Confusion of Wills: Otto Rank’s Contribution to an Understanding of Childism

Drawing from Elisabeth Young-Bruehl's psychological and psychodynamic study of prejudice as a starting point, this paper explores the phenomenon of childism—namely, the prejudice again children—from a Rankian psychodynamic perspective. Young-Bruehl argues that childism is comparable to prejudices such as anti-Semitism, sexism, and racism, and serves such purposes as the elimination of an individual's personhood, sexual exploitation, and the erasure of identity. Adding to Young-Bruehl's analysis of the social and psychological causes and effects of prejudice against children, this paper will examine the nature and dangers of childism explicit and implicit in the writings of Otto Rank. We will examine the development of creative will in child maturation—a development that childist forms of prejudice may obstruct, inhibit, and compromise. We will see that Young-Bruehl's foundational writing on childism echoes many of the observations and writings of Otto Rank in regard to the prejudice against children, and how such prejudice deeply diminishes, undermines, and fractures our unfolding lives and creative will in a shared world.     

The ability of children to delay gratification in an exchange task

The ability to wait for a reward is a necessary capacity for economic transactions. This study is an age-related investigation of children's ability to delay gratification in an exchange task requiring them to wait for a significant reward. We gave 252 children aged 2-4 a small piece of cookie, then offered them an opportunity to wait for a predetermined delay period before exchanging it for a larger one. In a first experiment, the children had to exchange the initial food item for rewards two, four or eight times larger. Results showed that children aged 3-4 years old sustained longer time lags for larger rewards than for smaller rewards. This effect was not found in 2-year-old subjects. In a second experiment, a reward 40 times larger than the initial piece was offered to determine the maximum waiting time that children could sustain. All age groups increased their performances. Older children were more successful at waiting, but some children as young as 2 years old were able to tolerate delays of up to 16 min. Older children who chose to give up waiting earlier than their known capacity demonstrated anticipation skills which had not been seen in younger children, showing that they had anticipated an increase in the time lag, and that they had considered both time and reward value when making their decision. Despite the age effect, we did not establish any limits for delaying gratification in children. This study may have educational implications for dealing with behavioral misconduct, which is known to be related to impulsivity control in young children.     

Evidence for multiple routes in learning to read

We describe a multiple-route model of reading development in which coarse-grained orthographic processing plays a key role in optimizing access to semantics via whole-word orthographic representations. This forms part of the direct orthographic route that gradually replaces phonological recoding during the initial phases of reading acquisition. The model predicts distinct developmental trajectories for pseudo-homophone and transposed-letter effects - two benchmark phenomena associated with phonological recoding and coarse-grained orthographic processing, respectively. Pseudo-homophone effects should decrease over the first years of reading acquisition, whereas transposed-letter effects should initially increase. These predictions were tested in a lexical decision task with 334 children in grades 1-5, and 29 skilled adult readers. In line with the predictions, we found that the pseudo-homophone effect diminished as reading level increased, whereas the transposed-letter effect first increased and then diminished.     

Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy

There is increasing evidence of a relationship between orthographic processing skill, or the ability to form, store and access word representations, and reading ability. Empirical research to date has not, however, clarified the direction of this relationship. We examined this question in a three-year longitudinal study of children from Grades 1 to 3. We included standard measures of orthographic processing skill, at both the lexical and sublexical level, and word reading accuracy, as well as controls of vocabulary, non-verbal reasoning, and phonological awareness. In all analyses, word reading predicted progress in acquiring orthographic processing skill, regardless of grade level or orthographic processing measure. In contrast, orthographic processing skill did not predict progress in word reading. Our results suggest that, between Grades 1 and 3, children acquire orthographic processing skill through their reading and that this ability, as characterized by the most common tasks used to date, does not play an independent role in supporting reading acquisition.     

How to say "no" to a nonword: a leaky competing accumulator model of lexical decision

We describe a leaky competing accumulator (LCA) model of the lexical decision task that can be used as a response/decision module for any computational model of word recognition. The LCA model uses evidence for a word, operationalized as some measure of lexical activity, as input to the YES decision node. Input to the NO decision node is simply a constant value minus evidence for a word. In this way, evidence for a nonword is a function of time from stimulus onset (as in standard deadline models) modulated by lexical activity via the competitive dynamics of the LCA. We propose a simple mechanism for determining the value of this constant online during the first trials of a lexical decision experiment, such that the model can rapidly optimize speed and accuracy in discriminating words from nonwords. Further optimization is achieved via trial-by-trial adjustments in response criteria as a function of task demands and list context. We show that the LCA model can simulate mean response times and response distributions for correct and incorrect YES and NO decisions for a number of benchmark experiments that have been shown to be fatal for deadline models of lexical decision. Finally, using lexical activity calculated by a computational model of word recognition as input to the LCA decision module, we provide the first item-level simulation of both word and nonword responses in a large-scale database.     

The influence of response conflict on voluntary task switching: a novel test of the conflict monitoring model

The conflict monitoring model of cognitive control posits that response conflict triggers a top-down enhancement of a task’s representation in working memory. In the present study, we conducted a novel test of the conflict monitoring model using a voluntary task switching paradigm. We predicted that a task’s representation would be enhanced following events associated with high response conflict (i.e., incongruent trials and incorrect responses), leading participants to voluntarily choose to repeat that task more often after these events than after events associated with low response conflict (i.e., congruent trials and correct responses). In two experiments, performance following incongruent trials was consistent with the conflict monitoring model. However, performance following incorrect trials did not fit with the model’s predictions. These findings provide novel support for the conflict monitoring model while revealing new effects of incorrect trials that the model cannot explain.     

Grouping by achromatic color and surface segregation

The study explored the achromatic-color determinants of grouping of uniform surfaces. The stimuli were a set of separate uniform achromatic disks on either a uniform or a bipartite achromatic background. The participants rated the salience of grouping of these disks for different combinations of stimulus luminances. The results show that achromatic color similarity alone could not sufficiently explain the pattern of obtained factorial curves but this factor coupled with the factor of surface segregation could. Luminance contrast similarity per se was found to be unimportant for grouping.     

French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

Since 2000, surveys on academic achievement show gender inequalities in favor of girls in the school setting. The aim of the present study was to examine if gender stereotypes about academic abilities that are usually considered as fully demonstrated in the literature have to be updated. Three hundred ninety-eight French fifth graders from a medium-sized provincial town answered a questionnaire designed to examine, both with direct and indirect measures, if they hold different gender stereotypes concerning mathematics and reading depending on target’s age (children vs. adults). As expected, results showed that participants, regardless of their gender, were aware of a math-ability stereotype favorable to men when the stereotyped targets were adults. When the stereotyped targets were children and young adolescents, the math-ability stereotype was less clear. Participants believed that people think that girls succeed as well as boys in math. Concerning reading-ability, participants reported the “usual” stereotype favorable to females, regardless of the stereotyped target’s age (child or adult). Together these results suggest that academic gender stereotypes have to be reconsidered. The math-ability stereotype targeting children and favorable to both genders seems to show an improvement of the French girls’ reputation in mathematics. Moreover, the reputation of French boys in this domain seems to be poorer than reported in previous research.     

Surrogate Motherhood Revisited: Maternal Identity from a Jewish Perspective

A new bill regulating ovum donation in Israel is set to pass its second and third readings in the Israel Parliament in the upcoming months. The new law will expand the number of locally donated ova available, as previously Israeli women were prohibited from donating eggs unless they were undergoing fertility treatment. Parallel to this legislative initiative, there has been a change in rabbinical thinking over who is considered the mother in a case of surrogacy. Previously, the consensus has been that the birth mother is to be considered the mother, but over the last few years there has been a change in thinking and the genetic mother is now considered the mother. The purpose of this paper is to present the ethical and legal issues from a Jewish perspective in determining maternal identity. The dilemma also demonstrates some of the difficulties in applying Talmudic law to modern problems and the various methodologies used to overcome these issues.