Hong Kong Chinese kindergartners learn to read English analytically

We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic "look and say" method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (Dk= Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.     

Cochlear implants in young children

The cochlear implant is best characterized as a device that provides access to the sound environment. The device enables the hearing pathway to respond to environmental and speech sounds, providing informational cues from the surroundings and from others that may escape visual detection. As the developmental effects of a profound hearing loss are multiple, cochlear implants have been applied to ever younger children in an attempt to promote a more normal level of developmental learning through audition. In deafness, transducer elements of the inner ear fail to trigger auditory nerve afferent nerves in the presence of sound input. However, large reserves of afferent fibers exist even in the auditory nerve of a profoundly deaf patient. Furthermore, these nerve fibers retain the ability to respond to prosthetic activation. Through developmental learning in the early, formative years, auditory centers of the brain appear capable of processing information from the implant to provide speech comprehension and oral language development. Multichannel implants have replaced original single channel designs. multichannel devices enable larger percentages of recipients to recognize the spoken word without visual cues because they provide spectral information in addition to temporal and intensity cues. Testing under conditions of auditory (implant)-only input reveals significant open-set speech understanding capabilities in more than 75% of children after three years of device use. The benefit provided by implants may vary with a number of conditions including: hearing history, age of deafness onset, age at implantation, etiology of deafness, linguistic abilities, and the presence of a motivated system of support of oral language development. Patient variables should be given individual consideration in judging candidacy for a cochlear implant and in planning rehabilitative and education services after surgery and activation of the device.     

Engagement and outcome in the treatment of bulimia nervosa: first phase of a sequential design comparing motivation enhancement therapy and cognitive behavioural therapy

Despite the major advances in the development of treatments for bulimia nervosa, drop-outs and a lack of engagement in treatment, continue to be problems. Recent studies suggest that the transtheoretical model of change may be applicable to bulimia nervosa. The aim of this study was to examine the roles of readiness to change and therapeutic alliance in determining engagement and outcome in the first phase of treatment. One hundred and twenty five consecutive female patients meeting DSM-IV criteria for bulimia nervosa took part in a randomised controlled treatment trial. The first phase of the sequential treatment compared four sessions of either cognitive behavioural therapy (CBT) or motivational enhancement therapy (MET) in engaging patients in treatment and reducing symptoms. Patients in the action stage showed greater improvement in symptoms of binge eating than did patients in the contemplation stage. Higher pretreatment scores on action were also related to the development of a better therapeutic alliance (as perceived by patients) after four weeks. However, pretreatment stage of change did not predict who dropped out of treatment. There were no differences between MET and CBT in terms of reducing bulimic symptoms or in terms of developing a therapeutic alliance or increasing readiness to change. The results suggest that the transtheoretical model of change may have some validity in the treatment of bulimia nervosa although current measures of readiness to change may require modification. Overall, readiness to change is more strongly related to improvement and the development of a therapeutic alliance than the specific type of treatment.     

Causal Explanation and Explanatory Selection

It is observed that in ordinary everyday causal explanations often just one causal factor is mentioned. One causal factor carries the explanatory burden, even if there are several causal factors that are responsible for the event to be explained. This paper deals with the question of how to account for this explanatory selection. I argue for a pragmatic stance towards explanation, that we must attend to the question–answer situation as a whole and the context of the explanation. The context of an explanation includes the inquirer's and the explainer's beliefs and presuppositions relevant for the explanation-seeking question, and these are encoded in a reference class. Furthermore I argue that the explanation-giving answer contains an implicit counterfactual claim, the explanation-giving counterfactual. The solution to the problem of explanatory selection is to be found in the presuppositions encoded by the reference class and the eg-counterfactual. In short we select as explanatory that factor which, together with the presupposition encoded in the reference class we believe will make the eg-counterfactual true. This revised version was published online in June 2006 with corrections to the Cover Date.     

The assessment of obsessionality using the Padua inventory: its validity in a British non-clinical sample

The Padua Inventory (PI) is a measure of obsessive–compulsive phenomena, which permits measurement of both number and severity of symptoms. Data is available from Italy, the US, the Netherlands and Australia on non-clinical samples. The present study provides a psychometric evaluation of the PI on a British non-clinical sample (N=1855). Comparisons are made with other data and further suggestions for the use of the PI are made. Results from the present study indicate that the PI has similar, though not identical, factor structure to previous studies, adequate internal reliability and construct validity. Four factors emerged, containing clusters of items broadly relating to ‘impaired control over mental activities/doubting', ‘contamination', ‘checking' and ‘worries about losing control over motor behaviour' and these included most of the items loading on the same factors in earlier studies together with additional items.The relationships of age and gender with the PI scores are investigated. Differences were found from the Sanavio (1988) [Sanavio, E. (1988). Obsessions and compulsions: the Padua Inventory. Behaviour Research and Therapy, 26, 169–177.] Italian sample. These differences are in keeping with other available data from British samples and other data on the epidemiology of Obsessive Compulsive Disorder. The five factor structure found in the one study using clinical and non-clinical subjects is discussed in relation to the present analyses.     

Constructing Difference: Lego® Set Narratives Promote Stereotypic Gender Roles and Play

LEGO® construction sets are a staple in many children’s lives. Given worldwide distribution, generations of children have grown up playing with these brightly colored, interlocking plastic bricks. Historically marketed to all children, the LEGO® Group has begun targeting male and female consumers differentially with the introduction of product lines such as LEGO® City and LEGO® Friends. Although the packaging, marketing, brick colors, and characters have changed, little is known about whether these product series encourage differences in the way boys and girls play. This content analysis compared the play narratives of sets marketed to boys (LEGO® City) and girls (LEGO® Friends). Our analysis found distinct gendered messages that encourage boys to enact various skilled professions, heroism, and expertise, whereas girls are encouraged to focus on having hobbies, being domestic, caring for others, socializing, being amateurs, and appreciating and striving for beauty. Although LEGO® City and Friends sets offer opportunities for construction, they also promote stereotyped gender roles for enacting femininity and masculinity in play. Parents, educators, and practitioners often focus on the educational affordances of LEGO® construction. We recommend that they also consider the other lessons, both explicit and implicit, being taught through gender-specific LEGO® sets.     

Parents’ Influence on Infants’ Gender-Typed Toy Preferences

Gender socialization influences children at early ages, shaping their developing identities. The toys provided by parents deliver some of the earliest gender-based messages by encouraging children to engage in activities associated with, for example, dolls and trucks. In the current study, we measured the influence of parental socialization by assessing 5- and 12 ½-month-old infants’ exposure to dolls and trucks and by experimentally manipulating parents’ encouragement to play with these toys. We found that infants displayed gender-typical toy preferences at 12 ½, but not 5 months, a pattern characteristic of previous studies. However, brief encouragement by a parent to play with toys from each category was ineffective in altering infants’ preferences. Rather, the types of toys present in the home predicted preferences, suggesting that at-home exposure to toys may be influential in the development of toy preferences. These findings reveal that socialization processes may indeed play a role in the formation of early gender-typical toy preferences and highlight the importance of equal toy exposure during infancy to ensure optimal development.     

Predictors of depressive symptoms among breast cancer patients during the first year post diagnosis

It is important to identify predictors of psychological health among breast cancer patients that can be relatively easily identified by medical care providers. This article investigates the role of one class of such potential predictors: easily identified demographics that have potential social and/or practical implications. Specifically, we examined whether income, marital status, presence of children in the home, education, travel distance, age and rurality interact with time to predict psychological health over the first year post diagnosis. Two hundred and twenty five breast cancer patients receiving radiation treatment completed four surveys over the course of 13 months that included measures of both their physical health and depressive symptoms. The results revealed that women who were not married had children living in the home or had to travel long distances to receive radiation treatment reported higher levels of depressive symptoms across the entire study. Women with lower incomes reported increased depressive symptoms, but only after the completion of treatment. Younger women reported elevated depressive symptoms during initial treatment, but this effect dissipated after the completion of treatment. The current results suggest that demographic patient characteristics may indeed be useful in identifying both when and for whom depressive symptoms are particularly likely to be problematic.