Perception,meaning, and mind

Earlier versions of this paper were read in the Philosophy department at the University of Helsinki, in the Institute for Advanced Studies in the Humanities at the University of Edinburgh, at Vanderbilt University, at the Indiana Philosophical Association, and at the Institute for Logic and Cognitive Science at the University of Houston. I am grateful for very helpful comments on each of these occasions, and I am especially appreciative to John Haugeland, Mark Johnson, and George McClure for their comments and suggestions. Thanks, too, to Robert Solomon who urged me to amplify my claims about perceptual meaning.     

Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9

We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE .     

Are Disease and Other Conceptions of Alcohol Abuse Related to Beliefs About Outcome and Recovery?1

Visitors to a science center (N= 189) responded to a questionnaire measuring their agreement with different conceptions of alcohol abuse (disease, sin, habit, and addiction conceptions) and their beliefs regarding treatment for alcohol abusers. Respondents who agreed with a disease concept thought alcohol abuse was a more serious problem, were more skeptical of statements about recovery, and were more likely to feel that treatment was necessary to achieve change, compared to those who disagreed with or were neutral toward the disease concept. Agreement with the sin, habit, and addiction conceptions was not related to beliefs about treatment and outcome. The utility of promoting various conceptualizations of alcohol abuse is discussed.     

Assessing phonological awareness in kindergarten children: Issues of task comparability

Ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later. The extraneous cognitive requirements inherent in the tasks varied widely. The children's performance on three tasks that involved a rhyming response was at ceiling, and these tasks did not correlate with subsequent reading progress. The other seven measures were all moderately related to later reading ability and, employed in sets, were very strong predictors. The relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test. The phonological tasks had a large amount of common variance. Factor analysis revealed only one factor on which all the nonrhyming phonological tasks loaded highly. The results bolster the construct validity of phonological awareness, indicate considerable comparability and interchangeability among the tasks used to measure the construct, and are encouraging as regards the possible use of such tasks in predictive test batteries.     

Parents' attributions for achieving compliance from attention-deficit-disordered children

Ninety-one parents provided reasons for the compliance and noncompliance of either their attention-deficit-disordered, hyperactive (ADDH) or non-ADDH child in six different situations. These attributions were rated on Weiner's (1979) dimensions of locus, stability, and controllability. While parents used the same categories to explain the reasons for their children's complaince behavior, they used different dimensional ratings for these explanations. Mothers rated attributions for noncompliance as more external than did fathers. Mothers of ADDH children viewed the causes of their children's behavior to be more unstable than did mothers of control children. Also, ADDH parents had lower expectations of achieving future compliance from their child than did non- ADDH parents. Results were discussed in terms of parental experiences, the need to consider an idiosyncratic approach to attributional meaning, and treatment implications.     

A critical appraisal of the PRF ANDRO scale

A factor analysis of the PRF ANDRO reveals a structure reflecting the PRF scales from which the items came. It is argued that there is little value in combining a conglomeration of items from different Personality. Research Form scales as has been done with the MASCUL and FEMIN scales of the PRF ANDRO. Rather, relevant intact PRF scales should be considered as separate predictors, for example in regression equations. Al ternati vely, if single scales are required to represent masculinity and femininity, it is suggested that PRF dominance and nurturance, the scales from which MASCUL and FEMIN draw a plurality of their items respectively, are more suitable than the two PRF ANDRO scales. These latter scales are less internally consistent and show less convergence with other sex-role scales than PRF dominance and nurturance.     

Masculinity, Femininity, and Androgyny: Relations to Self-Esteem and Social Desirability

ABSTRACT The present investigation is a reanalysis of data from Antill and Cunningham (1979,1980) consisting of responses to five Masculinity-Femininity (MF) instruments, two self-esteem instruments, and two social desirability instruments The present study examined recently developed models of the MF/ esteem relation and the influence of social desirability on this relation The unique contribution of Masculinity (M) to esteem was consistently more positive than that of Femininity (F) which was either ml or negative, did not vary with sex as posited by sex-typed models, and did not interact with F as posited by interactive androgyny models Partialing out the effects of social desirability failed to alter the general pattern of results In contrast to esteem, social desirability was more correlated with F than M, and these findings were consistent with the observation that esteem items may reflect stereotypically masculine characteristics whereas social desirability items reflect stereotypically feminine characteristics The findings of the present study, and those of previous research, were examined in relation to important methodological issues that have been largely ignored by previous research in this area     

THE WORK ATTACHMENT OF MOTHERS WITH PRESCHOOL CHILDREN

The aim of this article is to describe the derivation and use of an index representing mothers'attachment to the workforce. This index is based on the proportion of time (equivalent full-time) the mother had worked since the birth of her first child and can be used as both a continuous and categorical variable. The sample comprised 166 Sydney-area families, each of which had at least one preschool-aged child. Relationships were examined with the mother's current work status and with various demographic characteristics of the women, with the aim of providing some validation for the index. More years of education and smaller family size distinguished between women with high versus low work attachment. In addition, women with high work attachment married at a significantly later age than those with moderate or low work attachment. The usefulness and limitations of the new index are discussed.