Overt responding in computer-based training

This experiment compared the extent to which students learned facts included in computer-based-training frames that required an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts). Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more facts per minute of training in one of the two modules that included passive facts than in the two modules with only active facts.     

Overt responding in computer-based training

This experiment compared the extent to which students learned facts included in computer-based-training frames that required an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts). Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more facts per minute of training in one of the two modules that included passive facts than in the two modules with only active facts.     

Book reviews

Classical Probability in the Enlightenment. LORRAINE DASTON, 1988. Princeton, Princeton University Press. xviii + 423 pp., US$19.95 (paperback). ISBN 0–691–08497–1, 0–691–00644‐X (paperback)

Following Form and Function: a Philosophical Archaeology of Life Science. STEPHEN T. ASMA, 1996. Evanston, IL, Northwestern University Press. xiii + 232 pp., price not available

Concepts and Methods in Evolutionary Biology. ROBERT N. BRANDON, 1996. Cambridge, Cambridge University Press. xiv+221 pp., $US59.95 (hardback), $Can 27.50 (paperback). ISBN 0–521–49545–9 (hardback), 0–521–49888–0 (paperback)

The Completeness of Scientific Theories: on the Derivation of Empirical Indicators within a Theoretical Framework: the Case of Physical Geometry. The University of Western Ontario Series in Philosophy of Science, Volume 53. MARTIN CARRIER, 1994. Dordrecht, Kluwer. xviii + 248 pp., price not available. ISBN 0–7923–24757 (hardback)

The Philosophy and History of Molecular Biology: New Perspectives. Boston Studies in the Philosophy of Science, Volume 183. SAHOTRA SARKAR (Ed.), 1996. Dordrecht, Kluwer. 264 pp., $US127. ISBN 0–7923–3947–9

Awareness: What it is, What it does. CHRIS NUNN, 1996. London and New York, Routledge. price not available. ISBN 0–415–13227–4     

Psychologists' and counsellors' perspectives on prolonged grief disorder and its inclusion in diagnostic manuals

Introduction: In this research, proposed criteria for what has been termed ‘Prolonged Grief Disorder’ (PGD) (more recently termed, ‘Persistent Complex Bereavement‐Related Disorder’ (PCB‐RD) in the proposed DSM‐V), were presented to psychologists and counsellors. Method: Participants were asked about their views on the ‘disorder’ and whether they considered its inclusion in diagnostic manuals was justified. A total of 185 participants, (147 psychologists, specialist and general, and 38 counsellors) responded to an online survey (part of a larger research project), concerning their attitudes, choices and activities regarding bereavement therapy. In this part of the research, therapists’ perspectives about pathological grief, the recognition of PGD and its inclusion in diagnostic manuals were explored. Fifty‐nine participants took the option of adding written remarks to the survey to expand on their opinions regarding PGD. Results/Conclusions: Tentative support for the inclusion of PGD in diagnostic manuals was given; however many therapists indicated considerable reservations about potential negative repercussions of using such a diagnosis. One‐way between‐groups analysis of variance was undertaken to determine whether participants' opinions varied according to main occupation or specialism; however, no significant difference was found. This research was conducted prior to the latest update to the proposed revision and diagnostic category concerning bereavement in the DSM‐5 of April 2012, but many observations and recommendations concerning PGD made by the therapists participating in this research can be seen to be applicable to PCB‐RD. Implications: The implications of this research for assessing and diagnosing grief, and ways of working with bereaved clients, are discussed.     

Do Student Evaluations of University Reflect Inaccurate Beliefs or Actual Experience? A Relative Rank Model

It was shown that student satisfaction ratings are influenced by context in ways that have important theoretical and practical implications. Using questions from the UK's National Student Survey, the study examined whether and how students' expressed satisfaction with issues such as feedback promptness and instructor enthusiasm depends on the context of comparison (such as possibly inaccurate beliefs about the feedback promptness or enthusiasm experienced at other universities) that is evoked. Experiment 1 found strong effects of experimentally provided comparison context—for example, satisfaction with a given feedback time depended on the time's relative position within a context. Experiment 2 used a novel distribution‐elicitation methodology to determine the prior beliefs of individual students about what happens in universities other than their own. It found that these beliefs vary widely and that students' satisfaction was predicted by how they believed their experience ranked within the distribution of others' experiences. A third study found that relative judgement principles also predicted students' intention to complain. An extended model was developed to show that purely rank‐based principles of judgement can account for findings previously attributed to range effects. It was concluded that satisfaction ratings and quality of provision are different quantities, particularly when the implicit context of comparison includes beliefs about provision at other universities. Quality and satisfaction should be assessed separately, with objective measures (such as actual times to feedback), rather than subjective ratings (such as satisfaction with feedback promptness), being used to measure quality wherever practicable. © 2014 The Authors. Journal of Behavioral Decision Making published by John Wiley & Sons Ltd.     

The effect of facial attractiveness on temporal perception

Previous research suggests that feelings of fear, dislike, shame and sadness affect our perception of duration (Droit-Volet et al., 2004; Gil et al., 2009). The current study sought to expand our understanding of the variables which moderate temporal perception by examining whether the attractiveness of a face influenced its perceived duration. Participants completed a verbal estimation task in which they judged the duration of attractive, unattractive and neutral faces. The results showed that participants underestimated the duration of unattractive faces relative to attractive and neutral faces. Estimates of unattractive faces were also less accurate than those of the attractive and neutral faces. The results are consistent with Gil et al.'s (2009) suggestion that the duration of disliked stimuli are underestimated relative to liked and neutral stimuli because they detract attention from temporal perception. Analysis of the slope and intercept of the estimation gradients supports Zakay and Block's (1997) suggestion that reduced attention to time results in a multiplicative underestimation of duration.     

Condom Use and Contraception Non-Use Amongst 16-19 Year Olds: A Within Subjects Comparison

Abstract

The present study used a within subject design to examine which situation specific factors discriminated between the use of condoms and non-use of contraception in the context of preventing unwanted pregnancy. Adapting the methodology of Gold et al (1991, 1992), 215 16 to 19 year olds completed a questionnaire concerning the most recent time they had experienced sexual intercourse without using contraception (the “without contraception” encounter) and me most recent time they had experienced sexual intercourse using a condom (the “with a condom” encounter). The results showed that although past behaviour did not differentiate between the two encounters, situational factors relating to preparation for action, affect and interpersonal interaction were important. However, when analysed for men and women separately most of the differences were only found for women. In particular, the results suggest that women report non-contraception use as associated with feeling more guilty, having a partner who is less motivated to use contraception than they are, with neither themselves nor their partner raising the desire to use contraception, not expecting to have sex and not discussing contraception and not having contraception available. In contrast, for men, only the availability of contraception appeared to differentiate between the two encounters. The results are discussed in terms of the usefulness of the methodology and the associated shift in emphasis from users and non-users of contraception to use and non-use. The implications of the results in terms of health education interventions are also considered.     

On becoming a psychoanalyst

One has the opportunity and responsibility to become an analyst in one's own terms in the course of the years of practice that follow the completion of formal analytic training. The authors discuss their understanding of some of the maturational experiences that have contributed to their becoming analysts in their own terms. They believe that the most important element in the process of their maturation as analysts has been the development of the capacity to make use of what is unique and idiosyncratic to each of them; each, when at his best, conducts himself as an analyst in a way that reflects his own analytic style; his own way of being with, and talking with, his patients; his own form of the practice of psychoanalysis. The types of maturational experiences that the authors examine include situations in which they have learned to listen to themselves speak with their patients and, in so doing, begin to develop a voice of their own; experiences of growth that have occurred in the context of presenting clinical material to a consultant; making self-analytic use of their experience with their patients; creating/discovering themselves as analysts in the experience of analytic writing (with particular attention paid to the maturational experience involved in writing the current paper); and responding to a need to keep changing, to be original in their thinking and behavior as analysts.