Active music classes in infancy enhance musical, communicative and social development

Previous studies suggest that musical training in children can positively affect various aspects of development. However, it remains unknown as to how early in development musical experience can have an effect, the nature of any such effects, and whether different types of music experience affect development differently. We found that random assignment to 6 months of active participatory musical experience beginning at 6 months of age accelerates acquisition of culture-specific knowledge of Western tonality in comparison to a similar amount of passive exposure to music. Furthermore, infants assigned to the active musical experience showed superior development of prelinguistic communicative gestures and social behaviour compared to infants assigned to the passive musical experience. These results indicate that (1) infants can engage in meaningful musical training when appropriate pedagogical approaches are used, (2) active musical participation in infancy enhances culture-specific musical acquisition, and (3) active musical participation in infancy impacts social and communication development.     

Strategic development in exact calculation: group and individual differences in four achievement subtypes

This longitudinal study sought to identify developmental changes in strategy use between 5 and 7 years of age when solving exact calculation problems. Four mathematics and reading achievement subtypes were examined at four time points. Five strategies were considered: finger counting, verbal counting, delayed retrieval, automatic retrieval, and derived fact retrieval. Results provided unique insights into children's strategic development in exact calculation at this early stage. Group analysis revealed relationships between mathematical and/or reading difficulties and strategy choice, shift, and adaptiveness. Use of derived fact retrieval by 7 years of age distinguished children with mathematical difficulties from other achievement subtypes. Analysis of individual differences revealed marked heterogeneity within all subtypes, suggesting (inter alia) no marked qualitative distinction between our two mathematical difficulty subtypes.     

Die Verleugnung der Realit?t

Denial is of great importance for the ego functions and for the constitution of the entire ego but little of this is reflected in case reports and theoretical treatises. The reason for this probably lies in the circumstance that two further problems play a role in the issue of denial: that of reality and that of truth. According to the theory of correspondence, truth is the equivalent of reality. According to this theory, subject and object are opposed. The repudiation of the theory of correspondence has led to blindness and deafness for many things. The modern concept of truth, according to which truth is constructed intersubjectively, destroys the opposition of subject and object. The destruction is an act of denial. Although the theory of correspondence may be outmoded, it could nevertheless retain its former appreciation. ??If we stopped reading canonical philosophy books??, wrote Richard Rorty, ??we would be less aware of the forces that make us think and talk as we do?? (citation from Habermas 2008, S.?34).