The Kalām Cosmological Argument and the Infinite God Objection

In this article, we evaluate various responses to a noteworthy objection, namely, the infinite God objection to the kalām cosmological argument. As regards this objection, the proponents of the kalām argument face a dilemma—either an actual infinite cannot exist or God cannot be infinite. More precisely, this objection claims that God’s omniscience entails the existence of an actual infinite with God knowing an actually infinite number of future events or abstract objects, such as mathematical truths. We argue, however, that the infinite God objection is based on two questionable assumptions, namely, (1) that it is possible for an omniscient being to know an actually infinite number of things and (2) that there exist an actually infinite number of abstract objects for God to know.     

Career construction counseling: A thematic analysis of outcomes for four clients

Thematic analysis was used in this study of career construction counseling with four diverse, purposively-selected participants. After the intervention, the participants who sought and received career construction counseling were interviewed to determine their experience of the intervention. The results showed the value of career construction counseling in bringing about change in the participants' career-life stories.     

PERFORMANCE ON THE TEST OF MEMORY MALINGERING IN A MIXED PEDIATRIC SAMPLE

Performance on the Test of Memory Malingering (TOMM) was evaluated in a sample of 100 consecutively referred 6 to 16–year-old children with a wide range of clinical diagnoses. In the complete sample, 97 children met actuarially defined criteria for sufficient effort on the TOMM. Two children were correctly identified as providing suboptimal effort and only one case was a possible false positive. Performance on the second trial of the TOMM did not vary with gender, ethnicity, parental occupation, performance on an independent memory test, or length of coma. Although younger children tended to be somewhat less efficient on the TOMM than older children, more than 90% of children in the 6-8 years range met criteria originally developed for adults for sufficient effort on the TOMM. It is concluded that the TOMM is a potentially useful measure of effort in the clinical neuropsychological evaluation of school-age children.     

Development of an eight-subtest short form of the WISC-IV and evaluation of its clinical utility in children with traumatic brain injury

This study evaluated the degree to which an 8-subtest short form of the Wechsler Intelligence Scale for Children—Fourth Edition would yield acceptable estimates of the long-form Full-Scale IQ index while clarifying the underlying factor structure in a sample of 100 children and adolescents with traumatic brain injury. The short-form Full-Scale IQ had sufficient (i.e., at least two thirds) nonerror covariance with its full-length counterpart. In addition, a sufficient proportion (i.e., > 80%) of these short-form estimates fell within the 90% confidence interval of the respective full-length scores. Importantly, the elimination of 2 subtests, and in particular the Picture Concepts subtest, resulted in a factor structure where each remaining subtest was fairly specifically associated with its intended scale. It is concluded that this short form can be used clinically in children with traumatic brain injury without sacrificing reliability and with more straightforward interpretability at the level of the factor index scores.     

The Impact of Life Design Counselling on Adolescents

This study records a process of heightening self-awareness within a semi-structured ‘life design counselling’ process. The research was conducted on the basis of a case study designed to facilitate co-constructive conversation with a purposefully selected youth. The participant was enabled to reconstruct a preferred and meaningful future that could change as different experiences, challenges and needs arose. The study suggested that the postmodern techniques that were implemented enhanced the involvement of the participant in the study. The participant revealed heightened self-insight into his personal experiences, a ‘changed’ attitude to certain aspects of his life context and pro-active behaviour with regard to the challenges he was facing. We (the researchers) concluded that life design counselling could be a promising strategy that could have a lasting effect on adolescents.     

Using career counselling with group life design principles to improve the employability of disadvantaged young adults

This article explores the effects of group life design counselling on unemployed young adults’ career adaptability skills. Purposive and criterion sampling were used to select 62 participants involved in a skills programme (mean age = 24.86 years, SD = 6.38 years). A quasi-experimental pre-test/post-test comparison group-design, embedded in an intervention framework, was used to gather data. Intervention occurred in the quasi-experimental group. Paired t-tests were used to compare the difference between the pre- and post-test scores obtained on the Career Adapt-Abilities Scale (CAAS). The scores on career concern and career control, as well as the total score on the CAAS, of the quasi-experimental group increased after the intervention. The results suggest that group career counselling interventions with life design principles enhanced the career adaptability in participants as a core element of employability. Future research should focus on more longitudinal research and tracing the long-term progress of participants to establish the value of the approach for diverse clients in (individual and) group contexts.     

A confirmatory factor analysis of the California Verbal Learning Test--Second Edition (CVLT-II) in the standardization sample

The purpose of this study is to determine the latent structure of the California Verbal Learning Test-Second Edition (CVLT-II; Delis, Kramer, Kaplan, & Ober, 2000) at three different age levels, using the standardization sample. Maximum likelihood confirmatory factor analyses are performed to test four competing hypothetical models for fit and parsimony. A four-factor model consisting of Attention Span, Learning Efficiency, Delayed Memory, and Inaccurate Memory provides the best fit to the data at two age levels (16-30 years and 31-60 years, respectively) but the factor structure is somewhat less robust in the oldest age group (>60 years). The results clarify the latent structure of the CVLT-II and suggest that a multifactorial interpretation of quantitative and qualitative indexes from this instrument is appropriate for clinical practice with most adults, although findings may need to be interpreted more cautiously among older persons.     

Brief report: Teaching persons with moderate mental retardation to use printed instructions and time cues in a work context

Printed instructions and programable watches were used for helping two adults with moderate mental retardation perform variable tasks and follow a time schedule for task execution. The subjects, who could not read, were to match the words appearing in instruction notes to identical words superimposed on illustrative pictures (and collected in a vocabulary form). The pictures identified through this matching explained the meaning of the words being matched (i.e., indicated to the subjects which responses/tasks to perform). Self-recording was also used. The results showed that both subjects learned to use the printed instructions and the watches successfully. The subjects' performance remained positive over time. Procedural aspects and practical implications of the study are discussed.     

Assessment of thinking style preferences and language proficiency for South African students whose native languages differ

The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.