Main description:

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.

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 Rudiger F. Pohl
Measuring the Zero-Risk Bias: Methodological Artefact or Decision
Making Strategy?
by Elisabeth Schneider, Bernhard Streicher, Eva Lermer,
Rainer Sachs, and Dieter Frey
Assessing Suffering in Experimental Pain Models: Psychological and
Psychophysiological Correlates
M. Brunner, M. Loffler, S. Kamping, S. Bustan, A. M. Gonzalez-Roldan,
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, and Roland Weierstall
Measuring a Mastery Goal Structure Using the TARGET Framework:
Development and Validation of a Classroom Goal Structure
Questionnaire
by Marko Luftenegger, Ulrich S. Tran, Lisa Bardach, Barbara Schober,
and Christiane Spiel
Parents' and Teachers' Opinions on Bullying and Cyberbullying
Prevention: The Relevance of Their Own Children's or Students'
Involvement
by Petra Gradinger, Dagmar Strohmeier, and 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