Mechanisms of Visual Object Recognition in Infancy: Five‐Month‐Olds Generalize Beyond the Interpolation of Familiar Views

This work examined predictions of the interpolation of familiar views (IFV) account of object recognition performance in 5‐month‐olds. Infants were familiarized to an object either from a single viewpoint or from multiple viewpoints varying in rotation around a single axis. Object recognition was then tested in both conditions with the same object rotated around a novel axis. Infants in the multiple‐views condition recognized the object, whereas infants in the single‐view condition provided no evidence for recognition. Under the same 2 familiarization conditions, infants in a 2nd experiment treated as novel an object that differed in only 1 component from the familiar object. Infants' object recognition is enhanced by experience with multiple views, even when that experience is around an orthogonal axis of rotation, and infants are sensitive to even subtle shape differences between components of similar objects. In general, infants' performance does not accord with the predictions of the IFV model of object recognition. These findings motivate the extension of future research and theory beyond the limits of strictly interpolative mechanisms.     

Child outcome measures in the study of child care quality

This article assesses whether there are methodological problems with child outcome measures that may contribute to the small associations between child care quality and child outcomes found in the literature. Outcome measures used in 65 studies of child care quality published between 1979 and December 2005 were examined, taking the previous review by Vandell and Wolfe (2000) as the starting point. Serious methodological problems were not pervasive for child outcome measures. However, methodological concerns were most prevalent among measures of socioemotional development. Furthermore, psychometric information on outcome measures was often missing from published reports, and health outcomes and approaches to learning were infrequently studied. Future research should address alignment issues between aspects of quality and the specific child outcomes chosen for study.     

Understanding Organizational Safety Using Value-Focused Thinking

Decision analysis is recognized as the right way to make risk management decisions, using probabilistic techniques to assess the accident risk. It is also accepted that the decisions that individuals in the organization make affect the likelihood of an accident and thus managerial and organizational factors should be included in the risk modeling process. However, decision analytic techniques have not been used to understand the decisions that are made by these individuals. The initial domain for this research is marine transportation. We use the framework of value-focused thinking in order to understand safety decisions made within our research partner organization, a major domestic oil tanker operator. We describe the results of interviews held with managers and employees from this organization. Through these interviews, we sought to understand the values these experts apply in their roles within the organization and the objectives they seek to achieve to contribute to its overall safety performance. The end result is a framework that not only portrays the fundamental objectives of safe operations for various roles in the organization, but also interconnects these different decision contexts. We believe that this approach is fundamentally different from those used in previous work and that this is an interesting application of value-focused thinking.     

Child-related dimensions of placement stability in treatment foster care

Research shows increasing numbers of emotionally disturbed children entering foster care nationwide. As a result, there is growing interest in a special form of foster care known as therapeutic or treatment foster care. However, little information is currently available on the kinds of children who can benefit from this form of mental health care or on interactions between child characteristics and placement outcome. This paper begins to address this deficit in the knowledge base by proposing five psychosoical dimensions of child functioning associated with placement stability and outcome in treatment foster care. Current theory and research regarding each dimension are presented along with clinical examples.     

Gambling Households in Canada

This paper examines the distribution of gambling dollars in Nova Scotia, Saskatchewan and Canada and studies the impact of this spending on households. We focus first on how gambling expenditures are related to the level and source of household income as well as to other demographic characteristics such as age, education, household composition, geographical area, and sources of income. Next we analyze how gambling expenditures are distributed among those households that gamble. We show how expenditure patterns differ in the intensity of gambling as measured by the proportion of household income or total amount of dollars spent on gambling. Then we study the affects that gambling has on spending on household necessities, changes in net worth, retirement savings and household debt. Finally we determine whether gambling expenditures act as a substitute or a complement to other recreational spending on entertainment products and services. Throughout the paper we offer a comparative analysis of provincial and national data.     

Boredom: Exploration of a developmental perspective

This article presents an examination of the phenomenon of boredom in adults and searches for a developmental explanation for boredom by using clues from the cumulative literature on boredom, clinical interviews with bored adults and findings from infant observational studies. The author attempts to link behaviors observed in infant research with the phenomenon of adult boredom toward the goal of contributing to a more precise meaning of this state of mind in both the patient and the therapist.Material in this article is drawn in part from a dissertation completed in partial fulfillment of the requirements for the degree of Ph.D. at Smith College School for Social Work, 1983. The author wishes to thank the subjects for their interest and reflections.     

Contradiction and Change of Performance Expectations*

L'auteur propose deux hypotheses pour justifier le fait que les anticipations de ? performance ? changent lorsqu'elles sont mises en présence de faits objectifs qui les contredisent. On peut prédire que ce changement dans les anticipations evolue en fonction de la variété et du niveau des contradictions. Le cas de celui dont les attentes pour soi sont inferieur aux attentes pour les autres est utilise pour des fins expérimentales de verification des hypothèses. A la fin de l'article l'auteur apporte des suggestions dans le but d'améliorer l'arrière-plan théorique des hypothèses. Two hypotheses are proposed on the way specific performance expectations change when confronted with objective evidence that contradicts them. The change in expectations is predicted to be a function of the number and the degree of the contradictions they receive. The case of initial lower expectations for self than for other is used in an experimental test of the hypotheses, and these are confirmed by the results of the test. Some suggestions for the refinement of the hypotheses' theoretical background are discussed at the end.     

Self awareness of the supervisor in supervision

Teaching self awareness is an important and sensitive task in the supervision of the clinical casework student. However, lack of self awareness on the part of the supervisor may lead to a serious impaction of this learning process, and unfortunately, there is no institutionalized process for reviewing lack of supervisory self awareness as there is for students. Some occasions in which problems in supervisory self awareness are likely to occur are: the supervisor who has difficulty in responding appropriately to the student's dependency demands in supervision, responding either by withdrawing from the student or being overprotective of him; the supervisor who is threatened by students whose character styles are very different from his own; and the supervisor who views client behavior from the perspective of a value system very different from the student's.