Toddlers’ cognition of adding and subtracting objects in action and in perception

A first experiment tested infants’ perceptual discrimination between correct and incorrect adding and subtracting objects with a standardized violation-of-expectation procedure. Eleven-, 16- and 21-month-olds did not look longer at incorrect (one object) than at correct (two objects) results of adding one object to another, nor at incorrect (two objects) than at correct (one object) results of subtracting one object from two. A second experiment tested 21-month-olds’ sensorimotor production of addition and subtraction results using a search-for-objects procedure. They already searched correctly for two objects when one object is added to another and for one object when one is subtracted from two objects. These findings support the constructivist hypothesis that infants’ active sensorimotor production may develop before their reactive perceptual discrimination of adding and subtracting objects.     

Infants’ and adults’ use of duration and intensity cues in the segmentation of tone patterns

Adults and 8-month-olds were presented with sequences in which every third complex tone was either longer or more intense. Segmentation was measured by comparing the detection of silent gaps inserted into three possible locations in each pattern: Silent gaps inserted at perceived segmentation boundaries are harder to detect than gaps within perceived phrases or groups. A go/no-go conditioned head-turn (hand-raising for adults) procedure was used. In Experiment 1, detection was worse for the gaps following the longer complex tones than for the gaps at the other locations, suggesting that the longer tones marked the ends of perceived groups for both infants and adults. Experiment 2 showed that an increase in intensity did not result in any systematic grouping at either age.     

Infants’ representations of same and different in match- and non-match-to-sample

Three experiments investigated the representations that underlie 14-month-old infants’ and adults’ success at match-to-sample (MTS) and non-match-to-sample (NMTS) tasks. In Experiment 1, 14-month-old infants were able to learn rules based on abstract representations of sameness and/or difference. When presented with one of eighteen sample stimuli (A) and a choice between a stimulus that was the same as the sample (A) and a different stimulus (B), infants learned to choose A in MTS and B in NMTS. In Experiments 2 and 3, we began to explore the nature of the representations at play in these paradigms. Experiment 2 confirmed that abstract representations were at play, as infants generalized the MTS and NMTS rules to stimuli unseen during familiarization. Experiment 2 also showed that infants tested in MTS learned to seek the stimulus that was the same as the sample, whereas infants tested in NMTS did not learn to seek the different stimulus, but instead learned to avoid the stimulus that was the same as the sample. Infants appeared to only use an abstract representation of the relation same in these experiments. Experiment 3 showed that adult participants, despite knowing the words “same” and “different”, also relied on representations of sameness in both MTS and NMTS in a paradigm modeled on that of Experiment 2. We conclude with a discussion of how young infants may possibly represent the abstract relation same.     

Petition and contemplation in Maimonides’ conception of prayer

Maimonides’ statements on prayer pose considerable challenges to interpreters who seek to find his work a unified and coherent philosophy of religion. It is especially difficult to see how his advocacy of a silent meditation that follows intellectual comprehension of divine matters can be harmonized with his thoroughly ritualized approach to the daily supplicatory prayer of Jewish liturgy. Yet, it is the purpose of the following pages to outline an interpretation of Maimonides’ philosophy of religion according to which supplicatory prayer and intellectual meditation are not disparate spiritual phenomena, but complementary dimensions of a distinctive form of ethical‐intellectual worship.     

Defining ‘Dead’ in Terms of ‘Lives’ and ‘Dies’

What is it for a thing to be dead? Fred Feldman holds, correctly in my view, that a definition of ‘dead’ should leave open both (1) the possibility of things that go directly from being dead to being alive, and (2) the possibility of things that go directly from being alive to being neither alive nor dead, but merely in suspended animation. But if this is right, then surely such a definition should also leave open the possibility of things that go directly from being dead to being neither alive nor dead, but merely in suspended animation. I show that Feldman’s own definition of ‘dead’ (in terms of ‘lives’ and ‘dies’) does not leave this possibility open. I propose a new definition that does.     

Adults’ and children’s monitoring of story events in the service of comprehension

When reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental literature suggests that middle school children have relatively sophisticated understandings of each of these dimensions but does not indicate whether they spontaneously monitor these dimensions during reading experiences. In four experiments, we examined the processing of event shifts by adults and children, using both an explicit verb-clustering task and a reading time task. The results indicate that middle school children’s and adults’ post-reading memory is organized using these dimensions but that children do not monitor dimensions during moment-by-moment reading in the same manner as adults. These differences were not a function of differentially difficult texts for children and adults, or between-group differences. The findings have implications for models of adult and child text processing and for understanding children’s developing narrative comprehension.     

Affective economies of Beyoglu in Istanbul: The construction of ‘Disgust’ and ‘Fear’ in neoliberalization of nightlife

This study contributes to understanding neoliberalism in Beyoglu, by examining how neoliberal discourses create and circulate normative meanings in nightlife. I suggest that neoliberal discourses and practices inform a value structure in everyday life which identifies subject positions in terms of affiliation and marginalization in Beyoglu's nightlife scene, based on the affective economies of Beyoglu. Affiliation/marginalization distil through moments of contact, imbued with various affective dispositions. I argue that spaces of affiliation shape and are shaped by the affective dispositions of (middle-)classed night-time euphoria. Conforming to norms of desirability, attractiveness and safety, they present a cultural and economic model attuned to neoliberal rationalities. Two dominant stereotypes of ‘undesirability’ emerge in affective terms: (i) those of ‘ineligible’ dispositions which produce emotions of ‘disgust’, and (ii) those of ‘fearful’ bodies constantly moving across the night-time leisure places of Beyoglu. By examining the relationship between neoliberalism and affective economies in Beyoglu's nightlife, this study contributes to research on night-time leisure places, providing insight into linkages between emotional subjectivities and rational thinking.     

Differences in adult and adolescent listeners’ ratings of valence and arousal in emotional prosody

ABSTRACT

Judgments of emotional stimuli’s valence and arousal can differ based on the perceiver’s age. With most of the existing literature on age-related changes in such ratings based on perceptions of visually-presented pictures or words, less is known about how youth and adults perceive and rate the affective information contained in auditory emotional stimuli. The current study examined age-related differences in adolescent (n?=?31; 45% female; aged 12–17, M?=?14.35, SD?=?1.68) and adult listeners’ (n?=?30; 53% female; aged 21–30, M?=?26.20 years, SD?=?2.98) ratings of the valence and arousal of spoken words conveying happiness, anger, and a neutral expression. We also fitted closed curves to the average ratings for each emotional expression to determine their relative position on the valence-arousal plane of an affective circumplex. Compared to adults, adolescents’ ratings of emotional prosody were generally higher in valence, but more constricted in range for both valence and arousal. This pattern of ratings is suggestive of lesser differentiation amongst emotional categories’ holistic properties, which may have implications for the successful recognition and appropriate response to vocal emotional cues in adolescents’ social environments.     

Addition in kindergarten: The role of mothers’ and teachers’ language

Data from a longitudinal investigation were used to examine the effects of mothers’ and teachers’ language on children’s developing mathematical competencies during the kindergarten year. Specifically, 1) mothers’ use of metamemory talk, or references to the process of remembering, and 2) teachers’ use of cognitive processing language (CPL), or instruction that encourages deep levels of processing and metacognition, were related to students’ addition skills in kindergarten. The findings indicated that while maternal metamemory talk was associated with children’s mathematical competencies at school entry, teachers’ use of CPL was associated with the amount of growth that students demonstrated across the year, especially regarding strategy use. The results highlight the need for additional research that examines students’ academic trajectories longitudinally as a function of the language to which they are exposed at home and school.     

Infants’ detection of increments in low- and high-frequency noise

A visually reinforced operant paradigm was employed to examine the relationship between the difference limen (DL) for intensity and level of the standard during infancy. In Experiment 1,7-month-old infants and adults detected increments in continuous noise presented via headphones at each of four levels ranging from 28 to 58 dB SPL. Noise stimuli were 2-octave bands centered at either 400 or 4000 Hz, and increments were 10 and 100 msec in duration. Infants’ DLs were significantly larger than those of adult subjects and significantly larger for low- than for high-frequency stimuli. For the high-frequency noise band, infants’ DLs were generally consistent with Weber’s law,remaining essentially constant for standards higher than 28 dB SPL (3 dB SL) for 100-msec increments and 38 dB SPL (13 dB SL) for 10-msec increments. For low-frequency noise, infants’ absolute thresholds were exceptionally high, and sensation levels of the standards were too low to adequately describe the relationship. In Ex-periment 2, 7-month-old infants detected 10- and 100-msec increments in 400-Hz noise stimuli presented in sound field. Infants’ low-frequency DLs were large at low intensities and decreased with increases in level of the standard up to at least 30 dB SL. For both low- and high-frequency noise, the difference between DLs for 10- and 100-msec increments tended to be large at low levels of the standard and to decrease at higher levels. These results suggest that the relationship between the DL and level of the standard varies with both stimulus frequency and duration during infancy. However, stimulus-dependent immaturities in increment detection may be most evident at levels within approximately 30 dB of absolute threshold.     

Learners’ perceptions and experiences of respect in educator-learner relationships

The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote relational well-being practices amongst educators and learners.     

Children’s understanding of depreciation in scenarios of envy and modesty

The aim of this study was to explore children’s understanding of depreciation when being presented with scenarios of envious or modest behavior. 123 Spanish children, six to eight years of age, decided how a character should respond when faced with a situation of envy or modesty. These situations were described in vignettes. The children chose between a response of either depreciation or admiration in the case of envy and between a response of either modesty or immodesty when faced with modest behavior. They were then asked to explain the reasons for their choices. Generally speaking, the results indicated that children rated self-depreciation in scenarios of modesty more highly than they did depreciation of another in situations of envy. An interaction effect showed that eight-year-old chose modest responses more than immodest ones, in contrast to the six-year-old. Conversely, age differences were not observed for the scenarios of envy. We discuss these results in light of the children’s explanations. Furthermore, the acquisition of emotional display rules is discussed, as well as the ability to manage emotions. Also, we discuss the truths and falsehoods of expression within the framework of social pragmatism in the selection of responses in both scenarios.     

Student clinicians’ and clients’ perceptions of the therapeutic alliance and outcomes in stuttering treatment

PurposeThe purpose of this study was to examine how the therapeutic alliances (TA) of graduate student clinicians and adult clients who stutter relate to perceived treatment outcomes.MethodsStudent clinicians (N = 42) and adult clients who stutter (N = 22) completed a survey assessing their TA strength and perception of treatment outcomes. Responses were analyzed to determine similarities and differences in how clinicians and clients relate the TA to perceptions of treatment effectiveness, progress, and outcome satisfaction.ResultsResults suggest that clinicians and clients who stutter both relate the TA to treatment outcome, but in different ways. While clinicians associate the TA most with treatment effectiveness and client progress, clients relate the TA most to outcome satisfaction.ConclusionClinicians should be aware that for adult clients who stutter, outcome satisfaction is related to the degree of shared understanding, agreement on daily tasks, and bond they experience with their clinician. To ensure a strong TA and client satisfaction, clinicians should actively seek their clients’ perspective regarding TA status.     

Irrationality and egoism in Hegel’s account of right

ABSTRACT

Many interpreters argue that irrational acts of exchange can count as rational and civic-minded for Hegel – even though, admittedly, the persons who are exchanging their property are usually unaware of this fact. While I do not want to deny that property exchange can count as rational in terms of ‘mutual recognition’ as interpreters claim, this proposition raises an important question: What about the irrationality and arbitrariness that individuals as property owners and persons consciously enjoy? Are they mere vestiges of nature in Hegel’s system, or do they constitute a simple yet valid form of freedom that is not only a part of Hegel’s rational system of right, but its necessary starting point? I will argue the latter: The arbitrary, purely egoist self-definition of property owners is the simplest possible type of freedom for Hegel, which he dissects in order to show how the very arbitrary self-definition implicitly relies on an identity between persons, and hence foreshadows the more social forms of freedom Hegel will discuss later in his book. I make this argument by highlighting Hegel’s references to his discussion of atoms and freedom in his Logic of Being.     

Properties of Being in Heidegger’s Being and Time

Abstract

While it is well known that the early Heidegger distinguishes between different ‘kinds of being’ and identifies various ‘structures’ that compose them, there has been little discussion about what these kinds and structures of being are. This paper defends the ‘Property Thesis’, the position that kinds of being (and their structures) are properties of the entities that have them. I give two arguments for this thesis. The first is grounded in the fact that Heidegger refers to kinds and structures of being as ‘characteristics’ and ‘determinations’, which are just two different words for ‘properties’, in the broadest senses of these terms. The second argument is based on the fact that kinds and structures of being play three roles that properties are supposed to play: they account for similarities between things, they are what predicates express, and they are what abstract nouns refer to.     

The Importance of Spirituality in Couple and Family Therapy: A Comparative Study of Therapists’ and Educators’ Beliefs

The purpose of this study was to explore the differences between the beliefs of couple and family therapists (CFTs) and CFT educators in accredited training programs regarding the importance of spirituality in their personal and professional lives. The results suggest a significant difference between the two populations, with clinicians reporting a higher level of agreement regarding the overall role of spirituality in their personal and professional identities compared to CFT faculty members. However, both therapists and educators reported similar levels of agreement in regard to the need for education related to integrating spirituality and its role in clinical practice. Implications for CFT training programs are discussed.     

Testing Shneidman’s model of suicidality in incarcerated offenders and in undergraduates

Suicidality constitutes a major health issue for society in general and incarcerated populations in particular. Shneidman’s model of suicide proposes that psychache (i.e., intense psychological pain) is the pre-eminent psychological cause of suicidality and mediates the influence of all other psychological correlates such as depression or hopelessness. The current research evaluates Shneidman’s model for samples of 73 male federal offenders, 80 male undergraduates, and 80 female undergraduates. Consistent with Shneidman’s theory, psychache was both a significant and a more important statistical predictor of reported self-harming ideation and action than was either depression or hopelessness. Further, this relatively greater importance of psychache for the statistical prediction of suicidality was not moderated either by offender status or by sex. Overall, findings support the applicability of Shneidman’s model of suicidality to incarcerated individuals and indicate the model’s generalizability across sex and offender status.