Case descriptions of nonfluency and loci Initial and follow-up conversations with three preschool children

It has been hypothesized that fluency development may be influenced by linguistic uncertainty, slow speech milestones, and language delay. The purpose of this study was to describe the nonfluent speech characteristics of a stuttering child, a language-impaired child, and a nonstuttering child. Initial assessment results revealed that the stutterer produced more stuttering, the language-impaired child emitted more normal disfluency, and the nonstutterer had only a few normal disfluencies. Six months after therapy, the stutterer had decreased stuttering behavior but increased in normal disfluency. Six months after the initial evaluation and without fluency intervention, the language-impaired child showed an overall decrease in nonfluent behaviors, especially in part-word, whole-word, and phrase repetitions. Both the stutterer and the language-impaired children revised. Minimal nonfluency was observed in the nonstutterer during the initial and postobservation periods. All children produced more nonfluencies on conjunctions and pronouns. Implications for language therapy will be presented.     

Does remote work erode trust in organizations? A within-person investigation in the COVID-19 context

The global COVID-19 pandemic led to a widespread increase in remote work arrangements. This trend raised concerns regarding the potential negative ramifications it might have for organizational trust and cooperation. We explored the initial effect of COVID-19 induced remote work on trust in organizations: trust in co-workers, trust in the supervisor and in the organization at large. In a four-wave longitudinal survey of remote workers (N ∼ 1000) in the UK conducted between May 2020 and August 2020 (first COVID wave), we examined the association between the share of remote work (out of total working hours) and different forms of trust at work. The results showed that, for the same individual, increasing the share of working hours spent remotely was associated with more trust in the organization at large (but not in the supervisor and co-workers). Further, during the months where individuals spent more time working remotely, they experienced lower turnover intentions (but not less burnout or more work engagement, productivity, and satisfaction) compared to the months where they spent less time working remotely. The results contribute to the literature on flexible work arrangements, organizational trust, and other work outcomes.     

Surviving Evils and the Problem of Agency: An Essay Inspired by the Work of Claudia Card

Claudia Card did not live long enough to complete her work on surviving evils. Yet she left us an invaluable body of work on this topic. This essay surveys Card's views about the nature of evils and the ethical quandaries of surviving them. It then develops an account of survival agency that is based on Card's insights and in keeping with the agentic capacities exercised by Yezidi women and girls who have escaped from ISIS's obscene program of trafficking in women and sexual violence. Card holds that true survival requires not only staying alive and as healthy as possible but also preserving your good moral character. The essay maintains that while exercising agency to elude evil and protect yourself often depends on your own skills and personality traits, exercising agency to restore or develop your moral character often depends on social support.     

The Validity of Construction Workers' and Students' Perceptions of Each Other: A Research Note

Following the spring 1970 confrontations between undergraduate college students and construction workers in lower Manhattan, a study of attitudes of a sample of undergraduates and construction workers was conducted. One hunderd Columbia University undergraduates and 100 apprentice construction workers were asked to indicate their level of agreement with 10 statements which were intended to embody "basic American tenets". The respondents within each group were also asked to predict the attitude that a member of the other group would hold. A "liberal/conservative" dichotomy was developed for the instrument by having independent judges categorize each of the 10 items as representing a "liberal" or a "conservative" attitude.
The expectations that student responses would be more liberal than construction worker responses and that each group would perceive this difference were tested and supported. The expectation that students perceive construction workers to be even more conservative than the workers report themselves to be was also supported. But the construction workers did not demonstrate the expected exaggeration of the students' liberalism.     

A conceptual model for cognitive-behavior therapy with children

This paper briefly reviews the historical and conceptual developments that produced the cognitive-behavioral model for clinical interventions with children. It is suggested that this model should be expanded by including the person variables of emotion and developmental level and by broadening the scope of environmental variables to include the family, school, and other social/community contexts. The implications of this expansion of the cognitive-behavioral model for psychopathology, assessment, and intervention are discussed.     

Generalization of self-instruction training

Forty-eight preoperational and concrete operational first and second graders performed on a training task (Matching Familiar Figures Test) and a generalization task (a perceptual perspective taking task) prior to, and after serving in, one of two instructional groups. The instructional groups were: a no-training control group and a group which received general content self-instructions delivered through a directed discovery procedure. Both preoperational and concrete operational children in the self-instruction group improved significantly at posttest on the training task. On the generalization task only the concrete operational children in the directed discovery group performed significantly better following training. These findings are discussed in terms of the dynamic relationship between an individual's cognitive ability and the format of instructions. The need for provoking the cognitive involvement of the child on the basis of this relationship is stressed.