Reliability Estimation for the Remained Stress-Strength Model under the Generalized Exponential Lifetime Distribution

A stress-strength reliability model compares the strength and stresses on a certain system; it is used not only primarily in reliability engineering and quality control but also in economics, psychology, and medicine. In this paper, a novel extension of stress-strength models is presented. The mew model is applied under the generalized exponential distribution. The maximum likelihood estimator, asymptotic distribution, and Bayesian estimation are obtained. A comprehensive simulation study along with real data analysis is performed for illustrating the importance of the new stress-strength model.

Statistical significance versus practical importance in information systems research

It has been reported that many empirical papers published in prestigious journals in economics, psychology, and medicine prioritize statistical significance over practical importance. We investigate whether the same is true of articles published in the MIS Quarterly, a top-tier information systems journal.

Building Bridges Between Social Work and Prenatal Psychology

This issue of Clinical Social Work and Health Intervention is dedicated to decea- sed co-founder of our Journal and President of the International Society of Prenatal and Perinatal Psychology and Medicine, Director of the First Department of Peri- natal Psychology and Medicine, Honorary Doctor and holder of Honorary Degrees and Medals of multiple Universities in Poland, Czechoslovakia, Italy, Malaysia, etc, Doctor of Medicine and Psychology and Editor in chief of four Medical Journ- als: Acta Neurosa Superioris Rediviva, Neuroendocrinology Letters, Clinical Social Work and Health Intervention and Int. Journal of Prenatal and Perinatal Psychology and Medicine (1-4). Together with his spouse Lili Maas, ArtD., who added to the exact science, arts and her heart and love, all of those Journals were not only reading of naked facts and theories, or science but both were teaching us to accept psycho- logy, social work and medicine as art culture and love, what is more than science and knowledge, more than facts. (From the letter of St. Paul and two letters of St. Peter, New Testament)

Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine

Metacognitive skills such as when and why to apply strategies successfully given task demands (conditional knowledge) and those that assist in regulation like comprehension monitoring are essential for effective learning. However, the debate regarding whether metacognitive skills are domain general or domain specific continues to rage among scholars.Presumably, if metacognitive skills are domain specific, there should be significant differences between domains whereas if they are domain general, there should be no differences across domains. Thus, in the present study we examined the generality/specificity of metacognitive skills (knowledge of cognition: declarative, procedural, and conditional; regulation of cognition: planning, information management, debugging, comprehension monitoring, and evaluation) in a sample of Colombian university students (N = 507) studying education (N = 156), psychology (N = 166), and medicine (N = 185) employing the Spanish version of the Metacognitive Awareness Inventory. Results revealed that there were significant differences in all but two metacognitive skills (procedural knowledge and debugging) across domains, largely supporting the domain specific hypothesis, but also partially supporting the domain general view. Implications and recommendation of the findings for theory, research, and practice are discussed. How to cite this article: Gutierrez de Blume, A. P., & Montoya, D. M. (2021). Differences in Metacognitive Skills Among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 30(1), 111-130. https://doi.org/10.15446/rcp.v30n1.88146

Are the Scientific Problems Too Hard?

Underlying the resistance of many anthropologists to the amplification and application of cultural knowledge are worries about pseudoscience. This chapter reviews the scientific difficulties in studying culture and development. Concepts are fuzzy and contested. Measures are inexact and controversial. The chapter provides new analyses of some of the latest data on various measures of development (including a new construct measuring life, liberty, and the pursuit of happiness) and various cultural variables. The relationships are sometimes surprisingly strong. But they are only suggestive, as full causal models remain an impossible dream. Nonetheless, thanks to analogies from soil science, psychology, and medicine, the chapter concludes with a less grand but perhaps more useful way to apply cultural knowledge.

Philosophy and Aesthetics

The philosophy and aesthetics of music in the nineteenth century recapitulated the change that overtook music (along with literature, psychology, and medicine) in the century before: the shift of concern from affectivity to subjectivity. Hegel epitomized this shift, and the limitation attached to it, when he posited that music presents the subject with the latter’s own subjectivity, but only in pre-reflective form. For Hegel, the power to articulate subjectivity rested with language, and language, even in song, remained external to music. The idea that this formulation crystallized became the default understanding. It gave rise to two corollaries that would long remain dominant. The first is the idea that music is a vehicle (among the arts, the primary vehicle) of the ineffable and the transcendent. The second—actually the first again negative form—is the idea that music is always fully immediate and cannot, therefore, convey ideas. The music of the era, however—for example in compositions by Mendelssohn, Liszt, Schumann, Nietzsche, and Mahler—often resists both ideas in favor of the possibility that music is capable of reflective understanding.

“So much like a yid”

In contrast to the coded nomenclatures for modern Jewish identity in Stein’s first fictions, there is an explicit discussion of Jewish nature in the dozens of notebooks Stein filled when she resumed writing The Making of Americans. Chapter 3 examines Stein’s early training in philosophy, psychology, and medicine to excavate an ambiguously racial conception of Jewish nature in these unpublished notebooks. Arnold’s typology remains foundational for Stein between 1906 and 1911, when she writes the stories of Three Lives and also begins to codify characteristic behaviors of Jewish and Anglo-Saxon types of people in her notebooks. Amidst a menagerie of friends, family, artists, scientists, and literary and historical figures, Stein ranks herself as a Jewish type alongside Picasso, Cézanne, Matisse, Flaubert, Darwin, and Caliban. Rather than keeping the world at arm’s length and theorizing about it, Stein considered that these Jewish types shared an engagement with experience—a kind of disinterested empiricism—that she thought was the key to a modern aesthetics, what she called the ability to “unconventionalize.” In this characterization, the notebooks reveal Stein’s matter-of-fact association of Jewish nature with modernism.