Biased to learn language

Some recent publications that explore the foundations of early language development are reviewed in this article. The review adopts the pivotal idea that infants' advancements are helped by the existence of different types of biases. The infant's discovery of the phonological properties of the language of the environment, as well as their learning of words, is assisted by different types of processing biases, ranging from perceptual to social factors.     

The Laozi Code

The term “dao” (道) has been playing the theoretically paradigmatic role in almost all East Asian philosophies, religions, and cultures. The meanings of the term “dao” in the Dao De Jing and other ancient East Asian texts have remained hermeneutically problematic up to this point in time. This article argues that one of the main causes of this hermeneutical problematic is the failure to establish a theoretically formal typology of the “dao.” It further suggests that a hermeneutically disciplined reading of the 76 uses of the term “dao” in the Dao De Jing accomplishes two important goals: (1) it demonstrates that a typological approach may enhance an understanding of the Laoian Dao, and (2) it provides some good data to begin reconstructing such a theoretically formal dao-typology.     

Aligning confidence with accuracy: revisiting the role of feedback

Evaluation point feedback was used to align confidence judgments with accurate/inaccurate responding to general knowledge questions. Rehearsal of item-answer pairs and three evaluation systems based on a scoring rule had different effects on confidence, accuracy and their relationship. Using standard calibration measures (Yates, J.F., (1990). Judgment and Decision Making. Englewood Cliffs, NJ: Prentice Hall) we found that a point system comprising of both rewarding (positive) and punishing (negative) consequences produced the best performance across levels of knowledge in comparison to all-rewarding and all-penalty rules.     

Program of training in solution of practical problems applied to people with intellectual disability

The lack of programs to train people in practical problem-solving is one of the challenges that professionals who attend people with mental deficiency must cope with. The main goal of this study is to assess the effects of a program designed to improve these skills, aimed at people with intellectual discapacity. The sample was made up of 66 subjects, aged between 17 and 36 years old. The program was based on the use of examples of fictitious characters who undergo situations that are similar to those of the subjects to whom the program is administered, and techniques to improve skills were generated from these situations. In order to achieve the goal, a classic pre- posttest design was used, with an experimental and a control group. The results show positive effects in most of the variables considered as a consequence of the administration of the program.     

Multimodal intervention program to improve attention deficits

Is it possible to learn to attend? The purpose of this article is to provide information about the development, administration, and contrast of an intervention program to improve selective and sustained attention in students from 5 to 19 years of age, all attending school, and with difficulties to learn the academic materials corresponding to their age. Two groups participated in the study: one with difficulties in selective attention and the other with difficulties in sustained attention. The group with selective attention difficulties was made up of 102 students, of whom 59 made up the experimental group and 43 the control group. The group of students with difficulties in sustained attention was made up of 106 students, of whom 58 participated as the experimental group and 48 as the control group. The results indicate that this kind of intervention (which combines visual therapy, cortical activation, and training with activity banks) is effective to improve attentional deficits, both at the level of selective attention and of sustained attention.     

Influence of the recording interval and a graphic organizer on the writing process/product and on other psychological variables

An experimental study of the influence of the recording interval and a graphic organizer on the processes of writing composition and on the final product is presented. We studied 326 participants, age 10 to 16 years old, by means of a nested design. Two groups were compared: one group was aided in the writing process with a graphic organizer and the other was not. Each group was subdivided into two further groups: one with a mean recording interval of 45 seconds and the other with approximately 90 seconds recording interval in a writing log. The results showed that the group aided by a graphic organizer obtained better results both in processes and writing product, and that the groups assessed with an average interval of 45 seconds obtained worse results. Implications for educational practice are discussed, and limitations and future perspectives are commented on.     

Psychometric evaluation of the Brazelton Scale in a sample of Spanish newborns

This study analyses the data obtained from a sample of 220 healthy full-term neonates evaluated with the Neonatal Behavioral Assessment Scale, NBAS, 3rd edition. Standard scores were obtained for each of the 35 behavioral items and analysis of the main components of all the clusters was performed. Similarly to the original scale, the five following factors were obtained: Autonomic and Motor Systems, Habituation, State Organization, State Regulation, and Social Interactive. The analysis of the reliability of these groupings reveals that it is between moderate and high (the average Cronbach's alpha coefficient was .78).     

Effect of incentives on retention in an outpatient treatment for cocaine addicts

The high drop-out rate in treatment programs is one of the most important problems in the area of drug addictions. This study evaluated the effect of the use of incentives on retention in an outpatient program for cocaine addicts. The effect of individual variables on program drop-out was also analysed. Participants were 66 subjects who were randomly assigned to one of three treatment groups: standard treatment, treatment with incentives I, and treatment with incentives II. The patients of these two groups received incentives contingent on cocaine abstinence with two different magnitudes. Retention rate at six months was 35% in the standard treatment, 78.6% in the treatment with incentives I, and 53.3% in the treatment with incentives II. The global prognostic capacity of the individual variables (sociodemographic, history and consumption pattern, psychopathological variables, and EuropASI scores) was 85.7%, with the psychopathological variables being more closely related to retention. These results suggest that the use of incentives may be an effective strategy to improve retention in outpatient treatments for cocaine addiction.