Precursors of a theory of mind: A longitudinal study

The study examined whether the pointing gesture and intentional understanding abilities at 12 and 15 months of age predict the later understanding of perception and intention, as well as the ability to explain others' actions in a psychological way at 39 months of age. Thirty‐five infants (18 girls) were administered pointing and intention‐understanding tasks at the age of 12 and 15 months. Children were again evaluated at the age of 39 months with perception and intention tasks, and a psychological explanation task. Results showed that only 12‐month‐olds' comprehension of the pointing gesture with an imperative motive contributed to the prediction of later understanding of perception and mentalistic explanations of actions. Moreover, the ability of 12‐ and 15‐month‐olds to understand intentions contributed to the prediction of later preschool understanding of perceptions and intentions. These results indicate that a developmental trajectory in children's understanding of mental states from infancy to childhood is present, but depends on the level of engagement and communication that are required to perform these tasks.     

Suicide in the literary work of Cesare Pavese.

On the basis of an existential analysis (Daseinanalyse), the authors consider the suicide, at age 42, of Cesare Pavese, one of the most important Italian poets and writers of the post-World War II period. It is found that in his poems, his novels, and particularly his letters and diary the idea of suicide was present in his consciousness since adolescence; year by year it is possible to follow the development of his ideas and fantasies about suicide. Incapable of establishing authentic communication with others, Pavese narrowed his existential horizon to the point of being less and less capable of living in the world and projecting himself into the future. From these considerations it is concluded that Pavese's acute feeling of incapacity caused him to have lasting experiences of failure that brought him to view suicide as the only way to free himself from his own torment.     

The use of an intermittent schedule of reinforcement to evaluate detection dogs’ generalization from smokeless-powder

Animal Cognition - Odor generalization is essential for detection dogs. Regardless of its importance, limited research is available on detection dog odor generalization. The objectives of this...     

Emotion regulation strategies in preschool children

This study investigated the development of emotion regulation strategies as reflected in the narratives of children between the ages of 3 and 6 years. An experimental procedure based on story completion tasks was devised to elicit the emotion‐related narratives of 69 preschool children. Coding of the narratives led to the observation of different emotion regulation strategies: Behavioural strategies, social support, and cognitive reappraisal. Several significant gender and age differences were identified in the use of these strategies. In addition, verbal skills, non‐verbal intelligence, and emotion comprehension were found to be associated with use of the observed emotion regulation strategies, although only at specific ages.     

Maternal reports of adaptive behaviours in young children: urban–rural and gender comparisons in Italy and United States

We compared how 182 Italian and US American urban and rural firstborn 20‐month‐old girls and boys cope with the demands of their environment through their adaptive behaviours in everyday activities. Using the Vineland Adaptive Behaviour Scales, we collected maternal reports of children's communication, daily living, socialization, and motor skills. Three sets of main effects (and no interactions) emerged. With respect to country, Italian children scored higher than US American children in adaptive communication and motor skills. With respect to region, urban children showed higher adaptive motor skills than rural children, and rural children showed higher adaptive daily living skills than urban children. Finally, with respect to gender, girls scored higher on an adaptive behaviour composite as well as adaptive communication skills, but boys higher in adaptive motor skills. We set these country, region, and gender main effects in the context of a discussion of developing adaptive behaviours in young children. Copyright © 2005 John Wiley & Sons, Ltd.