Infants' comprehension of toy replicas as symbols for real objects

Infants' understanding of toy model-real exemplar relations was assessed through preferential looking and habituation tasks. Results from the preferential looking task suggest that 18-month toddlers are just beginning to demonstrate comprehension of symbolic relations between iconic models and their real object counterparts. Performance of 10- and 14-month-old infants in the preferential looking task did not improve when across-domain pairs of videos were used in place of within-domain pairs. Habituation task results indicated that 10-month-olds do not comprehend symbolic relations between miniature toy replicas and their "real" counterparts, but that such understanding begins to emerge by age 14 months. Interactions between symbolic processing and early lexical development are considered, as are methodological implications for the study of infant categorization.     

Experience and inference: how far will science carry us?

This paper begins with a view of the remarkable understanding of infant and child development that has evolved from research and observation. The limitations of this contribution from science to the multi-dimensional context-based individuality of each human in his or her intersubjective realm are then considered. For a contemporary view we must recognize the influence of the variability of experiences and the inferences drawn from them. Inferences involve symbolization and culturally derived archetypes as illustrated in a clinical example.     

评发生认识论的"反省抽象"范畴

论文分析了皮亚杰发生认识论中“反省抽象”范畴的发展脉络、主要内涵及其与某些相关概念(如概括化、平衡化、矛盾与否定的构造、意识化与觉知等)的联系。作者认为：反省抽象不仅体现皮亚杰的独创性．而且也是发生认识沦中最为核心和最为重要的概念。它合理地解释了知识创新的源泉,使发生认识论的逻辑一数学范畴研究及认知发展一般规律的研究奠基于科学认识论之上。作者主张应准确继承皮亚杰的学术遗产,深化对认知发展机制的探索。     

Learning about life and death in early childhood

have argued that young children initially understand biological phenomena in terms of vitalism, a mode of construal in which "life" or "life-force" is the central causal-explanatory concept. This study investigated the development of vitalistic reasoning in young children's concepts of life, the human body and death. Sixty preschool children between the ages of 3 years, 7 months and 5 years, 11 months participated. All children were initially given structured interviews to assess their knowledge of (1) human body function and (2) death. From this sample 40 children in the Training group were taught about the human body and how it functions to maintain life. The Control group (n=20) received no training. All 60 children were subsequently reassessed on their knowledge of human body function and death. Results from the initial interviews indicated that young children who spontaneously appealed to vitalistic concepts in reasoning about human body functioning were also more sophisticated in their understanding of death. Results from the posttraining interviews showed that children readily learned to adopt a vitalistic approach to human body functioning, and that this learning coincided with significant development in their understanding of human body function, and of death. The overall pattern of results supports the claim that the acquisition of a vitalistic causal-explanatory framework serves to structure children's concepts and facilitates learning in the domain of biology.     

Functional analysis and treatment of self-injurious behavior in young children a summary of 30 cases

The assessment and treatment of self-injurious behavior (SIB) has received much attention in the literature; however, few studies have focused on early intervention for this behavior. In the current study, functional analyses with developmentally appropriate modifications were conducted in an outpatient clinic with 30 children (aged 10 months to 4 years 11 months) to assess SIB and problem behavior in its early stages. The reported mean age of SIB onset was 17 months, and head banging was the most prevalent topography. Functional analyses identified sources of reinforcement for SIB in 62.1% of cases; with the inclusion of all forms of problem behavior, sources of reinforcement were identified for 87.5% of cases. Function-based treatments were developed for 24 cases, with functional communication training prescribed most often (70.8% of cases). Implications of these findings for the development of early intervention programs for SIB are discussed.     

Confidence judgments in event recall: developmental progression in the impact of question format

Two studies were conducted to examine developmental progression in children's and adults' ability to adequately monitor their own attempts to recall event details as well as the dependence of such metamemorial competencies on question formats. Eight and 10-year-old children as well as adults (Study 1, N=116; Study 2, N=60) rated their confidence when responding to specific questions about an observed event. Confirming most recent results, children and adults gave higher confidence ratings after correct than after incorrect answers. This ability, however, was limited to an unbiased question format. When being asked misleading questions, children's ability to differentiate was undermined, as reflected in equally high confidence judgments after correct and incorrect answers, even when the interview contained a mix of misleading and unbiased questions. When the interviewer "bombarded" the children with an uninterrupted series of misleading questions, children's difficulties appeared to be even more pronounced. These findings highlight the importance of the way in which questions are asked, and point to age-related progression in the relative impact of questioning style.     

Knowing in advance: the impact of prior event information on memory and event knowledge

We examined the influence of newly acquired information on children's memory and general representation of a personally experienced event. Thirty-five children between the ages of 5 and 7 years participated in the novel event (Visiting the Pirate). The day before participating, children were: (1) provided with new information specific to the up-coming event; (2) engaged in a discussion generally related to the event topic based on existing knowledge; or (3) discussed an unrelated topic. Advance information specific to the event led to better recall and, in particular, to better integration of the experience into a general event representation both soon after the event and at a follow-up interview 4 months later, whereas general discussion of the topic without the event specific information neither enhanced memory reports nor facilitated the integration of event information. Providing information in advance can have significant effects on memory and knowledge acquisition although many variables, including those relating to the specific content of the information, will affect this relation.     

Emancipatory responses to oppression: the template of land-use planning and the Old Order Amish of Ontario

In this paper I discuss the clash of values between the Old Order Amish community of Ontario and the dominant social paradigm in agriculture. Land-use and agricultural regulations, designed for an industrial style of agriculture, are experienced as a threat to the survival of the Old Order Amish agricultural social economy and community. The paper describes how I have worked with the Old Order Amish to respond to these challenges and to create public policies that will allow them to maintain their human and agricultural diversity and small-scale sustainable farm practices. Four case studies illuminating the oppressive land-use regulations along with the emancipatory responses to the oppression are examined. The social transformation themes include principles and processes for community psychologists, land-use planners, and community economic development practitioners to consider. The article has heuristic value for a practice-based approach to social change.     

Consequences of Children's Exposure to Community Violence

Much has been learned over the past decade about the way children respond to experiences of violence in their community. The goal of this paper is to review what is known about the effects of community violence on children's development. In addition to main effects, factors that mediate these effects, as well as factors that moderate children's response to community violence are discussed. Special attention is paid to developmental differences in children's responses to community violence and the factors that may promote resilient functioning.     

Ethics and engineering courses at Delft University of Technology: Contents, educational setup and experiences

This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American situation and experiences. Previous versions of this article were presented at the meeting of the SEFI Working Group on Engineering Ethics in Rzeszow, Poland, April 29–May 1, 1999 and at the SEFI Annual Conference in Zurich, Switzerland, September 1–3, 1999.