German‐learning infants’ ability to detect unstressed closed‐class elements in continuous speech

The paper reports on two experiments with the head turn preference method which provide evidence that already at 7 to 9 months, but not yet at 6 months, German‐learning infants do recognize unstressed closed‐class lexical elements in continuous speech. These findings support the view that even preverbal children are able to compute at least phonological representations for closed‐class functional elements. They also suggest that these elements must be available to the language learning mechanisms of the child from very early on, allowing the child to make use of the distributional properties of closed‐class lexical elements for further top‐down analysis of the linguistic input, e.g. segmentation and syntactic categorization.     

Approximate entropy and point correlation dimension of heart rate variability in healthy subjects

The contribution of nonlinear dynamics to heart rate variability in healthy humans was examined using surrogate data analysis. Several measures of heart rate variability were used and compared. Heart rates were recorded for three hours and original data sets of 8192 R-R intervals created. For each original data set (n=34), three surrogate data sets were made by shuffling the order of the R-R intervals while retaining their linear correlations. The difference in heart rate variability between the original and surrogate data sets reflects the amount of nonlinear structure in the original data set. Heart rate variability was analyzed by two different nonlinear methods, point correlation dimension and approximate entropy. Nonlinearity, though under 10 percent, could be detected with both types of heart rate variability measures. More importantly, not only were the correlations between these measures and the standard deviation of the R-R intervals weak, the correlation among the nonlinear measures themselves was also weak (generally less than 0.6). This suggests that in addition to standard linear measures of heart rate variability, the use of multiple nonlinear measures of heart rate variability might be useful in monitoring heart rate dynamics.     

Review

Ohne Zusammenfassung

---

Review

     

Psychotherapie oder Psychopharmakotherapie oder Kombinationstherapie?

Current meta-analyses convincingly show the effectiveness of psychotherapy. For many mental disorders psychotherapy is the therapy of choice and superior to an exclusive pharmacotherapy. A psychotherapy is still effective far beyond the end of psychotherapy. Mild and moderate depressive episodes can be successfully treated by psychotherapy alone. A combination treatment is indicated for severe depressive episodes and a chronic course. Cognitive behavior therapy (CBT) is the method of choice for anxiety disorders where CBT can be initiated in order to build up self-efficacy and medication can be omitted at first. A combination treatment is only indicated when the response is insufficient. For obsessive-compulsive disorder with predominantly compulsive behavior CBT with exposure and reaction management is the method of choice. Combination treatment is indicated particularly for predominantly obsessive thoughts and comorbid depression. In posttraumatic stress disorder a trauma-focussed CBT is the method of choice. For posttraumatic stress disorder selective serotonin reuptake inhibitors are indicated only for comorbid disorders. For all disorders benzodiazepines should be prescribed only in justifiable exceptional cases for short-term administration. For individualized differential indications the effects of simultaneous psychopharmacotherapy on the therapeutic process must be taken into consideration.     

Democracy and Education: About the Future of a Problem

In 20th century's European theory of education there was little interest in philosophy of democracy. John Dewey's Democracy and Education was translated in nearly everyEuropean language but did not become the center of discussion.Even ``radical education' was much more child-centered thanopen to radical questions of political democracy. This articlediscusses the problem in two respects, first the tension betweenneo-liberalism's concept of individuality and public education,and second the future problems of a theory of ``democraticeducation' after Dewey. The aim is to overcome traditionalEuropean dualisms like that of ``citizen' or ``man'i.e. to pave the way for a post-Rousseauian theory of education.     

Argumentational Integrity: A Training Program for Dealing with Unfair Argumentative Contributions

In this article we present a training program based on the empirical research conducted in the project 'argumentational integrity'. After a brief sketch of the problem dimensions concerning unfair argumentation we give an overview of the training concept and the underlying empirical research. Exemplification of the instructional design is given for the second and the fifth training dimension (standards of argumentational integrity and reactions to unfair contributions). Finally we indicate how the training is to be evaluated and present initial results demonstrating that in comparison with an untrained control group participants in the training significantly improve their skills in identifying and naming argumentative rule violations.