Computational behavior dynamics: an alternative description of Nevin (1969).

A computational processing behavior-dynamic model was instantiated in the form of a computer program that "behaved" on the task developed by Nevin (1969). In this classic discrete-trials experiment, the relative frequency of choosing a response alternative matched the relative frequency of reinforcement for that alternative, the local structure of responding was opposite that predicted by momentary maximizing (i.e., the probability of a changeover decreased with run length), and absolute and relative response rates varied independently. The behavior-dynamic model developed here qualitatively reproduced these three results (but not in quantitative and specific detail) and also generated some interesting, as-yet-untested predictions about performance in Nevin's task. The model was discussed as an example of a stochastic behavior-dynamic alternative to algebraic behavior theory.     

Evaluating young children''s cognitive capacities through computer versus hand drawings

Young normal and handicapped children, aged 3 to 6 years, were taught to draw a scene of a house, garden and a sky with a computer drawing program that uses icons and is operated by a mouse. The drawings were rated by a team of experts on a 7-category scale. The children's computer- and hand-produced drawings were compared with one another and with results on cognitive, visual and fine motor tests. The computer drawing program made it possible for the children to accurately draw closed shapes, to get instant feedback on the adequacy of the drawing, and to make corrections with ease. It was hypothesized that these features would compensate for the young children's limitations in such cognitive skills, as memory, concentration, planning and accomplishment, as well as their weak motor skills. In addition, it was hypothesized that traditional cognitive ratings of hand drawings may underestimate young children's intellectual ability, because drawing by hand demands motor skills and memory, concentration and planning skills that are more developed than that actually shown by young children. To test the latter hypothesis, the children completed a training program in using a computer to make drawings. The results show that cognitive processes such as planning, analysis and synthesis can be investigated by means of a computer drawing program in a way not possible using traditional pencil and paper drawings. It can be said that the method used here made it possible to measure cognitive abilities "under the floor" of what is ordinarily possible by means of traditionally hand drawings.     

Mood and memories of parental rearing styles: A comparison of mood effects on questionnaire-cued and free recall of autobiographical memories

The relationship between memories of childhood experiences (e.g., adverse parenting) and adult depression often found raises questions of interpretation. On the one hand, both laboratory studies and clinicians' experiences suggest that subjects in a depressed mood frequently show a negative bias in perceptions and memories. Negative childhood memories in depressed persons might, therefore, be interpreted as epiphenomena of depressed mood instead of etiological factors. On the other hand, memories of childhood experiences seem remarkably stable across changes in depressed mood, especially when memories are elicited by means of standardized questionnaires. In the mood and memory literature several explanations for this stability are offered. For one thing, highly structured cues to elicit memories (such as in questionnaires) are hypothesized to be less susceptible to mood bias than unstructured memory cues (such as in free recall procedures). On the other hand, resource allocation theorists suggest that childhood memories, being well established and rehearsed, are relatively impervious to mood bias no matter how they are elicited. In this study we examined whether different methods of eliciting childhood memories (i.e., free recall and questionnaire-cued) are differentially susceptible to mood bias. To this aim, we used a mood induction procedure to induce depressed, neutral, and elated mood and assessed childhood memories both before and after the mood induction using both questionnaires and free recall to elicit memories. Results suggested that memories elicited by means of free recall as well as by means of questionnaire-cued recall were susceptible to depressed and elated mood bias. The implications for research addressing the link between childhood experiences and depression are discussed.     

The accuracy of maternal self-reports: Agreement between reports on a computer simulation compared with observed behaviour in the supermarket

The validity of maternal self-reports about their parenting behaviour is evaluated with two studies. In both studies, the mothers were observed shopping in the supermarket with their 2-year-old children. One week later they responded to multiple choice questions on a computer that simulated the experience of shopping with their children. The exact agreement between the two types of data was then assessed. The results from the first study involving 28 mothers revealed some agreement, although it was generally low. In an effort to increase the level of agreement, the computer simulation was revised to allow multiple responses and to clarify some of the simulation vigenettes. A replication study resulted in a considerably higher level of agreement for 22 mothers. Implications of this method for researchers and practitioners are discussed.     

An infrared system for the detection of a pigeon''s pecks at alphanumeric characters on a TV screen: the dependency of letter detection on the predictability of one letter by another.

Three pigeons pecked at letters of the alphabet and at the symbol "?" displayed on a computer-driven cathode ray screen. A 4 by 4 matrix of infrared emitting and detecting diodes and associated circuitry identified the location of a pigeon''s responses to the screen. Responses at the target letter T were probabilistically reinforced with food whenever T appeared in a string of three letters in the middle of the screen. Responses at the symbol "?" appearing below this string were probabilistically reinforced whenever T did not appear. The letter F anywhere in the three-character string either strongly predicted the occurrence of the target letter T, in two conditions, or predicted its nonoccurrence, in a third. This manipulation of the frequency with which the familiar letter F predicted T was shown to change the function relating probability of a correct peck at the symbol "?" to the number of Fs in the string. This effect may be interpreted as an instance of the phenomenon where an organism''s acquired knowledge changes what it sees.     

Empirical tests of scientific realism: A quantitative framework

The scientific realism debate in philosophy of science raises some intriguing methodological issues. Scientific realism posits a link between a scientific theory's observational and referential success. This opens the possibility of testing the thesis empirically, by searching for evidence of such a link in the record of theories put forward in the history of science. Many realist philosophers working today propose case study methodology as a way of carrying out such a test. This article argues that a qualitative method such as case study methodology is not adequate for this purpose, for two reasons: to test scientific realism is to pose an effects-of-causes question, and observational and referential success are quantities that theories possess to a greater or lesser degree. The article concludes that an empirical test of scientific realism requires a quantitative method.     

Ten principles of counselling: Grounded theory in a mixed methods research project

This grounded theory (GT) study is part of an extensive mixed methods research project to develop general principles for counselling. Nine hundred counselling protocols were examined. The material is characterised by a quantitative amount of data with a qualitative character. The research is based on the systemic-constructivist research paradigm. The variety of perspectives is an important aspect of the work. Therefore, it is important that the entire research process with GT takes place in exchange with other research settings in order to minimise the limitations caused by the perspective of the researchers. During the research process, there was an intensive examination of GT in order to adapt it to the research project. By using the GT to analyse the extensive qualitative material, the actions of the counsellors were observed and 10 counselling principles were developed. This article presents the research process and the findings.     

Extending exploratory diagnostic classification models: Inferring the effect of covariates

Diagnostic models provide a statistical framework for designing formative assessments by classifying student knowledge profiles according to a collection of fine-grained attributes. The context and ecosystem in which students learn may play an important role in skill mastery, and it is therefore important to develop methods for incorporating student covariates into diagnostic models. Including covariates may provide researchers and practitioners with the ability to evaluate novel interventions or understand the role of background knowledge in attribute mastery. Existing research is designed to include covariates in confirmatory diagnostic models, which are also known as restricted latent class models. We propose new methods for including covariates in exploratory RLCMs that jointly infer the latent structure and evaluate the role of covariates on performance and skill mastery. We present a novel Bayesian formulation and report a Markov chain Monte Carlo algorithm using a Metropolis-within-Gibbs algorithm for approximating the model parameter posterior distribution. We report Monte Carlo simulation evidence regarding the accuracy of our new methods and present results from an application that examines the role of student background knowledge on the mastery of a probability data set.     

Tachistoscopic and questionnaire methods for the measurement of psychological defences

Only few attempts have been made to compare different methods aiming at quantifying defensive strategies. In this study the tachistoscopic Defence Mechanism Test (Kragh, 1960b and 1985) is compared to paper-and-pencil tests of defence. There were virtually no correlations between the DMT and the other measures of defence. This may indicate that the concept of defence is a highly complex one. It is suggested that the Defence Mechanism Test may be measuring primary defence while defence questionnaires may be assessing more secondary forms of defence. The two questionnaires used for assessing defence correlated significantly, while a scale for social desirability showed no correlation with DMT or the two defence questionnaires.