Infants' First Words are not Phonetically Specified: Own Name Recognition in British English‐Learning 5‐Month‐Olds

By the end of their first year of life, infants’ representations of familiar words contain phonetic detail; yet little is known about the nature of these representations at the very beginning of word learning. Bouchon et al. ( 2015 ) showed that French‐learning 5‐month‐olds could detect a vowel change in their own name and not a consonant change, but also that infants reacted to the acoustic distance between vowels. Here, we tested British English‐learning 5‐month‐olds in a similar study to examine whether the acoustic/phonological characteristics of the native language shape the nature of the acoustic/phonetic cues that infants pay attention to. In the first experiment, British English‐learning infants failed to recognize their own name compared to a mispronunciation of initial consonant (e.g., Molly versus Nolly) or vowel (e.g., April versus Ipril). Yet in the second experiment, they did so when the contrasted name was phonetically dissimilar (e.g., Sophie versus Amber). Differences in phoneme category (stops versus continuants) between the correct consonant versus the incorrect one significantly predicted infants’ own name recognition in the first experiment. Altogether, these data suggest that infants might enter into a phonetic mode of processing through different paths depending on the acoustic characteristics of their native language.     

Theoretical Beacons: Maturana's Theory in Clinical Practice

This paper introduces several theoretical constructs drawn from the work of Humberto Maturana that can be applied to a diverse range of clinical contexts, including supervision. These constructs are: love as a fundamental need of human beings; pathways of explanation: (Objectivity), Objectivity; Emotioning; Structural Coupling; Plasticity; Domains of Operational Coherences. These constructs assist in choosing a point of entry for specific clinical situations and form a foundation on which one's preferred model of practice can be built.     

Beyond Individualised Approaches to Diabetes Type 2

Explanations for type 2 diabetes are broadened beyond the individual body and ‘bad lifestyles’ to include major institutions, the social and material contexts of food and eating, and employment. Precarious employment, a social determinant of health, encourages changes to food practices, lowers working conditions, worsens health, can bring poverty and increases shift work, a causal risk factor for diabetes. Scientists have played a part in revolutionising foods and technologies which minimise labour and movement. There are excess additives in processed food. Genetic explanations for the higher rates of diabetes in First Nations peoples give way to social explanations: colonial history, British/Euro‐American cuisine, food insecurity, trauma and social conditions resulting in chronic stress. Self‐management education takes a ‘nutritionist’ approach towards food and eating and tends to minimise the social context and skills of those with the condition particularly women workers in poorer social groups who have higher rates of diabetes (T2DM).     

Playing the Recording Once or Twice: Effects on Listening Test Performances

Much debate surrounds the issue of whether allowing candidates to listen to recordings twice is more desirable in language tests than offering just one opportunity. Using regression models, this study investigates, analyses and interconnects both item difficulty and stimulus length in relation to the frequency of stimulus presentation and its effect on test results. The study involved 1,266 eighth-grade learners with perceived A2/B1 level in English as a first foreign language. The final discussion seeks to offer explanations for the results that clearly indicate the advantages of listening once; likewise, potential implications for listening tests and classroom practice are raised.     

‘Our young people are worse’: family backgrounds,educational progression and placement options in public care systems

Introducing continental European approaches to UK child welfare practice raises a problem of comparison: to what extent are the problems and issues similar to or different from one country compared to another. Social pedagogues trained in continental Europe and working in English residential care services often encountered the phrase ‘our young people are worse’ from their English colleagues, with the implication that the social pedagogic approach was not suitable for the client group. This paper examines two propositions: (1) that in the context of introducing the continental European approach of social pedagogy into children's residential care services in England, young people are ‘different’ in England compared to other European countries and (2) that the placement options and practices for young people living away from their birth parents in continental European countries differ from those in England. Using data from a five nation study of young people from public care backgrounds, the paper argues that while family backgrounds are remarkably similar there are marked differences in the child welfare systems that might account for the perception that young people in care are ‘worse’ in England.     

Marital and Cohabitation Dissolution and Parental Depressive Symptoms in Fragile Families

The consequences of divorce are pronounced for parents of young children, and cohabitation dissolution is increasing in this population and has important implications. The mental health consequences of union dissolution were examined, by union type and parental gender, using the Fragile Families and Child Wellbeing Study (n= 1,998 for mothers and 1,764 for fathers). Overall, cohabitation and marital dissolution were both associated with increased maternal and paternal depressive symptoms, though for married mothers, depressive symptoms returned to predissolution levels with time. Difference‐in‐difference estimates indicated no differences in the magnitude of the increase in depressive symptoms by type of dissolution, though pooled difference models suggested that married fathers increased in depressive symptoms more than cohabiting fathers. Potential time‐variant mediators did not account for these associations, though greater family chaos was associated with increased maternal depressive symptoms, and decreased social support and father–child contact were associated with increased paternal depressive symptoms.