Noise and bias in eliciting preferences

In the context of eliciting preferences for decision making under risk, we analyse the features of four different elicitation methods—pairwise choice, willingness-to-pay, willingness-to-accept, and the Becker-DeGroot-Marschak mechanism—and estimate noise, bias and risk attitudes for two different preference functionals, Expected Utility and Rank-Dependent Expected Utility. It is well-known that methods differ in terms of the bias in the elicitation; it is rather less well-known that methods differ in terms of their noisiness. It has also been reported that risk attitudes are not stable across different elicitation methods. Our results suggest that elicited preferences should only be used in the context in which they were elicited, and the bias in the certainty-equivalent methods should be kept in mind when making predictions based on the elicited preferences. Moreover, conclusions should be moderated to take into account the various methods’ noise, which is generally lowest in the case of pairwise choice.     

Über die Schattenseiten des Charisma

Against the backdrop of the discussion about abuse committed by teachers and clergymen in religious institutions and schools dedicated to progressive education, the necessity of implementing consultancy formats for professionals will be explored. Transgressions of various degrees of severity will be examined before the backdrop of specific deformations that are fostered in charismatic organizations.     

Transfer interest: measuring interest in training content and interest in training transfer

ABSTRACT

Motivational influences are important predictors of training effectiveness and transfer of training to the workplace. The present study introduces the Transfer Interest Questionnaire (TIQ) to measure trainee interest. Grounded in the person-object theory of interest, the construct encompasses two dimensions: interest in training content and interest in training transfer. The results of exploratory factor analyses of questionnaire data from 203 trainees provided strong support for the proposed scales. Based on the perspective of age-related motivational maintenance, socioemotional selectivity theory, the gender-similarities hypothesis, and research on training motivation and motivation to transfer, a series of moderator analyses tested the effects of six trainee and training-design characteristics: trainees’ age and gender, work experience, number of semesters completed, training course’s content area, and voluntary vs. mandatory training participation. Furthermore, based on social cognitive theory, the theory of planned behavior, and the expectancy-value model of achievement motivation, the study tested the TIQ scales’ associations with utility value, self-efficacy, normative beliefs, control beliefs, and transfer intentions. Implications for theorizing the role of interest in transfer of learning, screening training participants’ interest profiles in training evaluations, and future research directions on the role of interest in adult education, corporate training, and human resource development are discussed.     

The Therapeutic Misconception: A Threat to Valid Parental Consent for Pediatric Neuroimaging Research

Neuroimaging research has brought major advances to child health and well-being. However, because of the vulnerabilities associated with neurological and developmental conditions, the parental need for hope, and the expectation of parents that new medical advances can benefit their child, pediatric neuroimaging research presents significant challenges to the general problem of consent in the context of research involving children. A particular challenge in this domain is created by the presence of therapeutic misconception on the part of parents and other key research stakeholders. This article reviews the concept of therapeutic misconception and its role in pediatric neuroimaging research. It argues that this misconception can compromise consent given by parents for the involvement of their children in research as healthy controls or as persons with neurological and developmental conditions. The article further contends that therapeutic misconception can undermine the research ethics review process for proposed and ongoing neuroimaging studies. Against this backdrop, the article concludes with recommendations for mitigating the effects of therapeutic misconception in pediatric neuroimaging research.     

Subjective health and its relationship with working time variables and job stressors: Sequence or general factor model?

Abstract

This study compares two theoretical models that make different assumptions about the structure of subjective health constructs and about the effects of job stressors and working time variables on health. The first model, the sequence model, is based on sequential models of the development of ill-health and posits that chronic fatigue and sleep problems mediate the effects of job stressors and working time variables on depression and somatic complaints. The second model, the general strain factor model, posits that specific health constructs (e.g. fatigue, depression, and somatic complaints) are reflections of a common general strain factor (i.e. detrimental job conditions increase the individual's sensitization to strain). In this way the study expands traditional models of stress-related effects on health. The analyses were carried out in a sample of 365 individuals in Germany. Although both models fitted the data, the general strain factor model was found to be superior. Furthermore, the effects of job stressors and working time on the health constructs fatigue and sleep quality were mediated by the general strain factor. Also, a negative relationship emerged between working time duration and general strain. It is suggested that the general strain model could be useful in future health psychology research.     

Employee demographics and job training satisfaction: the relationship between dimensions of diversity and satisfaction with job training

Human resource development professionals serve many diverse populations of learners in the workplace. They do so with limited resources which leads to a dilemma: How to most effectively and efficiently meet the needs of all learners in the workplace, given the different job duties, backgrounds, skills and abilities of each learner. This empirical study examines job training satisfaction among customer and technical service employees in nine different organizations in the US and Canada. The study concluded that there were no differences in job training satisfaction when examined with dimensions of diversity such as age groups, gender and race/ethnicity. There were differences in job training satisfaction, however, when examined with job type, job status, and job tenure.