CHILDREN'S VERBAL RESPONSES TO PHONETICALLY DIFFERENT AUDITORY STIMULI1

L'expérience a été réalisée à Belgrade avec des enfants serbo-croates, monolingues de 6 ans (N = 20). La moitié des sujets étaient normaux quant à L'articulation et L'intelligence (performance à un test); les autres a vaient des difficultés d'articulation et des résultats faibles au test. On leur demandait de répéter des stimulus verbaux qui étaient présentés dans la structure phonologique du serbo-croate ou de L'anglais: dix mots anglais dont les éléments et les groupements présentent phonologiquement plus ou moins de ressemblance en serbo-croate et en anglais sont utilisés comme stimulus. Les réponses verbales sont notées selon quatre qualités phonétiques: temps (ou durée), accentuation (ou intensité), tonalité (ou mélodie du mot), qualité de la prononciation. Les réponses des enfants normaux diffèrent significativement de celles des enfants déficients dans les quatre modalités, pour sept des stimulus. Les différences qui sont dues à la structure phonologique ne sont pas significatives pour ce qui est du temps, de L'accentuation et de la tonalité pour huit stimulus, mais sont significatives pour ce qui est de la qualité de la prononciation pour six stimulus. En se basant sur la comparaison entre les résultats obtenus avec des stimulus présentés selon une structure phonologique familière (ou conditionnée) et ceux qu'on obtient avec des stimulus présentés selon une structure phonologique non familiàre (ou non-conditionnée), on peut penser qu'il existe des structures acoustiques plus spécifiques et plus complexes qui seraient impliquées dans la qualité de la prononciation et des structures plus simples et plus générales qui seraient impliquées dans la durée, L'accentuation et la tonalité.     

A Neo-Lurian Approach to Assessment and Remediation

The first part of this article presents an operational battery of tasks for measuring the four cognitive processes of Planning, Arousal–Attention, and Simultaneous and Successive processing (PASS) not only based on the qualitative data provided in Luria's syndrome analysis, but also taken from tasks in experimental cognitive psychology and neuropsychology. The second part of the article presents a remedial program based on PASS for enhancement of reading. Because this part provides in some detail the efficacy of the remedial procedure, it simultaneously validates the PASS constructs as well. In both parts of the article, I have been unmistakably guided by Luria's views: Tests are approaches to investigating cognitive functions, and the purpose of testing is to guide rehabilitation.     

Bad News for Moral Error Theorists: There Is No Master Argument Against Companions in Guilt Strategies

A ‘companions in guilt’ (CG) strategy against moral error theory aims to show that the latter proves too much: if sound, it supports an implausible error-theoretic conclusion in other areas such as epistemic or practical reasoning. Christopher Cowie [2016 Cowie, C. 2016. Good News for Moral Error Theorists: A Master Argument Against Companions in Guilt Strategies, Australasian Journal of Philosophy 94/1: 115–30.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]] has recently produced what he claims is a ‘master argument’ against all such strategies. The essence of his argument is that CG arguments cannot work because they are afflicted by internal incoherence or inconsistency. I argue, first, that Cowie's master argument does not succeed. Beyond this, I argue that there is no good reason to think that any such argument—one that purports to identify an internal incoherence in CG arguments—can succeed. Second, I argue that the main substantive area of disagreement between error theorists and CG theorists essentially concerns the conceptual profile of epistemic reasons—specifically, whether they are strongly categorical—not the ontological question of whether such reasons exist (in some form or other). I then develop an argument in favour of the CG theorist's position by considering the moral error theorist's arguments in support of the conceptual claim that moral reasons are strongly categorical. These include, notably, criticisms made by Joyce [2011] and Olson [2014] of Finlay's [2008] ‘end relational’ view of morality, according to which moral reasons are relative to some end or standard, hence not strongly categorical. Examining these criticisms, I argue that, based on what moral error theorists have said regarding the conceptual profile of moral reasons, there is a strong case to be made that moral reasons are strongly categorical (hence, according to the moral error theorist, ontologically problematic) if and only if epistemic reasons are.     

Increased cognitive problem reporting after information about chemotherapy-induced cognitive decline: The moderating role of stigma consciousness

Objective: Information about treatment side effects can increase their occurrence; breast cancer (BC) patients showed increased cognitive problem reporting (CPR) and decreased memory performance after information about cognitive side effects. The current study extends previous research on adverse information effects (AIE) by investigating (a) risk factors, (b) underlying mechanisms and (c) an intervention to reduce AIE.

Design: In an online experiment, 175 female BC patients were randomly assigned to one of three conditions. In the two experimental groups, patients were informed about the possible occurrence of cognitive problems after chemotherapy with (intervention group) or without (experimental group) reassuring information that ‘there are still patients who score well on memory tests’. In the control group, no reference to chemotherapy-related cognitive problems was made.

Main outcome measures: Main dependent measure was CPR. Four moderating and five mediating processes were examined.

Results: CPR increased with higher levels of stigma consciousness in the two experimental groups, but not in the no-information control group.

Conclusion: Merely informing patients about cognitive side effects may increase their occurrence, especially among individuals vulnerable to patient stereotypes. Adding reassuring information is not sufficient to reduce AIE.     

Connect within to connect outside: effect of salespeople's political skill on relationship performance

Scholars have recently explored the effects of salespeople's intraorganizational relationships on salespeople's job-related outcomes. Grounded in social influence theory, we explore the effects of salespeople's intraorganizational skills on salesperson relationship performance. We empirically tested the proposed relationships using the data from a non-Western sales force working with an organization in an emerging economy. The results indicate that salespeople's political skill positively contributes to salespeople's identification with the organization and to creative performance, while strikingly, we also find that salesperson task adaptivity weakens these effects. Moreover, salespeople's identification and creative performance are positively related to customer satisfaction. These findings demonstrate that salespeople's intraorganizational relationships play a key role in enhancing customer satisfaction. In light of these results, we explore implications for marketers and academics and conclude by suggesting directions for further research.     

Neurobiologie der Bipolar-1-Störung

Der Psychiater Dr. Alexander Neumeister betreibt an der Universit?t Yale Grundlagenforschung zur Beschreibung der Neurobiologie psychiatrischer Erkrankungen. Dabei gilt sein besonderes Augenmerk affektiven Erkrankungen, Angstst?rungen und der posttraumatischen Belastungsst?rung. Ein weiterer Schwerpunkt seiner Forschungst?tigkeit ist die Psychopharmakologie. Um neurochemische Prozesse im Gehirn zu beschreiben bedient sich Neumeister verschiedener bildgebender Verfahren, vor allem der Positronen-Emissions-To-mographie.     

D-N认知评估系统在AD/HD儿童认知评估中的应用

研究采用基于PASS理论建构的D-N认知评估系统(CAS)作为主要评估工具, 以临床推介的18名AD/HD儿童和18名在性别、年龄及智力水平与临床样本相匹配的正常儿童为被试, 对其PASS认知过程特征开展比较研究, 探查临床组儿童潜在的认知过程异常, 研究结果表明:(1)临床AD/HD儿童在CAS总量表分上显著低于正常对照组儿童;(2)临床AD/HD儿童与正常对照组儿童在计划和注意过程分数上存在显著差异, 且临床AD/HD儿童的计划和注意分量表分数可很好地预测其在DSM-IV上的注意涣散评估分数;(3)临床AD/HD组儿童与正常对照组儿童在同时性加工和继时性加工水平上则没有显著差异。     

数学学习困难儿童的编码加工特点:基于PASS理论的研究

同时加工和继时加工是PASS模型中的两类编码加工,二者在数学学习中发挥重要作用。使用基于PASS理论的认知评估系统（DN：CAS）单纯型数学困难、混合型数学困难和正常小学生进行两类编码加工的测评,比较研究发现,两类困难学生的两类编码加工水平均显著低于正常儿童,两类困难学生间的同时加工差异不显著,而混合型困难学生的继时加工水平显著低于单纯型困难学生。较低的同时加工水平似乎是两类数学困难的共同特征,继时加工水平的差异则似可作为单纯型与混合型困难的区分指标之一。     

The Risk-Based View of Trust: A Conceptual Framework

Trust and risk have often been linked in the literature, but their relationship is far from clear. Trust has been used in three different ways — namely, as a perception (subjective trust), as various personal and situational factors that lead to subjective trust (trust antecedents), and as the actions resulting from subjective trust (behavioral trust). We explain how risk is related to these three conceptions of trust. First, we argue that subjective trust and perceived risk are in fact mirror images of each other. Second, we show how behavioral trust can be viewed as risk taking, so that the causal relationship between subjective trust and behavioral trust is similar to that of perceived risk and risk taking. And third, we discuss the role of personal characteristics (such as risk propensity and trust propensity) in the risk–trust relationship. We also develop a number of propositions based on our risk-based view of trust.     

Influence of Distal and Proximal Cognitive Processes on Word Reading

The objectives of the present study were twofold: (a) to explore the interrelationship among distal, proximal cognitive skills, and word reading; and (b) to identify those cognitive processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grades 3 and 4 were examined on phonological awareness, rapid naming, Word Identification, Word Attack, and the cognitive processing measures of planning, attention, successive, and simultaneous (PASS). Results indicated that phonological awareness and rapid naming uniquely predicted reading, whereas PASS variables did not, when the effects of phonological awareness and rapid naming were controlled. Finally, both phonological awareness and rapid naming were predicted by planning. Implications for diagnosis of children at risk for reading difficulties and remediation are discussed.