Misunderstandings and omissions in textbook accounts of effect sizes

There have been frequent attempts in psychology to reduce the reliance on null hypothesis significance testing (NHST) as the criterion for establishing the importance of results. Many authorities now recommend the reporting of effect sizes (ESs) as a supplement or alternative to NHST. However, there is extensive specialist literature highlighting problems associated with the use and interpretation of ESs. A review of the coverage of ESs in over 100 textbooks on statistical analysis in behavioural science revealed widespread neglect of ESs and the relevant critical issues that have widespread coverage in the more specialist literature. For example, many textbooks claim that ESs should be interpreted as a simple measure of the practical real-world importance of a result despite the fact that ESs are profoundly influenced by features of design and analysis strategy. We seek to highlight areas of misunderstanding about ESs found in the pedagogical literature in the light of the more specialist literature and make recommendations to researchers for the appropriate use and interpretation of ESs. This is critical as statistics textbooks have a crucial role in the education of researchers.     

Creation and humanity: Veli-Matti Kärkäinen's answer to the ultimate question

This article focuses on the third volume of Vel-Matti Kärkkäinen's systematic theology, titled Creation and Humanity. After a brief overview of the volume the article offers some clarification on the tenth chapter, especially on its interaction with paleontology. After that, two constructive observations follow. The first is related to Kärkkäinen's notion of the embeddedness of human nature, and the second is to further employ systems thinking in his constructive work on creation and human evolution.     

Toward law–gospel harmony in Lutheran theology and ethics

Lutheran antipathy toward the law is harmful to Christian ethics. This antipathy arises from the false notion that law and gospel are opposed. However, the Lutheran Confessions show that law–gospel distinction does not necessarily imply law–gospel opposition. When law and gospel are properly defined, they interrelate harmoniously within a multiperspectival model of Christian ethics. Moreover, the third use of the law then emerges as the basic and primary use.     

Exploring Processes in Day-to-Day Parent–Adolescent Conflict and Angry Mood: Evidence for Circular Causality

Parent–adolescent conflict has been studied both as a precursor of long-term macrolevel developmental risks and as an outcome of microlevel, moment-to-moment interaction patterns. However, the family-level processes underlying the maintenance or regulation of conflict in daily life are largely overlooked. A meso-level understanding of parent–adolescent conflict offers important practical insights that have direct implications for interventions. The present study explores day-to-day reciprocal processes and carryover in parents’ and adolescents’ experiences of anger and conflict. Daily diary data provided by parent–adolescent dyads (N = 151) from two-caregiver households (adolescents: 61.59% female, mean age = 14.60 years) over 21 days were examined using a multivariate Poisson multilevel model to evaluate the circular causality principle in parents’ and adolescents’ daily conflict and anger. Findings offer empirical support for the theory, suggesting that parents’ and adolescents’ anger and conflict exist together in a feedback loop wherein conflict is both a consequence of past anger and also an antecedent of future anger, both within and across persons. Increased understanding of the daily interaction patterns and maintenance of parent–adolescent conflict can guide more informed, targeted, and well-timed interventions intended to ameliorate the consequences of problematic parent–adolescent conflict sequences.     

Challenging anxious cognitions or accepting them? Exploring the efficacy of the cognitive elements of cognitive behaviour therapy and acceptance and commitment therapy in the reduction of children's fear of the dark

Anxiety is highly prevalent in pre-adolescent children. Distorted cognitions are characteristic for dysfunctional levels of anxiety. However, applying cognitive elements in pre-adolescent children cannot be fully ascertained, as it is not until adolescence before children can apply logical and abstract reasoning in a sophisticated manner. Cognitive behaviour therapy (CBT) and acceptance and commitment therapy (ACT) both target distorted cognitions. Whereas CBT encourages children to change the content of negative cognitions by applying cognitive restructuring, ACT stimulates youth to have a more accepting attitude towards these thoughts by applying cognitive defusion. The current study examined the efficacy of applying cognitive elements and compared the cognitive elements of CBT and ACT in pre-adolescent children. We included no behavioural elements to specifically study the developmental appropriateness of the cognitive elements in this age group. Highly anxious children, aged 8–12 years were randomised to a 30-minute cognitive restructuring (n = 21) or cognitive defusion intervention (n = 22). Subjective fear of the dark levels, behavioural darkness toleration, and comprehension and fun associated with the interventions were assessed. Both interventions had a significantly positive impact on children's fear of the dark. Cognitive restructuring led to more favourable results on subjective fear than cognitive defusion, no differences were found for darkness toleration.     

高校教师教学水平评价概化理论预算限制下最佳样本量估计

使用“高校教师教学水平评价问卷”,要求566名学生对19名教师进行评价,对收集到的数据作不同的概化设计,包括t×i、（s：t）×i、（s：t）×（i：v）和（s：t）×（i：v）×o四种设计。基于概化理论,结合预算限制,统一LaGrange乘法公式,自行推导不同设计的最佳样本量公式,联合估计的方差分量,计算出不同设计的最佳样本量。结果表明：（1）LaGrange乘法统一公式表现出较强的通用性,能够适用于预算限制下各种概化设计;（2）评价场合是影响高校教师教学水平评价一个相当重要的因素;（3）（s：t）×（i：v）×o是高校教师教学水平评价概化理论预算限制下最优概化设计;（4）高校教师教学水平评价概化理论预算限制下,每位教师最佳评价学生人数为20人,每个维度最佳评价题目数为3题。     

熊十力《新唯识论》的易学渊源与理论创新

研究《周易》生命哲学,单向度地从宇宙论演绎太极阴阳变化,或从心性论凸显易道生命实践的主体能动性,都无法实证宇宙大生命一体贯通的诚明合一之境。在熊十力哲学多元文化渊源和思想元素中,《周易》无疑是其哲学创新的最深邃的理论源泉和精神根基。宇宙本体与生命主体圆融为一,以生生之道涵化主体心灵,用主体心灵担当天地之情,成为熊十力《新唯识论》生命哲学理论突破的关键所在。     

条件推理:“演绎”与“概率”两种实验研究范式之比较

本研究通过推理心理学研究中的“演绎”和“概率”两种实验范式设计对同一个班级的大学生参与者(实验一中N=57,实验二中N=43)进行先后两次有关条件推理的实验研究后,得出如下主要结果:(1)推理者在对不同的“纯形式条件命题本身的认可度”以及对由它们各自建构的同类型推理题的推理结果之间的作答反应模式之间的差异都很小且具有较高的一致性;(2)对由不同的“含具体内容的假言命题”本身的认可度之间以及由它们建构的同类型条件推理题的推理结果之间具有较大的差异性;(3)推理者对“演绎”和“概率”两种不同实验范式分别建构的内容近似的推进题进行推理时具有大致相同的作答反应趋势。由此可以推论推理者在“概率推理实验范式”中的作答或推理结果可以被视为只是对“演绎推理实验范式”的相应推理题给出“概率解”的心理加工过程。