Modelos Bayesianos gráficos jerárquicos en psicología

El mejoramiento de los métodos gráficos en la investigación en psicología puede promover su uso y una mejor compresión de su poder de expresión. La aplicación de modelos Bayesianos gráficos jerárquicos se ha vuelto más frecuente en la investigación en psicología. El objetivo de este trabajo es introducir sugerencias para el mejoramiento de los modelos Bayesianos gráficos jerárquicos en psicología. Este conjunto de sugerencias se apoya en la descripción y comparación entre los dos enfoques principales con el uso de notación y pictogramas de distribución. Se concluye que la combinación de los aspectos relevantes de ambos puede mejorar el uso de los modelos Bayesianos gráficos jerárquicos en psicología.The improvement of graphical methods in psychological research can promote their use and a better comprehension of their expressive power. The application of hierarchical Bayesian graphical models has recently become more frequent in psychological research. The aim of this contribution is to introduce suggestions for the improvement of hierarchical Bayesian graphical models in psychology. This novel set of suggestions stems from the description and comparison between two main approaches concerned with the use of plate notation and distribution pictograms. It is concluded that the combination of relevant aspects of both models might improve the use of powerful hierarchical Bayesian graphical models in psychology.Fil: Campitelli, Guillermo Jorge. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Edith Cowan University; AustraliaFil: Macbeth, Guillermo Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Entre Ríos. Facultad de Ciencias de la Educación; Argentin

The abstraction effect on logic rules application

The aim of this study is to analyze the relationship between training on abstraction and the comprehension of logic rules. In order to evaluate the possibility of improvement on logic performance we have selected the particular case of the DeMorgan’s laws. The dispute between the natural logic approach and the mental models theory is analyzed from the perspective of such abstraction effect. Two experiments are reported. The first one suggests that the presentation of a formal proof promotes a better comprehension of DeMorgan´s laws than the use of visual resources or colloquial examples. The second one offers a stronger test for the same abstraction effect. Some limitations concerned with the syntactic meaning of negation and the differences between constructive and evaluative conditions are discussed. Since the meaning of abstraction for the psychology of reasoning is pointed out as critical some suggestions for further research and possible educational applications are mentioned.Fil: Macbeth, Guillermo Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Entre Ríos. Facultad de Ciencias de la Educación; ArgentinaFil: Razumiejczyk, Eugenia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Entre Ríos. Facultad de Ciencias de la Educación; ArgentinaFil: Campitelli, Guillermo Jorge. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Edith Cowan University; Australi

Answering research questions without calculating the mean

In an important theoretical article Speelman and McGann (2013) indicated that psychological researchers tend to use statistical procedures that involve calculating the mean of a variable in an uncritical manner. A typical procedure in psychological research consists of calculating the mean of some dependent variable in two or more samples and to present those means as summaries of the samples. The next step is to use some statistical technique (e.g., t -test, ANOVA) in order to be able to determine the probability of finding the observed differences between means in those samples given that the difference between the means of the populations from which the samples were extracted is zero. If this probability is very low (i.e., \u3c 0.05) the psychological researcher decides that the difference between the means of the populations of interest is not zero

Memory behaviour requires knowledge structures, not memory stores

Since the inception of cognitive psychology dominant theories of memory behavior have used the storage metaphor. In the multi-store models (e.g., Broadbent, 1958; Atkinson and Shiffrin, 1968; Baddeley and Hitch, 1974) the memory system comprises one or more short-term memory (STM) stores and a long-term memory (LTM) store. These stores are places where information is located for varying periods of time (i.e., seconds in the STM stores, and minutes to lifetime in the LTM store) and they have varying capacity limits: large for the LTM store, very limited for the STM store—4 to 7 items, see Miller (1956), Broadbent (1958), and Cowan (2001)1. Expertise research has shown that experts are able to remember a large amount of information presented immediately before testing their memory (e.g., more than 80 items in Chase and Ericsson, 1982 and in Gobet and Simon, 1996), suggesting that they are superseding the normal capacity limits of the STM store. However, given that this effect only occurs with domain-specific material expertise theoreticians (e.g., Ericsson and Kintsch, 1995; Gobet and Simon, 1996) explained these results in terms of the use of retrieval structures (see explanation below), but they retained the partition between STM and LTM stores. In this article I adumbrate an alternative explanation that builds upon three sources: (i) the behaviorist conception of memory as behavior (Delaney and Austin, 1998); (ii) models of memory that exclude the STM store (e.g., Nairne, 1992; Fuster, 1997; Neath, 1998; Cowan, 1999; Oberauer, 2002; Conway et al., 2005; McClelland et al., 2010); (iii) Gobet and Simon\u27s (1996) and Ericsson and Kintsch\u27s (1995) emphasis on the role of expertise in memory, and their pioneer theoretical conceptualization of retrieval structures. In the remaining of the article I briefly discuss these three sources, and then I present the alternative explanation and draw some conclusions

The abstraction effect on logic rules application

The aim of this study is to analyze the relationship between training on abstraction and the comprehension of logic rules. In order to evaluate the possibility of improvement on logic performance we have selected the particular case of the DeMorgan’s laws. The dispute between the natural logic approach and the mental models theory is analyzed from the perspective of such abstraction effect. Two experiments are reported. The first one suggests that the presentation of a formal proof promotes a better comprehension of DeMorgan´s laws than the use of visual resources or colloquial examples. The second one offers a stronger test for the same abstraction effect. Some limitations concerned with the syntactic meaning of negation and the differences between constructive and evaluative conditions are discussed. Since the meaning of abstraction for the psychology of reasoning is pointed out as critical some suggestions for further research and possible educational applications are mentioned

Expertise and the representation of space

No abstract available

Assessing emotional reactivity: psychometric properties of the Perth emotional reactivity scale and the development of a short form

The Perth Emotional Reactivity Scale (PERS) is a 30-item self-report measure of trait levels of emotional reactivity. In this article, we examine the psychometric properties of the PERS subscale and composite scores in an adult community sample (N = 428), and develop an 18-item short form of the measure (PERS–S). The PERS and PERS–S are designed to assess the typical ease of activation, intensity, and duration of one\u27s emotional responses, and do so for positive and negative emotions separately. Our confirmatory factor analyses supported that the PERS and PERS–S both had the same theoretically congruent factor structure, and that all subscale and composite scores displayed high internal consistency reliability. Correlations with scores from established measures of psychopathology and emotion regulation also supported the validity of PERS and PERS–S scores. Our data therefore suggest that the PERS–S subscale and composite scores retain the psychometric strengths of their longer PERS counterparts. We conclude that both forms of the measure have good utility. Clinical and research applications are discussed

Becoming an expert: ontogeny of expertise as an example of neural reuse

In this commentary, we discuss an important pattern of results in the literature on the neural basis of expertise: (a) decrease of cerebral activation at the beginning of acquisition of expertise and (b) functional cerebral reorganization as a consequence of years of practice. We show how these two results can be integrated with the neural reuse framework

Cognitive and neuronal bases of expertise

This thesis examines the cognitive and neural bases of expertise. In so doing, several psychological phenomena were investigated-imagery. memory and thinking-using different tasks, and a variety of techniques of data gathering, including standard behavioural experiments, questionnaires, eye-movement recording, and functional magnetic resonance imaging (fMRI). Chess players participated in all the studies, and chess tasks were used. The data confirmed the versatility and power of chess as a task environment, since the results provided fruitful information for the understanding of different human cognitive processes. The role of practice in this domain of expertise was examined. The strong view that extended deliberate practice is a necessary and sufficient condition for the acquisition of expert performance, did not receive support in this thesis. Alternatively, a less extreme position was adopted: extended practice is a necessary, but not a sufficient condition for the acquisition of expert performance. A search for individual differences in factors unrelated to chess practice was carried out. The sources of these individual differences, as well as the cognitive abilities in which individual differences may exist, were considered. One of the sources-the age at which serious practice starts-was a good predictor of chess skill. Handedness, which is supposed to be determined by environmental factors in utero, slightly differentiated chess players from non-players, but no differences in this variable were found between strong and the weak players. Regarding the cognitive abilities, chess players performed slightly better than the non-chess players in a spatial task. Individual differences were also considered within a single leyel of expertise-master level. Differences in forgetting rate in long-term memory and reaction time were observed for one of the masters. These results contributed to the improvement of an extant theory of expertise-template/CHREST [CHunks and REtrieval STructures] theory-by estimating values for some of its parameters based on the empirical data obtained, and by proposing the addition of a spatial short-term memory

The relationship between personal financial wellness and financial wellbeing: A structural equation modelling approach

We examined the construct of financial wellness and its relationship to personal wellbeing, with a focus on the role of financial literacy. Gender comparisons are made using a structural equation modeling analysis including personal wellbeing, financial satisfaction, financial status, financial behavior, financial attitude, and financial knowledge. Males ranked higher in financial satisfaction and financial knowledge whereas females ranked higher in personal wellbeing. Joo’s (2008) concept of financial wellness as multidimensional is supported though the result is improved when a causal model of sub-components is estimated. The relationship of all variables to personal wellbeing is mediated by financial satisfaction, with gender differences: In females the main source of financial satisfaction is financial status whereas in males it is financial knowledge