Mental and Motor Switching in Parkinson's Disease

Switching difficulties in Parkinson's disease (PD) are expressed in both mental and motor tasks. The authors of the present study investigated whether those deficits coexist in the same patient and are positively correlated. They tested 8 nondemented PD patients and 6 age-matched control participants by using the modified Wisconsin Card Sorting Test and a motor switching paradigm that is based on the task of reaching toward visual targets, the location of which could unexpectedly be altered within the reaction time. In both mental and motor tasks, patients performed significantly worse than controls. There were no significant correlations between the two types of pathology in individual patients. Mental and motor switching deteriorate in PD patients, but the deficits are not necessarily of parallel severity.

basal ganglia     

Objective Similarity and Mental Representation

The claim that similarity plays a role in representation has been philosophically discredited. Psychologists, however, routinely analyse the success of mental representations for guiding behaviour in terms of a similarity between representation and the world. I provide a foundation for this practice by developing a philosophically responsible account of the relationship between similarity and representation in natural systems. I analyse similarity in terms of the existence of a suitable homomorphism between two structures. The key insight is that by restricting attention to only those homomorphisms induced by causal processes, we can solve two philosophical problems with a single assumption. First, causal structure provides an adequate source for the bias required to ensure the similarity relation is non-trivial; second, it provides an adequate source for the directionality required to move from similarity to representation. I defend this account against objections by Goodman and van Fraassen and demonstrate that it is indeed the account of similarity's role in representation assumed by psychological practice.     

Technology and Epistemic Possibility

My aim in this paper is to give a philosophical analysis of the relationship between contingently available technology and the knowledge that it makes possible. My concern is with what specific subjects can know in practice, given their particular conditions, especially available technology, rather than what can be known “in principle” by a hypothetical entity like Laplace’s Demon. The argument has two parts. In the first, I’ll construct a novel account of epistemic possibility that incorporates two pragmatic conditions: responsibility and practicability. For example, whether subjects can gain knowledge depends in some circumstances on whether they have the capability of gathering relevant evidence. In turn, the possibility of undertaking such investigative activities depends in part on factors like ethical constraints, economical realities, and available technology. In the second part of the paper, I’ll introduce “technological possibility” to analyze the set of actions made possible by available technology. To help motivate the problem and later test my proposal, I’ll focus on a specific historical case, one of the earliest uses of digital electronic computers in a scientific investigation. I conclude that the epistemic possibility of gaining access to scientific knowledge about certain subjects depends (in some cases) on the technological possibility for making responsible investigations.     

Child Wellness and Social Inclusion: Values for Action

Participatory Action Research (PAR) with children and youth is at the intersection of child wellness and social inclusion. Exclusion and marginalization detract from personal and collective health. Inclusion, on the contrary, contributes to wellness. Hence, we should study inclusion and exclusion in the overall context of child wellness. This special issue offers a wealth of methodologies and lessons for fostering inclusion of young people through PAR. In an effort to synthesize my concerns with child wellness, inclusion, and the scholarly work of this special issue, this paper will (a) articulate the values underpinning the philosophy of social inclusion and child wellness, (b) suggest roles and responsibilities for putting these values into action, and (c) integrate the contributions of this special issue into the emerging framework for social inclusion and child wellness.     

The Influence of Acculturation and Enculturation on Mexican American High School Students' Decision to Apply to College

This study examined the influence of acculturation, enculturation, parental education level, financial concerns, and gender on 106 Mexican American high school students' decisions to apply to college. Results indicated that acculturation and female gender were significant predictors. Implications for interventions with Latino high school students are discussed. Este estudio examinó la influencia de la aculturación, la enculturación, el nivel de educación de los padres, las preocupaciones financieras y el sexo del sujeto sobre la decisión de 106 estudiantes de secundaria mejicanos‐americanos de solicitar acceso a estudios universitarios. Los resultados indicaron que la aculturación y el sexo femenino mostraron una capacidad de predición significativa. Se discuten las implicaciones para intervenciones con estudiantes de secundaria latinos.     

Novice teachers’ experience of teaching: a dynamic aspect of burnout

This article addresses the question of how novice teachers perceive their work environment and how their perceptions affect burnout. Data were obtained from a questionnaire administered to novice teachers at the beginning and at the end of the school year. It was found that (1) novice teachers experienced high levels of burnout as early as the beginning of their first year of teaching; (2) novice teachers’ perception of their work environment at the beginning and at the end of their first year significantly and meaningfully explained their sense burnout; (3) three variables contribute to predicting burnout at the beginning and at the end of the first year of teaching: (a) lack of appreciation and professional recognition from students; (b) lack of appreciation and professional recognition from the public, and (c) lack of collaborative and supportive ambience.     

Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting

A multiple baseline design was used across probe sets to evaluate the effect of detect, practice, and repair (DPR) on the math fact fluency rates of a third-grade class. DPR was applied with a large group (n = 11) selected from an intact class (n = 17) in a manner that allowed each student to work on specific problems from a specific basic fact operation (i.e., subtraction, multiplication, or division) based on a daily assessment of their instructional needs. Prior to the implementation of DPR, students were computing an average of 18.4 digits correct per minute (DCPM). After using DPR for 11 sessions, students were computing an average of 31.2 DCPM. This 12.8 DCPM increase over 36 problems required approximately 132 min (12 min per session). Discussion focuses on the need for and challenges associated with developing intervention strategies and procedures that efficiently increase student skills at the class-wide level, with an emphasis on simultaneously meeting the needs of both high and low achievers by differentiating instruction.     

Visual search for expressions and anti-expressions

We used visual search to explore whether the preattentive mechanisms that enable rapid detection of facial expressions are driven by visual information from the displacement of features in expressions, or other factors such as affect. We measured search slopes for luminance and contrast equated images of facial expressions and anti-expressions of six emotions (anger, fear, disgust, surprise, happiness, and sadness). Anti-expressions have an equivalent magnitude of facial feature displacements to their corresponding expressions, but different affective content. There was a strong correlation between these search slopes and the magnitude of feature displacements in expressions and anti-expressions, indicating feature displacement had an effect on search performance. There were significant differences between search slopes for expressions and anti-expressions of happiness, sadness, anger, and surprise, which could not be explained in terms of feature differences, suggesting preattentive mechanisms were sensitive to other factors. A categorization task confirmed that the affective content of expressions and anti-expressions of each of these emotions were different, suggesting signals of affect might well have been influencing attention and search performance. Our results support a picture in which preattentive mechanisms may be driven by factors at a number of levels, including affect and the magnitude of feature displacement. We note that indirect effects of feature displacement, such as changes in local contrast, may well affect preattentive processing. These are most likely to be nonlinearly related to feature displacement and are, we argue, an important consideration for any study using images of expression to explore how affect guides attention. We also note that indirect effects of feature displacement (for example, changes in local contrast) may well affect preattentive processing. We argue that such effects are an important consideration for any study using images of expression to explore how affect guides attention.