Common patterns of prediction of literacy development in different alphabetic orthographies

Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.     

Preference for language in early infancy: the human language bias is not speech specific

Fundamental to infants' acquisition of their native language is an inherent interest in the language spoken around them over non-linguistic environmental sounds. The following studies explored whether the bias for linguistic signals in hearing infants is specific to speech, or reflects a general bias for all human language, spoken and signed. Results indicate that 6-month-old infants prefer an unfamiliar, visual-gestural language (American Sign Language) over non-linguistic pantomime, but 10-month-olds do not. These data provide evidence against a speech-specific bias in early infancy and provide insights into those properties of human languages that may underlie this language-general attentional bias.     

More Than Just IQ: School Achievement Is Predicted by Self-Perceived Abilities—But for Genetic Rather Than Environmental Reasons

ABSTRACT— Evidence suggests that children's self-perceptions of their abilities predict their school achievement even after one accounts for their tested cognitive ability (IQ). However, the roles of nature and nurture in the association between school achievement and self-perceived abilities (SPAs), independent of IQ, is unknown. Here we reveal that there are substantial genetic influences on SPAs and that there is genetic covariance between SPAs and achievement independent of IQ. Although it has been assumed that the origins of SPAs are environmental, this first genetic analysis of SPAs yielded a heritability of 51% in a sample of 3,785 pairs of twins, whereas shared environment accounted for only 2% of the variance in SPAs. Moreover, multivariate genetic analyses indicated that SPAs predict school achievement independently of IQ for genetic rather than environmental reasons. It should therefore be possible to identify "SPA genes" that predict school achievement independently of "IQ genes."     

The epidemiology of suicide-related outcomes in Mexico

Nationally representative data from the Mexican National Comorbidity Survey are presented on the lifetime prevalence and age-of-onset (AOO) distributions of suicide ideation, plan and attempt and on temporally prior demographic and DSM-IV psychiatric risk factors. Lifetime ideation was reported by 8.1% of respondents, while 3.2% reported a lifetime plan and 2.7% a lifetime suicide attempt. Onset of all outcomes was highest in adolescence and early adulthood. The risk of transition from suicide ideation to plan and attempt was highest within the first year of onset of ideation. The presence of one or more temporally prior DSM-IV/CIDI (Composite International Diagnostic Instrument) disorder was strongly related to each suicide-related outcome. Suicidal outcomes are prevalent, have an early AOO, and are strongly related to temporally prior mental disorders in Mexico. Given the early AOO, intervention efforts need to focus more than currently on children and adolescents with mental disorders to be effective in prevention.     

Resistance to change of responding maintained by unsignaled delays to reinforcement: a response-bout analysis

Previous experiments have shown that unsignaled delayed reinforcement decreases response rates and resistance to change. However, the effects of different delays to reinforcement on underlying response structure have not been investigated in conjunction with tests of resistance to change. In the present experiment, pigeons responded on a three-component multiple variable-interval schedule for food presented immediately, following brief (0.5 s), or following long (3 s) unsignaled delays of reinforcement. Baseline response rates were lowest in the component with the longest delay; they were about equal with immediate and briefly delayed reinforcers. Resistance to disruption by presession feeding, response-independent food during the intercomponent interval, and extinction was slightly but consistently lower as delays increased. Because log survivor functions of interresponse times (IRTs) deviated from simple modes of bout initiations and within-bout responding, an IRT-cutoff method was used to examine underlying response structure. These analyses suggested that baseline rates of initiating bouts of responding decreased as scheduled delays increased, and within-bout response rates tended to be lower in the component with immediate reinforcers. The number of responses per bout was not reliably affected by reinforcer delay, but tended to be highest with brief delays when total response rates were higher in that component. Consistent with previous findings, resistance to change of overall response rate was highly correlated with resistance to change of bout-initiation rates but not with within-bout responding. These results suggest that unsignaled delays to reinforcement affect resistance to change through changes in the probability of initiating a response bout rather than through changes in the underlying response structure.     

Argumentative Patterns in the Political Domain: The Case of European Parliamentary Committees of Inquiry

In this paper, close attention is paid to the argumentative patterns resulting from combining pragmatic argumentation in which a recommendation is made with arguments in which the majority is invoked. I focus on such argumentative patterns as employed by European parliamentary committees of inquiry conducting inquiries into the activity of the Equitable Life Assurance Society. By incorporating legal and political insights about the activity of these parliamentary committees of inquiry into a pragma-dialectical argumentative approach, an analysis will be given of the selected argumentative pattern. This analysis will reveal which standpoints are supported by which arguments and how these arguments relate to each other to increase the acceptability of the recommendation made. In addition, the analysis will explain the arguer’s argumentative choices in the pattern employed.     

A choice procedure to assess the aversive effects of drugs in rodents

The goal of this series of experiments was to develop an operant choice procedure to examine rapidly the punishing effects of intravenous drugs in rats. First, the cardiovascular effects of experimenter‐administered intravenous histamine, a known aversive drug, were assessed to determine a biologically active dose range. Next, rats responded on each of two levers with concurrently available fixed‐ratio 1 schedules of food reinforcement. Intravenous histamine was delivered along with food when responses were made on one of the options, and the lever on which both food and histamine were contingent was switched on a regular basis. A dose of 1.0 mg/kg/inj of histamine was effective in moving responding to the alternate lever, whereas saline, 0.1, or 0.3 mg/kg/inj of histamine were not. Histamine injections produced reliable selection of the alternate lever when they were presented on the same lever for three consecutive sessions, but not when they were switched between levers on each session. In addition, histamine produced greater selection of the alternate lever when it was presented with shorter intertrial interval durations. These findings indicate that, with appropriate parameters, the aversive effects of histamine and perhaps other drugs can be established rapidly using a concurrent choice procedure.     

Spanking children: evidence and issues

Whether or not to spank children as a discipline practice is controversial among lay and professional audiences alike. This article highlights different views of spanking, key conclusions about its effects, and methodological limitations of the research and the resulting ambiguities that fuel the current debate and plague interpretation. We propose an expanded research agenda to address questions about the goals of parental discipline; the role, if any, that punishment plays in achieving these goals; the effects and side effects of alternative discipline practices; and the impact of punishment on underlying developmental processes.     

The Role of Reasoning and Pragmatics in the Modifier Effect

The modifier effect refers to the fact that the perceived likelihood of a property in a noun category is diminished if the noun is modified. For example, “Pigs live on farms” is rated as more likely than “Dirty pigs live on farms.” The modifier effect has been demonstrated in many studies, but the underlying cognitive mechanisms are still unclear. This paper reports two series of experiments that jointly point to the conclusion that the modifier effect is the result of a superposition of three cognitive mechanisms: (a) probabilistically softened default inheritance, (b) pragmatic implicatures due to Gricean relevance assumptions, and (c) inference based on world knowledge. We present evidence that the pragmatic effects operate largely on an unconscious level and that their influence can be reduced by changing the presentation format of the cognitive task.