The grammar of approximating number pairs

In the present article, we studied approximating pairs of numbers (a, b) that were used to estimate quantity in a single phrase (“two, three years ago”). Pollmann and Jansen (1996) found that only a few of the many possible pairs are actually used, suggesting an interaction between the ways in which people estimate quantity and their use of quantitative phrases in colloquial speech. They proposed a set of rules that describe which approximating pairs are used in Dutch phrases. We revisited this issue in an analysis of Swedish and American language corpora and in a series of three experiments in which Swedish and American adults rated the acceptability of various approximating pairs and created approximating pairs of their own in response to various estimation tasks. We found evidence for Pollmann and Jansen’s rules in both Swedish and English phrases, but we also identified additional rules and substantial individual and cross-language variation. We will discuss implications for the origin of this loose “grammar” of approximating pairs.     

An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses

The authors present a content analysis of syllabi from introductory multicultural counseling training (MCT) courses. Results suggest that these courses focus on knowledge of other cultural groups, emphasize the cultural identity exploration of the student at a lower level of training, and almost completely ignore the development of skills. The study revealed that MCT frequently includes groups beyond racial and ethnic minority groups. A broad range of instructional strategies are used, with a handful being used on a frequent basis. Los autores presentan un análisis del contenido de planes de estudios empleados en cursos introductorios de formación en consejería multicultural (MCT, por sus siglas en inglés). Los resultados sugieren que estos cursos se centran en el conocimiento de otros grupos culturales, enfatizan la exploración de la identidad cultural del alumno en los niveles iniciales de su formación e ignoran casi por completo el desarrollo de habilidades. El estudio reveló que la MCT incluye con frecuencia grupos aparte de las minorías raciales y étnicas. Se utiliza una amplia gama de estrategias didácticas, un puñado de las cuales se emplea frecuentemente.     

Extinction and latent inhibition of within-event learning are context specific

Exposure to a solution composed of an odor (almond) and a taste (salt) produced a context-independent preference when rats were subsequently tested with almond under a salt appetite. Postcompound exposure to either the almond or the salt alone reduced almond preferences but only when rats were tested in the extinction context. Exposure to either the almond or the salt in 1 context in advance of exposure to the compound in a different context also reduced preferences but only when the rats were tested in the context in which the element had been pre-exposed. These results show that extinction and latent inhibition of within-event learning are context specific.     

Death, organ transplantation and medical practice

A series of papers in Philosophy, Ethics and Humanities in Medicine (PEHM) have recently disputed whether non-heart beating organ donors are alive and whether non-heart beating organ donation (NHBD) contravenes the dead donor rule. Several authors who argue that NHBD involves harvesting organs from live patients appeal to "strong irreversibility" (death beyond the reach of resuscitative efforts to restore life) as a necessary criterion that patients must meet before physicians can declare them to be dead. Sam Shemie, who defends our current practice of NHBD, holds that in fact physicians consider patients to be dead or not according to physician intention to resuscitate or not. We suggest that criteria for a concept are not necessarily truth conditions for assertions involving the concept. Hence, non-heart beating donors may be declared dead without meeting the criterion of strong irreversibility even though strong irreversibility is implied by the concept of death. Our perception that a concept applies in a given case is determined not by the concept itself but by our necessary skill and judgment when using it. In the case of deciding that a patient is dead, such judgment is learned by physicians as they learn the practice of medicine and may vary according to circumstances. Current practice of NHBD can therefore be defended without abandoning death as an empirical concept, as Shemie appears to do. We conclude that the dead donor rule continues to be viable and ought to be retained so as to guarantee what the public most cares about as regards organ donation: that physicians can be trusted to make determinations of eligibility for organ donation in the interests of patients and not for other purposes such as increasing the availability of organs.     

Sexual orientation and childhood gender nonconformity: evidence from home videos

Homosexual adults tend to be more gender nonconforming than heterosexual adults in some of their behaviors, feelings, and interests. Retrospective studies have also shown large differences in childhood gender nonconformity, but these studies have been criticized for possible memory biases. The authors studied an indicator of childhood gender nonconformity not subject to such biases: childhood home videos. They recruited homosexual and heterosexual men and women (targets) with videos from their childhood and subsequently asked heterosexual and homosexual raters to judge the gender nonconformity of the targets from both the childhood videos and adult videos made for the study. Prehomosexual children were judged more gender nonconforming, on average, than preheterosexual children, and this pattern obtained for both men and women. This difference emerged early, carried into adulthood, and was consistent with self-report. In addition, targets who were more gender nonconforming tended to recall more childhood rejection.     

Effects of Guided Notes on University Students' Responding and Recall of Information

The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures.