Performance or capacity, the model still requires definitions and boundaries it doesn't have

Siegel is correct that, in its current form, the specific constructs underlying the Demands and Capacities Model cannot be adequately defined. However, substituting observable behavior (performance) for presumed underlying weaknesses in the speech production systems of those who stutter (capacity) does not appear to solve the problem of circularity identified. Rather, demands have not been adequately defined, either.

There is much to agree with in Siegel's note. However, it is not clear to me that the Demands and Capacities Model is salvaged by substituting the term “Performance” for “Capacity.” Rather, the problem with the Model is one of defining terms precisely enough so that the Model is not circular (as Ingham & Cordes (1997) have noted), or the logical inverse of Procruste's bed, as I have stated elsewhere (Bernstein Ratner, 1997), a model that fits all interpretations simply because it stretches to fit all possibilities.     

Représentations de la société et pratiques éducatives en contexte de disparité culturelle : les choix de scolarisation de l'enfant chez des parents sénégalais

The purpose of this study, including the socio-cultural context of Senegal, is to show how society and social change's representations affect the choice to attend school or not. Representations of the society and of the social change have been apprehended during half directive talks, accomplished with twenty subjects (parents of Senegalese children) and put in evidence by statistical analyses, both lexical and morphosyntactical. It emerges from the results that important changes concerning representations of the society and of the social change - especially according to school attendance's modes - can be observed. Parent's positions on the social change - sometimes ambivalents - underline incoherence of link between society and social change's representations and school attendance's methods in a cross-cultural context.     

The effect of decision risk and project stage on escalation of commitment

We investigate the joint effects of decision risk and the stage of project completion on escalation of commitment. In two experiments, we demonstrate that the effect of decision risk is moderated by project stage such that the decision risk has the strongest effect on escalation of commitment at the intermediate stage of project completion. This is due to the dynamic influences underlying escalation of commitment. Whereas the need for project information influences resource commitment at the initial stage of a project, the need for project completion affects resource allocation at the terminal stage. In contrast, motivation to commit resources is disproportionately low at the intermediate stage since both the need for project information and the need for project completion are relatively weak. As such, the decision to commit resources is most sensitive to the moderating effect of decision risk when the project is about half complete.     

Working Wonders? Investigating insight with magic tricks

We propose a new approach to differentiate between insight and noninsight problem solving, by introducing magic tricks as problem solving domain. We argue that magic tricks are ideally suited to investigate representational change, the key mechanism that yields sudden insight into the solution of a problem, because in order to gain insight into the magicians’ secret method, observers must overcome implicit constraints and thus change their problem representation. In Experiment 1, 50 participants were exposed to 34 different magic tricks, asking them to find out how the trick was accomplished. Upon solving a trick, participants indicated if they had reached the solution either with or without insight. Insight was reported in 41.1% of solutions. The new task domain revealed differences in solution accuracy, time course and solution confidence with insight solutions being more likely to be true, reached earlier, and obtaining higher confidence ratings. In Experiment 2, we explored which role self-imposed constraints actually play in magic tricks. 62 participants were presented with 12 magic tricks. One group received verbal cues, providing solution relevant information without giving the solution away. The control group received no informative cue. Experiment 2 showed that participants’ constraints were suggestible to verbal cues, resulting in higher solution rates. Thus, magic tricks provide more detailed information about the differences between insightful and noninsightful problem solving, and the underlying mechanisms that are necessary to have an insight.     

The influence of parents,older siblings,and non-parental care on infant development at nine months of age

BackgroundThe majority of research examining the influence of social environment on early child development suggests benefits to two-parent households, but contradictory evidence for the effects of siblings. The aims of the present study were to examine the influence of the child's proximal social environment, and the effects of interactions between socioeconomic status and social environment on developmental outcomes.MethodsPrimary caregivers of a representative sample of 10,748 nine-month-old infants in Ireland completed the Ages and Stages Questionnaire and provided information on social environment. Adjustment was made for infant and maternal characteristics, household income, and area where the child was living at the time of the study. Further analyses tested for interactions between social environment and household income.ResultsBinary logistic regressions indicated no effects for number of parents in the household. However, the presence of siblings in the household was a consistent predictor of failing to reach milestones in communication, gross motor, problem-solving, and personal-social development. Furthermore, there was a gradient of increasing likelihood of failing in gross motor, problem-solving, and personal-social development with increasing numbers of siblings. Care by a grandparent decreased the likelihood of failing in communication and personal-social development.ConclusionsThese findings do not support the majority of research that finds positive benefits for two-parent households. Similarly, the findings suggest limited effects for non-parental care. However, the observed negative effects of siblings support both the confluence and resource dilution models of sibling effect. Examination of follow-up data may elucidate current findings.     

Similarities between self-reported road safety behavior of teenage drivers and their perceptions concerning road safety behavior of their parents

The study investigated 401 19-year-olds, who were licensed car drivers in Lithuania. The focus of the survey was on the self-reported road safety behaviors of teenage drivers and their perceptions of their parents’ road safety behaviors, in order to assess behavioral similarities between teenagers and their parents. The survey also investigated whether parents and teenagers discuss issues of driving safely, and whether there is an association between these conversations and driving restrictions.According to teenagers’ reporting, road safety behavior of teenage drivers and their parents often is similar: most of them break the speed limit, drive when feeling fatigued, use a cell phone when driving, and do not fasten the seat belt as a passenger in the back seat. The study indicated that there is a positive moderate correlation between road safety behaviors of teenagers and their parents, as reported by the teenagers. A majority of teenagers report that they discuss road safety factors, driving safely and driving behavior with their parents. Based on teenager reports, the parents, who discuss road safety issues with their children, are more likely to apply restrictions on teenagers’ driving.     

“I would have lost the respect of my friends and family if they knew I had bent the road rules”: Parents,peers, and the perilous behaviour of young drivers

Young novice drivers are at considerable risk of injury on the road. Their behaviour appears vulnerable to the social influence of their parents and friends. The nature and mechanisms of parent and peer influence on young novice driver (16–25 years) behaviour was explored via small group interviews (n = 21) and two surveys (n1 = 1170, n2 = 390) to inform more effective young driver countermeasures. Parental and peer influence occurred in pre-Licence, Learner, and Provisional (intermediate) periods. Pre-Licence and unsupervised Learner drivers reported their parents were less likely to punish risky driving (e.g., speeding). These drivers were more likely to imitate their parents and reported their parents were also risky drivers. Young novice drivers who experienced or expected social punishments from peers, including ‘being told off’ for risky driving, reported less riskiness. Conversely drivers who experienced or expected social rewards such as being ‘cheered on’ by friends – who were also more risky drivers – reported more risky driving including crashes and offences. Interventions enhancing positive influence and curtailing negative influence may improve road safety outcomes not only for young novice drivers, but for all persons who share the road with them. Parent-specific interventions warrant further development and evaluation including: modelling safe driving behaviour by parents; active monitoring of driving during novice licensure; and sharing the family vehicle during the intermediate phase. Peer-targeted interventions including modelling of safe driving behaviour and attitudes; minimisation of social reinforcement and promotion of social sanctions for risky driving also need further development and evaluation.     

The Aha! moment: Is insight a different form of problem solving?

In everyday life, we mainly solve problems with a conscious solution search (non-insight). However, sometimes a perplexing problem is resolved by a quantum leap in understanding. This phenomenon is known as the Aha! experience (insight). Although insight has a distinct phenomenological and behavioral signature, its driving mechanism remains debated. Weisberg (2015) proposed an integrated theory of insight arguing that insight, like non-insight, mainly depends on conscious, cognitive operations with restructuring as a distinguishing feature of insight. However, only if those operations lead to an impasse, insight is achieved through unconscious processes. We assessed some of the premises of this theory by asking participants (N = 42) to solve 70 word puzzles (CRAT) that can either be solved with insight or non-insight. For each puzzle, participants indicated word puzzle difficulty, solution confidence, solution suddenness, and the experiences of impasse and restructuring. As expected, participants reported higher suddenness of and confidence in insight solutions than non-insightful ones. Surprisingly, we could not corroborate the otherwise consistently reported higher solution accuracy and faster solution speed for insight. Crucially, as suggested by the integrated theory of insight, impasse was not a prerequisite for insight to occur. Although restructuring, indeed, preceded insight solutions more often, it seemed a more general problem-solving skill also applied for non-insight solutions. Moreover, early on, participants reported an increased experience of problem difficulty for puzzles later solved with insight. This ability to report on the solution search of insight demonstrates that, as proposed by the theory, insight involves conscious, cognitive operations.     

The associations between autistic and communication traits in parents and developmental outcomes in children at familial risk of autism at 6 and 24 months of age

BackgroundSeveral studies have explored relationships between parent broader autism phenotype and offspring communication, and have reported that autistic-like traits in parents are related to offspring communication difficulties and autism severity. However, past research has focused on studying such associations in childhood and we know very little about them in infancy. With accumulating evidence that interventions administered during infancy may be most effective in reducing ASD symptoms, it is imperative to examine whether relationships between parent autistic-like traits and child communication appear even earlier during this critical period of life.MethodThis longitudinal study collected data from infant siblings of autistic children (N = 32) and infants with no family history of autism (N = 45) to explore how autistic-like traits in parents related to child developmental outcomes during infancy.ResultsParental communication difficulties and autistic-like traits were found to be associated with a range of child behaviours in the first two years of life, including social-emotional difficulties at 6 and 24 months, lower communication and emerging cognition at 24 months, and increased autistic behaviours at 24 months.ConclusionsBased on the results, it appears that some of the difficulties seen in parents are relayed to children genetically. These findings contribute to ASD research concerning early communication development in children and heritability of ASD traits and may have important implications in monitoring child development. Furthermore, since the current study found a significant association between autistic traits in parents and child social-emotional behaviour as early as 6 months of age, it provides evidence of the value of assessing interventions that target infancy.