Methodological issues in cross-cultural research

Regardless of whether the research goal is to establish cultural universals or to identify and explain cross-cultural differences, researchers need measures that are comparable across different cultures when conducting cross-cultural studies. In this chapter, we describe two major strategies for enhancing cross-cultural comparability. First, we discuss a priori methods to ensure the comparability of data in cross-cultural surveys. In particular, we review findings on cross-cultural differences based on the psychology of survey response and provide suggestions on how to deal with these cultural differences in the survey design stage. Second, we discuss post hoc methods to ascertain data comparability and enable comparisons in the presence of threats to equivalence

Computational Models of Classical Conditioning guest editors’ introduction

In the present special issue, the performance of current computational models of classical conditioning was evaluated under three requirements: (1) Models were to be tested against a list of previously agreed-upon phenomena; (2) the parameters were fixed across simulations; and (3) the simulations used to test the models had to be made available. These requirements resulted in three major products: (a) a list of fundamental classical-conditioning results for which there is a consensus about their reliability; (b) the necessary information to evaluate each of the models on the basis of its ordinal successes in accounting for the experimental data; and (c) a repository of computational models ready to generate simulations. We believe that the contents of this issue represent the 2012 state of the art in computational modeling of classical conditioning and provide a way to find promising avenues for future model development

Causes and consequences of unexpected educational transitions in Switzerland

The present study examines transition patterns of Swiss secondary and tertiary school students. Switzerland's highly canalized education system allows us to test how tracking affects person-environment fit of students for students who choose a normative versus unexpected downward transition pattern. In addition, we investigate how self-efficacy expectations and personal values affect an unexpected transition choice. Results indicate that students with strong expectancies and personal values can oppose institutional norms and chart their own academic course; however, these students are less likely to perceive a good fit between their own interests and competencies and institutional demands after the transition. Our findings underscore the importance of developmentally appropriate educational environments and systems permeable enough to adapt to developing students' changing interests