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Faking remains an unsolved problem in high-stakes personality assessment. It is important that the evaluation of so-called faking-detection scales differs between psychological disciplines. One of the reasons for this might be the unclear nature of actual faking behavior. In the present study, we aimed to apply a modeling technique introduced by Ziegler, Maaß, Griffith, and Gammon (2015) that allows capturing of interindividual differences in faking behavior as a latent variable. We used this approach to isolate variance because of experimentally induced faking good and faking bad of the Big Five, and we predicted this variance with a variety of theoretically relevant constructs (socially desirable responding, overclaiming, and dark triad traits). We tested a sample ( n = 233) divided between 2 experimental conditions and n = 167 persons in a control condition twice (honest/faking and honest/honest). The application of the modeling approach for all 5 personality domains was successful. In a second step, factor scores for all faking variables derived from these prior analyses were tested for homogeneity within each faking condition. Results showed that whereas faking was neither homogeneous within each condition (i.e., faking good vs. faking bad), nor was it homogeneous across conditions. Thus, faking is a complex psychological process that is responsive to specific situational demands. In a final step, the faking variables representing faking good and faking bad were regressed onto scores from other measures. The results indicated that the common variance shared by some social desirability scales predicted faking. We discuss theoretical and practical implications of these findings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Collaborative problem solving (CPS) has been receiving increasing international attention because much of the complex work in the modern world is performed by teams. However, systematic education and training on CPS is lacking for those entering and participating in the workforce. In 2015, the Programme for International Student Assessment (PISA), a global test of educational progress, documented the low levels of proficiency in CPS. This result not only underscores a significant societal need but also presents an important opportunity for psychological scientists to develop, adopt, and implement theory and empirical research on CPS and to work with educators and policy experts to improve training in CPS. This article offers some directions for psychological science to participate in the growing attention to CPS throughout the world. First, it identifies the existing theoretical frameworks and empirical research that focus on CPS. Second, it provides examples of how recent technologies can automate analyses of CPS processes and assessments so that substantially larger data sets can be analyzed and so students can receive immediate feedback on their CPS performance. Third, it identifies some challenges, debates, and uncertainties in creating an infrastructure for research, education, and training in CPS. CPS education and assessment are expected to improve when supported by larger data sets and theoretical frameworks that are informed by psychological science. This will require interdisciplinary efforts that include expertise in psychological science, education, assessment, intelligent digital technologies, and policy.

In this rejoinder, we respond to two commentaries on the study by Greiff, S.; Stadler, M.; Sonnleitner, P.; Wolff, C.; Martin, R. Sometimes less is more: Comparing the validity of complex problem solving measures. Intelligence 2015 , 50 , 100-113. The study was the first to address the important comparison between a classical measure of complex problem solving (CPS) and the more recent multiple complex systems (MCS) approach regarding their validity. In the study, we investigated the relations between one classical microworld as the initially developed method (here, the Tailorshop) with three more recently developed multiple complex systems (MCS; here, MicroDYN, Genetics Lab, and MicroFIN) tests. We found that the MCS tests showed higher levels of convergent validity with each other than with the Tailorshop even after reasoning was controlled for, thus empirically distinguishing between the two approaches. The commentary by Kretzschmar and the commentary by Funke, Fischer, and Holt expressed several concerns with how our study was conducted, our data was analyzed, and our results were interpreted. Whereas we acknowledge and agree with some of the more general statements made in these commentaries, we respectfully disagree with others, or we consider them to be at least partially in contrast with the existing literature and the currently available empirical evidence.

Scientists have studied the development of the human mind for decades and have accumulated an impressive number of empirical studies that have provided ample support for the notion that early cognitive performance during infancy and childhood is an important predictor of later cognitive performance during adulthood. As children move from childhood into adolescence, their mental development increasingly involves higher-order cognitive skills that are crucial for successful planning, decision-making, and problem solving skills. However, few studies have employed higher-order thinking skills such as complex problem solving (CPS) as developmental outcomes in adolescents. To fill this gap, we tested a longitudinal developmental model in a sample of 2,021 Finnish sixth grade students (M = 12.41 years, SD = 0.52; 1,041 female, 978 male, 2 missing sex). We assessed working memory (WM) and fluid reasoning (FR) at age 12 as predictors of two CPS dimensions: knowledge acquisition and knowledge application. We further assessed students' CPS performance 3 years later as a developmental outcome (N = 1696; M = 15.22 years, SD = 0.43; 867 female, 829 male). Missing data partly occurred due to dropout and technical problems during the first days of testing and varied across indicators and time with a mean of 27.2%. Results revealed that FR was a strong predictor of both CPS dimensions, whereas WM exhibited only a small influence on one of the two CPS dimensions. These results provide strong support for the view that CPS involves FR and, to a lesser extent, WM in childhood and from there evolves into an increasingly complex structure of higher-order cognitive skills in adolescence.

Prehospital care is becoming increasingly sophisticated, and ALS caregivers will be proving advanced diagnostics and therapeutic modalities for patients, including definitive treatments like thrombolytic therapy. To help make this possible, we will need to use state-of-the-art diagnostic equipment. The medical electronics industry in partnership with emergency medical services systems can help reduce the morbidity and mortality associated with heart attack to improve the quality of patients' lives.