From landsmanshaften to vinkln: Mediating community among Yiddish speakers in America

Vinkln (“corners”) in America have spread since the 1970s as an organizational strategy by Yiddish-speaking, non-pietistic, East European Jewish immigrants, many of whom have a Holocaust experience. The vinkln provide a privatized, immersive experience for Yiddish language and culture as a way to offer community identity to Yiddish speakers within the wider Jewish community. They arose out of landsmanschaften, or “hometown associations,” in the early twentieth century, but the vinkln function to ritually reproduce culture rather than offer mutual aid based on old-country affiliation. Although secularized, the organized social structure and performed communication of the vinkln invoke rituals and roles of Jewish religious services from traditional community experience. They displace old-country affiliations with pronounced loyalties to Israel and America, although the location of Yiddish in performance is often centered in Poland. The vinkln mediate community by suggesting cultural reproduction even as the bonds of language and society among Yiddish speakers are weakening. Its symbols and associations are restricted to an elderly age cohort, and therefore not likely to perpetuate the very culture that its organizers purport to preserve. It is differentiated from other structures of Yiddish conservation and appreciation such as Internet networks and community center conversation groups. This revised version was published online in June 2006 with corrections to the Cover Date.     

Alphabet knowledge and early literacy skills in French beginning readers

Numerous studies in various alphabetic languages have shown that letter knowledge is a strong predictor of reading and spelling achievement. However, this issue has rarely been addressed in French. Three studies are reported in order to examine the question of the development of letter knowledge in connection with literacy skills in French beginning readers before and during formal instruction. The level of the different alphabet-related skills was studied in kindergarten and two short longitudinal studies were conducted while the children were receiving formal instruction. In Study 1, upper-case letters resulted in higher scores. In Study 2, in the case of consonants, no significant advantage of phoneme position in letter names was found. In Study 3 children with good letter-name knowledge in kindergarten performed better in reading and spelling tasks in first grade. Finally, alphabet knowledge is viewed as a multi-faceted type of knowledge, which includes different skills such as alphabet reciting, letter naming and letter-sound knowledge. An early ability in this domain could be highly predictive of subsequent literacy development.     

Exclusive early mothering and its alternatives The Outcome to Adolescence

Abstract.— This investigation focuses on the later development, up to mid-adolescence, of boys and girls (separately) who had had either exclusive care by their mothers up to age 5 or daily substitute care ("diffused mothering") for a substantial proportion of their earlier lives. Findings from a longitudinal study are first presented in the following order. The outcome of the contrasting regimes, exclusive vs. diffused mothering, is reported for each sex at various ages from 6 to 17, and the validity of these findings is critically examined. The mothers' personalities and attitudes are then investigated as a possible co-determinant of the observed outcome. Developmental patterns of behaviour tendencies, intelligence and attainment are next traced to discover when intergroup differences first appeared. Lastly, conditions of substitute care are examined, and evidence from subsamples cited on the apparent effects of unstable regimes, age of commencement, and group vs. individual care. The findings under each heading are subsequently compared with those of other investigators, a theoretical interpretation offered, future research needs outlined, and provisional conclusions formulated.     

小学五年级语文学优生与学困生阅读知觉广度的眼动研究

本研究以眼动仪为工具,采用移动窗口范式来考察小学五年级语文学优生和学困生的阅读知觉广度。实验结果发现,小学五年级语文学优生的阅读知觉广度范围为注视字左侧一个汉字到注视字右侧三个汉字,小学五年级语文学困生的阅读知觉广度范围为注视字左侧一个汉字到注视字右侧两个汉字。小学五年级语文学优生的阅读知觉广度比学困生更大。     

The Israel press council: Review and suggestions for improvement

The aim of this essay is to review the work of the Israel Press Council. The essay considers the history of the Press Council, analysing the way it has developed, its work, and how it reached its current status. It is argued that the existing situation is far from satisfactory, and that the media should advance more elaborate mechanisms of self-control, empowering the Press Council with greater authority and equipping it with substantive ability to sanction. R. Cohen-Almagor, D. Phil. (Oxon., 1991); Senior Lecturer, Department of Communication, University of Haifa; Member, Israel Press Council (1997– ); Visiting Professor and the Fulbright-Yitzhak Rabin scholar for this year, UCLA School of Law (1999–2000); author of The Boundaries of Liberty and Tolerance (University Press of Florida, Gainesville, FL, 1994), Speech, Media and Ethics (Macmillan, London, 2000) and editor of Basic Issues in Israeli Democracy (Sifriat Poalim, Tel Aviv, Hebrew, 1999), Liberal Democracy and the Limits of Tolerance: Essays in Honor and Memory of Yitzhak Rabin (University of Michigan Press, Ann Arbor, MI, 2000), Challenges to Democracy: Essays in Honour and Memory of Isaiah Berlin (Ashgate, London, 2000), and Medical Ethics at the Dawn of the 21st Century (New York Academy of Sciences, New York, 2000). Dr. Cohen-Almagor is now completing a book on The Right to Die in Dignity: An Argument in Ethics, Medicine, and Law.     

The approximate number system and its relation to early math achievement: Evidence from the preschool years

Humans rely on two main systems of quantification; one is nonsymbolic and involves approximate number representations (known as the approximate number system or ANS), and the other is symbolic and allows for exact calculations of number. Despite the pervasiveness of the ANS across development, recent studies with adolescents and school-aged children point to individual differences in the precision of these representations that, importantly, have been shown to relate to symbolic math competence even after controlling for general aspects of intelligence. Such findings suggest that the ANS, which humans share with nonhuman animals, interfaces specifically with a uniquely human system of formal mathematics. Other findings, however, point to a less straightforward picture, leaving open questions about the nature and ontogenetic origins of the relation between these two systems. Testing children across the preschool period, we found that ANS precision correlated with early math achievement but, critically, that this relation was nonlinear. More specifically, the correlation between ANS precision and math competence was stronger for children with lower math scores than for children with higher math scores. Taken together, our findings suggest that early-developing connections between the ANS and mathematics may be fundamentally discontinuous. Possible mechanisms underlying such nonlinearity are discussed.     

Visual and phonological pathways to the lexicon: Evidence from Chinese readers

In this study, we investigated the role of visual and phonological information in lexical access of Chinese characters. Homophonic English words have been the main source of stimuli for word recognition research. However, since these stimuli also often look alike, visual and phonological information may be confounded in reported experiments. In contrast, many homophonic Chinese characters are visually distinct. In addition, visually similar characters often have very different pronunciations. These characteristics allow a more controlled investigation of the roles of visual and phonological information in activation of meaning. In the present study, two types of Chinese characters were used in a semantic categorization paradigm: integrated characters, which contain strokes that are not separable; and compound characters, which contain at least two clearly identifiable components. The results show that the recognition of a Chinese integrated character depends primarily on visual information, whereas the recognition of a Chinese compound character relies on visual, phonological, and semantic information. It is concluded that visual information plays a greater role in Chinese character recognition than has previously been documented.     

Psychologists and the national socialist access to power

The destruction of psychological science during the early years of the National Socialist (NS) regime is an important part of psychology's history. The proceedings of the congresses of the German Society for Psychology describe the very quick takeover of German psychology by the supporters of the regime and the removal of any opponents of the regime and of Jewish members from the executive structure. The leadership of the field was taken over by psychologists who were early supporters of the government's antidemocratic and anti-Semitic policies. Some of the figures of the NS period reappeared in leading positions in the postwar period.     

Red catechisms: socialist educational literature and the demarcation of religion and politics in the early 19th century

The catechetical genre not only has a long history in religious but also in political discourse. During the 18th century, catechisms were produced on a vast number of diverse subjects, ranging from secular ethics to sheep breeding. The catechism persisted throughout the 19th century and almost gave shape to the Manifesto of the Communist Party. By this time, however, some socialists were also sceptical of the genre; it was perceived as ambiguous. Catechisms are thus a focal point for changing understandings of politics and religion in 19th-century discourse. This article discusses the production and reception of early 19th-century ‘red’ or socialist catechisms to reveal how the ambiguity of the concept religion was negotiated in the context of the catechetical genre. By locating the debate on catechisms in the discourse on ideology, I show that this genre was a focal point for structural change in the semantic field of religion in modernity.