Pivotal behavior as the mediator of the relationship between parental responsiveness and children's symbolic behavior

Previous research with parents and children with developmental disabilities indicated that the relationship between mothers’ responsive style of interaction and children's rate of development was mediated by the simultaneous relationship between mothers’ responsiveness and children's social engagement, or pivotal behavior. In this study, we attempted to determine whether children's pivotal behavior might also mediate the relationship between responsiveness and child development in a sample of 165 typically developing toddlers and their Taiwanese parents. Child development was assessed with a parent report measure of children's symbolic behavior. Parental responsiveness and children's pivotal behavior were assessed from observations of parent–child play. Results indicated that parental responsiveness was correlated with children's pivotal behavior, and that both of these variables were correlated with children's symbolic behavior. Structural equation models indicated that the relationship between responsiveness and children's symbolic behavior was fully mediated by children's pivotal behavior.     

Aleksej Losev's Antiutopia

This article is devoted not only to Losev'sphilosophical works, but also to his fiction,which he created during 1930s and 1940s.Losev's eight books of the 1920s (his``octateuch'') combine into a single whole thatamounts to his philosophy of life and historydepicted in expressive images. At the same timeLosev's ``octateuch'' strikes one as having beenwritten at a single sitting and in a singlestyle, in a genre that can be identified as the``philosophical novel'' having as much right asSpengler's opus to be called an ``intellectualnovel.'' In his prose of the 1930s and 1940sLosev tries with artistic methods to resolvethe philosophical problems which he raised inhis works of the 1920s. Losev's ``octateuch'' andhis fiction are directed against thosecontemporary materialists who seek to embodyPlato's Republic, whom he christens``soil-less nihilist idealist utopians.'' All ofthis leads to the conclusion that Losev'sintellectual novel belongs to a definite andmore specific subgenre. It is undoubtedly ananti-utopia, full of the grotesque. In additionto its scientific and social orientation,Losev's anti-utopia is also religious innature. Thus Losev not only depicts the realconsequences of utopian dreams, but also turnsto the ``life of the artist,'' which is far fromany technological or social utopias but isfilled with another, no less terrifying ornihilistic utopia: that of the non-religiousexistence of the human person. Losev preservedhis anti-utopian and anti-nihilist viewsthrough his late period (1950s–1980s), despitethe care he took not to cross Sovietcensorship. Losev's anti-utopia is the kind ofChristian realism to which he appealedthroughout his life.     

“Like a Fanciful Kind of Half Being”: Mary Wollstonecraft's Criticism of Jean‐Jacques Rousseau

The article investigates the philosophical foundations and details of Mary Wollstonecraft's criticism of Jean‐Jacques Rousseau's views on the education and nature of women. I argue that Wollstonecraft's criticism must not be understood as a constructionist critique of biological reductionism. The first section analyzes the differences between Wollstonecraft's and Rousseau's views on the possibility of a true civilization and shows how these differences connect to their respective conceptions of moral psychology. The section shows that Wollstonecraft's disagreement with Rousseau's views on women was rooted in a broad scope of philosophical disagreement. The second section focuses on Rousseau's concept of nature, and I argue that Rousseau was neither a biological determinist nor a functionalist who denied that nature had any normative significance. The section ends with a discussion of Wollstonecraft's criticism of Rousseau's application of the distinction between the natural and the artificial. The third section focuses on Wollstonecraft's critique of Rousseau's claim that there are different standards for the perfectibility of men and women. The article concludes with a critical discussion of the claim that Aristotle would have provided Wollstonecraft with the philosophical tools she needed for her criticism of Rousseau.     

God's Triunity and Self-Determination: A Conversation with Karl Barth, Bruce McCormack and Paul Molnar

Abstract: A recent disagreement between Bruce McCormack and Paul Molnar highlights some of the issues involved in discussing the relationship between God's triunity and determination to be God‐with‐us. Can we say that God's determination to be with us is the basis of God's triunity? Must we identify the Son's being as eternally toward‐incarnation? How does God's freedom relate to God's eternal decision to be God‐with‐humanity? In this article I argue (contra McCormack) that God's triunity logically precedes God's determination to be with us, but (contra Molnar) that this logical precedence entails neither that the pre‐incarnate Son is utterly unknown to us nor that God retains some freedom to be God‐without‐humanity.     

Parents' emotion‐related beliefs and behaviours in relation to children's coping with the 11 September 2001 terrorist attacks

To assess relationships between parental socialization of emotion and children's coping following an intensely emotional event, parents' beliefs and behaviours regarding emotion and children's coping strategies were investigated after a set of terrorist attacks. Parents (n=51) filled out the Parents' Beliefs about Negative Emotions questionnaire and were interviewed within two weeks of the attacks. Their elementary and middle school‐aged children were interviewed eight weeks later. First, parents' beliefs were related to two kinds of parental behaviours. Parents' beliefs about both the value of and the danger of children's emotions were positively related to their discussion with their children. Parents' belief about children's emotions as dangerous was also negatively related to parents' expressiveness with their children. Second, parents' beliefs were related to five kinds of coping strategies reported by their children. Parents' belief about children's emotions as valuable predicted children's problem‐solving, emotion‐oriented, and support‐seeking coping following the terrorist attacks. Parents' belief about children's emotions as dangerous predicted children's avoidance and distraction coping following the attacks. Parents' beliefs about the importance of children's emotions may foster a family atmosphere that facilitates children's coping with intensely emotional events. Results support differentiated, multi‐faceted analysis of the broader construct of parental beliefs. Copyright © 2008 John Wiley & Sons, Ltd.     

Finding Oneself Among the Saints: Thomas F. O'Dea,Mormon Intellectuals,and the Future of Mormon Orthodoxy

Thomas F. O'Dea's classic The Mormons identified “Mormonism's encounter with modern secular thought” as perhaps the church's greatest problem. In line with secularization theory, O'Dea predicted an attenuation of traditional Mormonism, and an adaptation and gradual liberalization of Mormon theology as the literal interpretation of Mormon origins “dissolved” in the solvent of modernity. O'Dea's views on the crisis facing Mormonism were based, in part, on ethnographic field work in Salt Lake City in the summer of 1950, as interpreted by a modernist Catholic sociologist. A review of his field notes suggests that key informants who “hosted” much of O'Dea's research activity were liberal Mormon academics who defined the church's traditional theology as a problem. This viewpoint agreed with O'Dea's preconceptions about the “education and apostasy” dilemma. A comparison of O'Dea's published “reading” of his field notes with the notes themselves suggests the plausibility of alternative readings. One such alternative is offered here, an interpretation of the interplay of education, Mormon theology, and Mormon intellectualism drawn from O'Dea's field notes, but with a different emphasis from that of his essay. Finally, reverting to a modernist perspective, I offer some hints from survey research suggesting that the predicted liberalization of Mormon theology has yet to occur.     

Learning Logical Tolerance: Hans Hahn on the Foundations of Mathematics

Hans Hahn's long-neglected philosophy of mathematics is reconstructed here with an eye to his anticipation of the doctrine of logical pluralism. After establishing that Hahn pioneered a post-Tractarian conception of tautologies and attempted to overcome the traditional foundational dispute in mathematics, Hahn's and Carnap's work is briefly compared with Karl Menger's, and several significant agreements or differences between Hahn's and Carnap's work are specified and discussed.     

Emotions as practice: Anna Freud's child psychoanalysis and thinking–doing children's emotional geographies

The paper introduces Anna Freud's early writing from the perspective of the theory and practice of children's emotional geographies. Discussing especially Freud's view on the theory of defence mechanisms and her early arguments with Melanie Klein about the nature of the child's mind, it explores how children's emotions can be approached beyond children's own representational accounts of their emotional experiences. The paper advocates an engagement with Anna Freud's work and psychoanalysis that would account for different forms of knowledge produced in the intersubjective processes of research and for the significance of the relationships with child participants.     

Timmermann,Forschler, and The Attempt to Bridge the Kantian‐Consequentialist Gap

Scott Forschler defends R. M. Hare's rationalist‐universalizing‐utilitarian moral approach against Jens Timmermann's critique of it. He argues that Timmermann fails to see that Kant's ethical rationalism might be consistent with utilitarianism, and argues that Timmermann merely assumes that Kant's deontology follows logically from his ethical rationalism. In Forschler's estimation, it has not been established that either Kant's or Hare's ethical rationalism is inconsistent with utilitarianism. This article, however, argues that, in his response to Timmermann on behalf of Hare's rationalist‐universalizing‐utilitarian approach, Forschler has overlooked something very significant at the foundational level of Hare's moral approach, and that this oversight undercuts his response to Timmermann. The analysis also invites a metaethical investigation of preference satisfaction as it is found in Hare's moral approach. The article uncovers some fundamental metaethical presuppositions in Hare's normative approach, presuppositions overlooked by Forschler.     

Coparenting Conflict and Academic Readiness in Children of Teen Mothers: Effortful Control as a Mediator

Children's exposure to coparenting conflict has important implications for their developmental functioning, yet limited work has focused on such processes in families with diverse structures or ethnically and culturally diverse backgrounds. This longitudinal study examined the processes by which Mexican‐origin adolescent mothers' coparenting conflict with their 3‐year‐old children's grandmothers and biological fathers (N = 133 families) were linked to children's academic and social skills at 5 years of age, and whether children's effortful control at 4 years of age mediated the link between coparenting conflict and indices of children's academic readiness. Findings revealed that adolescent mothers' coparenting conflict with their child's biological father was linked to indices of children's academic and social school readiness through children's effortful control among girls, but not boys, whereas conflict with grandmothers was directly linked to boys' and girls' social functioning 2 years later. Findings offer information about different mechanisms by which multiple coparenting units in families of adolescent mothers are related to their children's outcomes, and this work has important implications for practitioners working with families of adolescent mothers.     

Mothers' and Fathers' Internal State Language with Their Young Children: An Examination of Gender Differences During an Emotions Task

The current study examined gender differences in mothers' and fathers' internal state language (ISL), children's use of ISL, and whether ISL was related to parents' ratings of the children's social skills. Fifty‐seven (28 boys, 29 girls) toddler/preschool children (M age = 32.5 months, SD = 5.38 months) were observed separately with their mothers and fathers in their homes while they discussed pictures of children's facial expressions of emotions. Parents completed a questionnaire concerning their child's social–emotional behaviours (i.e. BASC‐2). Parents used more ISL with sons compared with daughters, and sons used more ISL with mothers than with fathers. No overall differences were found between mothers' and fathers' ISL. Children's social skills as rated by mothers were predicted by mothers' ISL comments, whereas children's social skills as rated by fathers were predicted by children's age and fathers' ISL clarifications. Implications and limitations of the study are discussed. Copyright © 2012 John Wiley & Sons, Ltd.     

The relationship between marital interaction behaviors and affective reactions to one's own and one's spouse's self-evaluation needs

A recent extension (Beach, & Tesser, 1993) of Tesser's self-evaluation maintenance model (SEM: Tesser, 1988) proposed that a person's motivation to feel good about the self, and his or her concern for the partner's need to feel good about the self, can affect the couple's interaction behavior. In the present study, individual differences in the motivation to maintain one's own and one's partner's SEM needs are used to predict the couple's problem-solving discussion behaviors. Fifty-three married couples were videotaped for 20 minutes while discussing an important relationship issue on which there was disagreement. From these video records, husbands' and wives' favorable and unfavorable discussion behaviors were coded. During a subsequent session, couples reported their affective reactions to a number of SEM scenarios recalled from memory, which were used to create an individual difference measure representing the strength in motivation to maintain one's own and one's partner's self-evaluation needs. In general, husbands' and wives' responsiveness to their partners' SEM needs was associated with favorable interaction behavior, whereas responsiveness to one's own SEM needs was associated with unfavorable interaction behavior. The results of this study suggest that the extended SEM model provides an experimental framework that incorporates research directed at both the elucidation of individual differences and the examination of the couple as a unit.     

Elementary schoolchildren's perceived competence and physical activity involvement: the influence of parents' role modelling behaviours and perceptions of their child's competence

ObjectivesTo study the influence of fathers' and mothers' physical activity involvement and perceptions of their children's physical competence upon children's perceptions of competence and children's time spent in physical activity. Two forms of parental socialization influence were assessed: the direct influence of parents' actual physical activity (PA) behaviour (role modelling) on children's physical activity and the indirect influence of parents' beliefs systems about their children's PA competence on children's physical activity through children's self perceptions.MethodsLongitudinal, with data from 152 French children (M=9.5 yrs, SD=0.8 yrs) and their parents collected at two times over a 12-month period and examined through structural equation modelling (SEM).ResultsSEM indicated that mothers' role modelling behaviour had a direct effect on children's time spent in PA and that mothers' beliefs about their child's competence had an indirect effect on children's PA by influencing children's perceived competence which, in turn, contributed to children's level of physical activity involvement. Fathers' beliefs directly influenced their child's PA as did the children's own self-perceptions of competence.ConclusionsParents can affect their children's PA involvement in direct and indirect manners through their role modelling of physical activity and through their beliefs about their child's competence. Furthermore, the influence of fathers and mothers may be manifested in different ways. Father and mother could influence their child's PA by different processes.     

Effects of external cathodal polarization on classical motor conditioning in dogs

The present study was designed to determine the effects of cathodal polarization on the establishment of motor conditional reflexes (CR's), with faradic shock as reinforcement. Ten dogs were used as controls and another seven as experimental subjects (ES's). In the ES's, stainless-steel electrodes were implanted on the face, infraorbitally, for chronic polarization. Four days later the ES's were trained in a soundproof room with classical conditioning procedures while they were co9nstantly polarized with direct current (1 to 2 ma). Control dogs showed strong (+3 and +4) motor CR's within the first 50reinforced trials, with differentiation after 50 trials. In contrast, the ES's showed poor motor conditioning: six ES's showed poor motor CR's in the first 50 reinforced trials. Only one ES showed prompt, good motor CR's. The fact that cathodal polarization interferes with theestablishment of motor CR's suggests an inhibitory effect on the acquisition of musculoskeletal CR's. It is possible that the inhibitory effects observed are related to the depression produced by cathodal polarization in humans.     

Impossible objects∗

This paper deals with the Meinong‐Russell controversy on nonsubsistent objects. The first part notes the similarity of certain contemporary semantical developments to Meinonj;'s theory of nonsubsistent objects. Then it lays out the major features of Meinong's famous theory, considers Russell's objections to same and Meinong's counter‐objections to Russell, and argues that Russell's well‐known argument fails. However, it is possible to augment Russell's argument against Meinong with sound Russellian principles in such a way that it presents at least a strong inclining reason against Meinong's theory of impossible objects.     

Anxious cognitions in children: An exploration of associations and mediators

To investigate sources of influences connecting mothers' and their children's anxious cognitions, 65 children (aged 10 to 11 years) completed self‐report measures of anxiety. Children and mothers responded to an ambiguous scenario questionnaire and measures of parenting style and life events. Mothers also reported expectations about their child's reaction to ambiguous situations. Mothers' and children's threat cognitions were significantly correlated (r = .31), and partially mediated by mothers' expectations about their child. Mothers' anticipated distress was associated with expectations for their child's distress, which was associated with the child's own anticipated distress. Parenting and life events were significantly associated with children's interpretative bias, but did not mediate the intergenerational association in interpretative bias. The results suggest influences on children's ‘anxious cognitive style’ and potential targets for preventing and reducing maladaptive cognitions in children.     

Two Dogmas'–All Bark and No Bite? Carnap and Quine on Analyticity1

Recently O'Grady aigued that Quine's “Two Dogmas” misses its mark when Carnap's use of the analyticity distinction is understood in the light of his deflationism. While in substantial agreement with the stress on Camap's deflationism, I argue that O'Grady is not sufficiently sensitive to the difference between using the analyticity distinction to support deflationism, and taking a deflationary attitude towards the distinction itself; the latter being much more controversial. Being sensitive to this difference, and viewing Quine as having reason to insist on a non‐arbitrary analyticity distinction, we see that “Two Dogmas” makes direct contact with Carnap's deflationism. We must look beyond “Two Dogmas” to Quine's other critiques of analyticity to understand why the arbitrariness of the distinction threatens to undermine or overextend Carnap's deflationism, collapsing it into a view much like Quine's. Quine is then seen to achieve many of Carnap's ends, with the important exception of deflationism.     

WITHSTANDING TRAUMA: THE SIGNIFICANCE OF EMMA ECKSTEIN'S CIRCUMCISION TO FREUD'S IRMA DREAM

The author considers the medical rationale for Wilhelm Fliess's operation on Emma Eckstein's nose in February 1895 and interprets the possible role that this played in Freud's dream of Irma's injection five months later. The author's main argument is that Emma likely endured female castration as a child and that she therefore experienced the surgery to her nose in 1895 as a retraumatization of her childhood trauma. The author further argues that Freud's unconscious identification with Emma, which broke through in his dream of Irma's injection with resistances and apotropaic defenses, served to accentuate his own “masculine protest”. The understanding brought to light by the present interpretation of Freud's Irma dream, when coupled with our previous knowledge of Freud, allows us to better grasp the unconscious logic and origins of psychoanalysis itself. 1     

Alice in Systems Wonderland: A Children's Systems Learning Guidebook Accompanying Alice's Adventures in Wonderland

The author proposes the development of systems learning guidebooks to accompany famous children's classic books. Children's classic books can make excellent bases for children's learning guidebooks on systems thinking and global ecology, because they are fun to read and well known worldwide. If such learning guidebooks are properly designed with humor and entertaining aspects, they could stimulate children to learn more about systems thinking. Lewis Carroll's Alice's Adventures in Wonderland is chosen as a pilot case for developing such a children's guidebook. The systems learning guidebook that accompanies Alice's Wonderland shall be entitled Alice in Systems Wonderland and will help its readers look at the Alice's Wonderland story with a systems perspective.