Proportionality,Contrast and Explanation

If counterfactual dependence is sufficient for causation and if omissions can be causes, then all events have many more causes than common sense tends to recognize. This problem is standardly addressed by appeal to pragmatics. However, Carolina Sartorio [2010] has recently raised what I shall argue is a more interesting problem concerning omissions for counterfactual theories of causation—more interesting because it demands a more subtle pragmatic solution. I discuss the relationship between the idea that causes are proportional to their effects, the idea that causation is contrastive, and the question of the dimensions along which causal explanations should be evaluated with respect to one another.     

Simulation of neural sets

A program has been written for the PDP-8/I computer which simulates the behavior of 64 model neurons which may be connected together to form a functional neural net. The simulation includes provisions for studying the possible mechanisms of learning in real systems. Operation of the net requires inputs from either a robot or a robot simulator program and output from the net serves as input to such a robot, so that the entire system investigates the Behavior of an organism and its brain in interaction with an environment.     

Terrorism Outside the Proverbial Vacuum: Implications for the Moral Context

Prior research has found that terrorists are not susceptible to certain and severe countermeasures. One possibility is that, instead, deterrence is relative. Based on this premise and inspired by situational action theory’s conceptualization of the “moral context,” this research proposes that there are circumstances that influence both moral norms and their enforcement. We hypothesize that one set of circumstances is that of high profile terrorist attacks, which in turn should decrease the hazard of future incidents. We find mixed support for our hypotheses, but maintain that it has important implications for policy.     

Examination of Life Satisfaction,Child Maltreatment Potential and Substance Use in Mothers Referred for Treatment by Child Protective Services for Child Neglect and Substance Abuse: Implications for Intervention Planning

There is evidence to suggest mothers who are served by child protective service agencies are relatively dissatisfied in their lives, leading some investigators to conclude life dissatisfaction may be associated with child maltreatment. To assist in better understanding this relationship the Life Satisfaction Scale for Caregivers (LSSC) was psychometrically developed in a sample of 72 mothers who were referred for behavioral treatment for child neglect and substance abuse by caseworkers from a local child protective service agency. The LSSC was developed to assess mothers’ happiness in nine domains (family, friendships, employment/work, spirituality/religion, safety, sex life/dating, ability to avoid drugs, ability to avoid alcohol, control over one’s own life). Results indicated two factors that appeared to be relevant to Social Satisfaction and Safety and Control Satisfaction. Higher satisfaction scores on both of these scales were negatively associated with child maltreatment potential and substance use at baseline (i.e., positive urinalysis test). Mothers who exposed their children to substances in utero or in infancy (a distinct type of child neglect) were found to report higher satisfaction scores on the LSSC than other types of child neglect. Hispanic-American, African-American, and Caucasian women reported similar levels of life satisfaction. Application of the LSSC as a non-stigmatizing, wellness-focused instrument is discussed within the context of intervention planning.     

Follow the Reader: An Effective Strategy to Support Students Reading More Complex Text

This article describes how one second-grade teacher implemented Follow the Reader, her term for dyad reading. Common Core expects students to read increasingly complex texts. Teachers can implement dyad reading with this end in mind. It is a modified version of the neurological impress method in which a lead reader and an assisted reader sit side by side and read a shared text aloud in unison. As this article demonstrates, this strategy can be implemented successfully with small groups or an entire class and is effective with both English-proficient and English-learning children. She included fiction and nonfiction texts, daily class discussions, book logs to maintain student accountability, and discussion between partners about texts. She provided modeling for students and gave them time to practice procedures.     

Factor Structure and Discriminative Validity of the Eyberg Child Behavior Inventory With Young Children

This study examined the factor structure and discriminative validity of the Eyberg Child Behavior Inventory (ECBI) with community-based and clinic-referred samples of young children (2–6 years). In the community sample, confirmatory factor analysis indicated a three-factor structure with components reflecting Inattentive, Oppositional Defiant, and Conduct Problem Behavior. In the clinic sample, component scores differentiated children with specific behavior problems from children without significant externalizing symptoms. However, component scores did not differentiate within the externalizing spectrum. The data suggest that ECBI components may be useful to screen community-based and clinic-referred young children for externalizing symptoms, but may be less useful to identify children with specific behavior problems.