Transformation and invariance in creative translations and analytic interpretations: A Bionian reading of Borges and Cervantes

Bion's basic theory of transformations includes the concept of invariances: those aspects that are kept unchanged in the transformation. Translations are considered transformations that include invariances that allow for the recognition of the transformation. Psychoanalytic interpretations are seen by the author of this paper as a special case of such transformations. From Borges's radically open perspective on translation, psychoanalytic interpretations can be characterized as pertaining to one of three categories: (1) interpretations that change the unfamiliar to the familiar, (2) rigid motion transformations, or (3) interpretations that are transformations towards O. These ideas are dramatized in the reading of two of Borges's fictional stories that present two different approaches to translation, Averroes' search and Pierre Menard, author of the Quixote. These stories exemplify transformations in –K and + K. Finally, Cervantes' intuition of a hybrid language that approaches O and allows for a peaceful and multilayered interpretation of reality (transformation towards O) is discussed.     

The role of rigid motion in newborns' face recognition

The study investigated whether dynamic information promotes newborns' ability to recognize a face. After being habituated to a face undergoing an ordered sequential head rigid motion (Exp. 1), 1- to 3-day-old newborns fully recognized the familiar face shown in the profile pose, as documented by a preference for the profile pose of a novel face. When familiarized to an ordered sequence of different viewpoint static images of a face (Exp. 2), newborns failed to recognize the profile pose of the familiar face, their visual exploration of the familiar and novel faces being at chance. Habituation to a random head rigid motion (Exp. 3) allowed only a partial recognition of face identity, as newborns preferred the profile pose of the familiar, rather than the novel, face. Rigid head motion is an important source of information for newborns' face recognition, probably aiding the derivation of a three-dimensional face structure.     

Social communication fears: Factor analysis and gender invariance of the short-form of the personal report of confidence as a speaker in Spain

Public speaking is a highly prevalent fear that prevents from successful social communication. The Personal Report of Confidence as a Speaker (PRCS) is one of the most commonly used measures to assess people’s fear of public speaking. However, few studies have evaluated its factor structure. In this paper, two studies analyzed the psychometric properties of the short form of the PRCS (Hook, Smith, & Valentiner, 2008) and its convergent validity with the Self Statements During Public Speaking (SSPS) scale in Spain. Study 1 (N = 190) provided information about exploratory factor analysis and internal consistency. Study 2, with a different sample (N = 392), complemented Study 1 with confirmatory factor analysis, internal consistency, convergent validity with SSPS and test of measurement invariance across gender groups. Results of exploratory factor analysis yielded a one factor solution. Different indices of the confirmatory factor analysis (CFI, TLI, SRMR, RMSEA) confirmed a good fit. Internal consistency was high in both studies and convergent validity with SSPS was found. Evidence of configural, metric and scalar invariance across gender groups was obtained. These findings support the use of the short form of the PRCS and suggest that it is a useful instrument for public speaking assessment.     

Does learning behavior augment cognitive ability as an indicator of academic achievement?

Measures of cognitive ability have a rich history of accounting for meaningful levels of achievement variance. In contrast to other student characteristics, however, they are somewhat limited in terms of their intervention relevance and treatment validity. Alternatively, children's observable learning behaviors are believed to enhance both treatment validity and the predictions afforded by cognitive ability. This study examined student learning behaviors in the context of cognitive ability and academic achievement. Three structural models were evaluated on a sample of 1304 students ranging in age from 6 to 17 years. Results supported the unique relationship between learning behavior and academic achievement, beyond cognitive ability. Multi-group structural equation modeling (SEM) analysis revealed that these findings were invariant across groups differing by gender and ethnicity. These findings are consistent with previous observations that children's behavioral features in learning situations will supplement the outcome-oriented standardized tests of cognitive ability.     

Invariance and Scientific Representation

This paper argues for an invariantist view of scientific representation. First, it introduces the deflationary view that sees models in science as no different in essence from symbolic vehicles, which are derivative and adopted pragmatically, as a matter of convention. After analyzing this deflationary view and pointing out its shortcomings, it argues that representations play at least two radically different roles: one purely symbolic and therefore conventional, and the other epistemic. Finally, it argues that although it is correct to say that all particular external vehicles are introduced via some conventions, they get their jobs done because they are invariant with respect to particular conventions.     

心理测量平衡性研究与实例

心理测量研究中,测量不变性(或称平衡性)是量表稳定性问题中的一个难题而且在比较研究中受到特别重视。结构方程模型因在平衡性形式捕捉方面功能强大而受到广泛应用。该研究讨论了测量平衡性的各种形式并演示了应用结构方程模型评估测量平衡性的过程。     

Dimensions of Identity Development Scale (DIDS): A test of longitudinal measurement invariance in Greek adolescents

Identity is one core developmental task of adolescence. Although Marcia’s model, comprising of the dimensions of exploration and commitment, has dominated identity research for decades new models have recently been proposed. Luyckx and colleagues’ model poses that identity is a process consisting of five aspects: Exploration in Breadth, Commitment Making, Ruminative Exploration, Exploration in Depth and Identification with Commitments. The Dimensions of Identity Development Scale (DIDS) is a 25-item instrument developed to assess those five aspects. The goal of this study is: (a) to test the applicability of DIDS in a sample of Greek adolescents, and (b) to investigate the longitudinal measurement invariance of the scale. The results support the use of DIDS in Greek context and show that strong measurement invariance holds longitudinally in the course of 12 months. Echoing recent studies, the six-factor model showed significantly better fit, with Exploration in Depth splitting to Exploration in Depth and Reconsideration of Commitment. The scale is suitable for studies of longitudinal change in identity development.     

等级数据的测量不变性检验及影响因素模拟研究

研究介绍了针对等级数据的模型建构（LRV,潜在反应变量模型）和参数估计（WLSMV）方法,以及在此基础上的测量不变性检验（DIFFTEST）方法,同时采用蒙特卡洛模拟研究方法,考察样本总量大小、组间样本量对比情况、阈值差异程度、量表长度等因素,对DIFTEST进行针对等级数据的测量不变性检验效果的影响情况,以及WLSMV估计方法下的参数复原情况。研究结果发现WLSMV估计方法参数的复原效果很好;DIFFTEST的一类错误概率达到可接受水平,在大样本情况下、组间样本量基本相等、阈值差异程度较大时,DIFFTEST检测力较好。在控制测量不变性遭受破坏的项目个数情况下,随着测验长度的增加,DIFFTEST的检测力下降。     

The structure of executive function in 3-year-olds

Although the structure of executive function (EF) during adulthood is characterized by both unity and diversity, recent evidence suggests that preschool EF may be best described by a single factor. The latent structure of EF was examined in 228 3-year-olds using confirmatory factor analysis. Children completed a battery of executive tasks that differed in format and response requirements and in putative working memory and inhibitory control demands. Tasks appeared to be age appropriate, with adequate sensitivity across the range of performance and without floor or ceiling effects. Tests of the relative fit of several alternative models supported a single latent EF construct. Measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls. At 3 years of age, when EF skills are emerging, EF appears to be a unitary, more domain-general process.