Practicing psychology without an empirical evidence-base: The bricoleur model

The scientist-practitioner-model is rejected, based on an earlier critique of the current paradigm for psychological research. Ten cases exemplifying a bricoleur type of practice without a discernible empirical evidence-base are briefly presented. In the absence of useful empirical scientific evidence, the bricoleur model is proposed as a possible rationale for professional psychological practice.     

Rational Redundancy in Referring Expressions: Evidence from Event-related Potentials

In referential communication, Grice's Maxim of Quantity is thought to imply that utterances conveying unnecessary information should incur comprehension difficulties. There is, however, considerable evidence that speakers frequently encode redundant information in their referring expressions, raising the question as to whether such overspecifications hinder listeners’ processing. Evidence from previous work is inconclusive, and mostly comes from offline studies. In this article, we present two event-related potential (ERP) experiments, investigating the real-time comprehension of referring expressions that contain redundant adjectives in complex visual contexts. Our findings provide support for both Gricean and bounded-rational accounts. We argue that these seemingly incompatible results can be reconciled if common ground is taken into account. We propose a bounded-rational account of overspecification, according to which even redundant words can be beneficial to comprehension to the extent that they facilitate the reduction of listeners’ uncertainty regarding the target referent.     

On the relationship between sources of within- and between-group differences and measurement invariance in the common factor model

Investigating sources of within- and between-group differences and measurement invariance (MI) across groups is fundamental to any meaningful group comparison based on observed test scores. It is shown that by placing certain restrictions on the multigroup confirmatory factor model, it is possible to investigate the hypothesis that within- and between-group differences are due to the same factors. Moreover, the modeling approach clarifies that absence of measurement bias implies common sources of within- and between-group variation. It is shown how the influence of background variables can be incorporated in the model. The advantages of the modeling approach as compared with other commonly used methods for group comparisons is discussed and illustrated by means of an analysis of empirical data.     

Kant and Wittgenstein: Common Sense,Therapy, and the Critical Philosophy

Kant’s reputation for making absolutist claims about universal and necessary conditions for the possibility of experience are put here in the broader context of his goals for the Critical philosophy. It is shown that within that context, Kant’s claims can be seen as considerably more innocuous than they are traditionally regarded, underscoring his deep respect for “common sense” and sharing surprisingly similar goals with Wittgenstein in terms of what philosophy can, and at least as importantly cannot, provide.

The hedgehog and the Borg: Common morality in bioethics

In this commentary, I critically discuss the respective views of Gert and Beauchamp–Childress on the nature of so-called common morality and its promise for enriching ethical reflection within the field of bioethics. Although I endorse Beauchamp and Childress’ shift from an emphasis on ethical theory as the source of moral norms to an emphasis on common morality, I question whether rouging up common morality to make it look like some sort of ultimate and universal foundation for morality, untouched by the dialectics of time and reflective equilibrium, was an equally good move. As for Gert’s magisterial conception of common morality, I conclude that certain elements of his system are controversial at best and woefully inadequate at worst. He has a tendency to find in common morality what he himself put there, and his highly restricted conception of duties of assistance strikes this reader as ad hoc, inadequately defended, and unworthy of a project whose goal is to lessen the amount of misery in the world.

The ubiquity of common method variance: The case of the Big Five

The factor structures of the International Personality Item Pool (IPIP) and NEO-FFI Big Five questionnaires were examined via confirmatory factor analyses. Analyses of IPIP data for five samples and NEO data for one sample showed that a CFA model with three method bias factors, one influencing all items, one influencing negatively worded items, and one influencing positively worded items fit the data significantly better than models without method factors or models with only one method factor . With the method factors estimated, our results indicated that the Big Five dimensions may be more nearly orthogonal than previously demonstrated. Implications of the presence of method variance in Big Five scales are discussed.     

A social host in the machine? The case of group attention

I argue that akin to mind-body dualism, social-mental dualism is open to critique. That is, mental processes can be inherently social, with sociality ‘baked into’ the architecture of the cognitive mechanism. As a case in point, I introduce the reader to the cognitive mechanism of group attention. In particular, I focus on the differences between group attention and ideomotor imitation in terms of their (a) compliance to the social-mental dichotomy, and (b) contributions to building common knowledge—a prerequisite for human communication and collective action. Finally, I suggest possible implications of group attention scholarship for other social memory phenomena such as social contagion, socially shared memory-induced forgetting, and the saying-is-believing effect.     

Where are we coming from versus who we will become: The effect of priming different contents of European identity on cooperation

In two experiments, we investigated how priming European identity as common project versus common heritage affects participants' cooperation in a social dilemma; an additional aim was to explore the mediators involved in the process. In the first experiment, 82 students played a public good dilemma with a European bogus partner and then completed self‐report measures of identification with the European Union (EU), group‐based trust and collective interest. Results showed that priming a common project‐based but not a common heritage‐based European social identity fostered cooperative behaviour; this effect was mediated by two sequential mediators: the common project prime increased participants' strength of identification with EU (mediator 1) which, in turn, positively affected group‐based trust (mediator 2), fostering greater cooperation. Experiment 2 was conducted with a similar procedure on a sample of 124 students, using a different measure of trust and changing the order of mediators. Results supported those of previous experiment: Priming a project‐based EU identity content (compared to heritage‐based one) had significant direct and indirect effects on cooperation.     

Action–effect congruence during observational learning leads to faster action sequence learning

Common coding theory suggests that any action (pressing a piano key) is intimately linked with its resultant sensory effect (an auditory musical tone). We conducted two experiments to explore the effect of varying auditory action–effect patterns during complex action learning. In Experiment 1, participants were assigned to 1 of 4 groups, watched a silent video of a hand playing a sequence on a piano keyboard with no auditory action effect (observation) and were asked to practise and perform the sequence on an identical keyboard with varying action effects (reproduction). During reproduction, Group 1 heard no auditory tones (identical to observed video), Group 2 heard typical scale-ascending piano tones with each key press, Group 3 heard fixed but out-of-sequence piano tones with each key press, and Group 4 heard random piano tones with each key press. In Experiment two, new participants were assigned to 1 of 2 groups and watched an identical video; however, the video in this experiment contained typical, scale-ascending piano sounds. During reproduction, Group 1 heard no auditory tones while Group 2 heard typical, scale-ascending piano tones with each key press (identical to observed video). Our results showed that participants whose action–effect patterns during reproduction matched those in the observed video learned the action sequence faster than participants whose action–effect patterns during reproduction differed from those in the observed video. Additionally, our results suggest that adding an effect during reproduction (when one is absent during observation) is somewhat more detrimental to action sequence learning than removing an effect during reproduction (when one is present during observation).