Context and companion's behavior as determinants of cooperation and competition in school-age children

Information about the social context and a companion's actions were studied as determinants of cooperation and competition in middle childhood. In Experiment 1, first-, third-, and fifth-grade children were told that they would play a board game with another same-age, same-sex child (actually a bogus companion). The experimenter's instructions established shared rewards or winner-take-all as outcome conditions. Preprogrammed responses—100% cooperative or 100% competitive—provided information about the companion's actions. Results revealed that the companion's responses alone determined cooperation and competition among the first graders. Third graders used both types of information. Fifth graders, however, demonstrated a bias to respond cooperatively whenever a cooperative cue was present. In Experiment 2, first-grade subjects were given extra rehearsal of the game strategies, a scorekeeping procedure for use during the game, or a combination of the two. Results indicated that, under these conditions, younger subjects were able to use the instructions about reward distribution as well as the companion's actions in guiding their social behavior.     

Irritability and Emotional Impulsivity as Core Feature of ADHD and ODD in Children

The categorical approach of diagnosing mental disorders entails the problem of frequently occurring comorbidities, suggesting a more parsimonious structure of psychopathology. In this study, we therefore aim to assess how affective dysregulation (AD) is associated with attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) in children. To assess AD in children aged 8–12 years (n?=?391), we employed the parent version of a newly constructed parent rating scale. Following item reduction, we conducted exploratory and confirmatory factor analyses to establish a factorial structure of AD. One core dimension was identified, comprising irritability and emotional impulsivity, and two smaller dimensions, comprising positive emotionality and exuberance. Subsequently, we examined five different latent factor models – a unidimensional model, a first-order correlated factor model, a second-order correlated factor model, a traditional bifactor model, and a bifactor S-1 model, in which the first-order factor AD-Irritability/Emotional Impulsivity (II) was modeled as the general reference factor. A bifactor S-1 model with the a priori defined general reference domain AD-II provided the best fit to our data and was straightforward to interpret. This model showed excellent model fit and no anomalous factor loadings. This still held true, when comparing it to bifactor S-1 models with ADHD/ODD-related reference factors. Differential correlations with emotion regulation skills and the established Parent Proxy Anger Scale validate the interpretation of the different dimensions. Our results suggest that irritability/emotional impulsivity might be a common core feature of ADHD and ODD.

     

The correlation between cue differentiation and associative recall

Two experiments were conducted to correlate performance on a test of cue differentiation with cued recall. In one experiment, subjects were given 2, 5, 8, or 12 study repetitions on verbal items consisting of three-word cues and single-word targets. The cues had varying numbers and patterns of identical elements. Cues were tested for differentiability and for their ability to produce target recall. In the second experiment, study repetitions on the same type of lists were followed by the two tests after the second, fourth, and final study repetitions. With a few exceptions, the frequency of occurrence of items that both were successfully differentiated and produced correct recall did not deviate significantly from predictions based on the assumption of independence of the two measures.     

Mathematical foundations of consciousness

We employ the Zermelo–Fränkel Axioms that characterize sets as mathematical primitives. The Anti-foundation Axiom plays a significant role in our development, since among other of its features, its replacement for the Axiom of Foundation in the Zermelo–Fränkel Axioms motivates Platonic interpretations. These interpretations also depend on such allied notions for sets as pictures, graphs, decorations, labelings and various mappings that we use. A syntax and semantics of operators acting on sets is developed. Such features enable construction of a theory of non-well-founded sets that we use to frame mathematical foundations of consciousness. To do this we introduce a supplementary axiomatic system that characterizes experience and consciousness as primitives. The new axioms proceed through characterization of so-called consciousness operators. The Russell operator plays a central role and is shown to be one example of a consciousness operator. Neural networks supply striking examples of non-well-founded graphs the decorations of which generate associated sets, each with a Platonic aspect. Employing our foundations, we show how the supervening of consciousness on its neural correlates in the brain enables the framing of a theory of consciousness by applying appropriate consciousness operators to the generated sets in question.     

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.     

The right to freedom

The Journal of Value Inquiry -