The heterogeneity of attention‐deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition,emotion regulation,emotionality, and disorganized attachment

This study examined the contributions of several important domains of functioning to attention‐deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.     

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery of assessments. Girls showed substantially higher levels of self-control in kindergarten (β = 0.47) and outperformed boys on standardized tests of reading achievement in third/fourth grade (β = 0.20). Further, kindergarten self-control prospectively predicted reading achievement throughout elementary school (β = 0.37). Connecting these findings, our mediation analyses revealed that the female self-control advantage in kindergarten could account for subsequent gender differences in reading achievement. Our results suggest that early gender differences in self-control may represent a key pathway through which gender disparities in reading skills, vocabulary knowledge, and reading comprehension occur.     

ISLAMIC PHILOSOPHY AND ARTIFICIAL INTELLIGENCE: EPISTEMOLOGICAL ARGUMENTS

This essay presents an analysis of different processes of machine learning: supervised, unsupervised, and semisupervised, through the prism of the epistemologies of several prominent Islamic philosophical schools. I discuss the way each school conceptualizes the ontological absolute (immortality, death, afterlife) and the way this shapes their respective epistemologies. I present an analysis of the different machine learning processes through the prism of the epistemological constructs of each of these philosophic traditions. I conclude with the argument that more scholars from the Islamic philosophical tradition should engage in the debates about the development of artificial intelligence and its implications, given that many Muslim countries are among the leaders in this development and its application in everyday life.     

睡眠不足对人际交互的影响及其认知神经机制

睡眠不足会对人的认知、情感和人际交互产生诸多影响。这种影响在社会情绪层面表现为个体情绪共情和认知共情的减少,易激惹性与愤怒情绪的增加;在社会行为层面则表现为亲社会行为的减少和攻击行为的增加。在睡眠不足状态下,情绪系统和认知系统功能连接的减弱可能是这些变化的潜在机制。未来应结合生态效度较高的睡眠操作手段,系统考察睡眠不足如何导致各种高级社会情绪的改变,以及这些社会情绪的变化如何导致社会行为的变化。     

Discrimination learning in a foraging situation

Rats were allowed to forage in a simulated natural environment made up of eight food sources (patches) each containing a fixed number of pellets. Two of the eight contained an extra supply of peanuts. The peanut patches were signaled by an olfactory/visual cue located at the bottom of the ladder leading to the patch. In successive phases the number of sessions per day, height of the patches, and availability of peanuts were manipulated. Subjects showed evidence of discrimination learning under these conditions, although the degree of discriminatory behavior varied as a function of environmental manipulations. Assessment of behavior within foraging sessions showed that subjects systematically changed their patterns of utilization of patches across time. Sampling or exploration, as well as food reinforcement, seem implicated in these results.     

ON MARTIN EGER'S "A TALE OF TWO CONTROVERSIES"

Abstract. Criticisms are presented against Eger's challenge to the demarcation between the natural sciences and ethics. Arguments are given both against his endorsement of the "new" philosophy of science and against his rejection of the fact-value dichotomy. However, his educational recommendations are reinforced rather than weakened by these criticisms     

Time-place learning by pigeons, Columba livia

In each of two experiments, 2 pigeons received discrimination training in which food reinforcement for key pecking was conditional upon both spatial and temporal cues. In Experiment 1, food was available for periods of 30 s at each of three locations (pecking keys) during trials that lasted 90 s. In Experiment 2, food was available for periods of 15 min at each of four locations (pecking keys) during a 60-min trial. In both experiments, pigeons' key pecking was jointly controlled by the spatial and temporal cues. These data, and other recent experiments, suggest that animals learn relationships between temporal and spatial cues that predict stable patterns of food availability.     

Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages,settings, and time

A study that involved parents as reading tutors was carried out at home during the summer with four elementary children, three with learning disabilities. One purpose was to determine the effects of tutoring in the basal reader on reading rates at home. Another purpose was to determine potential generalization effects as a result of parent tutoring on different academic tasks at home and, later at school, on different and similar tasks. A combination multiple-baseline and reversal design tested for replication and generalization effects. Increases in correct rates were noted for the targeted variables across conditions. The results indicated that parents tutoring with school basal texts during the summer produced marked increases in reading rates that generalized at home to different academic tasks and at school to different and similar tasks. This suggests that parents, when using specific tutoring procedures, can increase their children's academic skills.