Developmental amnesia

The concept of developmental amnesia is proposed to describe the impairment of normal memories during a person's school age life. One hundred psychotherapy patients were interviewed and the age of earliest memories ranged from 1–12 years, with a mode of 5 years. Memory was continuous for 53% of patients by 1st grade, while 18% reported life memory was still episodic at age 18 or later. Parental alcohol problems were associated with delay of continuous memories.     

Childhood fantasy play relates to adult socio-emotional competence

Childhood fantasy play and creation of imaginary companions are thought to confer socio-emotional benefits in children, but little is known about how they relate to socio-emotional competence in adulthood. A total of 341 adults (81 males) aged 18 and above (M = 31.47, SD = 12.62) completed an online survey examining their fantasy play as a child, their childhood imaginary companion status, and their adult socio-emotional competence. Adults who reported higher levels of childhood fantasy play were found to be significantly more prosocial, empathetic, and emotionally intelligent than their counterparts after controlling for demographic factors. Recall of a childhood imaginary companion, however, was significantly related only to higher scores for perspective-taking and did not explain unique variance in any adult competence measure. Findings suggest that engagement in fantasy play during childhood may be a precursor to later socio-emotional competence, while benefits previously associated with imaginary companions specifically may not extend into adulthood.     

The effects of variation of intertrial interval on exploration of elevatd and enclosed mazes

The interval between exploratory trials was varied in experiments using simple elevated or enclosed mazes. Activity on the second trial was depressed for short intertrial intervals but had recovered after about 10 min.; the degree of recovery was different in the two types of maze. A second decrease in second trial activity was found with inter-trial intervals of more than 20 min., but a further experiment suggested this was due to the effects of delay itself, rather than to previous experience of the environment.     

Behavioral inference in young children

Three experiments are reported on behavioral inference in children of 3 to 5 years of age. In each experiment the children learned two separate sequences of behavior which they were required to put together in the final test stage in order to obtain a reward. In the first experiment moderate levels of behavioral inference were obtained, although a relatively high proportion of children failed to respond in the test phase. In the second experiment different instructions were used in the test phase, the number of nonresponders was greatly reduced and a much higher proportion of children showed behavioral inference. The third experiment obtained similar results under conditions which excluded the possibility of mediation during a memory test, which was included in the previous experiments. It was concluded that behavioral inference is found, under suitable conditions, in children as young as 3-years-old, and that reports by other investigators of failure to find such inference up to the age of about 8 were due to problems with apparatus and instructions.     

Is poor frequency modulation detection linked to literacy problems? A comparison of specific reading disability and mild to moderate sensorineural hearing loss

Specific reading disability (SRD) is now widely recognised as often being caused by phonological processing problems, affecting analysis of spoken as well as written language. According to one theoretical account, these phonological problems are due to low-level problems in auditory perception of dynamic acoustic cues. Evidence for this has come from studies showing poor discrimination of frequency-modulated from unmodulated tones. We measured frequency modulation detection limens (FMDLs) in 16 children with specific reading disability (SRD group), 16 children with mild to moderate hearing loss (SNH group) and 16 age-matched controls (CA group) aged 8-14. To obtain information about possible mechanisms used in frequency modulation detection, FMDLs were measured at modulation rates of 2 and 20 Hz, both in the absence and the presence of amplitude modulation, intended to force listeners to rely, if possible, upon phase-locking cues. Although both the SNH and SRD groups showed a trend for elevated FMDLs at both 2 and 20 Hz, these differences reached statistical significance for the SNH group alone. However, the SNH group had no evidence of literacy impairments. This study thus shows that impairments in perceiving dynamically modulated auditory stimuli do not necessarily lead to difficulty in learning to read.     

Holism about value: some help for invariabilists

G.E. Moore’s principle of organic unity holds that the intrinsic value of a whole may differ from the sum of the intrinsic values of its parts. Moore combined this principle with invariabilism about intrinsic value: An item’s intrinsic value depends solely on its bearer’s intrinsic properties, not on which wholes it has membership of. It is often said that invariabilism ought to be rejected in favour of what might be called ‘conditionalism’ about intrinsic value. This paper is an attempt to show how invariabilism might be filled out in ways that allow its proponents to answer their conditionalist opponents. The main point consists in identifying how some amount of extrinsic part-value may contribute to whole-value that is nevertheless intrinsic. This enables an invariabilist to explain how the intrinsic value of a whole may differ from the sum of its intrinsic part-values, without abandoning the Moorean doctrine that intrinsic value supervenes on intrinsic properties (the proposal is nevertheless consistent with the view that invariabilist and conditionalist accounts might exist side by side). I finish with a brief explanation of how the main proposal could help construct invariabilist accounts of particular organic unities, looking beyond the more general argument they have with conditionalists.     

Reason,Education and Liberalism: Family Resemblance within an Overlapping Consensus

This paper focuses on recent debates over the nature ofliberalism and its central feature of reason, both inside and outside ofeducational philosophy. Central ideas from Jonathan and Hirst contributeas do those from Rawls, Gadamer, Wittgenstein, Taylor, and Ackermantoward a less traditional contextualized and contingent view.