Book Reviews

Abstract

The aim of this paper is to identify what I take to be the main conceptual problem in Lewis’ semantics for counterfactuals when the Limit Assumption (LA) is not satisfied, what I call the Discrimination Problem (DP), and to present and discuss a modification of Lewis’ semantics that aims at solving DP. First, I outline Lewis’ semantics, highlighting the aspects that will be relevant for our discussion. Second, I present DP and discuss it with a heuristic example. Third, I present the new proposal and comment some formal consequences and the objections they give rise to. Fourth, I present an allegedly equivalent version of the proposal and discuss the difference between counterfactuals and strict conditionals. Finally, I defend that the two proposals are different and argue for the first one as the best way of capturing two intuitions that seem in conflict when the LA is not satisfied. I conclude with a dilemma: either the proposal here defended works or LA is inescapable. Thus, if the proposal doesn’t work, the paper must then be considered as an indirect defense of the Limit Assumption.     

Coping in relationships: the interplay between individual and dyadic coping and their effects on relationship satisfaction

The main aim of the present study was to determine how individual and dyadic coping efforts are related in the context of relationships. This aim was achieved by studying partners simultaneously and taking into account the interdependent nature of couple data. Specifically tested was whether dyadic coping mediates the influence of individual coping, and whether there is a mutual influence of partners' dyadic coping. Cross-sectional data of 240 German couples were analyzed using structural equation modeling. Results indicated that dyadic coping is a stronger predictor of relationship satisfaction than individual coping, and that it mediates the individual coping efforts. Mutual influence could be demonstrated for pragmatic coping but not for emotional coping. This research highlights the importance of dyadic coping by focusing on the ways in which couples cope together.     

Establishing a relational field that fosters learning processes: Some tentative propositions derived from trainee experiences

In this article, we look at the recent introduction of more relational-oriented learning principles and how they translate into practice by documenting the experiences of both trainees and instructors. It became clear that actors held different opinions and viewpoints on learning objectives and process ingredients for achieving these objectives. This divergence in opinions resulted in an “impoverished” learning trajectory. We suggest that remedying this situation implies introducing reflexivity regarding learning processes or, stated otherwise, addressing “meta-cognitions” that participants inevitably bring to the process as they affect the way in which people engage in the relational field that encompasses the learning trajectory. Despite some recent arguments in favour of a distinction between cognitive and meta-cognitive mediation, we argue for a similar approach with respect to both types of mediation. We end this article by suggesting that designing learning trajectories with this dual concern in mind might open the road to “learning to learn”.     

A Systematic Review of Propensity Score Methods in the Social Sciences

The use of propensity scores in psychological and educational research has been steadily increasing in the last 2 to 3 years. However, there are some common misconceptions about the use of different estimation techniques and conditioning choices in the context of propensity score analysis. In addition, reporting practices for propensity score analyses often lack important details that allow other researchers to confidently judge the appropriateness of reported analyses and potentially to replicate published findings. In this article we conduct a systematic literature review of a large number of published articles in major areas of social science that used propensity scores up until the fall of 2009. We identify common errors in estimation, conditioning, and reporting of propensity score analyses and suggest possible solutions.     

Gender differences in the mean level,variability, and profile shape of student achievement: Results from 41 countries

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity). Alternatively, a fully hierarchical conceptualization of achievement can be represented by a nested-factor model in which individual differences in subdomain-specific scores are explained by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students' achievement profiles.     

Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities

ABSTRACT

An increasing number of findings suggest that cognition is grounded in sensorimotor experiences. Research suggests that fine motor skills (FMS) link to cognitive abilities. Existing studies, however, lack conceptual and methodological differentiation regarding FMS and little is known about the directional nature of links. In study 1, we measured three types of FMS, namely dexterity, grapho-motor skill, speed-dominated FMS in a sample of preschool children (n = 78) aged 4.42 years, and analyzed their links with nonverbal reasoning and general knowledge. Factor analyses verified the existence of these three distinct subsets of FMS. A unique link was found for dexterity and reasoning after controlling for age, attention and processing speed. In study 2, using a cross-lagged-panel design with two measurement points one year apart in preschool (n = 84), a cross-lagged link from four-year-old children’s dexterity to their reasoning skills at age five was demonstrated. Findings support the idea of FMS being involved in the development of cognitive abilities.     

Implicit expectations influence target detection in children and adults

When a sound occurs at a predictable time, it gets processed more efficiently. Predictability of the temporal structure of acoustic inflow has been found to influence the P3b of event‐related potentials in young adults, such that highly predictable compared to less predictable input leads to earlier P3b peak latencies. In our study, we wanted to investigate the influence of predictability on target processing indexed by the P3b in children (10–12 years old) and young adults. To do that, we used an oddball paradigm with two conditions of predictability (high and low). In the High‐predictability condition, a high‐pitched target tone occurred most of the time in the fifth position of a five‐tone pattern (after four low‐pitched non‐target sounds), whereas in the Low‐predictability condition, no such rule was implemented. The target tone occurred randomly following 2, 3, 4, 5, or 6 non‐target tones. In both age groups, reaction time to predictable targets was faster than to non‐predictable targets. Remarkably, this effect was largest in children. Consistent with the behavioral responses, the onset latency of the P3b response elicited by targets in both groups was earlier in the predictable than the unpredictable conditions. However, only the children had significantly earlier peak latency responses for predictable targets. Our results demonstrate that target stimulus predictability increases processing speed in children and adults even when predictability was only implicitly derived by the stimulus statistics. Children did have larger effects of predictability, seeming to benefit more from predictability for target detection.     

Mousetrap: An integrated,open-source mouse-tracking package

Mouse-tracking – the analysis of mouse movements in computerized experiments – is becoming increasingly popular in the cognitive sciences. Mouse movements are taken as an indicator of commitment to or conflict between choice options during the decision process. Using mouse-tracking, researchers have gained insight into the temporal development of cognitive processes across a growing number of psychological domains. In the current article, we present software that offers easy and convenient means of recording and analyzing mouse movements in computerized laboratory experiments. In particular, we introduce and demonstrate the mousetrap plugin that adds mouse-tracking to OpenSesame, a popular general-purpose graphical experiment builder. By integrating with this existing experimental software, mousetrap allows for the creation of mouse-tracking studies through a graphical interface, without requiring programming skills. Thus, researchers can benefit from the core features of a validated software package and the many extensions available for it (e.g., the integration with auxiliary hardware such as eye-tracking, or the support of interactive experiments). In addition, the recorded data can be imported directly into the statistical programming language R using the mousetrap package, which greatly facilitates analysis. Mousetrap is cross-platform, open-source and available free of charge from https://github.com/pascalkieslich/mousetrap-os.     

Observational Context of Mother-Child Interaction: Impact of a stress Context on Emotional Availability

Previous studies have found that a stressful observational context challenges the mother-child relationship, thus highlighting negative interactive behavior. However, the impact of observational context has only been investigated in infants and preschoolers without specifically using the Emotional Availability Scales. Nor have they explored whether the association of mother-child interaction with children’s emotional or behavioral problems depends on the observational context. We observed 140 mothers and their five to 12-year-old children in non-stressful free play and in a stressful task context. In general, dyads showed higher emotional availability in the task context compared to the free play. Specifically, mothers showed higher levels of Sensitivity, Structuring and Nonhostility, but lower levels of Nonintrusiveness during the task compared to the free play context; children showed higher levels of Responsiveness during the task than during free play. After controlling for dyadic stress, contextual effects decreased for all dimensions of emotional availability. The association of mother-child interaction with child problem behavior depended on the observational context. Specifically, we found maternal emotional availability during free play to be more strongly associated with child problem behavior than during the stressful task; however, emotional availability of the child was more strongly associated with problem behavior when obtained during the task. We conclude that context impacts on mother-child interactive behavior and also on the association of mother-child-interaction and child behavior. Stress is a relevant contextual factor influencing mother-child interactive behavior.