Triangulating Creativity: Examining Discrepancies Across Self-Rated,Quasi-Expert-Rated and Verbalized Creativity in Arts-based Learning

This convergent mixed methods study examined the triangulation of self-rated, quasi-expert-rated and verbalized creativity in students enrolled in a year-long photography program. The quantitative data included self-report scales in creativity, and ratings of creativity in students’ photography. The qualitative data included student interviews reflecting on their photographs and verbalizing their beliefs about creativity. The data were first analyzed separately and then merged for analysis to determine possible relationships between these three data sources. Merging quantitative and qualitative data highlighted two key discrepancies between students’ actual creative performance and their perceptions as creative individuals. Possible explanations of these disceprancies are discussed in light of research on creative self-efficacy and creative mindsets.     

On growth curves and mixture models

The multilevel model of change and the latent growth model are flexible means to describe all sorts of population heterogeneity with respect to growth and development, including the presence of sub‐populations. The growth mixture model is a natural extension of these models. It comes at hand when information about sub‐populations is missing and researchers nevertheless want to retrieve developmental trajectories from sub‐populations. We argue that researchers have to make rather strong assumptions about the sub‐populations or latent trajectory classes in order to retrieve existing population differences. A simulated example is discussed, showing that a sample of repeated measures drawn from two sub‐populations easily leads to the mistaken inference of three sub‐populations, when assumptions are not met. The merits of methodological advises on this issue are discussed. It is concluded that growth mixture models should be used with understanding, and offer no free way to growth patterns in unknown sub‐populations. Copyright © 2006 John Wiley & Sons, Ltd.     

How Do Australian University Students Understand Adulthood?

The understanding of modern young people's conceptions of adulthood has largely been informed and constructed through the lens of the theory of emerging adulthood. As a consequence, a relatively unquestioned belief is that there has been a trend towards the gradual development of internal, subjective characteristics and away from the attainment of traditional adult roles in emerging adults' conceptions of adulthood. Using both quantitative and qualitative methods, we surveyed Australian university students about their understanding of what it means to be an adult. Exploratory factor analysis of the Criteria for Adulthood Scale emphasised family capacities, demographic markers, norm compliance, and “novelty of adulthood,” while qualitative themes emphasised both personal and environmental characteristics. We suggest that rather than being independent, individual development and broad social‐environmental trends are likely to be interrelated, and to develop in response to each other over time.     

Freud with Charcot: Freud's discovery and the question of diagnosis

Although Charcot's seminal role in influencing Freud is widely stated, although Freud's trip to Paris to study with Charcot is well recognized as pivotal in his shift from neurological to psychopathological work, a key fact of the Freudian heuristic remains largely underestimated: namely, that Freud's psychopathological breakthrough, which gave birth to psychoanalysis, cannot be separated from his ‘diagnostic preoccupation’, which is a crucial and at times the first organizing principle of his earliest writings. The purpose of this article is therefore to reopen the question of diagnosis by following its development along the path leading from Charcot to Freud. The authors demonstrate that Freud's careful attention to diagnostic distinctions follows strictly in the direction of Charcot's ‘nosological method’. More importantly, the article intends to identify the precise way in which his ideas operate in Freud's own work, in order to understand how Freud reinvests them to forge his own nosological system. If the authors trace the destiny of Charcot's lessons as they reach Freud's hands, it is the importance granted to mixed neuroses in Freud's psychopathology that allows them to pinpoint the role played by the diagnostic process in the rationality of psychoanalysis.     

内隐序列学习表征机制探究：眼动证据

内隐序列学习的表征机制是内隐学习研究领域的基本问题, 还存在争议。采用眼动追踪技术, 通过3个实验探讨内隐序列学习的表征机制。结果发现, 知觉序列混合眼跳和反应序列混合眼跳条件下发生序列学习; 朝向眼跳和反向眼跳条件下发生序列学习; 有、无分心反向眼跳下发生序列学习, 两者序列学习量差异不显著。整个研究表明, 内隐序列学习的表征依赖于序列信息。     

Please stop now,automated vehicle! – Passengers aim to avoid risk experiences in interactions with a crossing vulnerable road user at an urban junction

The success of highly automated vehicles (HAVs; SAE Level 4) will depend to a large extent on how well they are accepted by their future passengers. This is especially true for the interaction of these vehicles with other human road users in mixed traffic. In future urban traffic, passengers of HAVs will observe from a passive position how the automated system resolves space-sharing conflicts with crossing vulnerable road users (VRUs; e.g., pedestrians and cyclists) at junctions. For one such crossing-paths conflict, we investigated when passengers would want the HAV to start braking and how much perceived risk passengers accept in the interaction of their vehicle with VRUs. To this end, we conducted 1) an online video study (N = 118), 2) a driving simulator study (N = 28), and 3) a human&vehicle-in-the-loop (Hu&ViL) study at a test site (N = 10). We varied the speed of the HAV (30 km/h vs. 50 km/h), the type (cyclist vs. pedestrian), and crossing direction of the VRU (left vs. right). During the approach to the junction, passengers' task was to trigger the HAV's braking maneuver, in a first trial at the point they considered ideal and in a second trial at the last point they still considered safe enough to decelerate and come to a stop at the stop line. For each braking maneuver, we analyzed the HAV’s distance and time-to-arrival (TTA) to the VRU at braking onset, as well as passengers’ perceived risk in the VRU interaction. The results showed that most passengers preferred harmless interactions with VRUs (at the ideal braking onset time), and accepted unpleasant, but not dangerous interactions at most (at the last acceptable braking onset time). Methodologically, the results were very similar in the three different environments (online, driving simulator, real vehicle). These results clearly show that, in addition to the technical considerations of safe automated driving, passengers’ perception and evaluation of HAV driving behavior should also be taken into account to achieve a satisfying level of acceptance of these vehicles.