Self-reports of trauma and dissociation: An examination of context effects

To examine context effects in moderating the link between self-reported trauma and dissociation in undergraduate samples, we administered these measures either in the same or different experimental contexts. Trauma History Screen/THS (Carlson et al., 2011)-Dissociative Experiences Scale/DES-II (Bernstein & Putnam, 1986) correlations revealed a context effect (greater correlations in same test context), although multiple regression analyses did not confirm this finding. A context effect was supported in DES-Taxon scores using multiple regression for the THS but not the Modified Posttraumatic Stress Scale (MPSS-SR; Falsetti, Resnick, Resick, & Kilpatrick, 1993), an effect confirmed with correlation comparisons. Ethnicity influenced the association between measures of trauma and dissociation. Overall, the relation between measures of trauma and dissociation was small to medium, although high correlations were observed between the DES depersonalization/derealization subscale and the Multiscale Dissociation Inventory (Briere, Weathers, & Runtz, 2005) depersonalization and derealization subscales, supporting the construct validity of these measures.     

The Faulty Magnitude Detector: Why SNARC‐Like Tasks Cannot Support a Generalized Magnitude System

Do people represent space, time, number, and other conceptual domains using a generalized magnitude system (GMS)? To answer this question, numerous studies have used the spatial‐numerical association of response codes (SNARC) task and its variants. Yet, for a combination of reasons, SNARC‐like effects cannot provide evidence for a GMS, even in principle. Rather, these effects support a broader theory of how people use space metaphorically to scaffold their understanding of myriad non‐spatial domains, whether or not these domains exhibit variation in magnitude.     

Epistemic cultural constraints on the uses of psychology

This paper describes some epistemic cultural considerations which shape the uses of psychology. I argue the study of mind is bound by the metaphysical background of the given locale and era in which it is practiced. The epistemic setting in which psychology takes place will shape what is worth observing, how it is to be studied, how the data is to be interpreted, and the nature of the ultimate explanatory units. To demonstrate conceptual epistemic constraints, I discuss metaphor use in psychology. In addition, epistemic constraints shape the praxes that arise from structural study of the mind. In order to illustrate this cultural constraint, I discuss Soviet Psychology and provide a contrast between practical uses of psychoanalysis in India, Egypt, and rural Ghana. In response to these conceptual and practical epistemic limitations, psychology could adapt methods drawn from history and anthropology.     

Application of Yoga as a Spiritual Practice to Enhance Counselor Wellness and Effectiveness

In this article, we explore potential benefits of yoga, an ancient Indian tradition for spiritual growth and development, for counselors. Counselors use themselves as instruments to support clients and are constantly exposed to the traumatic experiences of clients, which may leave them susceptible to secondary traumatic stress or compassion fatigue (Shallcross, 2011). Yoga can help counselors not only in achieving holistic wellness but also in developing a way of being consistent with the characteristics of an effective counselor. Furthermore, yoga, as a spiritual practice, can empower counselors to embark on a spiritual journey driven by their own personal experiences.     

The effect of trait anger and impulsiveness on ethical leadership and support for organizational change

In this study, we examine the combined effect of leader trait anger and impulsiveness (narrow neuroticism sub-factors) on ethical leadership and organization member adaptivity. Data from working leaders, their followers and direct managers provide preliminary evidence that high trait anger and high impulsiveness relates to low follower-rated ethical leadership, and low manager-rated organization member adaptivity. Similarly, there was a stronger negative association between trait anger and ethical leadership for leaders with high as opposed to low impulsiveness. Implications for research and practice are discussed.     

Cognitive Evaluation of Machine Learning Agents

Advances in applying statistical Machine Learning (ML) led to several claims of human-level or near-human performance in tasks such as image classification & speech recognition. Such claims are unscientific primarily for two reasons, (1) They incorrectly enforce the notion that task-specific performance can be treated as manifestation of General Intelligence and (2) They are not verifiable as currently there is no set benchmark for measuring human-like cognition in a machine learning agent. Moreover, ML agent’s performance is influenced by knowledge ingested in it by its human designers. Therefore, agent’s performance may not necessarily reflect its true cognition. In this paper, we propose a framework that draws parallels from human cognition to measure machine’s cognition. Human cognitive learning is quite well studied in developmental psychology with frameworks and metrics in place to measure actual learning. To either believe or refute the claims of human-level performance of machine learning agent, we need scientific methodology to measure its cognition. Our framework formalizes incremental implementation of human-like cognitive processes in ML agents with an implicit goal to measure it. The framework offers guiding principles for measuring, (1) Task-specific machine cognition and (2) General machine cognition that spans across tasks. The framework also provides guidelines for building domain-specific task taxonomies to cognitively profile tasks. We demonstrate application of the framework with a case study where two ML agents that perform Vision and NLP tasks are cognitively evaluated.     

Does change in ethical education influence core moral values? Towards history- and culture-aware morality model with application in automatic moral reasoning

In this study, we focus on ethical education as a means to improve artificial companion’s conceptualization of moral decision-making process in human users. In particular, we focus on automatically determining whether changes in ethical education influenced core moral values in humans throughout the century. We analyze ethics as taught in Japan before WWII and today to verify how much the pre-WWII moral attitudes have in common with those of contemporary Japanese, to what degree what is taught as ethics in school overlaps with the general population’s understanding of ethics, as well as to verify whether a major reform of the guidelines for teaching the school subject of “ethics” at school after 1946 has changed the way common people approach core moral questions (such as those concerning the sacredness of human life). We selected textbooks used in teaching ethics at school from between 1935 and 1937, and those used in junior high schools today (2019) and analyzed what emotional and moral associations such contents generated. The analysis was performed with an automatic moral and emotional reasoning agent and based on the largest available text corpus in Japanese as well as on the resources of a Japanese digital library. As a result, we found out that, despite changes in stereotypical view on Japan’s moral sentiments, especially due to historical events, past and contemporary Japanese share a similar moral evaluation of certain basic moral concepts, although there is a large discrepancy between how they perceive some actions to be beneficial to the society as a whole while at the same time being inconclusive when it comes to assessing the same action’s outcome on the individual performing them and in terms of emotional consequences. Some ethical categories, assessed positively before the war, while being associated with a nationalistic trend in education have also disappeared from the scope of interest of post- war society. The findings of this study support suggestions proposed by others that the development of personal AI systems requires supplementation with moral reasoning. Moreover, the paper builds upon this idea and further suggests that AI systems need to be aware of ethics not as a constant, but as a function with a correction on historical and cultural changes in moral reasoning.     

心理因素与学业表现：机器学习分类预测模型

随着高等教育规模的扩大,学业表现不良逐渐成为一个不容忽视的现象,对学业表现不良的学生进行预测并提早给予干预可降低退学率并减少教育资源的损失。由于导致学业表现不良的因素众多且关系复杂,传统的基于相关分析的研究方法很难建立早期预测模型并进行应用。本研究旨在利用机器学习算法,对数据进行挖掘,并建立学业表现预测模型。研究对653名大一新生的心理健康状况、应对方式、人格、内外控倾向和相关人口统计学信息进行了收集,并在一年后采集了其学业成绩,利用随机森林(RF)、K邻近（KNN）、支持向量机（SVM）、决策树（DT）、朴素贝叶斯（NB）等机器学习算法建立了分类模型。结果显示,随机森林算法在识别学业表现不良学生时有最好的表现,其中准确率95.86%, 召回率91.83%,f1分数为93.80%。特征重要性分析显示,前10个对模型有最高贡献度的特征包括：年龄、性别、是否为独生子、内外控倾向、神经质倾向、积极应对倾向、宜人性倾向、一般症状指数、开放性倾向和焦虑水平。为避免过度拟合问题,本研究在一年后收集的166名新生样本中进行了模型验证,结果显示模型在新数据集上有较好的泛化表现,其中f1分数90.90％,准确率92.60％,召回率89.26％。研究提示基于人口统计学和心理测评信息,机器学习算法有助于及早识别学业表现不良学生并为开展早期干预提供启示。     

Conversation Orientation Moderates the Relationship between Information Sharing of Medically Assisted Reproduction and Child Adjustment

Parents who experienced infertility have increasingly used medically assisted reproduction (MAR) to add children to their families over the past few decades. These parents will need to decide if they will tell their children about being conceived using MAR. Although MAR information sharing operates within family contexts, little is known about the role of conversation orientation—one family contextual factor—in child outcomes associated with MAR information sharing in middle childhood. Derived from the Family Communication Patterns Theory, this study proposes that conversation orientation moderates the associations between MAR information sharing and children's psychosocial adjustment. This proposal was tested using a sample of 81 6- to 12-year-old MAR-conceived children from 55 families and a structured observational measure of conversation orientation. Multiple regression analyses showed that MAR information sharing interacted with conversation orientation to influence children's behavioral and attention problems but not emotional problems. In families with high conversation orientation, MAR information sharing was not significantly associated with children's behavioral and attention problems. In families with low conversation orientation, MAR information sharing was significantly associated with an increase in children's behavioral and attention problems. Results of this exploratory study demonstrate the potential significance of general communication orientation in understanding child outcomes of MAR information sharing and highlight the needed family context nuances in MAR research.