The Consequences of School Environment and Locus of Control on Adulthood Deviant Behavior

We examine the long-term effect of school environment on individual deviant behavior. Specifically, we contrast the effects of school deviance and students’ perception of school deviance on personal deviance later in life. Using longitudinal data from four waves of more than 3,100 participants in the Kaplan Longitudinal and Multigenerational Study, we are able to show that school deviance in 7th grade has only a short-term effect on individual deviance. However, when students perceive a lack of deviance in their school at 7th grade, it decreased their personal deviance in their mid-forties if they were both deviant in 7th grade and reported an external locus of control.     

The Sceptical Paradox and the Nature of the Self

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``Speaking to Moyshe': The early socialist Yiddish press and its readers

The founding of Di arbeter tsaytung marked an important turningpoint in the intertwined histories of the American Jewish labormovement and the Yiddish press. Coinciding with a major strike wave in 1890, Di arbeter tsaytung signaled the entrance of social-democracy into the mainstream of Jewish immigrant life.At the same time, the founding of the newspaper and its subsequentsuccess consolidated a process of ``yiddishization.' This processwas twofold: the newspaper attracted a growing number of Russian-speaking intellectuals to Yiddish and gave institutionalform to their position as leaders in the nascent Jewish labormovement, and in the larger public sphere. By the middle of the 1890s,the press had become the core institution of the Jewish labormovement and the focal point of the socialist Yiddish intelligentsia.     

Testing joint attention, imitation, and play as infancy precursors to language and theory of mind

Various theoretical accounts propose that an important developmental relation exists between joint attention, play, and imitation abilities, and later theory of mind ability. However, very little direct empirical evidence supports these claims for putative “precursor” theory of mind status. A small sample (N=13) of infants, for whom measures of play, joint attention, and imitation had been collected at 20 months of age, was followed-up longitudinally at 44 months and a battery of theory of mind measures was conducted. Language and IQ were measured at both timepoints. Imitation ability at 20 months was longitudinally associated with expressive, but not receptive, language ability at 44 months. In contrast, only the joint attention behaviours of gaze switches between an adult and an active toy and looking to an adult during an ambiguous goal detection task at 20 months were longitudinally associated with theory of mind ability at 44 months. It is argued that joint attention, play, and imitation, and language and theory of mind, might form part of a shared social–communicative representational system in infancy that becomes increasingly specialised and differentiated as development progresses.