Grammatical gender and inferences about biological properties in german-speaking children

In German, nouns are assigned to one of the three gender classes. For most animal names, however, the assignment is independent of the referent's biological sex. We examined whether German-speaking children understand this independence of grammar from semantics or whether they assume that grammatical gender is mapped onto biological sex when drawing inferences about sex-specific biological properties of animals. Two cross-linguistic studies comparing German-speaking and Japanese-speaking preschoolers were conducted. The results suggest that German-speaking children utilize grammatical gender as a cue for inferences about sex-specific properties of animals. Further, we found that Japanese- and German-speaking children recruit different resources when drawing inferences about sex-specific properties: Whereas Japanese children paralleled their pattern of inference about properties common to all animals, German children relied on the grammatical gender class of the animal. Implications of these findings for studying the relation between language and thought are discussed.     

Generic language use reveals domain differences in young children's expectations about animal and artifact categories

The goal of the present study was to explore domain differences in young children's expectations about the structure of animal and artifact categories. We examined 5-year-olds’ and adults’ use of category-referring generic noun phrases (e.g., “Birds fly”) about novel animals and artifacts. The same stimuli served as both animals and artifacts; thus, stimuli were perceptually identical across domains, and domain was indicated exclusively by language. Results revealed systematic domain differences: children and adults produced more generic utterances when items were described as animals than artifacts. Because the stimuli were novel and lacking perceptual cues to domain, these findings must be attributed to higher-order expectations about animal and artifact categories. Overall, results indicate that by age 5, children are able to make knowledge-based domain distinctions between animals and artifacts that may be rooted in beliefs about the coherence and homogeneity of categories within these domains.     

An Eye‐Tracking Study of Exploitations of Spatial Constraints in Diagrammatic Reasoning

Semantic studies on diagrammatic notations (Barwise & Etchemendy, 1990 ; Shimojima, 1995 ; Stenning & Lemon, 2001 ) have revealed that the “non‐deductive,” “emergent,” or “perceptual” effects of diagrams (Chandrasekaran, Kurup, Banerjee, Josephson, & Winkler, 2004 ; Kulpa, 2003 ; Larkin & Simon, 1987 ; Lindsay, 1988 ) are all rooted in the exploitation of spatial constraints on graphical structures. Thus, theoretically, this process is a key factor in inference with diagrams, explaining the frequently observed reduction of inferential load. The purpose of this study was to examine the empirical basis for this theoretical suggestion, focusing on the reality of the constraint‐exploitation strategy in actual practices of diagrammatic reasoning. Eye movements were recorded while participants used simple position diagrams to solve three‐ or four‐term transitive inference problems. Our experiments revealed that the participants could exploit spatial constraints on graphical structures even when (a) they were not in the position of actually manipulating diagrams, (b) the semantic rule for the provided diagrams did not match their preferences, and (c) the constraint‐exploitation strategy invited a partly adverse effect. These findings indicate that the hypothesized process is in fact robust, with the potential to broadly account for the inferential advantage of diagrams.     

Reversing the Counterfactual Analysis of Causation

The counterfactual analysis of causation has focused on one particular counterfactual conditional, taking as its starting‐point the suggestion that C causes E iff (～C □→ ～E). In this paper, some consequences are explored of reversing this counterfactual, and developing an account starting with the idea that C causes E iff (～E □→ ～C). This suggestion is discussed in relation to the problem of pre‐emption. It is found that the ‘reversed’ counterfactual analysis can handle even the most difficult cases of pre‐emption with only minimal complications. The paper closes with a discussion of the wider philosophical implications of developing a reversed counterfactual analysis, especially concerning the differentiation of causes from causal conditions, causation by absences, and the extent to which causes suffice for their effects.     

Book reviews

This paper begins with a critical evaluation of British counselling psychology's aspirations for a scientific basis and considers some of the consequences in terms of theoretical assumptions and research practice. Through identifying certain empirical, theoretical and ideological problems inherent in the dominant tradition of quantifying inferred cognitive constructs (using the example of trainee self-talk), an alternative framework of discursive psychology is simultaneously introduced. the argument is made for a discursive study of storied meanings by trainee counselling psychologists about themselves and their work. This would potentially address two pivotal research areas. First, it affords both a personal and yet socially embedded framework for an increased understanding and more sensitive evaluation of the training process (with its acquisition of skills, knowledge, experience, competencies, etc.). Second, it offers an alternative approach to the problematic area of understanding unique and generic interactions between practitioners and their preferred psychological model(s) of therapy, thus challenging the theoretical and research cul-de-sac of competing modernist visions of purism, eclecticism and integration. Extending from these observations two research possibilities are suggested.     

Teacher–child relationships and academic achievement: A multilevel propensity score model approach

A robust body of research finds positive cross-sectional and longitudinal associations between teacher–child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher–child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher–child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher–child relationships in kindergarten on math achievement in first grade. No significant effects of teacher–child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed.     

Rigid/non-rigid grounding and transitivity

While extant replies to Jonathan Schaffer’s putative counterexamples to the transitivity of grounding have made significant strides against the charge of transitivity failure, the replies pay insufficient attention to the common structure of the counterexamples, overlooking a deeper structural feature that contributes to their prima facie plausibility. Putative counterexamples to the transitivity of grounding, I argue, trade on the distinction between what I call ‘rigid’ and ‘non-rigid’ grounding, and confusion over how rigid and non-rigid grounding react when combined pumps the intuition that the counterexamples’ chained conclusions are false. The rigid/non-rigid grounding distinction also reveals plausible weakening inference rules that have been overlooked in treatments of the logic of grounding.     

Transforming valences through transitive inference: How are faces emotionally dissonant?

Information that is emotionally incongruous with self-concepts can produce feelings of unease. This implies that embedding incongruous information in newly formed relational structures would have little effect on their previous emotive properties. Alternatively, Relational Frame Theory highlights the importance of contextualized stimulus-stimulus relations, where the structure of a relational series is key in determining the function of its elements. To see whether series membership can mitigate ‘dissonance’ when a salient element is employed, the present investigation trained and tested a seven-term relational series (X>A>B>C>D>E>Y) using blurred faces as stimuli. Specifically, Stimuli X, A, B, D, E and Y were blurred unfamiliar faces and Stimulus C constituted of the participant’s own blurred face, assumed to be more salient than the former. To assess how the valences of the related stimuli were transformed by relational series membership, self-report ratings and electroencephalographic (EEG) recordings were collected before and after training the X>A>B>C>D>E>Y series. These pre vs. post contrasts revealed that, for unfamiliar faces, stimulus valence transformed as a function of relational structure. Conversely, the lack of difference in pre vs. post contrasts of Stimulus C, which maintained a high valence, suggest that relational series membership may not suffice to mitigate emotionally dissonant information.