Selection and Predictive Success

By means of a citation analysis I aim to determine which scholarly journals are most important in the sub-field of philosophy of science. My analysis shows that the six most important journals in the sub-field are Philosophy of Science, British Journal for the Philosophy of Science, Journal of Philosophy, Synthese, Studies in History and Philosophy of Science, and Erkenntnis. Given the data presented in this study, there is little evidence that there is such a field as the history and philosophy of science (HPS). Rather, philosophy of science is most properly conceived of as a sub-field of philosophy.     

What is the Doctrine of the Trinity For? Practicality and Projection in Robert Jenson's Theology

This articles engages the theology of Robert Jenson with three questions in mind: What is the doctrine of the Trinity for? Is it a practical doctrine? If so, how, and with what implications? It seeks, on the one hand, to identify whether Jenson's trinitarian theology ought to count as a “social” doctrine of the Trinity, and to what extent he puts it to work for human socio‐practical purposes. On the other hand, in light of Jenson's career‐long worries about Feuerbach and projection onto a God behind or above the triune God revealed in the economy, the article interrogates his thought with a view to recent critiques of social trinitarianism. The irony is that, in constructing his account of the Trinity as both wholly determined in and by the economy and maximally relevant for practical human needs and interests, precisely in order to avoid the errors of Feuerbachian “religion,” Jenson ends up engaging in a full‐scale project of projection. Observation of the human is retrojected into the immanent life of the Trinity as the prior condition of the possibility for the human; upon this “discovery,” this or that feature of God's being is proposed as a resolution to a human problem, bearing ostensibly profound socio‐practical import. The article is intended, first, as a contribution to the work, only now beginning, of critically receiving Jenson's theology; and, second, as an extension of general critiques of practical uses of trinitarian doctrine, such as Karen Kilby's or Kathryn Tanner's, by way of close engagement with a specific theologian.     

Textual demands of passages in three english/language arts common core assessments and one core literacy program for intermediate elementary grades

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length, and types of inferences found within 72 fiction and nonfiction passages from the PARCC, Smarter Balanced, and SAGE Common Core assessments and one core literacy program, Journeys, for students in grades three, four, and five. Results show that the readability levels of passages in this study were written at higher levels than their associated grade levels. Anaphoric relationships were by far the most common inference type found in the texts, followed by Prior Knowledge and Retrospective inferences.     

In situ Training for Increasing Head Start After-Care Teachers’ Use of Praise

This study tested the effects of the direct behavioral consultation in situ training procedure for increasing Head Start teachers’ praise during an after-school program. Participants included four Head Start teachers in one Head Start center. A multiple baseline design across teachers was employed to test the effects of in situ training on teachers’ praise rate. Maintenance of the training procedure was evaluated 1 week following termination of training and again at 1-month follow-up. Results indicated that all teachers delivered praise below the expected rate (i.e., 1 praise statement per minute) during baseline, and in situ training resulted in an immediate and substantial increase in praise for all four teachers. Three of four teachers maintained increased praise during the maintenance phase and again at 1-month follow-up. One teacher’s praise decelerated during maintenance, and that teacher received additional in situ training. However, for that teacher, praise rate again decelerated following the second in situ training phase, and additional consultation procedures were necessary for increasing praise rate. Results are discussed in terms of the consultation research and applied practice.     

Differences in Internalizing Symptoms Across Specific Ethnic Minority Groups: An Analysis Across Chinese American,Filipino American,Japanese American,Native Hawaiian,and White Youth

Research to date on child and adolescent anxiety and depression have focused predominantly on major ethnic groups. Very few studies to date have been conducted on specific ethnic minority groups and the relatively few studies on these ethnic minority samples have produced mixed findings. The following question therefore still remains: Do specific ethnic subgroups differ with respect to their expression of anxiety and depression? And do these differences differ as a function of reporter type (i.e., youth versus parent)? If the expression of internalizing symptoms differs across specific ethnic subgroups, these differences could inform approaches to assessing and treating these populations. In the current study, we therefore examined ethnic differences in anxiety and depression symptoms in ethnic subgroups. A total of 629 children and adolescents from various public and private schools, aged 8–18 years (M = 12.37, SD = 2.8) and their caregivers completed anxiety and depression scales. Multiple indicators, multiple causes confirmatory factor analysis revealed that the following specific ethic subgroups were associated with significantly greater anxiety and depression relative to Caucasian youth: Chinese American, Filipino American, Japanese American, and Native Hawaiian. These results were found only among parent (but not youth) reports. Age and low SES status was also associated with more internalizing problems among Chinese, Filipino, and Japanese American youth. Implications related to ethnic minority subgroup differences and the role of multi-informant reports in understanding the relationship between anxiety, depression and ethnic minority subgroups are discussed.     

Impaired face detection may explain some but not all cases of developmental prosopagnosia

Developmental prosopagnosia (DP) is defined by severe face recognition difficulties due to the failure to develop the visual mechanisms for processing faces. The two‐process theory of face recognition (Morton & Johnson, 1991) implies that DP could result from a failure of an innate face detection system; this failure could prevent an individual from then tuning higher‐level processes for face recognition (Johnson, 2005). Work with adults indicates that some individuals with DP have normal face detection whereas others are impaired. However, face detection has not been addressed in children with DP, even though their results may be especially informative because they have had less opportunity to develop strategies that could mask detection deficits. We tested the face detection abilities of seven children with DP. Four were impaired at face detection to some degree (i.e. abnormally slow, or failed to find faces) while the remaining three children had normal face detection. Hence, the cases with impaired detection are consistent with the two‐process account suggesting that DP could result from a failure of face detection. However, the cases with normal detection implicate a higher‐level origin. The dissociation between normal face detection and impaired identity perception also indicates that these abilities depend on different neurocognitive processes.