Endorsement of dysfunctional beliefs depends on current mood state

In two studies we tested the hypothesis that endorsement of dysfunctional beliefs depends on current mood state for persons who are vulnerable to depression. The first study showed that reports of dysfunctional beliefs vary with spontaneous diurnal mood fluctuations in 47 depressed psychiatric patients. The effect of mood state was highly significant (p less than .01); dysfunctional thinking increased when mood was worst and decreased when mood was best. The second study conceptually replicated this finding in a population of asymptomatic subjects. As predicted, reports of dysfunctional beliefs varied as a function of mood state in 14 persons who had experienced a depressive episode but not in 27 who had never been depressed. These findings support the cognitive theory of depression, which proposes that dysfunctional beliefs are vulnerability factors for depression but also that reporting of dysfunctional beliefs depends on current mood state.     

Statistical learning of multiple speech streams: A challenge for monolingual infants

Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures.     

Eudaimonia and well-being: questioning the moral authority of advance directives in dementia

Theoretical Medicine and Bioethics - This paper revisits Ronald Dworkin’s influential position that a person’s advance directive for future health care and medical treatment retains its...     

Appraisal and control of sexual and non-sexual intrusive thoughts in university students

This study examined differences in the appraisal and thought control strategies associated with the perceived control of unwanted sexual and non-sexual intrusive thoughts. Eleven appraisal dimensions, subjective physiological arousal and 10 thought control strategies were measured in 171 university students who were administered the Revised Obsessive Intrusions Inventory-Sex Version, a self-report measure of unwanted intrusive thoughts. Thought-action fusion (TAF) likelihood was a significant unique predictor of the perceived controllability of respondents' most upsetting sexual and non-sexual intrusive thought. Moreover greater subjective physiological arousal was a significant predictor of reduced control over sexual intrusions, whereas worry that one might act on an intrusive thought and greater effort to control the intrusion were significant unique predictors of the control of non-sexual intrusive thoughts. Various thought control strategies were more often used in response to non-sexual than sexual cognitions. The results are discussed in terms of the differential role of various appraisal processes in the control of unwanted sexual and non-sexual thoughts.     

PRESENTISM,PERSISTENCE AND COMPOSITION

Pace Benovsky's ‘Presentism and Persistence,’ presentism is compatible with perdurantism, tropes and bundle‐of‐universals theories of persisting objects. I demonstrate how the resemblance, causation and precedence relations that tie stages together can be accommodated within an ersatzer presentist framework. The presentist account of these relations is then used to delineate a presentist‐friendly account of the inter‐temporal composition required for making worms out of stages. The defense of presentist trope theory shows how properties with indexes other than t may be said to exist at t. This involves an account of how times other than t exist at t, and how times may be multiply located at any given time. Benovsky's objection to bundles of universals is shown to assume that a bundle of properties must have the properties of its element properties.     

All on the Same Side: Reflections on the Dialogue Between Science and Religion

The 'war' between religion and science is winding down, creating new opportunities for fruitful dialogue. The foundations of indirect religion-science dialogue, where the perspectives of the two disciplines illuminate some third subject, are not well established. A detailed comparison of the Roman Catholic bishops' dialogues and a similar program within the American Association for the Advancement of Science illustrates the variety in formalscience-religion interactions and reveals much about the promise, achievements, and limitations of different approaches. Success depends in large part on controlling the diversity of the dialogue group, choosing topics carefully, and adopting positive and cooperative attitudes.     

Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages

In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.     

Monolingual and bilingual children's social preferences for monolingual and bilingual speakers

Past research has shown that young monolingual children exhibit language‐based social biases: they prefer native language to foreign language speakers. The current research investigated how children's language preferences are influenced by their own bilingualism and by a speaker's bilingualism. Monolingual and bilingual 4‐ to 6‐year‐olds heard pairs of adults (a monolingual and a bilingual, or two monolinguals) and chose the person with whom they wanted to be friends. Whether they were from a largely monolingual or a largely bilingual community, monolingual children preferred monolingual to bilingual speakers, and native language to foreign language speakers. In contrast, bilingual children showed similar affiliation with monolingual and bilingual speakers, as well as for monolingual speakers using their dominant versus non‐dominant language. Exploratory analyses showed that individual bilinguals displayed idiosyncratic patterns of preference. These results reveal that language‐based preferences emerge from a complex interaction of factors, including preference for in‐group members, avoidance of out‐group members, and characteristics of the child as they relate to the status of the languages within the community. Moreover, these results have implications for bilingual children's social acceptance by their peers.