Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Several studies suggest impaired executive functions (EFs) in children with externalizing behavior problems and average intelligence (e.g., IQ > 85). Even though children with mild to borderline intellectual disabilities (MBID) are at higher risk of developing externalizing behavior problems compared to children with average intelligence, it is not yet clear if impaired EFs are also associated with the occurrence of externalizing behavior problems in children with MBID. In the current study, we therefore assessed three EF components (inhibition, cognitive flexibility, and working memory) as well as processing speed in children with MBID and externalizing behavior problems (n = 71) versus children with MBID with no such problems (n = 70). This was accomplished using a well-established computerized test battery. Even after IQ was controlled for, the children with MBID and externalizing behavior problems showed more impaired working memory performance. Differences for inhibition performance and processing speed were also found but less consistent across the tasks used to measure these aspects of EF. Cognitive flexibility was not more impaired in children with both MBID and externalizing behavior problems relative to children with MBID only. Our findings highlight working memory as a potential target to enhance the treatment of children with MBID and externalizing behavior problems.     

Evaluation of the rate of problem behavior maintained by different reinforcers across preference assessments

The rates of problem behavior maintained by different reinforcers were evaluated across 3 preference assessment formats (i.e., paired stimulus, multiple-stimulus without replacement, and free operant). The experimenter administered each assessment format 5 times in a random order for 7 children with developmental disabilities whose problem behavior was maintained by attention, tangible items, or escape. Results demonstrated different effects related to the occurrence of problem behavior, suggesting an interaction between function of problem behavior and assessment format. Implications for practitioners are discussed with respect to assessing preferences of individuals with developmental disabilities who exhibit problem behavior.     

Comparison of arousal and preference assessment outcomes for sex offenders with intellectual disabilities

We compared outcomes of arousal and preference assessments for five adult male alleged sexual offenders with intellectual disabilities. Arousal assessments involved the use of the penile plethysmograph to measure changes in penile circumference to both deviant (males and females under the age of 18) and nondeviant (males and females over the age of 18) video clips. Paired‐stimulus preference assessments were arranged to present still images from the video clips used in the arousal assessments. Results showed correspondence between the assessments for four out of the five participants. Implications are discussed for the use of preference assessment methodology as a less intrusive assessment approach for sexual offender assessments.     

VIRTUES, SOCIAL ROLES, AND CONTEXTUALISM

Abstract: Contextualism in epistemology has been proposed both as a way to avoid skepticism and as an explanation for the variability found in our use of "knows." When we turn to contextualism to perform these two functions, we should ensure that the version we endorse is well suited for these tasks. I compare two versions of epistemic contextualism: attributor contextualism (from Keith DeRose) and methodological contextualism (from Michael Williams). I argue that methodological contextualism is superior both in its response to skepticism and in its mechanism for changing contexts. However, methodological contextualism still faces two challenges: explaining why we are solidly committed to some contexts, and explaining why knowledge within a context is valuable. I propose virtue contextualism as a useful extension of methodological contextualism, focusing on the way that our virtues depend on our social roles. My proposed virtue contextualism retains the benefits of methodological contextualism while explaining both our commitment to particular contexts and the value of knowledge held within those contexts.     

听障儿童外部情绪理解研究

通过自编的外部情绪理解问卷,考察了听障儿童表情识别、情绪情景识别和提示物理解等外部情绪理解三个成分的发展状况。结果表明:(1)听力障碍儿童在外部情绪整体理解、表情识别、情绪情景识别和提示物理解四方面的得分都显著低于普通儿童;(2)不同年级听力障碍儿童的外部情绪理解、表情识别、情绪情景识别和提示物理解四方面得分存在显著差异,不同性别听力障碍儿童外部情绪理解差异不显著;年级和性别的交互作用显著;(3)父母听力状况不同的听障儿童,其外部情绪理解水平差异显著。DD儿童的外部情绪整体理解、表情识别和情绪情景识别得分显著高于DH儿童。     

PROBLEM BEHAVIOR DURING PREFERENCE ASSESSMENTS: AN EMPIRICAL ANALYSIS AND PRACTICAL RECOMMENDATIONS

Preferences of 2 children with developmental disabilities, whose functional analyses indicated that their problem behavior was maintained by access to tangible items, were assessed using three formats (i.e., paired stimulus [PS], multiple‐stimulus without replacement [MSWO], and free operant [FO]). The experimenter administered each format five times and compared levels of problem behavior across formats in a multielement design. Both participants exhibited problem behavior in PS and MSWO formats but not in the FO format. Results are discussed in terms of recommendations for practitioners.     

学习不良儿童心理健康的特点研究

考察学习不良儿童心理健康（学习、自我、人际关系、社会生活适应）的特点。被试为小学3～5年级83名儿童。结果发现：学习不良儿童与一般儿童的心理健康存在显著差异;学习不良儿童的学习、自我、社会生活适应等方面显著低于一般儿童。在学习各维度上,学习不良儿童与一般儿童的自我满足感、体脑协调性、学习习惯之间存在显著差异;在自我各维度上,学习不良儿童与一般儿童的社会自我、学术自我、自我认同之间存在显著差异;在社会生活适应各维度上,学习不良儿童与一般儿童的亲社会行为、居家能力存在显著差异。     

What is to be done?

The overriding question in contemporary philosophy is as follows: We now have a reasonably well-established conception of the basic structure of the universe. But it is not at all easy to reconcile the basic facts we have come to know with a certain conception we have of ourselves, derived in part from our cultural inheritance but mostly from our own experience. Various aspects of this question are examined, concerning consciousness, intentionality, language, rationality, free will, society and institutions, politics, and ethics.     

语文学困生与学优生阅读理解监控的发展研究

本研究采用错误检测法和理解自信度评价法,以错误觉察人数、错误觉察成绩、理解自信度评价成绩、阅读时间和阅读理解成绩为分析指标,探讨了不同年级语文学困生与学优生的阅读理解监控特征。结果发现:(1)语文学困生的阅读理解监控能力明显低于学优生;(2)学生对低难度错误信息的理解监控能力明显高于对高难度错误信息的理解监控;(3)随着年级的增长,学生的阅读理解监控能力也随之提高。