Standard Gödel Modal Logics

We prove strong completeness of the □-version and the ?-version of a Gödel modal logic based on Kripke models where propositions at each world and the accessibility relation are both infinitely valued in the standard Gödel algebra [0,1]. Some asymmetries are revealed: validity in the first logic is reducible to the class of frames having two-valued accessibility relation and this logic does not enjoy the finite model property, while validity in the second logic requires truly fuzzy accessibility relations and this logic has the finite model property. Analogues of the classical modal systems D, T, S4 and S5 are considered also, and the completeness results are extended to languages enriched with a discrete well ordered set of truth constants.     

Feature selection for inductive generalization

Judging similarities among objects, events, and experiences is one of the most basic cognitive abilities, allowing us to make predictions and generalizations. The main assumption in similarity judgment is that people selectively attend to salient features of stimuli and judge their similarities on the basis of the common and distinct features of the stimuli. However, it is unclear how people select features from stimuli and how they weigh features. Here, we present a computational method that helps address these questions. Our procedure combines image-processing techniques with a machine-learning algorithm and assesses feature weights that can account for both similarity and categorization judgment data. Our analysis suggests that a small number of local features are particularly important to explain our behavioral data.     

Queer Patients and the Health Care Professional—Regulatory Arrangements Matter

This paper discusses a number of critical ethical problems that arise in interactions between queer patients and health care professionals attending them. Using real-world examples, we discuss the very practical problems queer patients often face in the clinic. Health care professionals face conflicts in societies that criminalise same sex relationships. We also analyse the question of what ought to be done to confront health care professionals who propagate falsehoods about homosexuality in the public domain. These health care professionals are more often than not motivated by strong religious convictions that conflict with mainstream medical opinion on homosexuality. We argue that they ought to be held accountable for their conduct by their professional statutory bodies, given that they abuse their professional standing to propagate sectarian views not representative of their profession. Lastly, we propose that medical schools have special responsibilities in training future health care professionals that will enable them to respond professionally to queer patients seeking health care.     

Effects of a Genetic Counseling Model on Mothers of Children with Down Syndrome: A Brazilian Pilot Study

Down syndrome occurs in approximately 1:600 live births. Genetic counseling is indicated for these families and may be beneficial for adaptation to the challenges that accompany by this diagnosis. Although the basic counseling goals are similar, there are many models of genetic counseling practiced around the world. The aim of this article is to report the results of a pilot study that evaluated the level of satisfaction with a model of service delivery of genetic counseling practiced in Brazil, the knowledge assimilated about Down syndrome and whether this process resulted in a feeling of well-being and psychological support. Thirty mothers of under 6-month-old children with Down syndrome were interviewed after having two sessions of genetic counseling in a public healthcare service within a period of 30 days. A semi-structured questionnaire was developed by the researchers to collect identification, socioeconomic and demographic data and to assess the client’s satisfaction with the model of genetic counseling. Data were collected using both open and closed questions. The reported level of satisfaction was high. The knowledge assimilated about Down syndrome after only two sessions was considered technically vague by raters in 44 % of cases. Most mothers (96.7 %) reported that genetic counseling was beneficial and provided psychological support. The model was considered satisfactory, but further research is needed to identify ways to improve knowledge retention by this population. These results highlight the utility of referring families for genetic counseling when there is a suspicion of a diagnosis of Down syndrome.     

Affiliative and Instrumental Marital Discord, Mother's Negative Affect, and Children's Negative Interactions with Unfamiliar Peers

Indices of marital discord and mother-child affective processes were used to predict levels of negativity children displayed with unfamiliar peers. Thirty-nine mothers and their 5-year-olds were observed with 5–7 other mother-child dyads during a 30-minute free play session. Mother and child negativity were coded and two types of marital discord were assessed via mother self-report: affiliative discord (e.g., distress due to the lack of affiliative behaviors in the marriage) and instrumental discord (e.g., disagreements about the accomplishment of marital tasks, such as finances, time management, and goal setting). Affiliative discord was found to relate to the child's negativity with unfamiliar peers, but instrumental discord was not. Furthermore, maternal negativity moderated the link between marital discord and child's negativity with peers, such that high levels of affiliative discord combined with heightened maternal negativity was associated with child negativity. Practical implications are discussed.     

Social Competence at the Playground: Preschoolers During Recess

Social interactions at the playground have been represented as a rich learning opportunity to hone and master social skills at preschool years. Specifically, all forms of social play (fantasy, role, exercise or rough‐and‐tumble) have been related to children's social competence. The main goal of this study was to examine whether it is a certain kind of social play which facilitates the development of social competence, or if it is just the opportunity for interacting during recess that provides children with an optimal environment for social learning. A total of 73 preschoolers (4–6 years old) were videotaped at the school's playground. Teachers provided assessments of children's social competence. Children's interactions at the playground were assessed through an innovative measuring method, based on radio‐frequency identification devices. The results showed a positive association between exercise play and children's social competence. In contrast with the literature, both forms of pretend play, fantasy and role play were unrelated to children's social competence. Smaller peer groups and longer interactions also demonstrated a positive association with these preschoolers' social competence. The study shows the importance of outdoor physical play for preschoolers' social success. Moreover, the study suggests that the environment in which children play has an important effect on the adaptive nature of their play. Copyright © 2016 John Wiley & Sons, Ltd.     

Temporal and spatial dimensions in the perception of environmental problems: An investigation of the concept of environmental hyperopia

Environmental problems have been perceived as more worrying when they take place at greater distances. This phenomenon has been called “environmental hyperopia” ( 9 Uzzell, 2000; 7 Uzzell, Rice, Ballantyne, & Podlucká, 1994). Some studies have demonstrated that local environmental problems are perceived as being less important than the problems generated in other places, such as global warming or Amazon deforestation, unless the problem leads to an immediate risk. This article is part of a broader research programme, which tries to analyse the most relevant variables in the formation of pro‐environmental attitudes. More precisely, our intention is to explore the difference between attitudes about local and global environments. We present a study of the assessment of several environmental problems, in which 12 scales measured the importance given to these problems by a sample of students. The results were analysed with multidimensional methods, allowing us to establish temporal and space dimensions in the perception of environmental problems. The conclusions allowed us not only to explore the social representation of environmental problems, but also to establish priorities and recommendations for future environmental education programmes.