Youth Homelessness and Vulnerability: How Does Couch Surfing Fit?

Youth homelessness is a problem characterized by high levels of vulnerability. The extent to which couch surfing — moving from one temporary housing arrangement to another — is part of youth homelessness is not well understood. Chapin Hall's Voices of Youth Count, a national research initiative, involves a multicomponent approach to studying youth homelessness. This study reports emerging findings regarding couch surfing and homelessness primarily from a national survey of 13,113 adults with youth ages 13–25 in their households or who are themselves ages 18–25. Findings suggest that couch surfing is relatively common, particularly among the older age group. Among households with 13‐ to 17‐year‐olds and 18‐ to 25‐year‐olds, 4.0% and 20.5%, respectively, reported that any of them had couch surfed in the last 12 months. There are notable social, economic, and educational differences, on average, between youth reporting homelessness and those reporting only couch surfing. However, most youth who report experiencing homelessness also report couch surfing, and these youth who experience both circumstances present high levels of socioeconomic vulnerability. Couch surfing encompasses a range of experiences, some of which likely include need for services. Interviews currently in the field, and expanded analysis of data, will contribute more nuanced policy insights.     

Correlation between maternal stress and children's stress

Mothers (N = 168, M age = 37.0 yr., SD = 4.6) responded to a questionnaire of scales measuring sources of stress and symptoms of stress within themselves, and symptoms of stress in their 5-8-yr.-old children (61 girls, 98 boys; M age = 7.3 yr., SD = 1.0). Scores on all scales intercorrelated significantly, indicating a relationship between maternal stress and stress of the child. Both types of stress also correlated with the frequency of punishment of the child. Both maternal stress and frequency of punishment predicted stress symptoms in the children, maternal stress being a somewhat stronger predictor.     

Being with Technique–Technique as being-with: The technological communities of Gilbert Simondon

Continental Philosophy Review - I present Gilbert Simondon’s thinking of technics, that I take to be so compelling today because it articulates technological reality in ecological terms as a...     

Believing for Practical Reasons

Some prominent evidentialists argue that practical considerations cannot be normative reasons for belief because they can't be motivating reasons for belief. Existing pragmatist responses turn out to depend on the assumption that it's possible to believe in the absence of evidence. The evidentialist may deny this, at which point the debate ends in an impasse. I propose a new strategy for the pragmatist. This involves conceding that belief in the absence of evidence is impossible. We then argue that evidence can play a role in bringing about belief without being a motivating reason for belief, thereby leaving room for practical considerations to serve as motivating reasons. I present two ways in which this can happen. First, agents can use evidence as a mere means by which to believe, with practical considerations serving as motivating reasons for belief, just as we use tools (e.g. a brake pedal) as mere means by which to do something (e.g. slow down) which we are motivated to do for practical reasons. Second, evidence can make it possible for one to choose whether or not to believe – a choice one can then make for practical reasons. These arguments push the debate between the evidentialist and the pragmatist into new territory. It is no longer enough for an evidentialist to insist that belief is impossible without evidence. Even if this is right, the outcome of the debate remains unsettled. It will hang on the ability of the evidentialist to respond to the new pragmatist strategy presented here.     

Assessing handwriting speed of children biliterate in English and Chinese

The assessment of multiliterate handwriting performance is rarely reported despite increased globalization. The present study describes the psychometric properties of a handwriting speed test developed for children who are biliterate in English and Chinese. This included interrater reliability, test-retest reliability, interitem correlation, construct validity, and concurrent validity. The test's reliabilities between two raters and over a 1-wk. interval were high with ICCs ranging from .89 to .99. Interitem correlation between the English and Chinese items was .87. The presence of age trends but not sex differences was a positive indicator of the test's validity. Correlations of .91 and 1.00 between the Chinese and the English items of the Handwriting Assessment Tool with the Chinese Handwriting Speed Test and Handwriting Speed Test, respectively, provided evidence of concurrent validity. These preliminary results showed the Handwriting Assessment Tool is reliable and is a potentially useful handwriting test for children biliterate in English and Chinese. The feasibility of assessing biliterate handwriting speed performance with the same set of scoring criteria for different writing systems was supported.     

Fantasy proneness,creative capacity,and styles of creativity

The Creativity Styles Questionnaire-Revised was used to measure graduate psychology students' (N=173) self-perceptions of creative capacity and styles of creativity (beliefs about and strategies for going about being creative). Participants also completed the Inventory of Childhood Memories and Imaginings, a self-report measure of Fantasy Proneness. The Self-perceived Creative Capacity and Fantasy Proneness scores were significantly correlated (r=.36, p<.001), and these scores were positively correlated with the styles subscale scores of Belief in Unconscious Processes. Use of Techniques, Use of Senses, and negatively correlated with Final Product Orientation. Also, the Fantasy Proneness scores were positively correlated with the Superstition scores and the Environmental Control and Behavioral Self-regulation scores.     

Cognitive Mechanism Underlying the Relationship Between Rapid Automatized Naming and Reading: A Longitudinal Study on Bilingual Children

Rapid automatized naming has been demonstrated as an important correlate of various reading outcomes. However, the cognitive mechanism underlying the RAN–reading relationship is not well understood. The primary goal of this study is to evaluate three major theoretical accounts for the RAN–reading relationship: phonological processing account, orthographic processing account, and speed of processing explanation. Each theoretical account would lead to different predictions on cross-language transfer of RAN to reading. One-hundred twenty nine Chinese–English bilinguals were followed from Age 4 to Age 5. They were assessed at two time points for their word reading and RAN in Chinese and English. Both concurrent and longitudinal cross-language transfers of RAN to reading were examined. The cross-language transfers from English RAN to Chinese reading were found both concurrently and longitudinally but no transfer from Chinese RAN to English reading. Our results supported the orthographic processing account. Theoretical implications are discussed.