Differences in false recollection according to the cognitive reserve of healthy older people

We present an associative recognition experiment comparing three samples of healthy people (young people, older people with high cognitive reserve [HCR], and older people with low cognitive reserve [LCR], with each sample consisting of 40 people), manipulating stimuli repetition during the study phase. The results show significant differences among the three samples in their overall performance. However, these differences are not due to a different use of familiarity, but rather due to a different way of using recollection: although there are no differences in the hit rates between the HRC and LRC samples, the LCR group makes significantly more recollective false alarms than the HCR group. Moreover, repetition provokes an increase in the recollective false alarms in the LCR group, but this does not occur in the group of young people or in the HCR group. These findings are explained in terms of recollection-based monitoring errors and seem to provide support for the cognitive reserve hypothesis.     

Advanced training in child psychology: Key elements in offering a Doctor of Psychology (DPsych) programme in South Africa

The aim of this article is to propose some benchmarks for a Doctor of Psychology (DPsych) in advanced training in Child Psychology in South Africa, and to highlight key elements in offering such a programme. In doing so, we use as case illustration an existing DPsych programme currently being offered at the University of the Free State, South Africa. We consider advanced child psychology training to registered psychologists in the clinical, counselling and educational categories. The DPsych option encompasses clinical practice, research, training, selection, and student outcomes in the context of theory as well as evidence-based practices. A wider adoption of a DPsych, focusing on child psychology, would add value to the integration of the best available research and clinical expertise in child mental health care in South Africa.     

Reference in human and non-human primate communication: What does it take to refer?

The concept of functional reference has been used to isolate potentially referential vocal signals in animal communication. However, its relatedness to the phenomenon of reference in human language has recently been brought into question. While some researchers have suggested abandoning the concept of functional reference altogether, others advocate a revision of its definition to include contextual cues that play a role in signal production and perception. Empirical and theoretical work on functional reference has also put much emphasis on how the receiver understands the referential signal. However, reference, as defined in the linguistic literature, is an action of the producer, and therefore, any definition describing reference in non-human animals must also focus on the producer. To successfully determine whether a signal is used to refer, we suggest an approach from the field of pragmatics, taking a closer look at specific situations of signal production, specifically at the factors that influence the production of a signal by an individual. We define the concept of signaller’s reference to identify intentional acts of reference produced by a signaller independently of the communicative modality, and illustrate it with a case study of the hoo vocalizations produced by wild chimpanzees during travel. This novel framework introduces an intentional approach to referentiality. It may therefore permit a closer comparison of human and non-human animal referential behaviour and underlying cognitive processes, allowing us to identify what may have emerged solely in the human lineage.     

Communicating power and resistance: exploring interactions between aboriginal youth and non-aboriginal staff members in a residential child welfare facility

Aboriginal youth are highly overrepresented within the child welfare system. High-risk youth are often placed in out-of-community residential placements. Such residential placements have been described by some as a continuation of colonial practices. Using communication theory as a conceptual model, we propose a qualitative analysis of micro-interactions that take place between Aboriginal youth and non-Aboriginal workers during the management of high-risk behaviors within a residential program. Three broad categories of interaction emerge from the data: complementary, symmetrical/complementary (where youth show a form of submission despite resistance), and symmetrical (characterized by a power struggle). Despite the diversity of interactions along this symmetrical to complementary continuum, interventions always start and finish in the same fashion. Moreover, the nature of interactions depended mostly on how quickly youth accepted the consequences of their behaviors. We also extracted five categories related to culture, race or context that are perceived as influencing the interactions that take place between staff and youth. The analysis of micro-interactions within clinical, organizational, social and historical contexts points to mechanisms by which asymmetrical power relations may be replicated on a day-to-day basis despite the best intentions of residential workers.     

Joint Book Reading and Receptive Vocabulary: A Parallel Process Model

The purpose of the present study was to understand the reciprocal, bidirectional longitudinal relation between joint book reading and English receptive vocabulary. To address the research goals, a nationally representative sample of Head Start children, the Head Start Family and Child Experiences Survey (2003 cohort), was used for analysis. The children were aged 3–4 years at programme entry. The mothers' average age at programme entry was 39 years old. A parallel process model was utilized to examine the growth factors of joint book reading and receptive vocabulary in parallel. Three significant findings emerged: (1) initial levels of English receptive vocabulary and joint book reading positively covaried; (2) English receptive vocabulary and joint book reading were positively and reciprocally related to each other; and (3) slopes for joint book reading and English receptive vocabulary negatively covaried. Results suggest that joint book reading can support and scaffold Head Start children's English receptive vocabulary. Reciprocally, Head Start children's English receptive vocabulary appears to predict the extent to which they engage in joint book reading at home. Moreover, the frequency of joint book reading decreases as the children demonstrate higher levels of English receptive vocabulary. Copyright © 2015 John Wiley & Sons, Ltd.     

Islamic Positivism and Scientific Truth: Qur’an and Archeology in a Creationist Documentary Film

The ambition of “scientific creationism” is to prove that science actually confirms religion. This is especially true in the case of Muslim creationism, which adopts a reasoning of a syllogistic type: divine revelation is truth; good science confirms truth; divine revelation is henceforth scientifically proven. Harun Yahya is a prominent Muslim “creationist” whose website hosts many texts and documentary films, among which “Evidence of the true faith in historical sources”. This is a small audiovisual production which, starting from some archeological files, seeks to demonstrate that Qur’an truth precedes science but is equally proven by it. In this paper, we examine the organization of the scientific and religious argumentative repertoires and, in particular, what in each of them is taken as evidence and gets access to an authoritative status. It leads us to show how much this type of Muslim creationism constitutes a kind of scientism.     

Edmund Husserl, <Emphasis Type="Italic">Logical Investigations. Volume I. Prolegomena to Pure Logic</Emphasis>

This is a translation from Russian to English of Nikolai Onufriyevich Lossky’s review of the first Russian translation of volume one of Husserl’s Logische Untersuchungen (the “Prolegomena to Pure Logic”), which was translated by E. A. Berstein and published in 1909 by a Petersburgian editor. The review appeared in the Muscovite philosophical journal Pyccкaя мыcль (Russian Thought) in 1909. In this short text, Lossky expresses his agreement with Husserl’s early anti-psychologism in logic. He also manifests his stance against logical and axiological relativism and naturalism. As an ontological realist, Lossky thought he had found in the author of the Logische Untersuchungen an ally against the subjectivistic trends then still prevalent in Germany. The review is significant in intellectual history for its vanguard role in the Rezeptionsgeschichte of Husserl’s thought in Russia. (Frédéric Tremblay)