‘My Future Son is Possibly Alive’. Existential Presupposition and Empty Terms in Abelard's Modal Logic

The aim of this paper is to investigate the problem of existential import in Abelard's modal logic, and to ask whether the system of logical relationships that he proposes for modal propositions maintains its validity when some of the terms included in these propositions are empty. In the following, I first argue that, just as in the case of non-modal propositions, Abelard interprets modal propositions as having existential import, so that it is a necessary condition for the truth of propositions like ‘It is possible for my son to be alive’ or ‘it is necessary that all men are animals’ that their subjects’ referents exist. Then, I present the schemata of inferences that Abelard proposes to describe the logical behaviour of de rebus modal propositions. I argue that these systems of relations are valid only as long as all the terms contained in the formulas have an existing referent. I also claim that Abelard was aware of this difficulty (at least in the Logica Ingredientibus), and, accordingly, he explicitly decided to restrict the validity of his modal system to propositions that do not contain empty terms.     

DEVELOPMENT OF THE PARENT‐CHILD PLAY SCALE FOR USE IN CHILDREN WITH FEEDING DISORDERS

The Parent‐Child Play Scale was developed as a scale that complements the Parent‐Child Feeding Scale, created by I. Chatoor et al. (1997), to evaluate mother–infant/toddler interactions in two different caregiving contexts of a young child's everyday life, specifically play and feeding. This Play Scale can be used with infants and toddlers ranging in age from 1 month to 3 years and provides reliable global ratings of mother–child interactions during 10 min of videotaped free‐play in a laboratory setting. The scale consists of 32 mother and infant/toddler interactive behaviors which are rated by trained observers from videotaped observations. Four subscales are derived: Dyadic Reciprocity, Maternal Unresponsiveness to Infant's/Toddler's Cues, Dyadic Conflict, and Maternal Intrusiveness. Construct validity and interrater and test‐retest reliability of the Play Scale have been demonstrated. This Play Scale discriminates between children with and without feeding disorders as well as between children with different subtypes of feeding disorders as defined by the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised (DC:0–3R) (Feeding Disorder of State Regulation, Feeding Disorder of Caregiver‐Infant Reciprocity, and Infantile Anorexia). It can be used for research or clinical practice in the diagnosis and treatment of early feeding problems, to assess the pervasiveness of mother–infant/toddler difficulties and to monitor changes following therapy.     

Influence of video‐mediation on adult–child interviews: implications for the use of the live link with child witnesses

The impact of high bandwidth video links on children's abilities to give evidence about a neutral event was investigated. Thirty‐two 6‐year‐olds and 32 10‐year‐olds took part. Each child was interviewed by a trained adult either face‐to‐face or across a live video link. Face‐to‐face and video condition interviews did not differ in terms of: total correct information; relevant information given during narrative recall; or the style of questioning required. However significantly more incorrect information was given during specific questioning in the face‐to‐face interviews, and younger children were significantly more resistant to leading questions in the video condition. Some gestural information was lost in the video condition due to camera angles. Furthermore, older children produced more information during free narrative recall in face‐to‐face interviews. Positive effects of the video condition are interpreted as due to decreasing social distance. Negative effects are associated with attenuation of visual cues. Copyright © 2000 John Wiley & Sons, Ltd.     

Learning a procedural task: effectiveness of multimedia presentations

Three experiments investigated the effectiveness of presenting procedural information through different media and their combinations. Experiment 1 examined the effectiveness of text, line drawings, text and line drawings, video. and video stills for learning a first aid task. The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task. Experiment 2 showed that the beneficial effect of the combination of text and pictures could not be accounted for simply in terms of a dual coding explanation. Rather, the effectiveness of the media and their combinations was influenced by the extent to which they conveyed action information. Finally, Experiment 3 showed no evidence of a contiguity effect: text and pictures were as effective when presented together on the same screen as when they were presented separately. Copyright © 2000 John Wiley & Sons, Ltd.     

A feeding scale for research and clinical practice to assess mother—infant interactions in the first three years of life

The Feeding Scale provides a reliable rating of mother-infant/toddler interactions during a 20-minute feeding in a laboratory setting. The scale consists of 46 mother and infant behaviors, which are rated at the end of the feeding session. Observations of mother—infant interactions during two feedings separated by 2 weeks showed considerable stability. Five subscale scores are derived (1) Dyadic Reciprocity, (2) Dyadic Conflict, (3) Talk and Distraction, (4) Struggle for Control, and (5) Maternal Non-Contingency, Predictive validity of the Feeding Scale has been demonstrated and it discriminates between infants with and without feeding disorders as well as three diagnostic categories of feeding-disordered infants. The Feeding Scale can be used with infants and toddlers ranging in age from 1 month to 3 years. © 1997 Michigan Association for Infant Mental Health     

Gender Roles and Coping with Work Stress

Sex Roles - The influence of gender roles on coping with workplace stressors was examined among 176 adult undergraduate students (130 females, 46 males) who were concurrently employed while...     

Long-term retention of information about presentation modality by children and adults

A mixed-modality continuous recognition task followed by a final recognition test after 0 h, 4 h, 1 day, or 7 days was administered to third- and fourth-grade children and adults. Subjects gave recognition responses and reported presentation modalities. Forgetting rates for both words and input mode were invariant with age. The decay functions for presentation modality were affected, however, by the initial input mode, with modality identification declining more rapidly for words heard first than for words seen first. Information about whether a word was seen or heard remained in memory for at least 4 h. The results demonstrate that long-term-memory representations contain a great deal of information about input mode and suggest that the theoretical distinction between automatic and effortful processing may be a useful one.     

The relationship of computer self-efficacy expectations to computer interest and course enrollment in college

Gender differences in perceived self-efficacy for computer use may help account for differential computer interest and course enrollment at the college level. Three hundred sixty-eight students completed a two-page questionnaire assessing perceived computer self-efficacy, plans to take a computer science course, perceived importance of computing skills, and interest in learning about computers. Men rated themselves higher than did women for perceived self-efficacy. They were also more positive on the cognitive outcome measures, but with computer self-efficacy held constant, the magnitude of these differences was decreased, suggesting that perceived self-efficacy may be an important consideration when examining gender differences in computer interest and use.The author wishes to thank Dr. Martin Ford and Dr. Albert Bandura for their helpful comments on an earlier version of this article. This research was supported by a grant from the San Jose State University Foundation. Portions of this research were reported at the annual meetings of the American Educational Research Association in San Francisco, April 1986.