Causal and Metaphysical Necessity

Any property has two sorts of causal features: "forward-looking" ones, having to do with what its instantiation can contribute to causing, and ldquo;backward-looking" ones, having to do with how its instantiation can be caused. Such features of a property are essential to it, and properties sharing all of their causal features are identical. Causal necessity is thus a special case of metaphysical necessity. Appeals to imaginability have no more force against this view than they do against the Kripkean view that statements like "Gold is an element" are metaphysically necessary.     

Swipe Right for… My Therapist? Ethical Considerations for Therapists Using Dating Apps

There is a lack of research on the experiences of mental health professionals using dating applications as well as the clinical and ethical implications that may follow. Previous studies have found that clinicians are utilizing dating profiles and are discovering or being discovered by their clients. Despite this current engagement, there are no specific guidelines to help clinicians ethically navigate dating applications. In response, this work explores the existing literature on dating applications, clinicians’ encounters with dating applications, and how the ethical considerations of boundaries, self-disclosure, and self-presentation may inform the use of dating applications. Throughout, the authors highlight these ethical concerns and provide suggestions for mental health professionals who are utilizing these platforms and for those who may be considering creating a dating profile.

     

Attachment in preterm infants and their mothers: Neonatal risk status and maternal representations

High‐risk neonatal status, indexed by an intracranial hemorrhage (ICH), and maternal representations of past and present attachment relationships were examined as predictors of infant attachment in a sample of preterm infants. Participants included 50 19‐month‐old infants and their middle‐class, predominantly African American mothers. A maternal‐report questionnaire and a structured interview were used to assess past relationship history with mother and current relationship with infant, respectively. The Strange Situation Paradigm was used to assess attachment security. Multiple logistic regression analyses suggested that maternal representation of the infant—but not ICH or maternal childhood history—significantly predicted infant attachment security. ICH and maternal history of childhood rejection were predictive of disorganized infant attachment. The findings are consistent with previous data that suggest that maternal factors are more important than infant factors in determining infant attachment security. These data also suggest that neurological deficits may contribute to disorganized infant attachment. © 2000 Michigan Association for Infant Mental Health.     

Maternal aggression in rats: Changes over pregnancy and lactation in a sprague-dawley strain

Maternal aggression in a Sprague-Dawley strain of laboratory rat (Charles River CD) was explored from Day 1 after mating on Day 0 through Day 24 of lactation (L0-L24). Aggression toward unfamiliar male “intruders” during 10-min tests was low among nonpregnant, nonlactating females and during the first 10 days of gestation. Frequency of attack on intruders increased moderately but significantly by Gestation Day 16 (G16; Experiment 1) or G21 (Experiment 2), a prepartum phenomenon not previously reported in laboratory rats. Levels of aggression were highest, however, during the first 9 days of lactation, when attacks averaged more than 6 per 10-min session. Attacks declined sharply in frequency after L14 and by L24 did not exceed levels observed among nonpregnant females. Experiment 3 examined the importance of the test site (home cage with nest and pups, if any, vs unfamiliar cage without nest or pups) to agonistic behavior associated with pregnancy and lactation. Late pregnant females tested in a novel cage were not aggressive; however, females tested shortly after delivering their pups were highly aggressive, averaging over four attacks per 5-min session. In novel cage tests frequency of attack remained high through L4 but declined significantly by L7. These data are consistent with the hypothesis that maternal aggression at its onset is primarily under hormonal control, but becomes increasingly dependent upon external factors, presumably pup stimulation, during the postpartum period.     

Playground Contexts for Aggression for Preschoolers with Hyperactivity

This study assessed the naturalistic conditions that set the occasion for aggressive behavior in three preschoolers with hyperactivity and aggression (H/A). Peer and teacher responses to preschoolers' aggression were also investigated. For a total of 114 aggressive instances observed, relatively low percentages of aggression in social play with at least one other child were documented. The antecedent condition that was most predictive of aggression was (a) when children were seeking to enter into an activity and were denied entry and (b) when another child interrupted an on-going activity. Aggression was about 14 times greater for seeking/interrupted activity than for ongoing social play. Finally, the percentage of negative responses from peers to aggression on the playground was almost three times the rate documented in past research for preschoolers without hyperactivity.     

Production deficiencies in elicited language but not in the spontaneous verbalizations of hyperactive children

Setting and task conditions were assessed for their effects on the language of hyperactive children. Verbal data were recorded for 22 hyperactive children and 22 elementary-age controls during four storytelling tasks and transitions, and under two conditions of a nonverbal performance task in a counterbalanced order. Findings were that hyperactive children were more spontaneously talkative than their classmates during transitions and nonverbal tasks (nonelicited conditions) but were less talkative when they were asked to tell stories (elicited conditions). These findings and those attributable to the story comparisons were interpreted in line with the optimal stimulation theory, which suggests that minimal stimulus input (delays and nonelicited conditions) precipitate excessive verbal activity from hyperactive children. Production deficiencies, on the other hand, were specific to type of stimulus input to be processed. Stories requiring organization and planning without the external structure or salience of visual cues (a sequence of word cards or pictures) produced production deficiencies.I thank Margo Wilson for her expertise in the development and scoring of the language measures. I am also grateful to Mary Kemper for help with data collection, and to Joe Boggs and Connie Hobbs for their assistance with data analyses.     

Behavioral comparisons of hyperactive and normally active children in natural settings

Matched pairs of hyperactive and normally active children were observed in six natural classroom settings and a number of specific behaviors continuously recorded. Both groups of children showed differences in behavior as a function of settings (selected to vary in amount of external stimulation and structure), but only certain settings differentiated hyperactive from control children. Hyperactive children displayed significantly more noise-vocalization and more disruptive and off-task behavior in the most frequently observed (low stimulation) classroom settings (e.g., seat work). Type of off-task behavior (out-of-seat or visually off-task) depended upon amount of classroom structure (i.e., teacher- vs. self-directed). Results were discussed in terms of their implications for identification and treatment of hyperactive children through the modification of the antecedent conditions of stimulation and structure.     

Women's Career Plans and Maternal Employment

Maternal employment, perceived maternal satisfaction and goodness of mothering, and sex role conceptions were studied as they relate to future life plans of college senior women. Twenty-five women in a working mother group and 26 in a nonworking mother group were administered the Strong Vocational Interest Blank for Women, the Sex-Role Stereotype Questionnaire, the Inventory of Feminine Values, the Maternal Satisfaction and Maternal Goodness scales, and the Life Plan Questionnaire. Daughters of working mothers scored higher on career orientation ( p <.01, Life Plan Questionnaire) than did daughters of nonworking mothers. High perceived maternal satisfaction and maternal goodness correlated with low career orientation for the nonworking sample (the averaged r across variable pairs =.48). For the working sample, perceived maternal dissatisfaction with feminine role values correlated significantly with higher career orientation (r =.42), while the other satisfaction measure showed no relation to career orientation. Daughters of working mothers displayed broader sex role conceptualizations (p <0.01).     

Does disseminating (mis)information restore social connection during a global pandemic?

The COVID-19 pandemic impeded social interaction, negatively affecting well-being worldwide. To slow virus spread, practices were enacted to minimize face-to-face contact, leading to increased social disconnection. As people turned increasingly to online environments (e.g., social media) to fulfill needs for inclusion and belonging, misinformation regarding COVID-19 simultaneously ran rampant. The purpose of the current study was to examine whether impeded social inclusion may have contributed to the spread of misinformation. We recruited a sample of adult social media users in the United States (N = 431) and randomly assigned them to be either included, ostracized (i.e., ignored), or rejected (i.e., to receive explicitly negative attention). Participants subsequently rated their willingness to share COVID-19 claims via social media (in fact, all claims were false). Participants learned that sharing some claims would likely lead to high expected engagement from others on social media (e.g., “likes”), whereas some claims would likely lead to little expected engagement. While information sharing was low in our sample, participants were more willing to share claims that they believed would lead to higher levels of engagement—consistent with the idea that sharing information is motivated not only by the desire to educate others but also to elicit social connection. However, this behavioral intention was no more common among participants who had been momentarily ostracized or rejected online than among participants who had been included. Future research should continue to explore the link between social exclusion and the motivation to disseminate (mis)information beyond a pandemic-related context.     

Children’s success at detecting circular explanations and their interest in future learning

These studies explore elementary-school-aged children’s ability to evaluate circular explanations and whether they respond to receiving weak explanations by expressing interest in additional learning. In the first study, 6-, 8-, and 10-year-olds (n = 53) heard why questions about unfamiliar animals. For each question, they rated the quality of single explanations and later selected the best explanation between pairs of circular and noncircular explanations. When judging single explanations, 8- and 10-year-olds, and to some extent 6-year-olds, provided higher ratings for noncircular explanations compared to circular ones. When selecting between pairs of explanations, all age groups preferred noncircular explanations to circular ones, but older children did so more consistently than 6-year-olds. Children who recognized the weakness of the single circular explanations were more interested in receiving additional information about the question topics. In Study 2, all three age groups (n = 87) provided higher ratings for noncircular explanations compared to circular ones when listening to responses to how questions, but older children showed a greater distinction in their ratings than 6-year-olds. Moreover, the link between recognizing circular explanations as weak and interest in future learning could not be accounted for solely by individual differences in verbal intelligence. These findings illustrate the developmental trajectory of explanation evaluation and support that recognition of weak explanations is linked to interest in future learning across the elementary years. Implications for education are discussed.