What parents know, how they know it, and several forms of adolescent adjustment: further support for a reinterpretation of monitoring

Parental monitoring has been conceptualized as tracking and surveillance but operationalized as knowledge of daily activities. This study tested the tracking and surveillance explanation of why parental knowledge is linked to better adolescent adjustment. Participants were 1,186 14-year-olds in central Sweden and their parents. The results supported and extended a reinterpretation of parental monitoring (H. Stattin & M. Kerr, in press). Across sex and informant, high parental knowledge was linked to multiple measures of good adjustment. But children's spontaneous disclosure of information explained more of these relations than parents' tracking and surveillance efforts did. Parents' control efforts were related to good adjustment only after the child's feelings of being controlled, which were linked to poor adjustment, were partialed out. The findings suggest that parents' tracking and surveillance efforts are not as effective as previously thought.     

Culture and social support provision: who gives what and why

The present research examined cultural differences in the type and frequency of support provided as well as the motivations underlying these behaviors. Study 1, an open-ended survey, asked participants about their social interactions in the past 24 hours and found that European Americans reported providing emotion-focused support more frequently than problem-focused support, whereas Japanese exhibited the opposite pattern. Study 2, a closed-ended questionnaire study, found that, in response to the close other's big stressor, European Americans provided more emotion-focused support whereas Japanese provided equivalent amounts of emotion-focused and problem-focused support. In addition, Study 2 examined motivational explanations for these differences. Social support provision was motivated by the goal of closeness and increasing recipient self-esteem among European Americans, but only associated with the motive for closeness among Japanese. These studies illustrate the importance of considering cultural context and its role in determining the meaning and function of various support behaviors.     

Who they are and what de se: Burge on quasi-memory

Tyler Burge has recently argued that quasi-memory-based psychological reductionist accounts of diachronic personal identity are deeply problematic. According to Burge, these accounts either fail to include appropriately de se elements or presuppose facts about diachronic personal identity—facts of the very kind that the accounts are supposed to explain. Neither of these objections is compelling. The first is based in confusion about the version of reductionism to which it putatively applies. The second loses its force when we recognize that reductionism is a metaphysical thesis, not an epistemological one.

If they were to vote, they would vote for us

In two field studies, we examined whether voters overestimate support for their political party among nonvoters. In Study 1, voters estimated the percentage of votes their party would receive in an upcoming election, and this percentage increased when voters estimated the percentage of votes their party would receive if nonvoters also were to vote. In Study 2, participants overestimated support for their party even when we made them explicitly aware of current levels of this support by presenting them with poll-based forecasts of election results. Furthermore, Study 2 demonstrated that commitment to vote for a specific party predicted the degree of overestimation. Our results imply that highly committed voters are particularly likely to project support for their party onto nonvoters. Implications for the literature on social projection and social identity are discussed.     

Peer relationships as a source of support for adolescent mothers

There is speculation that the pregnancy and parenthood of adolescent mothers cause changes in their peer relationships such that their peers become less able to provide support. Little empirical evidence exists to support such speculation. The authors assessed the relative amounts and types of support provided by friends and relatives to adolescent mothers, and examined peer support in relation to parenting stress. Invitations were sent to all 480 women recruited through public access birth records in two northeastern Ohio counties who were 19 years old and younger and who had given birth to their first child during the previous nine months. The counties incorporate urban, suburban, and rural communities. 66 women volunteered, of whom 46 eventually participated in the study. They were aged 13-19 years (mean age, 17.43 years) at the birth of their child. Approximately 66% were White and 12 were married. Of the 36 women who reported their family income, 88% reported yearly income of less than $20,000; of those, 15 reported income of less than $5000. 28 of the adolescent mothers were unemployed. 22 were enrolled in school at the time of data collection. Of the 24 who were not enrolled in school, 15 had already completed 12th grade. The Inventory of Social Contacts measured levels of perceived child-rearing, emotional, and material support and interference from family and friends, while the Parenting Stress Index assessed self-reported parenting stress arising from child and parent characteristics. Results of repeated-measures ANOVAs and Pearson correlations indicate that, compared to family, friends provide more emotional support and less interference. Parenting stress is buffered more effectively by the support provided by friends.     

What I do and what I think they would do: Social axioms and behaviour

The social axioms system uniquely predicted a large variety of behaviours and preferences. It is suggested that (a) the assistance social axioms provide in predicting the behaviour of others, and (b) the self‐characteristics embedded in the axioms account for this unique prediction ability. Three studies, each pertaining to a different axiom, tested the prediction power of the social axiom regarding two types of behaviours: One that is directly impacted by how others are expected to behave, and another that is more self‐directed. Results consistently revealed a unique contribution of the social axioms over personal characteristics in prediction of behaviours directed by how others are expected to behave, whereas behaviours that are more self‐directed were largely explained by relevant personal characteristics. Copyright © 2010 John Wiley & Sons, Ltd.     

Computer viruses: What they are,how they work,how they might get you,and how to control them in academic institutions

A computer virus is a program that replicates itself and spreads to computers with the goal of disrupting or destroying normal computer use. In academic computing, viruses represent a serious problem that costs millions of dollars in losses annually and hinders the free exchange of information so critical to education. Viruses operate in incubation, infection, and destroy phases. The nature, mechanisms, and preventive measures for personal-computer viruses are reviewed. Different procedures are recommended to protect research laboratories, instructional laboratories, and software lending libraries. Tradeoffs between providing adequate protection and not having the security become too burdensome are considered.     

First look: what brings clergy candidates into ministry and what happens when they don't get it

This article reports on a retrospective examination of all candidates for ordained ministry in Alabama-West Florida Annual Conference of The United Methodist Church from September 1995 to 1998. The results showed, contrary to expectations, that clergy in this annual conference are significantly more likely than the general population to become physically ill when placed under stress. One of the major stressors identified in this study was the likelihood that the clergy persons will not receive the high levels of affirmation and reinforcement they look for. The author presents some conclusions and suggestions both for action to change the predictions and for further research.     

Indexicals: what they are essential for

Abstract

Cappelen and Dever have recently defended the view that indexicals are not essential: They do not signify anything philosophically deep and we do not need indexicals for any important philosophical work. This paper contests their view from the point of view of an account of intentional agency. It argues that we need indexicals essentially when accounting for what it is do something intentionally and, as a consequence, intentional action, and defends a view of intentional action as a possible conclusion of practical reasoning where the indexical is essential for the content of such a conclusion.     

How counting represents number: what children must learn and when they learn it

This study compared 2- to 4-year-olds who understand how counting works (cardinal-principle-knowers) to those who do not (subset-knowers), in order to better characterize the knowledge itself. New results are that (1) Many children answer the question "how many" with the last word used in counting, despite not understanding how counting works; (2) Only children who have mastered the cardinal principle, or are just short of doing so, understand that adding objects to a set means moving forward in the numeral list whereas subtracting objects mean going backward; and finally (3) Only cardinal-principle-knowers understand that adding exactly 1 object to a set means moving forward exactly 1 word in the list, whereas subset-knowers do not understand the unit of change.     

Prospective and retrospective evaluations of experiences: how you evaluate an experience depends on when you evaluate it

Prior research (cf. Soman & Shi, 2001 ) has shown that obstacles and periods of low progress in an experience reduce the evaluation of that experience. In this research, we propose that the temporal distance between the obstacle and the time of making the evaluation moderates the effect of the obstacle. Consequently, an early (late) obstacle reduces prospective (retrospective) evaluation more significantly than a late (early) obstacle. In two experiments, we find support for this temporal proximity hypothesis. Further, differences between prospective and retrospective evaluations disappeared when the data were analyzed in terms of temporal distance, suggesting that the judgment policies underlying prospective and retrospective evaluations were the same. We also show that it is possible to create pairs of paths such that one of the two paths would be preferred when viewed in prospect, but the other path might be preferred in retrospect. Copyright © 2002 John Wiley & Sons, Ltd.     

The development of perceptual averaging: learning what to do,not just how to do it

The mature visual system condenses complex scenes into simple summary statistics (e.g., average size, location, orientation, etc.). However, children, often perform poorly on perceptual averaging tasks. Children's difficulties are typically thought to represent the suboptimal implementation of an adult‐like strategy. This paper examines another possibility: that children actually make decisions in a qualitatively different way to adults (optimal implementation of a non‐ideal strategy). Ninety children (6–7, 8–9, 10–11 years) and 30 adults were asked to locate the middle of randomly generated dot‐clouds. Nine plausible decision strategies were formulated, and each was fitted to observers' trial‐by‐trial response data (Reverse Correlation). When the number of visual elements was low (N < 6), children used a qualitatively different decision strategy from adults: appearing to “join up the dots” and locate the gravitational center of the enclosing shape. Given denser displays, both children and adults used an ideal strategy of arithmetically averaging individual points. Accounting for this difference in decision strategy explained 29% of children's lower precision. These findings suggest that children are not simply suboptimal at performing adult‐like computations, but may at times use sensible, but qualitatively different strategies to make perceptual judgments. Learning which strategy is best in which circumstance might be an important driving factor of perceptual development.     

Depression, self-esteem, loneliness, and social support among adolescent mothers participating in the new parents project

The purpose of this pilot study was to examine levels of depression, self-esteem, loneliness, and social support, and the relationships between these variables, among adolescent mothers participating in the New Parents Project (formerly called the Young Parents Project). The sample consisted of 21 adolescent mothers recruited from three primary health care practices in different Midwestern cities. It was found that depression scores were in the high range (CES-DC > 15) for 53% of the participants. Strong, significant relationships were found, except between depression and self-esteem. The implications for enhancement of the New Parents Project, so as to better meet the psychological needs of adolescent mothers, are discussed.     

The problem of relapse in stuttering: Some thoughts on what might cause it and how to deal with it

Bloodstein recently wrote that “the most vital part of science is not accurate measurement or the insistence on empiricism. It is an attitude of inquiry into the how and why of things” [Bloodstein, O. Foreword. In: Maintenance of Fluency (E. Boberg ed.). New York: Elsevier, 1981, p. vii]. In the paper below, I present some unsubstantiated and no doubt controversial thoughts on the how and why of relapse in stuttering. The overall thrust of these thoughts is that stutterers have different propensities to stutter because of the inherent variability in their speech production systems. For this reason, for therapy to have long-range success, stutterers must learn to accept and deal with the inherent variability in their speech production mechanisms.     

It's not what you play,it's how you play it: Timbre affects perception of emotion in music

Salient sensory experiences often have a strong emotional tone, but the neuropsychological relations between perceptual characteristics of sensory objects and the affective information they convey remain poorly defined. Here we addressed the relationship between sound identity and emotional information using music. In two experiments, we investigated whether perception of emotions is influenced by altering the musical instrument on which the music is played, independently of other musical features. In the first experiment, 40 novel melodies each representing one of four emotions (happiness, sadness, fear, or anger) were each recorded on four different instruments (an electronic synthesizer, a piano, a violin, and a trumpet), controlling for melody, tempo, and loudness between instruments. Healthy participants (23 young adults aged 18–30 years, 24 older adults aged 58–75 years) were asked to select which emotion they thought each musical stimulus represented in a four-alternative forced-choice task. Using a generalized linear mixed model we found a significant interaction between instrument and emotion judgement with a similar pattern in young and older adults (p < .0001 for each age group). The effect was not attributable to musical expertise. In the second experiment using the same melodies and experimental design, the interaction between timbre and perceived emotion was replicated (p < .05) in another group of young adults for novel synthetic timbres designed to incorporate timbral cues to particular emotions. Our findings show that timbre (instrument identity) independently affects the perception of emotions in music after controlling for other acoustic, cognitive, and performance factors.     

Talking at cross-purposes: how Einstein and the logical empiricists never agreed on what they were disagreeing about

By inserting the dialogue between Einstein, Schlick and Reichenbach into a wider network of debates about the epistemology of geometry, this paper shows that not only did Einstein and Logical Empiricists come to disagree about the role, principled or provisional, played by rods and clocks in General Relativity, but also that in their lifelong interchange, they never clearly identified the problem they were discussing. Einstein’s reflections on geometry can be understood only in the context of his ”measuring rod objection” against Weyl. On the contrary, Logical Empiricists, though carefully analyzing the Einstein–Weyl debate, tried to interpret Einstein’s epistemology of geometry as a continuation of the Helmholtz–Poincaré debate by other means. The origin of the misunderstanding, it is argued, should be found in the failed appreciation of the difference between a “Helmholtzian” and a “Riemannian” tradition. The epistemological problems raised by General Relativity are extraneous to the first tradition and can only be understood in the context of the latter, the philosophical significance of which, however, still needs to be fully explored.