Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics

Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the more current cohort were rated as significantly more maladjusted than those from the earlier sample on 8 of 10 adjustment variables. In the recent sample, girls and suburban children evidenced a greater number of school competencies and fewer problem behaviors than boys and urban children, respectively. The implications of these findings for the future use of the teacher rating scales are discussed.     

Variations on the Ramsey test: More triviality results

The purpose of this note is to formulate some weaker versions of the so called Ramsey test that do not entail the following unacceptable consequenceIf A and C are already accepted in K, then if A, then C is also accepted in K. and to show that these versions still lead to the same triviality result when combined with a preservation criterion.     

Conceptual pragmatism

The paper puts forward the thesis of conceptual pragmatism: that there are pragmatic choices to be made between distinct but similar concepts within various contexts. It is argued that this thesis should be acceptable to all who believe in concepts, whether the believers are platonists, realists or anti-realists. It is argued that the truth of the thesis may help to resolve many long-standing debates, and that in any case it will lead to an extension of philosophical method. The paper then briefly considers the concepts of belief and desire as a case-study, and argues for the recognition of the practical reasoner's stance (to stand alongside Dennett's intentional stance), relative to which we should select concepts of belief and desire which are broadly cartesian.I am grateful to the following for their help (varying from detailed comments and criticisms on earlier drafts, to general advice and encouragement): David Archard, Simon Blackburn, Jack Copeland, Dan Dennett, Susan Levi, Christopher McKnight, Derek Parfit, Michael Slote, Tim Williamson, and Crispin Wright.     

Completion norms for 40 three-letter word stems

This is a report of the completion responses for 40 three-letter word stems (e.g., ABO) produced by 100 undergraduate students at the University of California at San Diego. The report includes a list of the different words that were written as stem completions, their frequency of occurrence as completions, and their frequency of occurrence in English according to published norms. This list of materials is useful for the construction of completion tests for future investigations of direct priming phenomena, and it may provide an important covariate in the analysis of performance on completion tests. Preliminary analyses of the results reveal three primary factors that determine overall performance on a stem-completion test: word frequency, word length, and meanings per word. Analyses of the completions produced for each individual word stem, however, reveal that usually only one of these factors makes a significant contribution to performance.     

The role of phonemes and syllables in the perceived similarity of speech sounds for children

In two experiments, we investigated the factors that influence the perceived similarity of speech sounds at two developmental levels. Kindergartners and second graders were asked to classify nonsense words, which were related by syllable and phoneme correspondences. The results support the existence of a developmental trend toward increased attention to individual phonemic segments. Moreover, one significant factor in determining the perceived similarity of speech sounds appears to be the position of the component correspondences; attention to the beginning of utterances may have developmental priority. An unexpected finding was that the linguistic status of the unit involved in a correspondence (whether it was a syllable or a phoneme) did not seem particularly important. Apparently, the factors which contribute to the perceived similarity of speech sounds in the classification task are not identical to those which underlie performance in explicit segmentation and manipulation tasks, since in the latter sort of task, syllables are more accessible than phonemes for young children. The present task may tap a level of processing that is closer to the one entailed in word recognition and lexical access.     

Multi-agency family systems

The term 'multi-agency' family is preferred to 'disorganized' family. Multi-agency family systems present special problems of the relationships (a) within the family, (b) between family and professional network, (c) among members of the professional network and (d) between family, network and treatment centre to whom the family is referred. Pressures on the family and professional workers can create a locked system which prevents natural development of the family or effective problem solving by the workers. A systems approach to such problems is presented which includes consultation to the family/professional network system.     

Ordered preference differences without ordered preferences

Axiomatizations of ordered preference differences typically assume that preferences are ordered. However, the mere assumption that preference differences can be ordered says nothing about whether preferences themselves are ordered. Utility representations for ordered differences without ordered preferences are investigated.