A semantics-based approach to the "no negative evidence" problem

Previous studies have shown that children retreat from argument-structure overgeneralization errors (e.g., * Don't giggle me ) by inferring that frequently encountered verbs are unlikely to be grammatical in unattested constructions, and by making use of syntax-semantics correspondences (e.g., verbs denoting internally caused actions such as giggling cannot normally be used causatively). The present study tested a new account based on a unitary learning mechanism that combines both of these processes. Seventy-two participants (ages 5–6, 9–10, and adults) rated overgeneralization errors with higher (* The funny man's joke giggled Bart ) and lower (* The funny man giggled Bart ) degrees of direct external causation. The errors with more-direct causation were rated as less unacceptable than those with less-direct causation. This finding is consistent with the new account, under which children acquire—in an incremental and probabilistic fashion—the meaning of particular constructions (e.g., transitive causative = direct external causation) and particular verbs, rejecting generalizations where the incompatibility between the two is too great.     

Relationship between heart rate variability and cognitive function during threat of shock

The aim of the present study was to investigate the relationship between resting heart rate variability (HRV) and cognitive functions during threat of shock. A Continuous Performance Task and a Working Memory Task were used to measure cognitive functions. Sixty-five male participants from the Royal Norwegian Navy participated. HRV was measured during baseline, test conditions and recovery. Participants were randomly assigned into non-threat and threat groups. Based on the median split of the high frequency (HF) spectral power, groups were divided into two additional groups. Overall, the high HRV participants showed superior performance on cognitive tasks independent of non-threat or threat conditions. During threat condition the low HRV group showed improved performance. Thus, individuals with high HRV were more stress tolerant and resilient in the face of environmental changes. The results from the study might have implications with regard to performance in operational settings, but also for other fields of psychological research such as individual differences, anxiety and coping.     

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.     

The dilemma of primary prevention in mental health services: Rationalize the status quo or bite the hand that feeds you

That primary prevention has been ‘inappropriately marginalised’ is seen to be an inevitable outcome of reliance on government support. Policy makers and service providers can never be expected to give prevention a higher priority than direct service. Preventionists have developed two strategies for doing their work. One, based on the logical positivist ideal, seeks specific causal models for specific disorders. This sort of prevention research, while it will always remain less well funded than direct services, tends not to challenge the status quo belief in individual responsibility, or the acceptable methods of mainstream science, and thus will tend to be more acceptable than other forms of prevention research and services. An alternative, based on a social constructivist paradigm engages in social action research through collaboration with a variety of grass roots organizations and people outside the mainstream of power. This latter approach, brings to preventionists ideas from feminists, ethnic minority leaders, neighborhood organizers, and self and mutual help group leaders. It is a sensible way to use the resources available to those professionals interested in social change oriented prevention.     

Information and choice of subjects in the senior school

Selection of subjects for the final two years of secondary schooling is a task of vital importance for the adolescent. Data from 1,048 16-year-olds in Australia are reported. The findings suggest that many adolescents do not seek or do not access the information which is necessary for rational decision-making. Adolescents are, however, able to differentiate between information sources on the basis of their usefulness. Implications for career advisers are discussed.     

Locus of control, personal control, and the counselling of children with learning and/or behaviour problems

It is widely claimed that locus of control represents an important focus for the counselling of children with learning and/or behaviour difficulties. But the concept is widely misunderstood and often confused with other important control-related constructs. The meaning of a number of key constructs is clarified. An approach to counselling is advocated which recognises the heuristic and therapeutic value of employing these in a discrete, yet integrated fashion.     

Structure of intelligence in intellectually precocious children and in their parents

Students representing the top 0.03% of their age group in intellectual ability, who were identified by the Study of Mathematically Precocious Youth (Benbow & Stanley, 1980), were tested along with their parents using a battery of specifically designed cognitive tests. These highly intelligent children had less intelligent, but yet quite bright parents. Vernon's (1961) model of intelligence best fits our results. His following two factors explained most of the variance in the performance of the students and parents: verbal-educational and practical-spatial-mechanical. Moreover, there was potential evidence for a general factor. Among the children, who were mostly past puberty, age related to development of verbal abilities, but not spatial or mechanical abilities. Sex differences favoring the males were found on the spatial ability and mechanical comprehension tests.