Formal Characteristics of Thematic Apperception Test Stories as Indices of Emotional Disturbance in Children

Formal characteristics of stories told about picture cards from the Thematic Apperception Test (TAT) were defined as reflecting the storyteller's ability to accomplish the task and were distinguished from content that expresses the unique concerns of the individual. It was argued that increased emphasis on formal aspects of TAT responses is warranted, because these characteristics can be determined more objectively and are more suitable for direct group comparison. Therefore, the variables included in our study consisted of an integration and expansion of formal characteristics previously developed with adults, which showed promise in differentiating disturbed and normal groups of children. Based on these formal characteristics of TAT stories, 95% of the comparison group members and 85% of the disturbed group members were correctly classified. Emotionally disturbed boys (n = 40) differed from a comparison group (n = 40) on seven formal scoring categories which were hypothesized to differentiate the groups.     

Accounting for Dependence: Relative Consilience as a Correction Factor in Cumulative Case Arguments

I propose a measure of dependence that relates a set of items of evidence to an hypothesis H and to H's negation. I dub this measure relative consilience (RC) and propose a method for using it as a correction factor for dependence among items of evidence. Using RC, I examine collusion and testimonial independence, the value of diverse evidence, and the strengthening of otherwise weak or non-existent cases. RC provides a valuable tool for formal epistemologists interested in analyzing cumulative case arguments.     

A confirmatory analysis of the factor structure and cross-age invariance of the Wechsler Adult Intelligence Scale-Third Edition

In the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III; D. Wechsler, 1997), the manual reports several confirmatory factor analyses in support of the instrument's latent factor structure. In practice, examiners frequently compare an examinee's score from a current administration of the WAIS-III with the results from a previous test administration. Implicit in test-retest score comparisons is evidence that scores retain similar interpretive meaning across time. Establishing an instrument's factorial invariance provides the foundation for this practice. This study investigated the factorial invariance of the WAIS-III across the instrument's 13 age groups. The overall results from this study generally support both configural and factorial invariance of the WAIS-III when the 11 primary tests are administered.     

Jeffrey conditioning,rigidity, and the defeasible red jelly bean

Jonathan Weisberg has argued that Jeffrey Conditioning is inherently “anti-holistic” By this he means, inter alia, that JC does not allow us to take proper account of after-the-fact defeaters for our beliefs. His central example concerns the discovery that the lighting in a room is red-tinted and the relationship of that discovery to the belief that a jelly bean in the room is red. Weisberg’s argument that the rigidity required for JC blocks the defeating role of the red-tinted light rests on the strong assumption that all posteriors within the distribution in this example are rigid on a partition over the proposition that the jelly bean is actually red. But individual JC updates of propositions do not require such a broad rigidity assumption. Jeffrey conditionalizers should consider the advantages of a modest project of targeted updating focused on particular propositions rather than seeking to update the entire distribution using one obvious partition. Although Weisberg’s example fails to show JC to be irrelevant or useless, other problems he raises for JC (the commutativity and inputs problems) remain and actually become more pressing when we recognize the important role of background information.     

Understanding culture across species

Recent claims of culture in great apes have provoked fervent argument about the 'true' definition of culture, most of which has been unhelpful. Instead, a range of definitions should be used to explore different aspects of the cognitive processes that together result in human culture, many of which can be productively studied in non-humans. A richer cognitive account of the contents of culture needs to be developed and used to compare animal and human cultures, instead of sterile searching for a cognitive Rubicon between them. Exploring six views of culture, this article highlights the fundamental contrast of whether culture evolves as a by-product of cumulative change in cognitive mechanisms, or whether it is actively selected for its advantages.     

Exploring the Relations between Cattell–Horn–Carroll (CHC) Cognitive Abilities and Mathematics Achievement

As standardized measures of cognitive abilities and academic achievement continue to evolve, so do the relations between the constructs represented in these measures. A large, nationally representative sample of school‐aged children and youth between 6 and 19 years of age (N = 4,194) was used to systematically evaluate the relations between cognitive abilities and components of academic achievement in mathematics. The cognitive abilities of interest were those identified from the Cattell–Horn–Carroll model of intelligence. Specific areas of mathematics achievement included math calculation skills and math problem solving. Results suggest that fluid reasoning (Gf), comprehension‐knowledge (Gc), and processing speed (Gs) have the strongest and most consistent relations with mathematics achievement throughout the school years.Copyright © 2017 John Wiley & Sons, Ltd.     

Comparison of the WISC-R and Woodcock-Johnson tests of cognitive ability

The relationship between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and Wechsler Intelligence Scale For Children-Revised (WISC-R) was investigated in a referral sample of 52 elementary aged students. The WJTCA and WISC-R provided comparable ability estimates as reflected by a .74 correlation between the respective Full Scale scores and no significant (.05 level) mean difference (WJTCA Broad Cognitive Ability mean = 97.1, WISC-R Full Scale mean = 96.8). The comparability of the WJTCA/WISC-R global ability estimates is contrary to lower WJTCA scores found in recent studies with learning disabled students, with the current findings supporting the criticism of those studies as advanced by the author of the WJTCA.