The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills

The gain–loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well‐graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills.     

Double Decomposition of Level-1 Variables in Multilevel Models: An Analysis of the Flynn Effect in the NSLY Data

This paper introduces an extension of cluster mean centering (also called group mean centering) for multilevel models, which we call “double decomposition (DD).” This centering method separates between-level variance, as in cluster mean centering, but also decomposes within-level variance of the same variable. This process retains the benefits of cluster mean centering but allows for context variables derived from lower level variables, other than the cluster mean, to be incorporated into the model. A brief simulation study is presented, demonstrating the potential advantage (or even necessity) for DD in certain circumstances. Several applications to multilevel analysis are discussed. Finally, an empirical demonstration examining the Flynn effect (Flynn, 1987 Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101(2), 171. https://doi.org/10.1037/h0090408.[Crossref], [Web of Science ®] , [Google Scholar]), our motivating example, is presented. The use of DD in the analysis provides a novel method to narrow the field of plausible causal hypotheses regarding the Flynn effect, in line with suggestions by a number of researchers (Mingroni, 2014 Mingroni, M. A. (2014). Future efforts in Flynn effect research: Balancing reductionism with holism. Journal of Intelligence, 2(4), 122. https://doi.org/10.3390/jintelligence2040122.[Crossref] , [Google Scholar]; Rodgers, 2015 Rodgers, J. L. (2015). Methodological issues associated with studying the Flynn effect: Exploratory and confirmatory efforts in the past, present, and future. Journal of Intelligence, 3(4), 111. https://doi.org/10.3390/jintelligence3040111. [Crossref] , [Google Scholar]).     

Diversity and Community: The Role of Agent‐Based Modeling

Community psychology involves several dialectics between potentially opposing ideals, such as theory and practice, rights and needs, and respect for human diversity and sense of community. Some recent papers in the American Journal of Community Psychology have examined the diversity‐community dialectic, some with the aid of agent‐based modeling and concepts from network science. This paper further elucidates these concepts and suggests that research in community psychology can benefit from a useful dialectic between agent‐based modeling and the real‐world concerns of community psychology.     

The topography of the uncanny valley and individuals’ need for structure: A nonlinear mixed effects analysis

The uncanny valley hypothesis suggests that robots that closely resemble humans elicit feelings of eeriness. We focused on individual differences in the uncanny valley experience, which have been largely neglected to date. Using a mixed effects modelling approach, we tested whether individual differences in the need for structure predict uncanny valley sensitivity. Two experiments (Ns = 226 and 336) with morphed stimuli confirmed the uncanny valley effect. A moderator effect of need for structure was found in Experiment 2, which used a fine-grained manipulation of human likeness, but not in Experiment 1, which used a 3-step manipulation. The results provide tentative evidence that individuals who respond negatively to a lack of structure show a more pronounced (“deeper”) uncanny valley effect.     

Virtual personalities: Using computational modeling to understand within-person variability

How can the same underlying psychological/neurobiological system result in both stable between-individual differences and high levels of within-individual variability in personality states over time and situations? We argue that both types of variability result from a psychological system based on structured, chronic motivations, where behavior at a specific point in time is a joint function of the current availability of motive affordances in the situation, current motivationally relevant bodily or interoceptive states, and the result of the competition among alternative active motives. Here we present a biologically-based theoretical framework, embodied in two different computational models, that shows how individuals with stable personality characteristics, can nevertheless exhibit considerable within-person variability in personality states across time and situations.     

对比焦点的认知加工及其与重读的关系

信息结构作为语言学的一个重要概念,在语言学、心理学和神经科学等领域进行了广泛的研究。其中,从焦点和背景这一维度对信息结构的研究最多。通常情况下,人们会重读焦点信息。本研究使用ERP技术,通过对话语篇考察了不同位置对比焦点和重读的一致性对口语语篇理解的影响。研究发现,对比焦点不受位置影响,稳定诱发中后部分布正波,且小句末尾焦点诱发的正效应早于小句内部。此外,重读相对于不重读在小句内部和末尾都诱发了正效应,并且出现在较晚的时间窗口。尽管焦点不重读相对于一致性重读没有诱发任何脑电效应,但背景重读相对背景不重读在小句末尾诱发了一个早期负效应。本研究表明,听者按照不同的方式、即时使用不同位置的对比焦点和重读信息建构语篇表征。     

A structural equation modeling of executive functions,IQ and mathematical skills in primary students: Differential effects on number production,mental calculus and arithmetical problems

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.     

New polytypes of long-period stacking ordered structures in a near-equilibrium Mg97Zn1Y2 alloy

By atomic-scale high-angle annular dark-field scanning transmission electron microscopy, the long-period stacking ordered (LPSO) structures in a near-equilibrium Mg₉₇Zn₁Y₂ (at.%) alloy have been characterised. In addition to 18R and 14H, new polytypes of LPSO structures are analysed and determined as 60R, 78R, 26H, 96R, 38H, 40H, 108H and 246R. All of these LPSO structures feature AB′C′A building blocks with two Mg layers and three Mg layers sandwiched between them. The Bravais lattices and space groups of new polytypes of LPSO structures were easily determined via the newly introduced method. A structural relationship between the LPSOs is proposed.     

Thank goodness it’s Friday: weekly pattern of workplace incivility

Background and objectives: Recent research has shown day-level differences in an individual’s experience of uncivil behavior; however, it is unknown if that experience follows a consistent weekly change pattern. This study extends incivility theory and research by applying latent growth curve (LGC) modeling to diary study data to understand day-to-day changes in incivility.

Design: The authors took a theory-driven approach, reviewing both mood and recovery theory that would support a decrease in incivility over the working week.

Methods: Diary survey methodology was used, with a morning and evening survey completed on five consecutive workdays by 171 (73% of the 235 who initially volunteered, 95% of those who completed any surveys) employees in the legal industry. LGC analysis was used to identify patterns of experienced incivility, mood (both measured after work), and recovery (assessed the following morning).

Results: Regardless of job demands and gender, a weekly pattern was identified with the likelihood of experiencing incivility (coded as 0?=?none, 1?=?some) decreasing from Monday to Friday by .78 each day (p?<?.001) in a relatively linear fashion with a slope factor of .34 (SE?=?0.23; p?>?.05), indicating invariance between individuals. This weekly pattern was not explained by changes in mood or recovery.

Conclusions: Results emphasize the impact of contextual factors such as time on workplace incivility and the need to consider weekly rhythms of other behaviors that are likely to affect employee well-being and productivity. Although limited to one week of data per person, the findings are likely to be relevant to studies of other forms of interpersonal mistreatment, such as social undermining and interpersonal conflict.     

大学新生主观社会地位与抑郁的变化轨迹:一项多元潜变量增长模型分析

采用整群取样的方法在全国按东部、中部和西部共抽取了7所高校的1983名新生,进行了历时四个月的四次追踪测试。使用潜变量增长模型建模,分别考察了新生主观社会地位和抑郁的变化轨迹,并就两者间的变化关系进行了分析。结果发现新生入学后四个月内：（1）主观社会地位呈阶段化线性增长,其起始水平和第一阶段的增长速度存在显著个体间差异;（2）抑郁呈二次方增长,其起始水平和增长速度存在显著个体间差异;（3）入学后主观社会地位的下滑速度能有效预测新生抑郁水平的上升速度。研究基于情绪压制理论,对主观社会地位与抑郁间的变化关系进行了分析。