Beschreibung
In behavioral science, measurement methods and theory are often discussed in isolation, separate from specific substantive research questions. This frequently leads to the development of tools that do not fit substantive research questions of current interest closely enough to provide convincing scientific answers. As a consequence, there is a need for the development of more specific theory-guided measurement devices, instruments, and associated statistical methods that are tailored to the research questions of interest.
This volume presents examples of this type of research-question-driven applied psychological measurement in three areas: individual differences in cognition, applied fields such as neuropsychology and trauma research, and educational psychology and competence research.
To the online journal
Table of Contents
Editorial
Ten Years After
by Edgar Erdfelder and Bernd Leplow
Original Articles
Measuring Individual Differences in Implicit Learning With Artificial Grammar Learning Tasks: Conceptual and Methodological Conundrums
by Daniel Danner, Dirk Hagemann, and Joachim Funke
Measuring Age-Related Differences in Using a Simple Decision Strategy: The Case of the Recognition Heuristic
by Rüdiger F. Pohl
Measuring The Zero-Risk Bias: Methodological Artefact or Decision Making Strategy?
by Elisabeth Schneider, Bernhard Streicher, Eva Lermer, Rainer Sachs, Dieter Frey
Assessing Suffering in Experimental Pain Models: Psychological and Psychophysiological Correlates
by M. Brunner, M. Löffler, S. Kamping, S. Bustan, A. M. González-Roldán, F. Anton, and Herta Flor
Is The Implicit Association Test For Aggressive Attitudes a Measure for Attraction to Violence or Traumatization?
by Matthias Bluemke, Anselm Crombach, Tobias Hecker, Inga Schalinski, Thomas Elbert, Roland Weierstall
Measuring a Mastery Goal Structure Using the TARGET Framework Development and Validation of a Classroom Goal Structure Questionnaire
by Marko Lüftenegger, Ulrich S. Tran, Lisa Bardach, Barbara Schober, Christiane Spiel
Parents’ and Teachers’ Opinions on Bullying and Cyberbullying Prevention: The Relevance of the Bullying Involvement of their own Children or Students
by Petra Gradinger, Dagmar Strohmeier, Christiane Spiel
Intercultural Competence Development Among University Students From a Self-Regulated Learning Perspective: Theoretical Model and Measurement
by Dagmar Strohmeier, Petra Gradinger, and Petra Wagner
