Additive effects of social and non‐social attention during infancy relate to later autism spectrum disorder

Emerging findings from studies with infants at familial high risk for autism spectrum disorder (ASD), owing to an older sibling with a diagnosis, suggest that those who go on to develop ASD show early impairments in the processing of stimuli with both social and non‐social content. Although ASD is defined by social‐communication impairments and restricted and repetitive behaviours, the majority of cognitive theories of ASD posit a single underlying factor, which over development has secondary effects across domains. This is the first high‐risk study to statistically differentiate theoretical models of the development of ASD in high‐risk siblings using multiple risk factors. We examined the prediction of ASD outcome by attention to social and non‐social stimuli: gaze following and attentional disengagement assessed at 13 months in low‐risk controls and high‐risk ASD infants (who were subsequently diagnosed with ASD at 3 years). When included in the same regression model, these 13‐month measures independently predicted ASD outcome at 3 years of age. The data were best described by an additive model, suggesting that non‐social attention, disengagement, and social attention as evidenced by gaze following, have a cumulative impact on ASD risk. These data argue against cognitive theories of ASD which propose that a single underlying factor has cascading effects across early development leading to an ASD outcome, and support multiple impairment models of ASD that are more consistent with recent genetic and neurobiological evidence.     

Whole-Hearted Motivation and Relevant Alternatives: A Problem for the Contrastivist Account of Moral Reasons

Recently, Walter Sinott-Armstrong and Justin Snedegar have argued for a general contrastivist theory of reasons. According to the contrastivist account of reasons, all reasons claims should be understood as a relation with an additional place for a contrast class. For example, rather than X being a reason for A to P simpliciter, the contrastivist claims that X is a reason for A to P out of {P,Q,R…}. The main goal of this paper is to argue that the contrastivist account of reasons will be ill-fitted for accommodating certain features of moral reasons. In brief, the reason why the contrastivist analysis fails is that it cannot adequately allow for cases of morally correct whole-hearted action—cases where consideration of any alternate course of action would be misguided. But, if all consideration of alternate courses of action is misguided, then it is hard to see how one can set the relevant contrast class that is essential to the contrastivist view—any contrast class will seem out of place. In addition, I address some of the arguments that have been given in favor of the contrastivist account of reasons and argue that there are at least two ways that the non-contrastivist can respond to these arguments.     

Mind-Wandering and Childhood ADHD: Experimental Manipulations across Laboratory and Naturalistic Settings

Research on Child and Adolescent Psychopathology - The conceptual overlap between mind-wandering and attention-deficit/hyperactivity disorder (ADHD)-related impairments is considerable, yet little...     

Risking Everything in Obsessive–Compulsive Disorder: An Analogue Decision-Making Study

An experiment examined decision-making processes among nonclinical participants with low or high levels of OCD symptomatology (N?=?303). To better simulate the decision environments that are most likely to be problematic for clients with OCD, we employed decision tasks that incorporated “black swan” options that have a very low probability but involve substantial loss. When faced with a choice between a safer option that involved no risk of loss or a riskier alternative with a very low probability of substantial loss, most participants chose the safer option regardless of OCD symptom level. However, when faced with choices between options that had similar expected values to the previous choices, but where each option had some low risk of a substantial loss, there was a significant shift towards riskier decisions. These effects were stronger when the task involved a contamination based, health-relevant decision task as compared to one with financial outcomes. The results suggest that both low and high symptom OC participants approach decisions involving risk-free options and decisions involving risky alternatives in qualitatively different ways. There was some evidence that measures of impulsivity were better predictors of the shift to risky decision making than OCD symptomatology.

     

A Systematic Review of Frequency Building and Precision Teaching with School-Aged Children

This paper presents a systematic review of the literature that assessed the effectiveness of frequency building and precision teaching with school-aged children. The authors evaluated studies in accordance with the What Works Clearinghouse standards and the council for exceptional children standards for evidence-based practices in special education. A total of 11 studies examining the effectiveness of frequency building and precision teaching for 170 participants were included in this review. Additionally, effect sizes were calculated for eligible studies. Small to large effects were found for all included variables. Overall, results indicated that the combination of frequency building and precision teaching is an effective method for increasing a variety of academic skills with school-aged children. Limitations, recommendations for future research, and implications for practitioners are discussed.

     

Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit

Goal complexes, which are formed by pairing standards of competence strivings with their underlying reasons, are essential to an understanding of achievement goal regulation. This paper examines goal complexes that cross other-approach and other-avoidance goals with the approach-avoidance dimensions of Big Three motives as underlying reasons. 220 undergraduates participated in Study 1 which developed and validated the Self-Attributed Motive Scale to measure hope of success, fear of failure, hope of affiliation, fear of rejection, hope of power, and fear of loss of power. Additionally, 235 undergraduates participated in Study 2 where goal complexes were created by crossing the motive items developed in Study 1 with other-approach and other-avoidance goals. The predictive utility of the resultant goal complexes was examined in relation to positive well-being (positive learning-related emotions and engagement), negative well-being (negative learning-related emotions and burnout), and academic buoyancy. The contributions of the studies to the self-attributed motive and goal complex literatures are discussed.

     

Constraint-evading surrogacy: the missing piece in Radical Embodied Cognition’s non-representationalist account of intentionality?

Phenomenology and the Cognitive Sciences - Radical Embodied Cognition (REC) is an anti-representationalist approach to the nature of basic cognition proposed by Daniel Hutto and Erik Myin. While...