Deviations in the emergence of representations: a neuroconstructivist framework for analysing developmental disorders

A common way of studying developmental disorders is to adopt a static neuropsychological deficit approach, in which the brain is characterized in terms of a normal brain with some parts or ‘modules’ impaired. In this paper we outline a neuroconstructivist approach in which developmental disorders are viewed as alternative developmental trajectories in the emergence of representations within neural networks. As a concrete instantiation of the assumptions underlying this general approach, we present a number of simulations in an artificial neural network model. The representations that emerge under different architectural, input and developmental timing conditions are then analysed within a multi‐dimensional state space. We explore alternative developmental trajectories in these simulations, demonstrating how initial differences in the same parameter can lead to very different outcomes, and conversely how different starting states can sometimes result in similar end states (phenotypes). We conclude that the assumptions of the neuroconstructivist approach are likely to be more appropriate for analysing developmental deviations in complex dynamic neural networks, such as the human brain.     

Maternal Child‐rearing Practices in Hong Kong and Beijing Chinese Families: A Comparative Study

The present study aimed to examine the child‐rearing practices in Chinese families in Beijing and Hong Kong. The sample consisted of 89 mothers in Beijing and 45 mothers in Hong Kong. The mothers were instructed to respond to the Child‐rearing Practice Report (CRPR) in Q‐sort format. Some of the item clusters were combined to produce the authoritarian and authoritative disciplinary styles. The results indicated that mothers in Hong Kong were more likely to adopt an authoritarian child‐rearing pattern than mothers in Beijing; however, the two groups did not differ in authoritative child‐rearing style. The results also showed that mothers in Hong Kong controlled their children more than their counterparts in Beijing, and they were less inclined to show affection towards their children; mothers in Beijing emphasized their children's achievement much more than their Hong Kong counterparts. The findings suggest that Chinese parental disciplinary styles may be quite different in various regions of Chinese societies. Such variance across different geopolitical locations within the same cultural background has been ignored in past cross‐cultural research.     

L'accession à l'opérativité formelle chez les enfants intellectuellement précoces

This study is an attempt to contribute data concerning the cognitive functioning and development of intellectually gifted children, at the threshold of formal operational stage. It ascribes to the theory of the operational development of intelligence according to Piaget. “Gifted”, children and “average” children of an equivalent mental age (12 years and 6 months) were compared. A second group of gifted children of the same chronological age as the average children completed this study. Longeot's “Échelle de Développement de la Pensée Logique” was used for all the subjects. The results reveal dissynchronical aspects within the genesis of gifted children. They are discussed taking into account the task characteristics (type of reasoning they require) and functional specificities of compared subjects.     

Evaluating Gender Biases on Actual Job Performance of Real People: A Meta‐Analysis1

This study examined gender bias on job performance in work settings where confounding variables (e. g., organizational level, experience, education) were cautiously taken into consideration to ensure fair comparisons. Although previous meta‐analyses examined gender biases on evaluations, findings in tightly controlled laboratory environments may differ from those in highly complicated field studies. We found little evidence of overall gender bias in performance appraisals in nonconfounded field studies. However, there were significant pro‐male biases when only men served as raters. Measure‐specific gender stereotypicality, instead of genera! stereotypicality about the job, produced gender bias in performance appraisal. Masculine measures produced pro‐male bias, and feminine measures produced pro‐female bias.     

Behavior and autonomic nervous system function assessed via heart period measures: The case of hyperarousal in boys with fragile X syndrome

Physiological responses may inform us about and help us to interpret behavioral responses. For example, hyperarousal may be a source of behavior problems in children with fragile X syndrome (FXS). To evaluate this approach, we examined heart period data in specific contexts in boys with FXS and in normally developing chronological-age-matched boys. Spectral analysis was used to evaluate the parasympathetic and sympathetic nervous systems’ contributions to heart period. Boys with FXS had shorter interbeat intervals, lower parasympathetic activity, and similar sympathetic activity. Also, the groups were differentially responsive to experimental challenge. These results have important implications for our understanding of the basic nervous system dysfunction in FXS and for the strategies likely to be effective in terms of pharmacological intervention with these children. These methods can be applied to a variety of contexts and populations, including children who are sensory defensive, socially avoidant, inattentive, or hyperactive.     

再探框架对风险决策行为的影响

期望理论运用Ｓ状的价值函数和非线性的权重函数来解释和预测框架效应。“齐当别”抉择模型将不同框架下的抉择行为简单地看成是“最好可能结果之间的取舍”或者“最坏可能结果之间的取舍”。本研究设计了一“匹配”技术,并用此对作者所报告过的支持框架效应与不支持框架效应的选择问题加以再检验。实验表明,采用不同的框架并不能预测性地决定不同的抉择偏爱,而匹配结果所示的“齐当别”策略则能更好地对所收集到的有关框架效应的数据作出解释。     

Effects of Gender,Socioeconomic Status,and Early Academic Performance on Postsecondary Educational Choice

National data were used to study the effects of gender, socioeconomic status (SES), and 4 types of eighth‐grade academic performance on postsecondary educational choices at late adolescence. Educational choices were classified by predominant Holland type (R, I, A, S, E, C). Gender had strongest independent influences on educational choice. Gender also interacted with SES and academic performance. Relationships between SES and educational choice were stronger for women than for men. For women, eighth‐grade reading scores were the strongest predictor of educational choice, whereas for men, mathematics scores were the strongest predictor. Implications for theory and counseling practice are discussed.