An opponent-process theory of motivation: III. Some affective dynamics in imprinting

The theory suggests that for immature precocial birds, the stimulation from an appropriate imprinting object innately arouses a primary effective process that is hedonically pleasant. The occurrence of this process automatically generates (via an opponent loop system) an opponent-process which is hedonically unpleasant. When the imprinting object is withdrawn, the primary process rapidly terminates, but the opponent-process persists, unopposed, for some time. By assuming that the opponent-process becomes stronger with its repeated (or prolonged) arousal, it is possible to account for many of the motivational factors in imprinting. These include: (1) the pattern of distress vocalization that occurs when an imprinting object is first presented to and then withdrawn from newly hatched ducklings, (2) the reinforcement and punishment effects that characterize imprinting, and (3) the priming effects that occur in the context of imprinting.     

The fruits of their labors: a longitudinal exploration of parent personality and adjustment in their adult children

This longitudinal study of several aspects of parenting examines how children "turn out" as adults. Ratings of adjustment (educational and occupational attainment as well as social and emotional maturity) in young adult children (aged 25-37) were made on the basis of information from 64 mothers who were participants in a longitudinal study of women's lives. As hypothesized, mothers who were demanding yet responsive, sensitive, and psychologically mature at ages 27 and 43 had children with higher overall adult adjustment scores. Other factors correlated with adjustment included the mother's long-term commitment to being a wife and mother, and the cohesiveness of the home environment. In their 50s, characteristics of parents associated with adult child adjustment were different for men and women (competence in women and forcefulness and individuality in men). Divorce was not a negative factor, and mothers' paid work (after age 27) was positive at a trend level.     

Birth,kind and naïve biology

Much recent debate concerning the acquisition of naïve theories of biology and of race has turned on the claim that even preschoolers understand biological inheritance. At issue is what is implied by the belief that offspring will have the characteristic features of their kind. The present paper argues that such an essentialist belief in innate potential need not indicate a domain‐specific understanding of the biological inheritance of human kinds (or race). In Study 1, preschoolers in a Switched‐at‐birth task were found to be as likely to judge an adopted girl to resemble her birth parents on the color of their shirts as on their race. In Study 2, a variant on the task, 4‐year‐olds were found to be more likely to judge the girl to resemble her adoptive parents, suggesting that the concept of birth origin was not central to their reasoning. Though the results are consistent with the claim that preschoolers reason about human kinds in an essentialist manner, they undermine the broader claim that such reasoning is anchored by a naïve theory of biology. The finding is of cultural as well as cognitive consequence.     

Does Reductive Proof Theory Have A Viable Rationale?

The goals of reduction andreductionism in the natural sciences are mainly explanatoryin character, while those inmathematics are primarily foundational.In contrast to global reductionistprograms which aim to reduce all ofmathematics to one supposedly ``universal' system or foundational scheme, reductive proof theory pursues local reductions of one formal system to another which is more justified in some sense. In this direction, two specific rationales have been proposed as aims for reductive proof theory, the constructive consistency-proof rationale and the foundational reduction rationale. However, recent advances in proof theory force one to consider the viability of these rationales. Despite the genuine problems of foundational significance raised by that work, the paper concludes with a defense of reductive proof theory at a minimum as one of the principal means to lay out what rests on what in mathematics. In an extensive appendix to the paper,various reduction relations betweensystems are explained and compared, and arguments against proof-theoretic reduction as a ``good' reducibilityrelation are taken up and rebutted.     

Internal working models of caregiving and security of attachment at age six

This study describes the relation between internal working models of caregiving, child attachment, and maternal behavior in the home. Thirty-two mothers of 6-year-old children were observed in the home and subsequently interviewed regarding experiential and affective dimensions of parenting. Interviews were examined in order to assess the quality of the mother's thinking regarding two dimensions of caregiving (secure base, competence) which we hypothesized to be related to attachment security. Results indicated a strong correspondence between internal working models of caregiving and child mental representations of attachments as measured from the child's response to a laboratory reunion. The correspondence between mental representations of caregiving and maternal behavior in the home was limited. Representation ratings were most strongly associated with competence-supporting behavior. Implications for infant mental health research and program evaluation are discussed.     

The Daily Spiritual Experiences Scale and Well-Being: Demographic Comparisons and Scale Validation with Older Jewish Adults and a Diverse Internet Sample

A substantive literature connects spirituality to positive physical, social, and mental health. In this study, the Daily Spiritual Experiences Scale (DSES) was administered to 410 subjects who participated in a community study and to 87 residents at the Hebrew Home for the Aged at Riverdale (HHAR), the latter sample consisting primarily of older Jewish respondents. Internal consistency of the DSES in both samples was high and exploratory factor analyses revealed one dominant factor and a second factor, which included 14 and 2 items, respectively, consistent with the scale’s original validation (Underwood and Teresi 2002). Demographic subgroup comparison among religious groups revealed significantly fewer daily spiritual experiences among Jews, and lowest scores among those respondents endorsing no religious affiliation. Women exhibited more frequent daily experience than men, and attainment of higher levels of education was associated with less frequent daily spiritual experience. All but one of the outcome measures of physical and psychologic well-being were found to be positively associated with the DSES so that more frequent daily spiritual experience correlated with less psychopathology, more close friendships, and better self-rated health. Directions for future research, study interpretation and limitations, and clinical implications for use of the DSES are discussed.     

Comparing Mathematics Interventions: The Effects of Cover-Copy-Compare Alone and Combined with Performance Feedback on Digits Correct and Incorrect

The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students’ mathematics fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation. No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students rated all three treatment conditions favorably.