Leslie on generics

This paper offers three objections to Leslie’s recent and already influential theory of generics (Leslie in Philos Perspect 21(1):375–403, 2007a, Philos Rev 117(1):1–47, 2008): (i) her proposed metaphysical truth-conditions are subject to systematic counter-examples, (ii) the proposed disquotational semantics fails, and (iii) there is evidence that generics do not express cognitively primitive generalisations.     

Student-produced representations as a means for interrupting the flow of an interview / Representaciones producidas por una alumna para interrumpir el flujo de una entrevista

Abstract

This work provides evidence that children as young as six years old successfully leverage written representations to their own purposes. During a modified clinical interview, Maggie created an idiosyncratic written representation to negotiate understanding of the interview task. In this move, Maggie shifted her role in the interview from sharing her own thinking to understanding the interviewer’s thinking. Her representations were not strictly for communication but also for control. This fleeting but illuminating episode points to young children’s intuitive perspective on written representations as a cultural tool.     

A first grade student’s exploration of variable and variable notation / Una alumna de primer grado explora las variables y su notación

Abstract

This paper presents a case study of a first grade student to illustrate the diversity of her understandings related to variables and variable notation. While prior research has documented secondary school students’ difficulties with variables and variable notation, we identify many productive understandings in this much younger student, leading us to question the prevailing argument that students might have difficulties with variables due mostly to their own limitations. We draw our data from a teaching experiment that explored functional relationships. Individual interviews were carried out with a subset of the students in the experiment prior to, as well as mid-way through and at the end of the experiment. This paper focuses on a set of three interviews with one of the first grade students. We illustrate the shifts that occurred in the student’s understandings about variables and variable notation across as well as within each of the three interviews.     

A special relationship: Race, child study, and Rockefeller philanthropy

In 1928, the Laura Spelman Rockefeller Memorial granted funds to the University of Cincinnati to establish a child study and parent education program for African Americans. This paper traces the origin of the idea for this program to a special relationship between the family of John D. Rockefeller, Sr., and Spelman College, an African American women's college in Atlanta, Georgia. This relationship embodied Rockefeller's interest in women and children, in Baptist charities, in higher education (especially in the South), and race. The case study of this relationship addresses the larger question: To what purpose was the African American woman to be educated? © 2010 Wiley Periodicals, Inc.     

Psychological and behavioural effects of bone density screening for osteoporosis

Abstract

To examine the psychological effects of bone density measurement, 298 women were assessed two weeks before the bone density scan, immediately before the scan, after the results, a week later and three months later. For the group as a whole, ratings of anxiety and perceived vulnerability were lower at the three month follow-up than at the initial assessment. Women who received a low bone mineral density (BMD) result were more anxious and reported more osteoporosis-preventive behaviours at the three month follow-up than women who received a high BMD result; these differences had not been apparent at the initial assessment Women with low BMD results had higher ratings of perceived vulnerability after the scan, although for some of these ratings there were group differences before the scan. Women with a low BMD result showed a decrease in ratings of the seriousness of a below-average result, which may reflect minimization of the health threat     

Cue competition effects in the planarian

The learning abilities of planarian worms (Dugesia tigrina) were assessed by using a number of Pavlovian conditioning paradigms. Experiment 1 showed that planaria were susceptible to basic conditioning in that they readily developed a conditioned response to a change in ambient luminance when it was consistently paired with an electric shock over a number of trials. In Experiment 2, the change in luminance was presented in a compound with a vibration stimulus during conditioning. Subsequent tests revealed poor conditioning of the elements compared with control groups in which the animals were conditioned in the presence of the elements alone, an instance of overshadowing. In Experiment 3, pre-training of one of the elements before compound conditioning resulted in blocking of learning about the other element. These results add to other studies that have reported cue competition effects in animal species belonging to different phyla (chordate, mollusk, arthropod), suggesting that learning in these phyla could be ruled by similar principles. The results are discussed adopting an evolutionary-comparative approach.     

Speed isn't everything: complex processing speed measures mask individual differences and developmental changes in executive control

The rate at which people process information appears to influence many aspects of cognition across the lifespan. However, many commonly accepted measures of ‘processing speed’ may require goal maintenance, manipulation of information in working memory, and decision‐making, blurring the distinction between processing speed and executive control and resulting in overestimation of processing speed contributions to cognition. This concern may apply particularly to studies of developmental change, as even seemingly simple processing speed measures may require executive processes to keep children and older adults on task. We report two new studies and a re‐analysis of a published study, testing predictions about how different processing speed measures influence conclusions about executive control across the lifespan. We find that the choice of processing speed measure affects the relationship observed between processing speed and executive control, in a manner that changes with age, and that choice of processing speed measure affects conclusions about development and the relationship among executive control measures. Implications for understanding processing speed, executive control, and their development are discussed.