks on Gödel's functional interpretation with a focus on aspects related to problems that arise in the context of set theory. The second part gives an insight in the techniques needed to perform a functional interpretation of systems of set theory. However, the first part of this article is not intended to be a complete survey of functional interpretations and here we recommend, for example, Avigad and Feferman (1998),Troelstra (1990) and Troelstra (1973).     

Wo steht der Jugendmaßregelvollzug in Deutschland aktuell?

With up to 67% of all young offenders suffering from mental illnesses, the question of how professional care should be arranged for them arises. The ability to detain a young offender for an indefinite period of time in a forensic psychiatric institution represents the final solution in juvenile law. This currently affects approximately 300 patients nationwide, of which there is precise data available only for patients who were detained before the age of 18. This is due to the differing nationwide organisational structures within specific forensic psychiatric institutions for adolescents. There is currently a lack of forensic psychiatric units in several federal states providing treatment for adolescents. When examining under what basis, and when the relocation of a person from a young forensic psychiatric institution into the corresponding adult one occurred, and how long specific pedagogic facilities were provided to these individuals, the differences between various adolescent forensic psychiatric institutions become apparent. This especially concerns young adolescent offenders suffering from delayed mental development.