Early Modern Intentionalism: Replies to LoLordo’s Comments

I clarify Locke’s intentionalism and explain what we might gain by paying more attention to the role of linguistic intentions in the work of the British empiricists.

Neuropsychological Contributions to the Early Identification of Alzheimer’s Disease

A wealth of evidence demonstrates that a prodromal period of Alzheimer’s disease (AD) exists for some years prior to the appearance of significant cognitive and functional declines required for the clinical diagnosis. This prodromal period of decline is characterized by a number of different neuropsychological and brain changes, and reliable identification of individuals prior to the development of significant clinical symptoms remains a top priority of research. In this review we provide an overview of those neuropsychological changes. In particular, we examine specific domains of cognition that appear to be negatively affected during the prodromal period of AD, and we review newer analytic strategies designed to examine cognitive asymmetries or discrepancies between higher-order cognitive functions versus fundamental skills. Finally, we provide a critical examination of the clinical concept of Mild Cognitive Impairment and offer suggestions for an increased focus on the impact of cerebrovascular disease (CVD) and CVD risk during the prodromal period of AD.     

Early Verb Learning: How Do Children Learn How to Compare Events?

An important problem verb learners must solve is how to extend verbs. Children could use cross-situational information to guide their extensions; however, comparing events is difficult. In 2 studies, researchers tested whether children benefit from initially seeing a pair of similar events (“progressive alignment”) while learning new verbs and whether this influence changes with age. In Study 1, 2.5- and 3.5-year-old children participated in an interactive task. Children who saw a pair of similar events and then varied events were able to extend verbs at test and differed from a control group; children who saw 2 pairs of varied events did not differ from the control group. In Study 2, events were presented on a monitor. Following the initial pair of events that varied by condition, a Tobii x120 eye tracker recorded 2.5-, 3.5-, and 4.5-year-olds’ fixations to specific elements of events (areas of interest) during the 2nd pair of events, which were the same across conditions. After seeing the pair of events that were highly similar, 2.5-year-olds showed significantly longer fixation durations to agents and to affected objects as compared with the all-varied condition. At test, 3.5-year-olds were able to extend the verb, but only in the progressive alignment condition. These results are important because they show children’s visual attention to relevant elements in dynamic events is influenced by their prior comparison experience, and they show that young children benefit from seeing similar events as they learn to compare events to each other.     

Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading

Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children’s reading affect-–particularly anxiety-–and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school year and that boys and girls might show differential patterns in the relation between reading anxiety and achievement due to the common stereotype that boys underperform in reading. A sample of first and second grade students completed measures of reading anxiety, positive reading affect, math achievement, and reading achievement in the fall and spring. Results show that reading anxiety and reading achievement share a bi-directional relation in which fall reading anxiety predicts spring reading achievement and vice versa. Furthermore, the pattern of relation between reading anxiety and achievement differs by gender: boys appear more susceptible to the reciprocal damaging effects of reading anxiety on reading achievement across the school year. Finally, reading achievement shares a stronger relation with reading anxiety than with positive reading affect, perhaps because of the phenomenon in which negative relative to positive experiences have a greater psychological impact.     

Do Early Nouns Refer to Kinds or Distinct Shapes? Evidence From 10-Month-Old Infants

ABSTRACT— What is the nature of early words? Specifically, do infants expect words for objects to refer to kinds or to distinct shapes? The current study investigated this question by testing whether 10-month-olds expect internal object properties to be predicted by linguistic labels. A looking-time method was employed. Infants were familiarized with pairs of identical or different objects that made identical or different sounds. During test, before the sounds were demonstrated, paired objects were labeled with one repeated count-noun label or two distinct labels. Results showed that infants expected objects labeled with distinct labels to make different sounds and objects labeled with repeated labels to make identical sounds, regardless of the objects' appearance. These findings indicate that the 10-month-olds' expectations about internal properties of objects were driven by labeling and provide evidence that even at the beginning of word learning, infants expect distinct labels to refer to different kinds.     

Predictive Value of Informant Discrepancies in Reports of Parenting: Relations to Early Adolescents’ Adjustment

Research has demonstrated a lack of agreement between parent and child reports across a range of parent and child variables. These discrepancies hinder the interpretation of research findings as well as diagnostic and treatment decisions in clinical practice. The current study examined the hypothesis that discrepancies between parent and child reports of parenting can be useful as predictors of future child outcomes. The participants included 559 early adolescents and their primary caregivers (79% African American, 21% Caucasian). Both respondents provided information on parental nurturance, harsh discipline and inconsistent discipline. A year later, information of adolescents’ internalizing problems, externalizing problems, and social competence was collected. Structural equation modeling revealed that parent-child discrepancies in parenting reports could be explained by a latent factor which was a significant predictor of child internalizing problems and social competence, but not of externalizing problems, after adjusting for initial internalizing and externalizing problems. The three models applied across gender and ethnicity.     

Clinging to Nothing: The Phenomenology and Metaphysics of Upādāna in Early Buddhism

The concept of clinging (upādāna) is absolutely central to early Buddhist thought. This article examines the concept from both a phenomenological and a metaphysical perspective and attempts to understand how it relates to the non-self doctrine and to the ultimate goal of Nibbāna. Unenlightened consciousness is consciousness centered on an ‘I’. It is also consciousness that is conditioned by and bound up with a being in the world. From a phenomenological perspective, clinging gives birth to the illusion of self, or what is called the ‘conceit of “I am”’. From a metaphysical perspective, clinging binds consciousness to a worldly being. Seen in the first way, Nibbāna is ‘centerless’ consciousness. Seen in the second, it is unconditioned consciousness. Viewed in either way, Nibbāna is a state of consciousness reached through the eradication of clinging     

Early Adolescents’ Responses to Witnessing Gender-Based Harassment Differ by their Perceived School Belonging and Gender Typicality

The current study examined bystanders of gender-based harassment (GBH) in early adolescence. Specifically, it examined whether early adolescents’ sense of school belonging, perceived peer support, and self-perceived gender typicality predicted how they respond to witnessing GBH (e.g., whether they confront the perpetrator, seek social support, or ignore it), and whether they feel good or worried about confronting perpetrators of GBH. U.S. 7th and 8th graders (n?=?594; 300 male early adolescents and 294 female early adolescents; M_age?=?12.74, SD?=?.70) completed measures of same- and other-gender typicality, school belonging, peer support, and experiences witnessing GBH. Students reported how often they had witnessed GBH, how they thought they would feel about confronting the perpetrator of GBH, and how they responded (or thought they would respond) to witnessing GBH. The more strongly early adolescents felt a sense of belonging to their school, (a) the more worried and good they felt about confronting GBH and (b) the more likely they were to both confront perpetrators of GBH and to seek social support after witnessing GBH. Early adolescents who were lower in gender typicality felt less positively about confronting GBH, but they were more likely to report confronting perpetrators of GBH. These results indicate that bystander interventions targeting GBH should focus on increasing students’ sense of school belonging and considering individuals simultaneously as both targets and bystanders.

     

Clarifying Parent–Child Reciprocities During Early Childhood: The Early Childhood Coercion Model

Consistent with existing theory, the quality of parent-child interactions during early childhood affects children's social relationships and behavioral adjustment during middle childhood and adolescence. Harsh parenting and a propensity toward emotional overarousal interact very early in life to affect risk for later conduct problems. Less empirical work has evaluated the emergence of early childhood coercive parent-child reciprocities. The proposed early childhood coercion model describes the processes by which coercive parent-child reciprocities emerge. Specifically, the interaction between parenting and infants' propensities toward reactivity influences the development of emotion regulation in children and disciplinary styles in parents. Highly reactive children are expected to experience more difficulty learning to regulate emotions and to evoke harsher parenting. Through a process of mutual reinforcement, harsh parenting, negative emotional reactivity, and poor emotion regulation become coercive parent-child reciprocities during early childhood. The emergence of coercive parent-child interactions further diminishes children's emotional regulatory capacities and affects the formation of peer relationships during kindergarten.     

Mediating Access to Headsprout<Superscript>®</Superscript> Early Reading for Children with Autism Spectrum Disorders

Many children with autism spectrum disorder (ASD) require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the independent progression of 3 children with ASD through Headsprout^® Early Reading (HER), a behavior analytic online reading program. A multiple probe across participants design was used to examine the effects of the intervention package on participants’ correct interactions per minute and total episodes completed. Transfer of training to oral reading of companion print books was also assessed. All participants demonstrated an increase in correct interactions per minute. Two participants learned to independently complete a HER episode each day and could orally read companion print books. The results suggest individualized behavior analytic programs can support the use of HER as a computer-based reading program for some children with ASD.     

Do you understand what I want to tell you? Early sensitivity in bilinguals' iconic gesture perception and production

Previous research has shown differences in monolingual and bilingual communication. We explored whether monolingual and bilingual pre‐schoolers (N = 80) differ in their ability to understand others' iconic gestures (gesture perception) and produce intelligible iconic gestures themselves (gesture production) and how these two abilities are related to differences in parental iconic gesture frequency. In a gesture perception task, the experimenter replaced the last word of every sentence with an iconic gesture. The child was then asked to choose one of four pictures that matched the gesture as well as the sentence. In a gesture production task, children were asked to indicate ‘with their hands’ to a deaf puppet which objects to select. Finally, parental gesture frequency was measured while parents answered three different questions. In the iconic gesture perception task, monolingual and bilingual children did not differ. In contrast, bilinguals produced more intelligible gestures than their monolingual peers. Finally, bilingual children's parents gestured more while they spoke than monolingual children's parents. We suggest that bilinguals' heightened sensitivity to their interaction partner supports their ability to produce intelligible gestures and results in a bilingual advantage in iconic gesture production.     

Early Exposure to Parental Depression and Parenting: Associations with Young Offspring’s Stress Physiology and Oppositional Behavior

Hypothalamic-pituitary-adrenal (HPA) axis reactivity to stress is posited to play a role in the intergenerational transmission of risk for psychopathology and other negative outcomes in the offspring of depressed parents. We tested the hypothesis that the joint, interactive effects of exposure to parental depression during early childhood and parental hostility impact the development of young children’s stress physiology and early emerging behavior problems. A sample of 165 preschool-age children (81 boys, 84 girls), of whom 103 had a parent with a history of depression, was exposed to a stress-inducing laboratory task, and five salivary cortisol samples were obtained. Parents completed clinical interviews and an observational parent–child interaction task. We found that the offspring exposed to maternal depression during early childhood and whose parents displayed hostile parenting behaviors during an observational task evidenced high and increasing cortisol levels in response to a laboratory stressor. In addition, the total amount of exposure to maternal depression over the child’s life exerted a dose–response effect on the positive relation between parental hostility and child observed oppositional behavior. This study underscores the importance of the early rearing environment on young children’s stress physiology and early emerging behavior problems.     

Pan-Islamism in Afghanistan in the Early Twentieth Century: From Political Discourse to Government Policy, 1906–22

The idea of pan-Islamism in Afghanistan emerged after the foundation of the Constitutional Party in the early 1900s. The party was an underground organization which had cells in an educational institution, the royal court and among the foreign group (Indians) employed in government departments. Pan-Islamism served to unite various political forces toward certain political and cultural goals. After the accession of Amanullah to the throne in 1919, pan-Islamism became a state policy. It served as the key to the government's foreign policy, especially towards the two imperial powers in the region, Britain and Russia. Amanullah used it as a means to fulfil his political expansionist ambitions. This article examines what pan-Islamism meant to the Constitutional Party and to King Amanullah, the reasons behind their approaches, and the political context that made pan-Islamism the most appealing ideological and political strategy for them. The article also explores the means the party and Amanullah used to propagate pan-Islamism.     

Child Impulsiveness—Inattention, Early Peer Experiences, and the Development of Early Onset Conduct Problems

The conjoint influence of child impulsiveness-inattention (I/I) and peer relationships on growth trajectories of conduct problems was assessed in a community sample of 267 boys and girls. I/I reliably predicted teacher- and parent-reported conduct problems at kindergarten entry and growth in those problems over the next 2 years for boys and girls. The relation of boys' I/I to conduct problems was mediated, in part, by peer rejection and involvement in coercive exchanges with peers. The relation of girls' I/I to conduct problems was less clearly mediated by peer processes, but peer difficulties had additive effects. The impact of peer relationships on trajectories of conduct problems was apparent to parents as well as to teachers. Although I/I increments risk for early and persisting conduct problems in concert with poor peer relationships, it does so in complex and gender-specific ways.     

Early adolescents' willingness to intervene: What roles do attributions,affect, coping,and self-reported victimization play?

Limited research has sought to understand early adolescents' willingness to intervene in peer victimization as a function of their own responding to being victimized. The present study examined whether early adolescents' attributions, affect, and coping responses to a victimization vignette were related to their willingness to intervene, and whether self-reported victimization moderated the aforementioned associations. Participants were 653 5th- to 8th-grade students (50.4% girls, 58.5% Caucasian, 34.5% Hispanic) who completed a self-report survey that included a vignette asking students to imagine that they were victimized in school. Hierarchical regression analyses were conducted separately for boys and girls. Although attributions and affect showed no significant associations with students' willingness to intervene, seeking social support coping was associated with greater willingness to intervene for both boys and girls, and problem-focused coping was associated with willingness to intervene for girls only. Unexpectedly, self-reported victimization was associated positively with both boys' and girls' willingness to intervene. Findings also revealed two unexpected two-way interactions between peer victimization and boys' characterological self-blame and girls' wishful thinking coping. Overall, study findings highlight the need for future research and anti-bullying programs to address how victimization could either motivate or discourage a student's willingness to intervene.     

The Real ‘Letter to Arbuthnot’? a Motive For Hume's Probability Theory in an Early Modern Design Argument

John Arbuthnot's celebrated but flawed paper in the Philosophical Transactions of 1711–12 is a philosophically and historically plausible target of Hume's probability theory. Arbuthnot argues for providential design rather than chance as a cause of the annual birth ratio, and the paper was championed as a successful extension of the new calculations of the value of wagers in games of chance to wagers about natural and social phenomena. Arbuthnot replaces the earlier anti-Epicurean notion of chance with the equiprobability assumption of Huygens's mathematics of games of chance, and misrepresents the birth ratio data to rule out chance in favour of design. The probability sections of Hume's Treatise taken together correct the equiprobability assumption and its extension to other kinds of phenomena in the estimation of wagers or expectations about particular events. Hume's probability theory demonstrates the flaw in this version of the design argument.     

Children’s Gender-Typed Behavior from Early to Middle Childhood in Adoptive Families with Lesbian,Gay, and Heterosexual Parents

Gender-typed behaviors—both gender-conforming and nonconforming—were investigated longitudinally among children in 106 adoptive U.S. families with lesbian, gay, and heterosexual parents at two times (Wave 1, preschool-age; Wave 2, school-age) over 5 years. At Wave 1 (W1), parents reported on children’s gender-typed behavior using the Pre-School Activities Inventory (PSAI; Golombok and Rust 1993), and children’s gender-typed toy play was evaluated using observational methods. At Wave 2 (W2), children reported on their own gender-typed behavior using the Children’s Occupations, Activities, and Traits Personal Measure (COAT-PM; Liben and Bigler 2002). Observations of children’s gender-conforming toy play and parents’ reports of children’s gender nonconformity (PSAI) in early childhood (W1) were associated with children’s self-reports of gender nonconformity (COAT-PM) in middle childhood (W2); toy play was most strongly predictive of gender nonconformity 5 years later. Children’s gender-typed behavior also varied by age and gender at both time points, but no significant differences were found as a function of parental sexual orientation across time. Informative to ongoing debates about same-sex parenting, our findings indicate that among children reared by lesbian, gay, and heterosexual parents, gender-typing appears to be similar, and predominantly gender-conforming, across early to middle childhood.     

The Relation Between Early Adolescents’ Trust Beliefs in Peers and Reactions to Peer Provocation: Attributions of Intention and Retaliation

The authors examined the relation between early adolescents’ trust beliefs in peers and both their attributions for, and retaliatory aggression to, peer provocation. One hundred and eight-five early adolescents (102 male) from the United Kingdom (M age = 12 years, 2 months, SD = 3 months) completed the Children's Generalized Trust Beliefs in peer subscale (K. J. Rotenberg, C. Fox, et al., 2005) and reported the intentions of, and their retaliatory aggression to, hypothetical peer provocation. A curvilinear relation was found between trust beliefs in peers and retaliatory aggression but not for attributions of intention. Early adolescents with low and those with very high trust beliefs in peers reported greater retaliatory aggression than did early adolescents with the middle range of trust beliefs. The findings supported the conclusion that early adolescents who are high trusting, as well as those are very low trusting, are at risk for psychosocial maladjustment. Support was not obtained for a hostility attribution bias interpretation of those patterns.     

Overoptimism about future knowledge: Early arrogance?

Abstract

Three studies explored whether young children (5–7 years) have more optimistic views of their future knowledge than older children (8–12 years) and adults. In Study 1, younger children were more likely than older children and adults to expect greater knowledge in both young and mature protagonists. Both groups of children saw knowledge rising at a faster rate into adulthood than adult participants did. All ages judged moral knowledge as much easier to acquire than other types of knowledge, such as artifacts. In Study 2, all children saw their own future knowledge in especially optimistic terms in comparison to ratings by adults, and the older children exhibited a self-enhancement bias. Study 3 found an overall preference for the acquisition of positively valenced future knowledge, particularly for the 8- to 12-year olds and in the domain of morality, suggesting pragmatic underpinnings for these judgments.