Learning strategies in two Danish children's language development

A longitudinal investigation of two Danish children's linguistic and cognitive development during their second year is described. A summary of their Mean Length of Utterances (MLU), Vocabulary Scores and performance on the Uzgiris-Hunt infancy assessment scales is presented. The results reveal a pattern of individual differences that can be accommodated within a framework that identifies the use of analytic and holistic strategies as complementary approaches to the process of language learning. The consequences of this theoretical framework for the interpretation of MLU and Vocabulary Scores are discussed.     

The Relation Between Masculine Role Conflict and Psychological Distress in Male University Counseling Center Clients

This is the first study to examine the relations between components of masculine gender role conflict and specific symptoms of psychological distress in a sample of men seeking counseling services. One hundred and thirty male clients from 2 university counseling centers completed the Gender Role Conflict Scale and the Symptom Checklist-90-Revised. Participants reported moderate to high levels of psychological symptoms, which were correlated with components of masculine role conflict. Results of simultaneous multiple regressions supported previous findings in nonclinical samples of relations between masculine role conflict and depression and interpersonal issues. In addition, masculine role conflict significantly predicted paranoia, psychoticism, and obsessive compulsivity. Implications for counseling and future research are discussed.     

Relationship tensions and mood: Adult children's daily experience of aging parents' stubbornness

This study examined middle‐aged individuals' reports of parents' behaviors commonly attributed to stubbornness. Middle‐aged adults (N = 192) completed a 7‐day diary reporting their mood and how often they felt their parents (N = 254) engaged in behaviors often described as “stubbornness” (insistent or risky). Thirty‐one percent of middle‐aged children reported insistent behaviors, and 17% reported risky behaviors by their parent(s). Daily reports of parent behaviors attributed to stubbornness were positively associated with parent–child relationship quality, parent functional limitations, and child neuroticism. Reports of perceived parent insistent behaviors were also associated with greater daily negative mood among adult children. Findings highlight the impact of adult children's daily perceptions of parent behaviors commonly attributed to stubbornness on the individual and relationship.     

IMPERCEPTIBLE SIGNS: REMNANTS OF MAGNÉTISME IN SCIENTIFIC DISCOURSES ON HYPNOTISM IN LATE NINETEENTH‐CENTURY FRANCE*

In 1880s France, hypnotism enjoyed unique medico‐scientific legitimacy. This was in striking contrast to preceding decades when its precursor, magnétisme animal, was rejected by the medical/academic establishment as a disreputable, supernaturally tinged practice. Did the legitimation of hypnotism result from researchers repudiating any reference to the wondrous? Or did strands of magnetic thinking persist? This article interrogates the relations among hypnotism, magnétisme, and the domain of the wondrous through close analysis of scientific texts on hypnotism. In question is the notion that somnambulist subjects possessed hyperacute senses, enabling them to perceive usually imperceptible signs, and thus inadvertently to denature researchers’ experiments (a phenomenon known as unconscious suggestion). The article explores researchers’ uncritical and unanimous acceptance of these ideas, arguing that they originate in a holdover from magnétisme. This complicates our understanding of the continuities and discontinuities between science and a precursor “pseudo‐science,” and, more narrowly, of the notorious Salpêtrière‐Nancy “battle” over hypnotism.     

FREGE'S CONTEXT PRINCIPLE: AN INTERPRETATION

This paper presents a new interpretation of Frege's context principle on which it applies primarily to singular terms for abstract objects but not necessarily to singular terms for ordinary objects.