Dynamic instabilities as mechanisms for emergence

That competences may emerge given appropriate environmental and behavioral context is a long-standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evidence. In dynamic systems thinking, such capacities as keeping a motor goal in mind, remembering a location, or resisting a motor habit, are all understood in terms of the generation of stable patterns of neuronal activation. These may be input-driven, but also be stabilized by interactions within neuronal representations. A key theoretical insight is that whether a particular pattern of activation is stable or not is not determined by any single factor, learning process, or structural parameter. Instead, ongoing activity, recent activation history, current input, all may affect when a particular dynamic regime is reachable. In spite of such broad interdependence, sharp transitions may characterize the onset of a skill in any given context. Dynamic instabilities are the mechanistic basis for this phenomenon and thus form the basis for understanding development in terms of emergence. We exemplify the concepts of instability and emergence around the phenomenon of infant perseverative reaching and discuss implications for identifying key markers of development and their link to neuronal processes.     

Modal Logic,Truth, and the Master Modality

In the paper (Braüner, 2001) we gave a minimal condition for the existence of a homophonic theory of truth for a modal or tense logic. In the present paper we generalise this result to arbitrary modal logics and we also show that a modal logic permits the existence of a homophonic theory of truth if and only if it permits the definition of a so-called master modality. Moreover, we explore a connection between the master modality and hybrid logic: We show that if attention is restricted to bidirectional frames, then the expressive power of the master modality is exactly what is needed to translate the bounded fragment of first-order logic into hybrid logic in a truth preserving way. We believe that this throws new light on Arthur Prior's fourth grade tense logic.     

Grade effects on teacher ratings of ADHD symptoms among primary school students

Several studies have reported that being younger for grade increases the risk of having attention deficit hyperactivity disorder (ADHD) diagnosis and being on ADHD medication among students. The aim of this study was to investigate this association in a low‐middle income country setting. Sample included 2,627 children from first to fourth grades. We compared students who were older than the 75th and younger than the 25th percentiles in consecutive grades. Teachers completed SNAP‐4 scale. Results indicated that teacher rated ADHD symptoms were 2.5 to 3.6 times more common in students who were younger for their grade, after age, gender, and Fluid IQ scores were controlled. Teacher SNAP‐4 scores were also significantly associated with grade. Our results suggested that the phenomenon of higher rates of teacher rated ADHD symptoms among younger for grade students was not limited to Western countries and that the teacher reported symptom loads were higher in these children.     

Resiliency in the Face of Adversity: A Short Longitudinal Test of the Trait Hypothesis

Resilience represents coping with adversity and is in line with a more positive paradigm for viewing responses to adversity. Most research has focused on resilience as coping—a state-based response to adversity. However, a competing hypothesis views resilience or resiliency as a trait that exists across time and types of adversity. We tested undergraduates enrolled in social work classes at a large southern university at two time periods during a single semester using measures of adversity, positive and negative affect, and trait-based resiliency. Consistent with the trait-based resiliency, and in contrast to state-based resilience, resiliency scores were not strongly correlated with adversity at both testing points but were with positive affect, and resiliency scores remained the same over time despite adversity variations. There was no gender or ethnic group difference in resilience scores. Black/African Americans reported significantly less negative affect and more positive affect than White/Caucasians.     

Exploring Child and Parent Factors in the Diagnostic Agreement on the Anxiety Disorders Interview Schedule

Worryingly low levels of parent–child agreement on child psychiatric diagnosis are reported. This study examined parent–child agreement on diagnostic categories and severity ratings with the Anxiety Disorders Interview Schedule, Child and Parents versions (ADIS-C/P). Children’s age, gender, motivation and self-concept and parent’s general psychopathology and diagnoses were examined. Participants were 110 children (aged 8–14 years) with a principal specific phobia diagnosis, and their parents. Findings revealed excellent parent–child agreement on principal specific phobia diagnosis (97.3%), and fair levels of concordance on most co-occurring secondary diagnoses. As expected, children with high motivation had generally stronger parent–child agreement on diagnoses and severity ratings (for ADHD p?p?p?相似文献   

Applying the Cognitive‐Affective Processing Systems Approach to Conceptualizing Rejection Sensitivity

The Cognitive‐Affective Processing Systems or CAPS theory ( Mischel & Shoda, 1995 ) was proposed to account for the processes that explain why and how people's behavior varies stably across situations. Research on Rejection Sensitivity is reviewed as a programmatic attempt to illustrate how personality dispositions can be studied within the CAPS framework. This research reveals an if ... then ... (e.g., if situation X, he does A, but if situation Y, he does B) pattern of rejection sensitivity such that high rejection sensitive people's goal to prevent rejection can lead to accommodating behavior; yet, the failure to achieve this goal can lead to aggression, reactivity, and lack of self‐concept clarity. These situation–behavior relations or personality signatures reflect a stable activation network of distinctive personality processing dynamics. These dynamics link fears and expectations of rejection, perceptions/attributions of rejection, and affective/behavioral overreactions to perceived rejection. Self‐regulatory and attentional mechanisms may interact with these dynamics as buffers against high rejection sensitivity, illustrating how multiple processes within a CAPS network play out in behavior.     

You are not alone – adolescents’ experiences of participation in a structured skills training group for ADHD

Little is known about how adolescents with attention deficit/hyperactivity disorder (ADHD) experience participating in group therapy, an important factor to consider when developing treatment methods for this age group. This study aimed to explore how adolescents with ADHD experience participating in a structured skills training group program based on dialectical behavioral therapy. Semi-structured interviews were conducted with 20 adolescents (15–18 years of age) with ADHD after participating in a structured skills training group. The interviews were transcribed verbatim and qualitative content analysis were used to analyze the text. The participants emphasized the value of meeting other adolescents with ADHD and the opportunity to exchange experiences, strategies and tips. Participating in the group treatment made the adolescents realize that they were not alone, and feelings of togetherness and an increased acceptance of themselves were described. The participants associated the treatment with elevated knowledge and understanding, for example, about ADHD, their own functioning and helpful strategies. They also described emotional and behavioral changes, such as higher self-esteem, fewer inter-personal conflicts and improved concentration. Activating and experiential exercises were considered important elements of the treatment, and the participants expressed a need for a variation of exercises, as well as more time for practicing skills, discussions and breaks. The results indicate that the group format add an extra value to the treatment and that the use of an active approach throughout the treatment is of importance for this group of patients.     

The Gendered Brain: Implications of Exposure to Neuroscience Research for Gender Essentialist Beliefs

Sex Roles - How fundamentally different do people generally think men and women are? Gender essentialism refers to beliefs that women and men have distinct, innate, and fixed biological essences...     

Attitudes and predictive factors of psychological distress and occupational burnout among dentists during COVID-19 pandemic in Turkey

Current Psychology - The aim of this study was to evaluate the factors affecting the ability and willingness of dentists to work during the COVID-19 pandemic and the effect of this situation on...