Memory for orientation of forms as a function of their meaningfulness and complexity.

Accuracy of memory for left-right orientation of single figures varying in meaningfulness and complexity was studied in subjects from kindergarten to adulthood. Complexity was an unimportant variable. Orientation of meaningful figures was remembered better than orientation of nonmeaningful figures at all ages. There were no developmental differences in memory for meaningful figures beyond kindergarten, but pronounced developmental differences were found in memory for nonmeaningful figures. It was proposed that a decision to store orientation information is dependent upon a judgment about the meaningfulness of a presented figure, and that young children have more difficulty than adults in finding meaningfulness in unfamiliar forms. The decision to store appears to occur automatically, since there was only a small difference between conditions in which subjects were informed or not informed to remember orientation. It was also suggested that part of the often reported difficulty in remembering diagonal orientation may be due to the symmetry of the diagonal forms typically investigated.     

The effects of preschool on educationally advantaged children: First phases of a longitudinal study

This study is concerned with the preschool and kindergarten phases of a ten-year longitudinal research project designed to investigate the immediate and long-term effects of preschool on educationally advantaged children. Preschool data dealing with IQ, social competency, and school readiness, as well as physical abilities and self-concept were collected on two waves of subjects. Wave I(N = 129) consisted of 87 experimental and 42 control subjects, and in Wave II(N = 85) there were 54 experimental and 31 control subjects. Follow-up data on school readiness and social competency data were obtained from Wave I subjects in kindergarten. Analysis of data indicated that social competency, was enhanced through preschool participation and although there were no significant group differences in kindergarten test results, substantial social competency gains were observed for both groups. Findings will have greater meaning as the longitudinal study continues.     

On children's interpretations of negation

French children between 4 and 10 years old were asked to draw representations of French negative sentences. The results indicated that in most cases only the verb is negated when the noun phrase to the right of the negation is introduced by a definite article, but when the noun phrase is introduced by an indefinite article, it is most often the noun phrase itself that is negated. This effect is clear even in 4-year-olds, and it serves to demonstrate that the interpretation of negative sentences depends on phenomena of surface structure as well as of deep structure.     

The coordinated movement of the spine and pelvis during running

Previous research into running has demonstrated consistent patterns in pelvic, lumbar and thoracic motions between different human runners. However, to date, there has been limited attempt to explain why observed coordination patterns emerge and how they may relate to centre of mass (CoM) motion. In this study, kinematic data were collected from the thorax, lumbar spine, pelvis and lower limbs during over ground running in n = 28 participants. These data was subsequently used to develop a theoretical understanding of the coordination of the spine and pelvis in all three body planes during the stance phase of running. In the sagittal plane, there appeared to be an antiphase coordinate pattern which may function to increase femoral inclination at toe off whilst minimising anterior–posterior accelerations of the CoM. In the medio-lateral direction, CoM motion appears to facilitate transition to the contralateral foot. However, an antiphase coordination pattern was also observed, most likely to minimise unnecessary accelerations of the CoM. In the transverse plane, motion of the pelvis was observed to lag slightly behind that of the thorax. However, it is possible that the close coupling between these two segments facilitates the thoracic rotation required to passively drive arm motion. This is the first study to provide a full biomechanical rationale for the coordination of the spine and pelvis during human running. This insight should help clinicians develop an improved understanding of how spinal and pelvic motions may contribute to, or result from, common running injuries.     

Luis de Molina's ‘middle knowledge’: Thomas Stapleton's ‘antidote’ to John Calvin†

The Bible commentator, Thomas Stapleton (1535–98), an English Catholic exile in Leuven and Douai, played a vital role in the ‘golden age of biblical scholarship’ (1550–1650). His Antidota (1595) aimed at giving the ‘correct’ interpretation of the Bible in response to the ‘poisoned’ commentaries of Calvin and others. This battle for the ‘true’ faith also involved Stapleton in internal Catholic debates, especially the de auxiliis controversy pitting Jesuit theologians insisting on human free will against their more Augustinian-inclined peers emphasizing God's grace. While previous scholarship placed Stapleton within the latter camp because of his extensive citation of Augustine, this paper intends to establish that Stapleton actually belonged to the first group and that his orientation was not to Augustine, rather the Spanish Jesuit theologian, Luis de Molina (1535–1600). Through an analysis of Stapleton's Antidota, and specifically his commentary on Matthew 11:21, this paper demonstrates Stapleton's dependence on Molina's so-called theory of ‘middle knowledge’.     

Why Mikey's right and my key's wrong: The significance of stress and word boundaries in a child's output system

The systematic errors children make in the course of phonological development, like adult production errors and adult phonological processes, can provide evidence of language production mechanisms. A detailed investigation of the environments in which velar stops are fronted by a phonologically delayed child reveals that fronting is dependent on both word stress and word boundaries; that it shows lexical exceptions; and that it occurs in output only. This distribution suggests that the child has output lexical representations which are independent of input lexical representations, and that the fronting error occurs in these output representations. It also suggests that prosodic features are crucial to the identification of articulatory features within these representations. Such an analysis has implications for theories of lexical access, and for the development of lexical access in children.     

Parents' reactions to finding out that their children have average or above average IQ scores

The parents of 41 children who had been given an individually-administered intelligence test were contacted approximately 19 months after testing. The sample included 20 parents who had learned their child had an Average IQ (children'smeanIQ = 100.8) and 21 parents who had learned their child had an Above Average IQ (children'smeanIQ = 130.0). Parents of Average IQ children were less accurate in their memory of test results, and they and their children experienced fewer positive consequences from IQ testing than Above Average children and their parents. Children with Above Average IQ experienced extremely low frequencies of sibling rivalry, conceit or pressure, and they and their parents experienced increased pride and/or self-confidence as a result of the IQ testing. The results as a whole suggest that parents of Average IQ children may need more psychological support during the parent informing process than parents of Above Average IQ children.     

Developmental changes in infants' sensitivity to octave-band noises

Localization responses to octave-band noises with center frequencies at 200, 400, 1000, 2000, 4000, and 10,000 Hz were obtained from infants 6, 12, and 18 months of age. During an experimental trial, an octave-band noise was presented on one of two speakers located 45° to each side of the infant. A head turn to the noise (correct response) was rewarded by activating an animated toy on top of the speaker. The intensity of the noise was varied over trials (method of constant stimuli) to determine thresholds at each center frequency. Thresholds for the lower frequencies were approximately 5–8 db higher in the 6-month-old infants compared to the older infants. However, there were no consistent differences among groups at the higher frequencies. Infant thresholds were found to be 20–30 db higher than adult thresholds at the lower frequencies. At the higher frequencies thresholds for infants were approaching those of adults.