Pretense,Counterfactuals, and Bayesian Causal Models: Why What Is Not Real Really Matters

Young children spend a large portion of their time pretending about non‐real situations. Why? We answer this question by using the framework of Bayesian causal models to argue that pretending and counterfactual reasoning engage the same component cognitive abilities: disengaging with current reality, making inferences about an alternative representation of reality, and keeping this representation separate from reality. In turn, according to causal models accounts, counterfactual reasoning is a crucial tool that children need to plan for the future and learn about the world. Both planning with causal models and learning about them require the ability to create false premises and generate conclusions from these premises. We argue that pretending allows children to practice these important cognitive skills. We also consider the prevalence of unrealistic scenarios in children's play and explain how they can be useful in learning, despite appearances to the contrary.     

Reasoning strategies: the role of working memory and verbal-spatial ability

Evidence increasingly suggests individual differences in strategies adopted on reasoning tasks and that these are either verbal-propositional or visuospatial in nature. However, the cognitive foundations of these strategies remain uncertain. Experiment 1 examined the relationship between the use of working memory resources and strategy selection for syllogistic reasoning. Verbal and spatial strategy users did not differ on working memory capacity, but confirmatory factor analysis indicated that while verbal reasoners draw primarily on verbal working memory, spatial reasoners use both this and spatial resources. Experiment 2 investigated the relationship between strategies and verbal and spatial abilities. Although strategy groups were similar in overall ability, regression analysis showed that performance on a spatial ability measure (Vandenberg mental rotation task) predicted syllogistic reasoning performance, but only for spatial strategy users. The findings provide converging evidence that verbal and spatial strategies are underpinned by related differences in fundamental cognitive factors, drawing differentially on the subcomponents of working memory and on spatial ability.     

Redressing the balance—involving children in family therapy

This paper argues that family therapists have tended to ignore the problem of how to engage children in family therapy, and it presents a number of techniques specifically aimed at involving children in therapy. The socio-historical context of childhood is discussed and its implications for therapists examined. A number of visual techniques are then described, illustrated by case examples. These serve the function of addressing the whole family system on a number of levels and involving children fully in the process of therapy.     

Language,cognition, and second language grammaticality judgments

In first language research, there appear to be two predominant positions relating metalinguistic awareness to language development. One suggests that since metalinguistic awareness is related to primary language acquisition (comprehension and production), general cognitive processes perform a limited role in metalinguistic awareness. The other suggests that since metalinguistic awareness is more closely related to secondary language acquisition (reading and writing), a greater role is assumed by general cognitive processes. There have been some indirect attempts to study the role of language and cognition with respect to second language grammaticality judgments. There is growing evidence that metalinguistic awareness is a reliable indicator of developing second language competence. Furthermore, it has been shown that language aptitude is significantly related to metalinguistic awareness. The present study was designed to investigate the statistical relationship between second language grammaticality judgments and selected cognitive and linguistic variables. The variables studied were second language proficiency, second language classroom achievement, first language reading competence, language aptitude, nonverbal intelligence, field dependence-independence, and a written grammaticality judgment test tapping the ability to recognize, and correct, deviance. Subjects were college students in advanced English-as-a-second-language classes. Multivariate statistical techniques were used to determine the relative contribution of linguistic and cognitive variables to the individual variation demonstrated by the learners in their ability to detect deviance in English. The results showed that second language proficiency, second language achievement in the classroom, and language aptitude were significant predictors of the subjects' ability to make grammaticality judgments. First language reading competence was significantly related to subjects' ability to correct deviance. These observations are discussed in the light of: (1) the relationship among cognition, language, and metalinguistic awareness, and (2) the role of metalinguistic awareness in second language acquisition and second language learning.     

An approach to the study of determiners in early language development

The definite and indefinite articles (the and a) are usually regarded as being a contrastive system. Either the or a is required with a noun, depending on certain semantic and pragmatic considerations. Developmental research views the child as progressively attaining appropriate (adult) use of the two forms. However, both historical and recent developmental evidence indicates that the articles should be incorporated into a total system of determination, including both verbal and nonverbal determiners. A single experiment is described to show 3-year-old children's use of the articles (and other determiners). Several functions of the articles within the two conditions of the experimental context were elicited, as were other verbal (e.g., this, that) and nonverbal (e.g., a point) determiners. It is argued that instead of regarding the child's use of the articles as correct or incorrect, we should look at the form and function of those determiners used and omitted and consider why they are elicited.     

JEAB AND JABA ON THE WORLD WIDE WEB: A REPORT TO READERS

The Journal of the Experimental Analysis of Behavior (JEAB) and the Journal of Applied Behavior Analysis (JABA) have both established home pages on the World Wide Web. Their addresses are:

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Parental guilt: The part played by the clinical geneticist

Parents of children born with a disability often suffer feelings of inappropriate guilt and shame. Although some genetic counselors see their main task to be that of diagnosis and education, they also aim to relieve these feelings of guilt and shame. Little is known about the process of genetic counseling, and whether or not counselors achieve this aim. An exploratory study of one clinic, and one geneticist working with 30 families, using video recordings and taped interviews, indicated that this particular doctor sometimes succeeded in reducing guilt, either intentionally or unintentionally, but on one occasion guilt was iatrogenic, and increased rather than decreased. Further research is needed to examine other types and other styles of genetic counseling so that in future iatrogenic guilt can be avoided, and the distressing aspects of inappropriate guilt and shame reduced as much as possible.     

Family therapy and soiling: an audit of externalizing and other approaches

This is a retrospective audit of the therapy outcome of 108 children with soiling and their families. Fifty-four children were treated by externalizing and 54 comparison children and families were treated by the usual methods in the same clinic. The results from the externalizing group were better and compared favourably with standards derived from previous studies of soiling. Externalizing was rated as much more helpful by parents at follow-up.