Number gestures predict learning of number words

When asked to explain their solutions to a problem, children often gesture and, at times, these gestures convey information that is different from the information conveyed in speech. Children who produce these gesture‐speech “mismatches” on a particular task have been found to profit from instruction on that task. We have recently found that some children produce gesture‐speech mismatches when identifying numbers at the cusp of their knowledge, for example, a child incorrectly labels a set of two objects with the word “three” and simultaneously holds up two fingers. These mismatches differ from previously studied mismatches (where the information conveyed in gesture has the potential to be integrated with the information conveyed in speech) in that the gestured response contradicts the spoken response. Here, we ask whether these contradictory number mismatches predict which learners will profit from number‐word instruction. We used the Give‐a‐Number task to measure number knowledge in 47 children (M_age = 4.1 years, SD = 0.58), and used the What's on this Card task to assess whether children produced gesture‐speech mismatches above their knower level. Children who were early in their number learning trajectories (“one‐knowers” and “two‐knowers”) were then randomly assigned, within knower level, to one of two training conditions: a Counting condition in which children practiced counting objects; or an Enriched Number Talk condition containing counting, labeling set sizes, spatial alignment of neighboring sets, and comparison of these sets. Controlling for counting ability, we found that children were more likely to learn the meaning of new number words in the Enriched Number Talk condition than in the Counting condition, but only if they had produced gesture‐speech mismatches at pretest. The findings suggest that numerical gesture‐speech mismatches are a reliable signal that a child is ready to profit from rich number instruction and provide evidence, for the first time, that cardinal number gestures have a role to play in number‐learning.     

Martin Heidegger's principle of identity: On belonging and Ereignis

This article discusses Martin Heidegger's interpretation of Parmenides given in his last public lecture “The Principle of Identity” in 1957. The aim of the piece is to illustrate just how original and significant Heidegger's reading of Parmenides and the principle of identity is, within the history of philosophy. Thus the article will examine the traditional metaphysical interpretation of Parmenides, and consider G. W. F. Hegel and William James’ account of the principle of identity in light of this. It will then consider Heidegger's contribution, his return to and re-interpretation of Parmenides in his last lecture. Heidegger will, through the Parmenidean claim that “Thinking and Being are one”, deconstruct the traditional metaphysical understanding of the principle of identity, and in its place offer a radically different conception of how our relationship, our “belonging together” with Being can be understood.     

Hybrids of the -translation for

In [W. Burr, Functional interpretation of Aczel's constructive set theory, Annals of Pure and Applied Logic 104 (2000) 31–73] Wolfgang Burr presents a functional interpretation of constructive set theory in all finite types, , in a theory of constructive set functionals. is a subtheory of , containing bounded quantifiers only. His interpretation theorem reduces the consistency problem of (and certain extensions thereof) to the consistency problem of .We want to study admissible rules in , i.e. rules under which is closed. To do so, we study a Troelstra-style q-hybrid of, in fact, a modification ^× of Burr's translation. We introduce this modification in order to close a minor gap in Burr's proof of the functional interpretation of the schema of (Strong Collection).First of all, but surely after a short introduction, we analyse the less complex translation of modified realisation ^mr and its hybrids ^mq and ^mrt.     

The Mediating Role of Executive Functioning in the Relation Between Difficult Temperament and Physical Aggression

The present investigation tested the hypothesis that executive functioning (EF) would mediate the relation between difficult temperament (DT) and aggressive behavior. This model was tested in 310 adult men and women. DT was measured using the Dimensions of Temperament Scale—Revised, EF was measured using 7 well-established neuropsychological tests, and aggression was assessed using the Buss–Perry Aggression Questionnaire. EF successfully mediated the DT–aggression relation for men, however, the model did not hold for women. Results are discussed with regard to how they influence current models of aggressive behavior as well as their implications for future violence prevention efforts.     

Post-September 11th Perspectives on Religion, Spirituality, and Philosophy in the Personal and Professional Lives of Selected REBT Cognoscenti

The purpose of this article was for selected Rational Emotive Behavior Therapy (REBT) cognoscenti to examine the impact of the events of September 11th, 2001, on their beliefs about religion, spirituality, and their personal philosophy—including the role of evil in the universe and the implications of these issues on their use of REBT. The degree of consistency of the author’s views with classical REBT theory and philosophy was examined. The authors are current or former members of the Albert Ellis Institute’s International Training Standards and Policy Review Committee, of which Albert Ellis, REBT’s founder, is also a member. Reprinted from Journal of Counseling & Development, Fall 2004, Volume 82. ACA. Reprinted with permission. No further reproduction authorized without written permission from the American Counseling Association. We regret to inform readers that Stephen G. Weinrach died in April 2004. Stephen G. Weinrach expressed gratitude to Jacqueline Mirabile, Laura Hutelmyer, and Phylis Wright of Villanova University’s Falvey Memorial Library for valuable research assistance. Jesse Clancy and Bethany Coover provided deeply appreciated and important editorial support.     

The Expanded Version of the Inferential Confusion Questionnaire: Further Development and Validation in Clinical and Non-Clinical Samples

The current study represents the further development and validation of an expanded version of the Inferential Confusion Questionnaire (ICQ-EV) in non-clinical and clinical samples. Inferential confusion seems to be particularly relevant to Obsessive-Compulsive Disorder (OCD) and is defined as a failure to recognize the unrealistic nature of obsessions due to a subjective form of reasoning. Factor analysis of the item-set of the ICQ-EV indicated a one-dimensional solution in non-clinical and clinical samples. It was hypothesized that inferential confusion as measured by the ICQ-EV would be particularly relevant to participants with OCD. Results confirmed convergent validity with strong relationships between the ICQ-EV and obsessive-compulsive symptoms in all samples independent of other cognitive domains and general distress. In addition, those with OCD scored higher on the ICQ-EV than non-clinical controls and a mixed anxiety disorder group so confirming group-criterion validity. Finally, the ICQ-EV also showed clinical validity with change in ICQ-EV scores during treatment significantly related to successful treatment outcome.