The development of language and abstract concepts: The case of natural number.

[Correction Notice: An erratum for this article was reported in Vol 137(2) of Journal of Experimental Psychology: General (see record 2008-05019-011). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0096-3445.137.1.22.supp] What are the origins of abstract concepts such as "seven," and what role does language play in their development? These experiments probed the natural number words and concepts of 3-year-old children who can recite number words to ten but who can comprehend only one or two. Children correctly judged that a set labeled eight retains this label if it is unchanged, that it is not also four, and that eight is more than two. In contrast, children failed to judge that a set of 8 objects is better labeled by eight than by four, that eight is more than four, that eight continues to apply to a set whose members are rearranged, or that eight ceases to apply if the set is increased by 1, doubled, or halved. The latter errors contrast with children's correct application of words for the smallest numbers. These findings suggest that children interpret number words by relating them to 2 distinct preverbal systems that capture only limited numerical information. Children construct the system of abstract, natural number concepts from these foundations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Belmonte (2008).

Reports an error in "Does the experimental scientist have a "theory of mind?" by Matthew K. Belmonte (Review of General Psychology, 2008[Jun], Vol 12[2], 192-204). In the article, "Does the Experimental Scientist Have a 'Theory of Mind'?" by Matthew K. Belmonte (Review of General Psychology, 2008, Vol. 12, No. 2, pp. 192-204), a reference was listed in incorrect order. The reference, "Lévi-Straus, C. (1926). La pensée sauvage [The Savage Mind]. Paris: Plon." should have followed, "Lesslie, A. M., & Thaiss, L. (1992). Domain Specificity in conceptual development: Neuropsychological evidence from autism. Cognition, 43, 225-251." (The following abstract of the original article appeared in record 2008-07086-011.) The concept of a "theory of mind" was widely used in developmental and evolutionary psychology and neuroscience in the wake of Premack and Woodruff's 1978 article "Does the Chimpanzee Have a Theory of Mind?" and Baron-Cohen, Leslie, and Frith's 1985 follow-up "Does the Autistic Child Have a 'Theory of Mind?'" The subsequent confluence of cognitive science and narrative theory brought "theory of mind" to literary critics. Only a very small set of people, however, have read both the neuropsychological and the literary texts on "theory of mind"; as a result of this lack of interdisciplinary expertise, the term has acquired subtly differing senses in the literary and neuroscientific communities. Because of this terminological slippage, neuroscientists and literary critics who argue in terms of "theory of mind" may believe that they are speaking with each other when they actually are speaking past each other. If proponents of cognitive literary theory are to realize the interdisciplinary fusion to which we aspire, then we must ensure that we speak in the same idiom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Emery, Hale, and Myerson (2008).

Reports an error in "Age differences in proactive interference, working memory, and abstract reasoning" by Lisa Emery, Sandra Hale and Joel Myerson (Psychology and Aging, 2008[Sep], Vol 23[3], 634-645). The original article contained an incorrect DOI. The correct DOI is as follows: 10.1037/a0012577. (The following abstract of the original article appeared in record 2008-13050-014.) It has been hypothesized that older adults are especially susceptible to proactive interference (PI) and that this may contribute to age differences in working memory performance. In young adults, individual differences in PI affect both working memory and reasoning ability, but the relations between PI, working memory, and reasoning in older adults have not been examined. In the current study, young, old, and very old adults performed a modified operation span task that induced several cycles of PI buildup and release as well as two tests of abstract reasoning ability. Age differences in working memory scores increased as PI built up, consistent with the hypothesis that older adults are more susceptible to PI, but both young and older adults showed complete release from PI. Young adults' reasoning ability was best predicted by working memory performance under high PI conditions, replicating M. Bunting (2006). In contrast, older adults' reasoning ability was best predicted by their working memory performance under low PI conditions, thereby raising questions regarding the general role of susceptibility to PI in differences in higher cognitive function among older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Annetta (2010).

Reports an error in The “I's” have it: A framework for serious educational game design by Leonard A. Annetta (Review of General Psychology, 2010[Jun], Vol 14[2], 105-112). The final acceptance date was incorrect. The final acceptance date should be January 15, 2010. (The following abstract of the original article appeared in record 2010-11858-006.) Serious educational games have become a topic that has seen increased popularity in recent years. This article describes lessons learned and a framework for people interested in designing educational games. Although there are many critical components of a quality educational game, a nested model of 6 elements for educational game design is presented. These nested elements are grounded in research and theory in both education and psychology, along with instructional technology and the learning sciences. The 6 elements of educational game design are derived from several studies on game design and development from Grade 5 through graduate school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Romney (2008).

Reports an error in "Consulting for diversity and social justice: Challenges and rewards" by Patricia Romney (Consulting Psychology Journal: Practice and Research, 2008[Jun], Vol 60[2], 139-156). The author refers to "Paul Winn." The referenced author's last name was printed incorrectly. The correct spelling is Winum. (The following abstract of the original article appeared in record 2008-07255-002.) Consulting and training for cultural diversity is both challenging and rewarding. This article issues a call to face the challenges of diversity consulting and describes strategies and approaches for successful work. Using examples from the author's practice, the author calls on consultants to (1) get up to speed with knowledge about diversity and social justice, (2) avoid consultations that are too superficial, (3) balance content and process, (4) find ways to sustain themselves and their clients, and (5) work for the Common Good. A social justice frame is seen as a necessary adjunct to promoting equity and excellence in organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Leone (2008).

Reports an error in "Couple therapy from the perspective of self psychology and intersubjectivity theory" by Carla Leone (Psychoanalytic Psychology, 2008[Jan], Vol 25[1], 79-98). Throughout the article, "Couples therapy" should read as "couple therapy," and "self-psychology" should read as "self psychology." (The following abstract of the original article appeared in record 2008-00996-006.) Central tenets of self-psychology and intersubjective systems theory (e.g., Stolorow & Atwood, 1992) are applied to the understanding and treatment of couple. The concepts of selfobject needs, unconscious organizing principles, and learned relational patterns are used to conceptualize common couples difficulties. A treatment approach is outlined, involving: (1) listening from within each partner's subjective perspective; (2) establishing a therapeutic dialogue through which each partner's selfobject needs, ways of organizing experience, and patterns of relating can gradually be empathically illuminated and transformed; and (3) facilitating new relational experiences with the couples therapist and eventually between the partners. Four concepts of self psychology that are particularly useful with some of the most challenging aspects of couples work are then discussed. Finally, the judicious use of directive interventions with couples is discussed as consistent with this perspective. A case example is used throughout the paper to illustrate key points. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Nilsen and Bourassa (2008).

Reports an error in "Word-learning performance in beginning readers" by Elizabeth Nilsen and Derrick Bourassa (Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 2008[Jun], Vol 62[2], 110-116). In the article, "Word-Learning Performance in Beginning Readers" by Elizabeth Nilsen and Derrick Bourassa (Canadian Journal of Experimental Psychology, 2008, Vol. 62, No. 2, pp. 110-116), part of the Appendix was inadvertently left out. The Appendix appears in this correction in its entirety. The printer regrets this error. (The following abstract of the original article appeared in record 2008-06986-004.) This investigation examined word-learning performance in beginning readers. The children learned to read words with regular spelling-sound mappings (e.g., snake) more easily than words with irregular spelling-sound mappings (e.g., sword). In addition, there was an effect of semantics: Children learned to read concrete words (e.g., elbow) more successfully than abstract words (e.g., temper). Trial-by-trial learning indicated that children made greater use of the regularity and semantic properties at later trials as compared with early trials. The influence of cognitive skills (paired associate learning and phonological awareness) on word-learning performance was also examined. Regression analyses revealed that whereas paired associate learning skills accounted for unique variance in the children's learning of both regular and irregular words, phonological awareness accounted for unique variance only in the acquisition of regular words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Bernstein et al. (2011).

Reports an error in Hindsight bias from 3 to 95 years of age by Daniel M. Bernstein, Edgar Erdfelder, Andrew N. Meltzoff, William Peria and Geoffrey R. Loftus (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011[Mar], Vol 37[2], 378-391). On page 381, the notation in Figure 1 is incorrect. The corrected notations are discussed in the correction. (The following abstract of the original article appeared in record 2011-02006-001.) Upon learning the outcome to a problem, people tend to believe that they knew it all along (hindsight bias). Here, we report the first study to trace the development of hindsight bias across the life span. One hundred ninety-four participants aged 3 to 95 years completed 3 tasks designed to measure visual and verbal hindsight bias. All age groups demonstrated hindsight bias on all 3 tasks; however, preschoolers and older adults exhibited more bias than older children and younger adults. Multinomial processing tree analyses of these data revealed that preschoolers' enhanced hindsight bias resulted from them substituting the correct answer for their original answer in their recall (a qualitative error). Conversely, older adults' enhanced hindsight bias resulted from them forgetting their original answer and recalling an answer closer to, but not equal to, the correct answer (a quantitative error). We discuss these findings in relation to mechanisms of memory, perspective taking, theory of mind, and executive function. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Schneider and Logan (2006).

Reports an error in "Hierarchical Control of Cognitive Processes: Switching Tasks in Sequences" by Darryl W. Schneider and Gordon D. Logan (Journal of Experimental Psychology: General, 2006[Nov], Vol 135[4], 623-640). Two task transitions were classified incorrectly in Table 7 (p. 634). The task transition at Serial Position 1 for sequence switches of the AABB sequence should be TR instead of TS. The task transition at Serial Position 1 for sequence switches of the ABBA sequence should be TS instead of TR. Two sections of text in the Results and Discussion section of Experiment 4 were affected by the misclassifications. The corrected text is provided for the Error rate analysis section (pp. 634-635) and the RT analysis section (p.635). These corrections do not alter any of the conclusions drawn from the original text. (The following abstract of the original article appeared in record 2006-20327-009.) Hierarchical control of cognitive processes was studied by examining the relationship between sequence- and task-level processing in the performance of explicit, memorized task sequences. In 4 experiments, switch costs in task-switching performance were perturbed by sequence initiation times that varied with sequence complexity, preparation time, and type of sequence transition (repetition or switch). Hierarchical control was inferred from these sequence initiation time effects and the recurrent finding of no switch cost at the first serial position across sequences, the point at which sequence-level processes are likely active in maintaining or instantiating a hierarchical control structure in working memory. These findings resonate with past research on motor programs and serial memory and provide new insights into the concepts of task set and control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Nunes and Kramer (2009).

Reports an error in "Experience-based mitigation of age-related performance declines: Evidence from air traffic control" by Ashley Nunes and Arthur F. Kramer (Journal of Experimental Psychology: Applied, 2009[Mar], Vol 15[1], 12-24). In the article, the URL published for the supplemental material was incorrect. The correct URL is http://dx.doi.org/10.1037/a0014947.supp (The following abstract of the original article appeared in record 2009-03685-002.) Previous research has found age-related deficits in a variety of cognitive processes. However, some studies have demonstrated age-related sparing on tasks where individuals have substantial experience, often attained over many decades. Here, the authors examined whether decades of experience in a fast-paced demanding profession, air traffic control (ATC), would enable older controllers to perform at high levels of proficiency. The authors also investigated whether older controllers would show diminished age-related decrements on domain-relevant cognitive abilities. Both young and old controllers and noncontrollers performed a battery of cognitive and ATC tasks. Results indicate that although high levels of experience can reduce the magnitude of age-related decline on the component processes that underlie complex task performance, this sparing is limited in scope. More important, however, the authors observed experience-based sparing on simulated ATC tasks, with the sparing being most evident on the more complex air traffic control tasks. These results suggest that given substantial experience, older adults may be quite capable of performing at high levels of proficiency on fast-paced demanding real-world tasks. The implications of these findings for global skilled labor shortages are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Mahoney et al. (2008).

Reports an error in "Content analysis of Consulting psychology journal: Practice and research (Volumes 44-59)" by Kevin T. Mahoney, Walter C. Buboltz Jr., Barlow Soper, Dennis Doverspike and Byron J. Simoneaux (Consulting Psychology Journal: Practice and Research, 2008[Sep], Vol 60[3], 246-258). The title of the journal was printed incorrectly on page 257 as "Counseling Psychology Journal: Practice and Research." The correct title of the journal is Consulting Psychology Journal: Practice and Research. (The following abstract of the original article appeared in record 2008-11542-002.) A content analysis of articles published in Consulting Psychology Journal: Practice and Research was performed from 1992 (Vol. 44) through 2007 (Vol. 59). A total of 342 articles were categorized into 21 derived content categories and an "Other" category. Results show that the leading categories for publication were Coaching, Development and Training, and History of Consulting. The content was fairly stable over time. The journal does appear to be meeting its primary mission of disseminating information pertinent to the field of consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Forrest et al. (2008).

Reports an error in "Psychology trainees with competence problems: From individual to ecological conceptualizations" by Linda Forrest, Nancy S. Elman and David S. Shen Miller (Training and Education in Professional Psychology, 2008[Nov], Vol 2[4], 183-192). The order of authorship was printed incorrectly, both in the issue Table of Contents and in the article. The correct order of authorship for this article is: Linda Forrest, Nancy S. Elman, and David S. Shen Miller. (The following abstract of the original article appeared in record 2008-17021-001.) Problems with professional competence or impairment in psychology have been viewed almost exclusively as residing within the individual trainee or psychologist, with limited attention to the contexts in which such difficulties are embedded. The authors propose an ecological perspective (Bronfenbrenner, 1979, 1989, 1995) to capture the influence of multiple factors that affect trainee development and provide a stronger base from which to conceptualize and address problems of professional competence. The authors describe Bronfenbrenner's ecological model and use it as a framework to understand professional competence problems, recommend best practices for prevention and intervention, and suggest future research directions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Fortier et al. (2008).

Reports an error in "Delay discrimination and reversal eyeblink classical conditioning in abstinent chronic alcoholics" by Catherine Brawn Fortier, Elizabeth M. Steffen, Ginette LaFleche, Jonathan R. Venne, John F. Disterhoft and Regina E. McGlinchey (Neuropsychology, 2008[Mar], Vol 22[2], 196-208). The lifetime drinking data listed in Table 1 on p. 198 was not correctly calculated and underestimated lifetime exposure to alcohol. The corrected lifetime variables from that table are included. (The following abstract of the original article appeared in record 2008-02526-007.) Evidence has shown that alcoholism leads to volume reductions in brain regions critical for associative learning using the eyeblink classical conditioning paradigm (EBCC). Evidence indicates that cerebellar shrinkage causes impairment in simple forms of EBCC, whereas changes in forebrain structures result in impairment in more complex tasks. In this study, the ability of abstinent alcoholics and matched control participants to acquire learned responses during delay discrimination and discrimination reversal was examined and related to severity of drinking history and neuropsychological performance. During discrimination learning, one tone (CS+) predicted the occurrence of an airpuff (unconditioned stimulus), and another tone (CS-) served as a neutral stimulus; then the significance of the tones was reversed. Alcoholics who learned the initial discrimination were impaired in acquiring the new CS+ after the tones reversed; this is a function that has previously been linked to forebrain structures. It is suggested that a factor important to alcoholic addiction may be the presence of alcoholic-related associative responses that interfere with the ability to learn new more adaptive associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Roberts et al. (2008).

Reports an error in "Effects of the build-up and resetting of auditory stream segregation on temporal discrimination" by Brian Roberts, Brian R. Glasberg and Brian C. J. Moore (Journal of Experimental Psychology: Human Perception and Performance, 2008[Aug], Vol 34[4], 992-1006). The year listed is incorrect. The article should have been dated 2008. (The following abstract of the original article appeared in record 2008-09670-016.) The tendency to hear a tone sequence as 2 or more streams (segregated) builds up, but a sudden change in properties can reset the percept to 1 stream (integrated). This effect has not hitherto been explored using an objective measure of streaming. Stimuli comprised a 2.0-s fixed-frequency inducer followed by a 0.6-s test sequence of alternating pure tones (3 low [L]-high [H] cycles). Listeners compared intervals for which the test sequence was either isochronous or the H tones were slightly delayed. Resetting of segregation should make identifying the anisochronous interval easier. The HL frequency separation was varied (0-12 semitones), and properties of the inducer and test sequence were set to the same or different values. Inducer properties manipulated were frequency, number of onsets (several short bursts vs. one continuous tone), tone:silence ratio (short vs. extended bursts), level, and lateralization. All differences between the inducer and the L tones reduced temporal discrimination thresholds toward those for the no-inducer case, including properties shown previously not to affect segregation greatly. Overall, it is concluded that abrupt changes in a sequence cause resetting and improve subsequent temporal discrimination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Amodio et al. (2008).

Reports an error in "Individual differences in the regulation of intergroup bias: The role of conflict monitoring and neural signals for control" by David M. Amodio, Patricia G. Devine and Eddie Harmon-Jones (Journal of Personality and Social Psychology, 2008[Jan], Vol 94[1], 60-74). In this article, there was an error in Figure 4. The corrected figure is provided in this erratum. (The following abstract of the original article appeared in record 2007-19165-005.) Low-prejudice people vary considerably in their ability to regulate intergroup responses. The authors hypothesized that this variability arises from a neural mechanism for monitoring conflict between automatic race-biased tendencies and egalitarian intentions. In Study 1, they found that low-prejudice participants whose nonprejudiced responses are motivated by internal (but not external) factors exhibited better control on a stereotype-inhibition task than did participants motivated by a combination of internal and external factors. This difference was associated with greater conflict-monitoring activity, measured by event-related potentials, when responses required stereotype inhibition. Study 2 demonstrated that group differences were specific to response control in the domain of prejudice. Results indicate that conflict monitoring, a preconscious component of response control, accounts for variability in intergroup bias among low-prejudice participants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Duncan et al. (2008).

Reports an error in "Goal neglect and Spearman's g: Competing parts of a complex task" by John Duncan, Alice Parr, Alexandra Woolgar, Russell Thompson, Peter Bright, Sally Cox, Sonia Bishop and Ian Nimmo-Smith (Journal of Experimental Psychology: General, 2008[Feb], Vol 137[1], 131-148). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0096-3445.137.1.131.supp (The following abstract of the original article appeared in record 2008-01081-009.) In goal neglect, a person ignores some task requirement though being able to describe it. Goal neglect is closely related to general intelligence or C. Spearman's (1904) g (J. Duncan, H. Emslie, P. Williams, R. Johnson, & C. Freer, 1996). The authors tested the role of task complexity in neglect and the hypothesis that different task components in some sense compete for attention. In contrast to many kinds of attentional limits, increasing the real-time demands of one task component does not promote neglect of another. Neither does neglect depend on preparation for different possible events in a block of trials. Instead, the key factor is complexity in the whole body of knowledge specified in task instructions. The authors suggest that as novel activity is constructed, relevant facts, rules, and requirements must be organized into a "task model." As this model increases in complexity, different task components compete for representation, and vulnerable components may be lost. Construction of effective task models is closely linked to g. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Piper et al. (2008).

Reports an error in "Refining the tobacco dependence phenotype using the Wisconsin Inventory of Smoking Dependence Motives" by Megan E. Piper, Daniel M. Bolt, Su-Young Kim, Sandra J. Japuntich, Stevens S. Smith, Jeff Niederdeppe, Dale S. Cannon and Timothy B. Baker (Journal of Abnormal Psychology, 2008[Nov], Vol 117[4], 747-761). In the article “Refining the Tobacco Dependence Phenotype Using the Wisconsin Inventory of Smoking Dependence Motives,” by Megan E. Piper, Daniel M. Bolt, Su-Young Kim, Sandra J. Japuntich, Stevens S. Smith, Jeff Niederdeppe, Dale S. Cannon, and Timothy B. Baker (Journal of Abnormal Psychology, 2008, Vol. 117, No. 4., pp. 747–761), the funding information was incomplete. The complete information is as follows: This research was conducted at the University of Wisconsin—Madison and was supported by Transdisciplinary Tobacco Use Research Center grants P50DA019706 from the National Institute on Drug Abuse and P50CA084724 from the National Cancer Institute. Stevens S. Smith was supported by National Cancer Institute grant 1R03CA126406, and Megan E. Piper was supported by an institutional Clinical and Translational Science Award (University of Wisconsin—Madison; KL2 Grant 1KL2RR025012-01). (The following abstract of the original article appeared in record 2008-16252-003.) The construct of tobacco dependence is important from both scientific and public health perspectives, but it is poorly understood. The current research integrates person-centered analyses (e.g., latent profile analysis) and variable-centered analyses (e.g., exploratory factor analysis) to clarify the latent structure of nicotine dependence and to guide distillation of the phenotype. Using data from 4 samples of smokers, latent profiles were derived using the Wisconsin Inventory of Smoking Dependence Motives subscale scores. Across all 4 samples, results revealed a unique latent profile that had relative elevations on 4 subscales (Automaticity, Craving, Loss of Control, and Tolerance). Variable-centered analyses supported the uniqueness of these 4 subscales as they constituted a distinct common factor and were the strongest predictors of relapse and other dependence criteria. Conversely, the remaining 9 motives carried little unique predictive validity regarding dependence. Applications of a factor mixture model further supported the presence of a unique class of smokers in relation to a common factor underlying the 4 subscales. The results suggest that a pattern of smoking that is heavy, pervasive, automatic, and relatively unresponive to instrumental contingencies is a necessary and sufficient condition for severe nicotine dependence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Foerde et al. (2008).

Reports an error in "Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning" by Karin Foerde, Russell A. Poldrack, Barbara J. Knowlton, Fred W. Sabb, Susan Y. Bookheimer, Robert M. Bilder, Don Guthrie, Eric Granholm, Keith H. Nuechterlein, Stephen R. Marder and Robert F. Asarnow (Neuropsychology, 2008[Jan], Vol 22[1], 100-109). Table 1 on page 102 should have included the BPRS Depression-Anxiety subscale score 9.00 (3.99) under the column heading Schiz pts. Table displays means with standard deviations in parentheses. (The following abstract of the original article appeared in record 2008-00382-011.) [Correction Notice: An erratum for this article was reported in Vol 22(2) of Neuropsychology (see record 2008-02526-002). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0894-4105.22.1.100.supp.] It has been suggested that patients with schizophrenia have corticostriatal circuit dysfunction (Carlsson & Carlsson, 1990). Skill learning is thought to rely on corticostriatal circuitry and different types of skill learning may be related to separable corticostriatal loops (Grafton, Hazeltine, & Ivry, 1995; Poldrack, Prabhakaran, Seger, & Gabrieli, 1999). The authors examined motor (Serial Reaction Time task, SRT) and cognitive (Probabilistic Classification task, PCT) skill learning in patients with schizophrenia and normal controls. Development of automaticity was examined, using a dual task paradigm, across three training sessions. Patients with schizophrenia were impaired at learning on the PCT compared to controls. Performance gains of controls occurred within the first session, whereas patients only improved gradually and never reached the performance level of controls. In contrast, patients were not impaired at learning on the SRT relative to controls, suggesting that patients with schizophrenia may have dysfunction in a specific corticostriatal subcircuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Geiser et al. (2008).

Reports an error in "On the meaning of the latent variables in the CT-C(M-1) model: A comment on Maydeu-Olivares and Coffman (2006)" by Christian Geiser, Michael Eid and Fridtjof W. Nussbeck (Psychological Methods, 2008[Mar], Vol 13[1], 49-57). In Figures 3B and 3D, the question marks (?) should read as multiplication signs (×). That is, it should read as β×λ?, β×λ?, and β×λ?? instead of β?λ?, β?λ?, and β?λ?? in Figure 3B and as γ×λ? and γ×λ? instead of γ?λ? and γ?λ? in Figure 3D. (The following abstract of the original article appeared in record 2008-02525-004.) In a recent article, A. Maydeu-Olivares and D. L. Coffman (2006; see record 2006-22258-002) presented a random intercept factor approach for modeling idiosyncratic response styles in questionnaire data and compared this approach with competing confirmatory factor analysis models. Among the competing models was the CT-C(M-1) model (M. Eid, 2000). In an application to the Life Orientation Test (M. F. Scheier & C. S. Carver, 1985), Maydeu-Olivares and Coffman found that results obtained from the CT-C(M-1) model were difficult to interpret. In particular, Maydeu-Olivares and Coffman challenged the asymmetry of the CT-C(M-1) model. In the present article, the authors show that the difficulties faced by Maydeu-Olivares and Coffman rest upon an improper interpretation of the meaning of the latent factors. The authors' aim is to clarify the meaning of the latent variables in the CT-C(M-1) model. The authors explain how to properly interpret the results from this model and introduce an alternative restricted model that is conceptually similar to the CT-C(M-1) model and nested within it. The fit of this model is invariant across different reference methods. Finally, the authors provide guidelines as to which model should be used in which research context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)