Emotion knowledge,emotion regulation,and psychosocial adjustment in children with nonverbal learning disabilities

Nonverbal learning disability is a childhood disorder with basic neuropsychological deficits in visuospatial processing and psychomotor coordination, and secondary impairments in academic and social-emotional functioning. This study examines emotion recognition, understanding, and regulation in a clinic-referred group of young children with nonverbal learning disabilities (NLD). These processes have been shown to be related to social competence and psychological adjustment in typically developing (TD) children. Psychosocial adjustment and social skills are also examined for this young group, and for a clinic-referred group of older children with NLD. The young children with NLD scored lower than the TD comparison group on tasks assessing recognition of happy and sad facial expressions and tasks assessing understanding of how emotions work. Children with NLD were also rated as having less adaptive regulation of their emotions. For both young and older children with NLD, internalizing and externalizing problem scales were rated higher than for the TD comparison groups, and the means of the internalizing, attention, and social problem scales were found to fall within clinically concerning ranges. Measures of attention and nonverbal intelligence did not account for the relationship between NLD and Social Problems. Social skills and NLD membership share mostly overlapping variance in accounting for internalizing problems across the sample. The results are discussed within a framework wherein social cognitive deficits, including emotion processes, have a negative impact on social competence, leading to clinically concerning levels of depression and withdrawal in this population.     

Googled assertion

Recent work in the philosophy of mind and cognitive science can help to explain why certain kinds of assertions—made on the basis of information stored in our gadgets rather than in biological memory—are properly criticizable in light of misleading implicatures, while others are not.     

Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention

This article focuses on the use of a technology-based intervention to change academic integrity (AI) knowledge and attitudes. Using a sample of more than 5,000 freshman students drawn from two major midwestern universities in the United States over a 3-year period, an online intervention was used to determine whether AI knowledge and attitudes could be changed. Based the results of this study, AI knowledge and attitudes can be improved using an online intervention. These results contribute to a better understanding of the AI climate on campus and suggest that technology-based interventions can be used to enhance knowledge and change attitudes toward AI on campus.     

The effect of diabetes knowledge and attitudes on self-management and quality of life among people with type 2 diabetes

We examined the effect of diabetes knowledge and attitudes on self-management and quality of life (QoL) of people with type 2 diabetes mellitus (T2DM). We employed a cross-sectional study design. A total of 137 female and 129 male participants with T2DM completed the diabetes knowledge scale (DKN), Diabetes Integration Scale-19 (ATT19), Summary of Diabetes Self-care Activities (SDSCA) scale, and Diabetes Quality of Life (DQoL) scale, measuring diabetes knowledge, attitudes, self-management, and QoL respectively. The SDSCA scale measures diet, exercise, blood glucose monitoring, and foot care. The DQoL scale measures satisfaction and impact of QoL. An initial path model that tested the inter-relationships of the study variables was first identified based on previous research. Then, the path model was tested using Mplus 7.3. In the final model, diabetes knowledge was a significant predictor of attitudes and self-management in terms of blood glucose monitoring and foot care. Attitudes was a significant predictor of impact of QoL. Self-management in terms of blood glucose monitoring was a significant predictor of impact of QoL and diet was a significant predictor of satisfaction and impact of QoL. Exercise and foot care aspects of Self-management were significant predictors of satisfaction and impact of QoL respectively. The final model showed a good fit to the data: RMSEA = .045 (90% CI: .009, .071; Clfit = .601), CFI = .950, SRMR = .058. The findings suggest a theoretical basis to direct the development of appropriate health programs and interventions for improving QoL in people with T2DM and warrant replication in diverse samples.     

A cognitive-based model of tool use in normal aging

While several cognitive domains have been widely investigated in the field of aging, the age-related effects on tool use are still an open issue and hardly any studies on tool use and aging is available. A significant body of literature has indicated that tool use skills might be supported by at least two different types of knowledge, namely, mechanical knowledge and semantic knowledge. However, neither the contribution of these kinds of knowledge to familiar tool use, nor the effects of aging on mechanical and semantic knowledge have been explored in normal aging. The aim of the present study was to fill this gap. To do so, 98 healthy elderly adults were presented with three tasks: a classical, familiar tool use task, a novel tool use task assessing mechanical knowledge, and a picture matching task assessing semantic knowledge. The results showed that aging has a negative impact on tool use tasks and on knowledge supporting tool use skills. We also found that aging did not impact mechanical and semantic knowledge in the same way, confirming the distinct nature of those forms of knowledge. Finally, our results stressed that mechanical and semantic knowledge are both involved in the ability to use familiar tools.     

McDowell’s new conceptualism and the difference between chickens,colours and cardinals

McDowell recently renounced the assumption that the content of any knowledgeable, perceptual judgement must be included in the content of the knowledge grounding experience. We argue that McDowell’s introduction of a new category of non-inferential, perceptual knowledge is incompatible with the main line of argument in favour of conceptualism as presented in Mind and World [McDowell, John. 1996. Mind and World. 2nd ed. Cambridge, MA: Harvard University Press]. We reconstruct the original line of argument and show that it rests on the assumption that a specific model of justification, the Comparison Model, must apply to all cases of non-inferential, perceptual knowledge. We then show that the Comparison Model cannot be applied to McDowell’s new category of non-inferential, perceptual knowledge. As a consequence, McDowell is in need of an alternative model of justification and an alternative argument for conceptualism. We propose such an alternative model of justification based on McDowell’s reading of Sellars, but argue that the model only serves to make the need for an alternative motivation for conceptualism more urgent.     

Young Children's Reports of When Events Occurred: Do Event Type and Assessment Method Matter?

Studying young children's reporting about when various events occurred informs about the development of episodic memory and metacognition. In two experiments, 55 3‐ to 5‐year‐old children participated in two activity sessions, a week apart. During the activity sessions, they learned novel animal facts and body movements, and they coloured animal pictures and posed for body movement photos. Immediately after the second activity session, children were interviewed about when they experienced the various events. Overall, children were as accurate about learning events as physical events, but they were more accurate when asked temporal distance (e.g. ‘Which did you learn a longer time ago, “X” or “Y”?’) than temporal location questions (e.g. ‘Which did you learn before today, “X” or “Y”?’). The results suggest that young children's apparent difficulty recognizing new learning is not due to a rapid ‘remember‐to‐know shift’. Rather, the way we ask young children about when they experienced various events determines their accuracy. Copyright © 2016 John Wiley & Sons, Ltd.     

Liangzhi and the Interpretative Obfuscation Regarding Knowledge

This article aims to argue that interpreting liangzhi良知 as innate,original,or cognitive knowledge is likely to fall into "interpretative obfuscation regarding knowledge." First,for Wang,what is inherent in mankind is moral agency rather than innate or original knowledge.Therefore,the focus ofzhizhi 知 and gewu格物 is instead on moral practice and actualization of virtue rather than on either "the extension of knowledge" or "the investigation of things."Apart from that,drawing support from cognitive knowledge to explicate liangzhi also leads to three related but distinct misconceptions:liangzhi as perfect knowledge,the identity of knowledge and action,and liangzhi as recognition or acknowledgement.By clarifying the above misinterpretations,the meaning and implication of liangzhi will,in turn,also become clearer.     

Evocation of functional and volumetric gestural knowledge by objects and words

We distinguish between grasping gestures associated with using an object for its intended purpose (functional) and those used to pick up an object (volumetric) and we develop a novel experimental framework to show that both kinds of knowledge are automatically evoked by objects and by words denoting those objects. Cued gestures were carried out in the context of depicted objects or visual words. On incongruent trials, the cued gesture was not compatible with gestures typically associated with the contextual item. On congruent trials, the gesture was compatible with the item's functional or volumetric gesture. For both gesture types, response latency was longer for incongruent trials indicating that objects and words elicited both functional and volumetric manipulation knowledge. Additional evidence, however, clearly supports a distinction between these two kinds of gestural knowledge. Under certain task conditions, functional gestures can be evoked without the associated activation of volumetric gestures. We discuss the implication of these results for theories of action evoked by objects and words, and for interpretation of functional imaging results.     

Lexical learning in bilingual adults: the relative importance of short-term memory for serial order and phonological knowledge

Studies of monolingual speakers have shown a strong association between lexical learning and short-term memory (STM) capacity, especially STM for serial order information. At the same time, studies of bilingual speakers suggest that phonological knowledge is the main factor that drives lexical learning. This study tested these two hypotheses simultaneously in participants with variable levels of English-French bilingual proficiency. A word-nonword paired-associate learning task was administered, with nonwords obeying French phonotactic patterns. French phonological knowledge was estimated by a composite French proficiency score summarizing productive and receptive French vocabulary knowledge as well as quantitative and qualitative measures of French exposure. STM measures maximized retention of order information (serial order reconstruction) or retention of phonological item information (single nonword delayed repetition). The French proficiency score and the serial order STM measure independently predicted performance on the paired-associate learning task. These results highlight the conjoined role of phonological knowledge and serial order STM in lexical learning. Importantly, serial order STM remains a strong predictor of lexical learning, even for bilingual individuals who have broad phonological knowledge.