The Effects of Exploration on Preschoolers' Problem-Solving Ability

Specific contributions of exploration for divergent and convergent problem-solving ability in preschool children were investigated. Participants were identified as players or nonplayers based on naturalistic observations of free-play activities, and were assigned to either an exploration or nonexploration control condition prior to administration of two divergent and two convergent problem-solving tasks. No significant differences were found between the exploration and nonexploration groups on either divergent or convergent problem-solving tasks. Subjects in the exploration group, however, spent significantly less time in the related convergent problem-solving task than in the nonrelated convergent task. The player/nonplayer distinction was also nonsignificant.     

Adaptors and Innovators: Preference for Educational Procedures

We tested the hypothesis that differences in attitudes toward conflicting procedures would depend on the context of the presentation and an individual's cognitive style. Data from 182 British school teachers who completed the Kirton (1976) Adaption–Innovation Inventory and two questionnaires concerned with aspects of educational procedures provided results broadly in line with expected adaption–innovation theory. Innovators were found to have a preference for procedures loose in structure, with aims not easily defined, and without easy methods of assessment. The adaptors showed a preference for procedures containing a tighter structure, more definable aims and more precise methods of assessment. The data also provide useful additional norms and information on teachers' cognitive style differences with regard to subject taught, gender, and length of service.     

The locus of the benefits of repetition-lag memory training

The current study examined the effects of responses on error-adjacent trials (i.e., those immediately preceding or following errors) on age differences in measures of intraindividual variability and the shape of response time (RT) distributions on a two-back task. Removing error-adjacent responses reduced variability as measured by the coefficient of variation, but did so similarly for younger and older adults. However, older adults’ standard deviations (SDs) were less than those of younger adults with comparable RTs, raising questions regarding the validity of the coefficient of variation. An ex-Gaussian analysis revealed that removing the RTs on error-adjacent trials reduced the length of the tails of distributions and the skewness of the distributions. These properties were reduced more for older adults than for younger adults. These results indicate that the influence of error-adjacent trials should be considered when analyzing intraindividual variability and the shape of RT distributions to test theories of cognitive aging.     

Early predictors of middle school fraction knowledge

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning.     

Stakeholders’ Perspectives on Community-Based Participatory Research to Enhance Mental Health Services

Historically, consumers of mental health services have not been given meaningful roles in research and change efforts related to the services they use. This is quickly changing as scholars and a growing number of funding bodies now call for greater consumer involvement in mental health services research and improvement. Amidst these calls, community‐based participatory research (CBPR) has emerged as an approach which holds unique promise for capitalizing on consumer involvement in mental health services research and change. Yet, there have been few discussions of the value added by this approach above and beyond that of traditional means of inquiry and enhancement in adult mental health services. The purpose of this paper is to add to this discussion an understanding of potential multilevel and multifaceted benefits associated with consumer‐involved CBPR. This is accomplished through presenting the first‐person accounts of four stakeholder groups who were part of a consumer‐involved CBPR project purposed to improve the services of a local community mental health center. We present these accounts with the hope that by illustrating the unique outcomes associated with CBPR, there will be invigorated interest in CBPR as a vehicle for consumer involvement in adult mental health services research and enhancement.     

Composition and the cases

Some strange cases have gripped philosophers of mind. They have been deployed against materialism about human persons, functionalism about mentality, the possibility of artificial intelligence, and more. In this paper, I cry “foul”. It’s not hard to think that there’s something wrong with the cases. But what? My proposal: their proponents ignore questions about composition (questions about when some things make up another). And ignoring composition is a mistake. Indeed, materialists about human persons, functionalists about mentality, and believers in the possibility of artificial intelligence can plausibly deploy moderate theories of composition in defense of their views. And as it turns out, these strange cases are an interesting source of evidence for moderate theories of composition.