Is speech learning ‘gated’ by the social brain?

I advance the hypothesis that the earliest phases of language acquisition -- the developmental transition from an initial universal state of language processing to one that is language-specific -- requires social interaction. Relating human language learning to a broader set of neurobiological cases of communicative development, I argue that the social brain 'gates' the computational mechanisms involved in human language learning.     

Disorganized families and the helping professions: ‘who's in charge of what?’

Disorganized families fail to define their executive and caretaking structure, resulting in multiple social and emotional problems. They tend to be referred to a Child and Family Psychiatric Clinic in crisis and with a wide network of professional workers already involved. The professionals' rôle often can be seen as 'supplementing' apparent functional deficiencies in the family. Work with disorganized families can be very demanding on professional time and emotional energy but is facilitated by everyone knowing 'who's in charge of what' decisions in the family's professional network. A case is presented to suggest that the Clinic's initial aim should be to clarify the responsibilities and role of each member of the professional network, and then of the structure and organization in the family. Joint family-professional network meetings can help to achieve these aims.     

Reaching the Limits of Secularization? Turkish‐ and Moroccan‐Dutch Muslims in the Netherlands 1998–2006

This research note focuses on Muslim minorities living in a secular context, the Netherlands. The question is whether mosque attendance among Turkish‐ and Moroccan‐Dutch changed between 1998 and 2006, testing mechanisms of religious decline and religious vitality. Elaborating on previous research of the same Muslim groups, this study examines a longer time span and adds contextual‐level explanations. Whereas previous research reported a linear trend towards secularization over time and over generations, in recent years the trend has become more complex. The revival of religious attendance among the second generation is most striking. Forces of secularization such as educational attainment and generational replacement gradually lose their predictive power. Over time, processes of secularization are therefore not inevitable.     

Child care quality and Dutch 2‐ and 3‐year‐olds' socio‐emotional outcomes: Does the amount of care matter?

High amounts of early child care have sometimes been linked to higher levels of behaviour problems, while high‐quality child care has more often been related to fewer behaviour problems and more social competence. The current study investigated whether the level of centre emotional and behavioural support (child care quality) interacted with the amount of child care in predicting children's socio‐emotional behaviour. Participants were 417 children (mean age = 27 months) from 61 Dutch daycare centres. The amount of daycare ranged from 1 to 5 days per week (M = 2.3 days). Multi‐level analyses showed that, independent of the amount of daycare, high levels of centre emotional and behavioural support were related to more caregiver‐rated social competence 1 year later. In addition, children spending 3.5 days or more in highly supportive daycare centres showed the lowest levels of parent‐rated externalizing behaviour 1 year later. The findings emphasize (a) that the combined effects of the amount and quality of child care are important and (b) that high‐quality early child care is related to children's socio‐emotional development. Further policy, practice, and research implications are discussed.

Highlights

• We studied in a Dutch sample how the amount and quality of daycare interacted in relation to children's socio‐emotional outcomes.
• High levels of daycare quality were related to more teacher‐rated social competence.
• Children spending 3.5 days or more in highly supportive daycare centers showed less parent‐rated externalizing behavior.

     

The ecological validity of the “who said what?” technique: An examination of the role of self‐involvement,cognitive interference and acquaintanceship

Questions are raised about the possible ecological invalidity of the traditional “who said what?” (WSW) procedure. Three studies are reported which use a modified, quasi‐naturalistic version of the WSW technique, in which rather than being passive recipients of presented information, participants instead play an active role in the production of such information in an interactive context. Data are presented that demonstrate that the social categorization effect typically obtained through the traditional WSW procedure generalizes beyond the circumstances in which it was initially demonstrated. Thus, in Study 1 it was established that social categories (gender, in this case) are cognitively used in real interactions between participants in order to organize information. Moreover, Study 2 demonstrated that the use of categories is accentuated when, as is typical in real world situations, recollections are not made immediately after the perception of the relevant stimuli but following a period of intervening cognitive activity. The findings of Study 3, however, suggest that the WSW technique may not inevitably lead to social categorization effects: typical effects did not appear when participants knew each other well, and therefore saw one another as unique, idiosyncratic individuals, rather than as category members.     

Attentional dysfunction, social perception, and social competence: what is the nature of the relationship?

The aim of this study was to examine the nature of the relationship between attentional dysfunction and social competence deficits in patients with schizophrenia. Attentional functioning, social perception, and social competence were assessed in 56 inpatients. Measures of vigilance and span of apprehension were administered to assess attentional functioning. Social perception was assessed with an audiovisual measure of affect recognition. Social competence was rated from a role-play task. Span of apprehension and auditory vigilance emerged as specific predictors of social competence. Affect recognition was tested as a mediator and a moderator of the relationship between attentional dysfunction and social competence. Affect recognition was found to moderate the relationship between span of apprehension and social competence.     

Is car following the real question – are equations the answer?

Within the constraints that they set themselves, Brackstone, M. and McDonald, M. (Transportation Research: Part F (2000)), do a good job in elucidating the current state-of-the-art concerning car following models. Further, their protestation concerning the importance of such models in the light of growing intelligent transportation systems (ITS) technology and potential application in collision-warning and collision-avoidance systems is also undoubtedly correct. Also, as a member of the human factors expert panel cited (Intelligent Transportation Society of America. (1997). In Proceedings of the Intelligent Vehicle Initiative Human Factors Workshop. Washington DC: ITS America) it can be confirmed that normative models of driving remain a crucial unsolved issue. Thus, for these reasons their present review is both helpful and timely and deserves wide circulation. The points of contention do not concern their specific observations but rather the intrinsic assumptions upon which they are based. In particular, the question asked is, is car following the real question and equations the answer?     

Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

Are Bivocational Clergy Becoming the New Normal? An Analysis of the Current Population Survey, 1996–2017

Transitions in the American religious landscape including religious nonaffiliation, congregational and seminary enrollment declines, and the proliferation of megachurches have reshaped the clergy labor market and increased the precariousness of this type of work. One potential indication of this growing instability is the supposedly increasing number of bivocational clergy who depend on a second job to supplement their income. There are few reliable data, however, that can trace out national‐level trends of bivocational clergy. Using the Current Population Survey, this study tests whether there has been any proportional increase in bivocational clergy and to what extent such an increase has been localized to certain groups. We find that the percentage of clergy who report having a second job has not increased since 1996. However, clergy who are female, unmarried, or working in the American northeast are increasingly likely to report working a second job. These trends suggest that clergy who receive occupational advantages—due to gender or marital status—or who live in highly religious/low cost‐of‐living regions of the country may be protected from taking on a second job whereas those clergy without these advantages increasingly must depend on additional sources of income.     

Emotion regulation and culture: are the social consequences of emotion suppression culture-specific?

Emotional suppression has been associated with generally negative social consequences (Butler et al., 2003; Gross & John, 2003). A cultural perspective suggests, however, that these consequences may be moderated by cultural values. We tested this hypothesis in a two-part study, and found that, for Americans holding Western-European values, habitual suppression was associated with self-protective goals and negative emotion. In addition, experimentally elicited suppression resulted in reduced interpersonal responsiveness during face-to-face interaction, along with negative partner-perceptions and hostile behavior. These deleterious effects were reduced when individuals with more Asian values suppressed, and these reductions were mediated by cultural differences in the responsiveness of the suppressors. These findings suggest that many of suppression's negative social impacts may be moderated by cultural values.     

Modularity and the social mind: are psychologists too self-ish?

A modular view of the mind implies that there is no unitary "self" and that the mind consists of a set of informationally encapsulated systems, many of which have functions associated with navigating an inherently ambiguous and competitive social world. It is proposed that there are a set of cognitive mechanisms--a social cognitive interface (SCI)--designed for strategic manipulation of others' representations of one's traits, abilities, and prospects. Although constrained by plausibility, these mechanisms are not necessarily designed to maximize accuracy or to maintain consistency with other encapsulated representational systems. The modular view provides a useful framework for talking about multiple phenomena previously discussed under the rubric of the self.     

Only the right noise? Effects of phonetic and visual input variability on 14‐month‐olds' minimal pair word learning

Seminal work by Werker and colleagues (Stager & Werker [1997] Nature, 388, 381–382) has found that 14‐month‐old infants do not show evidence for learning minimal pairs in the habituation‐switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009] Developmental Science, 12, 339–349). The current study further extends these results and assesses how different kinds of input variability affect 14‐month‐olds' minimal pair learning in the habituation‐switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non‐acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English‐learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech‐specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning.     

Why are the three‐letter codes of a sheriff and a barber identical? understanding and interpreting occupational environments

This article provides career counselors and clients with useful information on understanding occupational environments. Specifically, the focus is on how to handle a situation in which a client's 3‐letter code is identical to 2 clearly divergent occupations.     

Self‐service – a contradiction in terms or customer‐led choice?

This paper explores the reality of self‐service today from the customer perspective and identifies what organisations need to do to maximise their contribution to improving customer service in the future. It is based on the findings of an extensive study, including original consumer research and analysis, undertaken by the Future Foundation that was sponsored by a consortium of companies consisting of Broadsystem, BT, mmO2, BUPA and GIMRA (General Insurance Market Research Association). It is structured around a series of questions that the research was designed to answer, with clear recommendations for businesses coming out of each section. Copyright © 2003 Henry Stewart Publications.     

What is learning? On the nature and merits of a functional definition of learning

Learning has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience. Both types of definitions are problematic. We define learning as ontogenetic adaptation—that is, as changes in the behavior of an organism that result from regularities in the environment of the organism. This functional definition not only solves the problems of other definitions, but also has important advantages for cognitive learning research.     

Will Capitalists Live Happily Ever After? – Political Myth: On the Use and Abuse of Biblical Themes – By Roland Boer

What would our world be like if all oppositions to capitalism were to be removed? The author describes a doomsday scenario instead of everlasting plenitude if capitalists have their ways. This conclusion comes from the author's masterful discussion of political myth and analysis of the narrative of Genesis to Joshua as a political myth. The narrative of the Hexateuch constructs and at the same time punishes all sorts of rebels who oppose the theocratic state it wishes to establish. But myth is uncanny in that the rebellion hides what it fears the most, the impossibility of such a state to come true, and needs what it desires to annihilate in order to persist as an unfulfilled fantasy that powers a political movement. The author argues that some politicians in Australia and the USA are abusing the logic of the political myth of the Hexateuch in order to support their capitalistic agendas and, therefore, the Left must tell the ending of the capitalist fantasy of endless production and expansion in order to reveal its contradictions.     

Rigidity of the far‐right? Motivated social cognition in a nationally representative sample of Hungarians on the eve of the far‐right breakthrough in the 2010 elections

We investigated the “rigidity of the right” hypothesis in the context of the far‐right breakthrough in the 2010 Hungarian parliamentary elections. This hypothesis suggests that psychological characteristics having to do with need for security and certainty attract people to a broad‐based right‐wing ideology. A nationally representative sample (N = 1000) in terms of age, gender and place of residence was collected by means of the random walking method and face‐to‐face interviews. Voters of JOBBIK (n = 124), the radically nationalist conservative far‐right party, scored lower on System Justifying Belief, Belief in a Just World (Global) and higher on Need for Cognition than other voters. Our results contradict the “rigidity of the right” hypothesis: JOBBIK voters scored, on many measures, opposite to what the hypothesis would predict.