Older (but not younger) preschoolers understand that knowledge differs between people and across time

We examined 3‐ to 5‐year‐olds' understanding of general knowledge (e.g., knowing that clocks tell time) by investigating whether (1) they recognize that their own general knowledge has changed over time (i.e., they knew less as babies than they know now), and (2) such intraindividual knowledge differences are easier/harder to understand than interindividual differences (i.e., Do preschoolers understand that a baby knows less than they do?). Forty‐eight 3‐ to 5‐year‐olds answered questions about their current general knowledge (‘self‐now’), the general knowledge of a 6‐month‐old (‘baby‐now’), and their own general knowledge at 6 months (‘self‐past’). All age groups were significantly above chance on the self‐now questions, but only 5‐year‐olds were significantly above chance on the self‐past and baby‐now questions. Moreover, children's performance on the baby‐now and self‐past questions did not differ. Our findings suggest that younger preschoolers do not fully appreciate that their past knowledge differs from their current knowledge, and that others may have less knowledge than they do. We situate these findings within the research on knowledge understanding, more specifically, and cognitive development, more broadly.     

Assessment of stress-buffering effects of social networks on psychological symptoms in an inner-city elderly population

Social network researchers have been divided into two camps: those who propose that social networks have a direct effect on subsequent psychological symptoms and those who posit a stress-buffering effect as well. Previous research has been limited by rudimentary measures of social interaction and the absence of longitudinal data as well as by different approaches to the assessment of possible buffering effects. In the present study, using 19 social network variables, the authors followed 133 elderly residents of mid-Manhattan SRO hotels for 1 year. Three different methods of determining buffering effects were examined: Dividing the sample into high- and low-stress groups and contrasting differences in percentage variance accounted for by social networks between the two groups; Examining the group as a whole to assess if any Network Variable X Stress interactional terms are significant; Examining the group as a whole to assess whether there is a reduction in the beta value of stress with respect to psychological symptoms when network variables are added to the analysis. Method 1 indicated a direct network effect, but none of the methods indicated a buffering effect. Of clinical relevance was the nonlinearity of the network effects, that is, depending upon a person's stressor level, different network dimensions must be emphasized and strengthened.     

Children's perceptions of gender differences in social approval for playing electronic games

Gender differences characterize children's commitment to playing electronic games. These gender differences are consistent with common stereotypes that may be triggered by the context and content of electronic games. If conforming to gender stereotypes in electronic game playing maintains social approval, then those children who choose alternate playing patterns risk social sanction. The present study was designed to characterize children's views of gender differences in social approval for electronic game playing. A questionnaire was administered to 364 fourth- and fifth-grade students (203 females) in a midwestern suburban school district. Approximately 12% of the students represented minorities, and the majority were African-American. Children responded to fourteen statements describing the social acceptability by gender of certain playing habits. Chi-square analyses identified important gender and grade differences. Many children endorsed statements indicating that social approval for game playing is consistent with common gender stereotypes. The most striking gender differences in perceived social approval were found in statements referencing fighting games. Children whose game playing deviates from approved patterns may represent a group of high-risk electronic game players.     

Genetic Counseling Practices in Germany: A Comparison Between East German and West German Geneticists

As part of an international study of ethics and genetics, we present a comparison between survey responses of 43 East German and 212 West German geneticists to anonymous questionnaires. Both groups indicated that the experience of the Third Reich has impacted the genetics profession in Germany today. East German geneticists reported more directive counseling practices after prenatal diagnosis for 10 of 26 conditions than those from West Germany. When asked to give their personal opinions about pregnancy termination, East Germans were more accepting of abortion than their West German colleagues for 7 of 24 fetal indications. In addition, there were significant differences between the two sample groups for 8 questions on the perception of disability and society. Discussions with German geneticists suggest that, while both groups were affected by Germany's experience of Nazism, different abortion laws, political systems, and ideas about the doctor-patient relationship in former East and West Germany may account for discrepancies in reported genetic counseling practices and in attitudes toward abortion and disability.     

Surrender-and-catch and phenomenology

Revision of a lecture given on November 10, 1982, in the course of a faculty seminar at Memorial University of Newfoundland. The present version owes much to the participants in the rational, undistorted discussion which followed, as well as to written comments by Erazim Kohák, his book, Idea and Experience: Edmund Husserl's Project of Phenomenology in IDEAS I (1978), discussions with Mildred Bakan, Helmut R. Wagner's response to a related paper, and a critical reading by George Psathas. I am deeply grateful.     

Using story as metaphor,legacy, and therapy

While stories have been a part of our lives for generations, we are becoming more aware of the power and variety of their uses. Stories can be used metaphorically within families or in therapy, as historical legacy to provide a confirmed existence, or as a part of the therapeutic technique. Stories can be found most easily in transitions or relationships, and humor should be kept as a part of storytelling.Jeanne R. Williams, MS, is a licensed marriage and family therapist who is in private practice with The Family Center, 607 Ingleside Ave., Athens, TN 37303. Reprints should be requested through this address.