Maternal employment and children's achievement in context: a meta-analysis of four decades of research

This meta-analysis of 68 studies (770 effect sizes) used random effects models to examine whether children's achievement differed depending on whether their mothers were employed. Four achievement outcomes were emphasized: formal tests of achievement and intellectual functioning, grades, and teacher ratings of cognitive competence. When all employment was compared with nonemployment for combined and separate achievement outcomes without moderators, effects were nonsignificant. Small beneficial effects of part-time compared with full-time employment were apparent for all achievement outcomes combined and for each individual achievement outcome. Significant sample-level moderators of the associations between maternal employment and achievement for all outcomes combined included family structure, race/ethnicity, and socioeconomic status; associations were positive when samples were majority 1-parent families and mixed 1- and 2-parent families, racially/ethnically diverse or international in composition, and not middle-upper class. Analyses of child gender indicated more positive effects for girls. Children's age was a significant moderator for the outcome of intellectual functioning. The identification of sample-level moderators of the relationship between maternal employment and children's achievement highlights the importance of social context in understanding work-family linkages.     

Inclusiveness in the face of anticipated disagreement

This paper discusses the epistemic outcomes of following a belief-forming policy of inclusiveness under conditions in which one anticipates systematic disagreement with one’s interlocutors. These cases highlight the possibility of distinctly epistemic costs of inclusiveness, in the form of lost knowledge of or a diminishment in one’s rational confidence in a proposition. It is somewhat controversial whether following a policy of inclusiveness under such circumstances will have such costs; this will depend in part on the correct account of the epistemic significance of disagreement (a topic over which there is some disagreement). After discussing this matter at some length, I conclude, tentatively, that inclusiveness under disagreement can have such epistemic costs. Still, I go on to argue, such costs by themselves would not rationalize substantial limitations on a broad policy of inclusiveness. Insofar as there are grounds for restricting how inclusive one should be in belief-formation, these grounds will not be epistemic, but instead will reflect the practical costs—the time, effort, and resource costs to the subject—of following such a policy.     

Against epistemic partiality in friendship: value-reflecting reasons

Philosophical Studies - It has been alleged that the demands of friendship conflict with the norms of epistemology—in particular, that there are cases in which the moral demands of friendship...     

Computerized adaptive assessment of personality disorder: introducing the CAT-PD project

Assessment of personality disorders (PD) has been hindered by reliance on the problematic categorical model embodied in the most recent Diagnostic and Statistical Model of Mental Disorders (DSM), lack of consensus among alternative dimensional models, and inefficient measurement methods. This article describes the rationale for and early results from a multiyear study funded by the National Institute of Mental Health that was designed to develop an integrative and comprehensive model and efficient measure of PD trait dimensions. To accomplish these goals, we are in the midst of a 5-phase project to develop and validate the model and measure. The results of Phase 1 of the project--which was focused on developing the PD traits to be assessed and the initial item pool--resulted in a candidate list of 59 PD traits and an initial item pool of 2,589 items. Data collection and structural analyses in community and patient samples will inform the ultimate structure of the measure, and computerized adaptive testing will permit efficient measurement of the resultant traits. The resultant Computerized Adaptive Test of Personality Disorder (CAT-PD) will be well positioned as a measure of the proposed DSM-5 PD traits. Implications for both applied and basic personality research are discussed.     

Where are We When We are At-One? Discussion of Bion’s O and His Pseudo-Mystical Path

Civitarese’s demystification and reinvigoration of the Bion concept of O (this issue) are applauded for its effective re-grounding of the concept in the experience of unison. Yet the paper leaves ambiguous the question of whether the experience of unity in O depends upon how language brings us together; or whether, on the contrary, O reflects events occurring sub-symbolically, unmediated by language and self-reflectivity, through performative engagement in the communal world of psycho-sensorial experience. Eloquent references in the paper to non-linguistic and sensory-based phenomena seem to suggest that O might happen precisely where language does not, which Bion himself seemed to be pointing to in his insistence that O cannot be known, but only experienced. But in then reasserting the primacy of words and the oneiric functions of the mind, does Civitarese undercut the most radical insight of this reimagining of the concept of O, namely that O is the experience of living beyond our individual identities, unarticulated by language? Distinguishing three terms - the linguistic, the emotional, and the sensory – might allow us to consider that O is not a meeting of minds, nor even the consecration of an emotional event, but is a realization of the profound pre-reflective experience of de-subjectification, where one’s existence is affirmed beyond one’s individual identity by entering the world of shared sensory perception.     

With Respect to the Analytic Frame: Commentary on Paper by Steven Stern

In this discussion of Steven Stern's paper, support is expressed for the position that analysis should not be defined simply by external criteria such as four-times-a-week frequency, but should get its definition from intrinsic criteria. This raises the question, however, of what the intrinsic criteria are understood to be, and what status to accord the fact that certain extrinsic or objective aspects of the clinical framework (a fixed setting, ground rules, prohibitions, and social and legal sanctions) seem non-negotiable, indispensable, and even constitutive of the therapeutic process, as is the analyst's unilateral application of analytic techniques. Note is made of how the paper lacks a rigorous approach to the actual phenomenology of the frame, thus forfeiting a conceptual appreciation of its distinctive structuring role and its complex functionality. In lieu of an adequate exploration of how the frame works in its own right, the paper superimposes a theory-driven and highly partisan position regarding the necessary malleability of the frame, deriving from the belief that everything in the clinical encounter is co-created and negotiated. A critique of this approach is offered, centering on what is seen as an inadequate distinction between structure and process in this model of the clinical encounter.     

Computer Analysis of Sentence Completions

Sentence completions of two groups of high school students distinguished by a sociometric instrument as Liked or Disliked were submitted to the General Inquirer computer system for retrieval and content analysis of verbal text.

The General Inquirer analyzed the sentence completions by tagging the text with categories based on psychosociological theories. Frequency counts for each category indicate systematic differences in the strength and direction of the verbal text of Liked and Disliked students.

Inferences drawn about the personalities of Liked and Disliked students on the basis of the psychosociological theories in the dictionary seem reasonable in terms of the sociometric ratings.

The General Inquirer may have good potential as an objective method of scoring sentence completions particularly with an expanded text and a dictionary containing theories directly pertinent to the theory underlying a set of sentence completions. Further research on sentence completions using the General Inquirer seems warranted.