Previous work has reported that children creatively make syntactic errors that are ungrammatical in their target language, but are grammatical in another language. One of the most well‐known examples is medial wh‐question errors in English‐speaking children's wh‐questions (e.g., What do you think who the cat chased? from Thornton, 1990). The evidence for this non‐target‐like structure in both production and comprehension has been taken to support the existence of innate, syntactic parameters that define all possible grammatical variation, which serve as a (...) top‐down constraint guiding children's language acquisition process. The present study reports new story‐based production and comprehension experiments that challenge this interpretation. While we replicated previous observations of medial wh‐question errors in children's sentence production (Experiment 1), we saw a reduction in evidence indicating that English‐speaking children assign interpretations that conform to the medial wh‐question pattern (Experiment 2). Crucially, we found no correlation between production and comprehension errors (Experiment 3). We suggest that these errors are the result of children's immature sentence production mechanisms rather than immature grammatical knowledge. (shrink)

© 2014 Taylor Francis. The Centers for Disease Control and Prevention recommends routine human immunodeficiency virus testing of every client presenting for services in venues where HIV prevalence is high. Because older adults have particularly poor prognosis if they receive their diagnosis late in the course of HIV disease, any screening provided to younger adults in these venues should also be provided to older adults. We examined aging-related disparities in recent and ever HIV testing in a probability sample of at-risk (...) adults seeking services in needle exchange sites, sexually transmitted disease clinics, and Latino community clinics that provide HIV testing. Using multiple logistic regression with generalized estimating equations, we estimated associations between age category and each HIV testing outcome. Even after controlling for covariates such as recent injection drug use, older adults had 40% lower odds than younger adults did of having tested in the past 12 months or ever. Aging-related disparities in HIV testing exist among clients of these high HIV prevalence venues and may contribute to known aging-related disparities in late diagnosis of HIV infection and poor long-term prognosis. (shrink)

This course book serves an undergraduate course in introduction to legal reasoning. It is designed to initiate students in the legal methods of case law analysis and statutory interpretation, prompting students to take a critical distance from the wielding of the methods. It helps students acquire or refine the techniques of close reading, analogizing, distinguishing, positing related fact patterns, and criticizing judicial and legislative exposition and logic.

This collection of 30 essays covers living a moral and ethical life as a lawyer and Christian, following the example of J. Reuben Clark, Jr. The mission and history of the BYU Law School is also adressed.

Research suggests that metacognitive monitoring ability does not decline with age. For example, judgments-of-learning accuracy is roughly equivalent between younger and older adults. But few studies have asked whether younger and older adults’ metacognitive ability varies across different types of memory processes. The current study tested the relationship between memory and post-decision confidence ratings at the trial level on item and associative memory recognition tests. As predicted, younger and older adults had similarmetacognitive efficiency, when using meta-d’/d’, a measure derived from (...) Signal Detection Theory, despite a significant age effect favoring younger adults on memory performance. This result is consistent with previous work showing age-equivalent metacognitive efficiency in the memory domain. We also found that metacognitive efficiency was higher for associative memory than for item memory across age groups, even though associative and item recognition memory were statistically equivalent. Higher accuracy on post-test decision confidence ratings for associative recognition relative to item recognition on resolution accuracy itself and when corrected for performance differences are novel findings. Implications for associative metacognition are discussed. (shrink)

1. HUME’S ARGUMENT, FLEW CORRECTLY EXPLAINS, IS NOT THAT MIRACLES CANNOT HAPPEN, BUT THAT THERE MUST BE A CONFLICT IN THE EVIDENCE TO SHOW THAT THEY DO. 2. (I) FLEW FURTHER APPEALS TO THE INHERENT WEAKNESS OF HISTORICAL AS OPPOSED TO SCIENTIFIC EVIDENCE. BUT ONE’S ASSESSMENT OF THE EVIDENCE MUST DEPEND ON WHETHER THE CONCEPT IS POSSIBLE. (II) FLEW CLAIMS THAT HUME CAN BE TAKEN TO MEAN THAT WHAT IS ALLOWED TO BE A LOGICAL POSSIBILITY SHOULD YET BE DISMISSED AS (...) IMPOSSIBLE IN FACT. BUT THIS DISTINCTION CANNOT BE APPLIED IN ADVANCE OF AN OCCURRENCE, WITHOUT BEGGING THE QUESTION AS TO WHETHER IT IS INDEED POSSIBLE OR NOT. 3. PACE HUME AND FLEW, ENTERTAINING THE CONCEPT IS NOT INCOHERENT. FOR (I) THE RELEVANT "LAW OF NATURE" CAN BE THOUGHT OF AS POTENTIALLY APPLICABLE, THOUGH NOT IN FACT SO; (II) ONE MAY CONCEIVE OF AN "UNCAUSED" EVENT, ONCE ONE SUPPOSES THAT IN MOST OTHER CASES THE UNIVERSE IS UNIFORM. THUS IT COULD BE RATIONAL TO JUDGE THAT A MIRACLE HAD OCCURRED, SINCE THIS WOULD NOT CAL. (shrink)

Since its founding in 1943, Medievalia et Humanistica has won worldwide recognition as the first scholarly publication in America to devote itself entirely to medieval and Renaissance studies. Since 1970, a new series, sponsored by the Modern Language Association of America and edited by an international board of distinguished scholars and critics, has published interdisciplinary articles. In yearly hardbound volumes, the new series publishes significant scholarship, criticism, and reviews treating all facets of medieval and Renaissance culture: history, art, literature, music, (...) science, law, economics, and philosophy. (shrink)

While simulation has been a staple of Social Studies curricula since the 1960s, few current studies have sought to understand the mechanisms behind how simulations may influence students’ learning and behavior. Learning theories around student engagement – specifically interest development theory (Hidi & Renninger, 2006) – may help explain students’ commitment to future political action. To incorporate this theory into the democratic education literature, this study asks: Do situational interest and simulation frequency uniquely contribute to students’ commitment to vote in (...) the future? Data included 260 students from 19 classrooms, 9 teachers, in 9 schools, recruited as part of a larger mixed-methods study on Project Based Learning. Hierarchical Linear Modeling (HLM) techniques were used to examine the relationship between individual outcomes and predictors across different classrooms and teachers. Analysis of data suggests both frequency of simulations and situational interest directly predict students’ commitment to vote but do not uniquely contribute to the outcome. Findings suggest situational interest may play an important role in influencing students’ learning and future political behavior. (shrink)

Informed by Critical Race Theory, this quantitative study supports civic educators in understanding the role of classroom climate and racial identity in students’ civic engagement during a statewide middle school civics mandate (n = 4707). Findings reveal that students of color experience higher civic engagement and lower civic attitude scores than white-identifying peers, after controlling for school, classroom, and affluence indicators. Students’ perception of whiteness (or perhaps majority status) appeared to correlate with positive civic knowledge and civic attitude, but relative (...) civic inaction. These findings suggest differences in civic outcomes as early as middle school between white-identifying students and students of color. Such differences offer implications for civic education interventions that address not only effective instruction, but civic inequities, students’ perceived agency, and curricular content. (shrink)

The ArgumentThe thesis of this paper is that there are three basic processes by which a technological innovation is fitted into an existing culture: Rejection, in situations where all interested groups are satisfied with a traditional technology and reject apparently superior innovations because they would force unwanted changes in technology and ideology; Acceptance, in situations where a new technology is embraced by all because it appears to serve the same social and ideological functions as an inferior, or inoperative, traditional technology; (...) and — most commonly in complex societies — conflict over acceptance or rejection, in situations where a new technology introduced or proposed by one group, who perceive it as advancing their interests, is resisted by another group, who perceive it as threatening their welfare. A traditional tripartite concept of culture is employed, distinguishing technology, social organization, and ideology. Four case studies are introduced to illuminate the issue: the Thonga tribesmen of Mozambique, whose occupation as gold and diamond miners at first suited perfectly the requirements of the Thonga lineage and marriage system; the Yir Yoront of Australia, an aboriginal group who found that the steel axe introduced by whites disrupted the patriarchal status system and confounded their mythology; the Senecas, an American Indian tribe that for generations rejected male plow agriculture because their way of life was organized around female horticulture, but who took up male agriculture at the urging of a prophet when traditional male roles disintegrated on the reservation; and the anthracite miners and mine operators of nineteenth-century Pennsylvania, who discovered that fundamental changes in both social organization and ideology were needed in order to cope with catastrophically high rates of industrial accidents attendant on the new system of deep-shaft mining. (shrink)

Do the rich descriptions and narrative shapings of literature provide a valuable resource for readers, writers, philosophers, and everyday people to imagine and confront the ultimate questions of life? Do the human activities of storytelling and complex moral decision-making have a deep connection? What are the moral responsibilities of the artist, critic, and reader? What can religious perspectives—from Catholic to Protestant to Mormon—contribute to literary criticism? Thirty well known contributors reflect on these questions, including iterary theorists Marshall Gregory, James Phelan, (...) and Wayne Booth; philosophers Martha Nussbaum, Richard Hart, and Nina Rosenstand; and authors John Updike, Charles Johnson, Flannery O'Connor, and Bernard Malamud. Divided into four sections, with introductory matter and questions for discussion, this accessible anthology represents the most crucial work today exploring the interdisciplinary connections between literature, religion and philosophy. (shrink)

For all of the emphasis on quality improvement—as well as the acknowledged overlap between assessment of the quality of healthcare services and clinical ethics—the quality of clinical ethics consultation has received scant attention, especially in terms of empirical measurement. Recognizing this need, the second edition of Core Competencies for Health Care Ethics Consultation identified four domains of ethics quality: (1) ethicality, (2) stakeholders’ satisfaction, (3) resolution of the presenting conflict/dilemma, and (4) education that translates into knowledge. This study is the (...) first, to our knowledge, to directly measure all of these domains. Here we describe the quality improvement process undertaken at a tertiary care academic medical center, as well as the tools developed to measure the quality of ethics consultation, which include post-consultation satisfaction surveys and weekly case conferences. The information gained through these tools helps to improve not only the process of ethics consultation, but also the measurement and assurance of quality. (shrink)

Context: Practice-based design research is becoming more widely recognized in academia, including at doctoral level, yet there are arguably limited options for dissemination beyond the traditional conference format of paper-based proceedings, possibly with an exhibition or “demonstrator” component that is often non-archival. Further, the opportunities afforded by the traditional-format paper presentations is at times at odds with practice-based methodologies being presented. Purpose: We provide a first-hand descriptive account of developing and running a new international conference with an experimental format that (...) aims to support more analogously the dissemination of practice-based design research. Method: Our approach herein is broadly interpretative, phenomenological and critically reflective in orientation, to analyze our own experiential insights from the conference conception, through to the event itself and post-conference reflections, alongside the reflections fed back by conference delegates. Results: We have found the roundtable format continues to function well for creating a discursive interactional context. However issues arose around the crucial nature of the session chair’s role in enabling rich and multi-voiced discussion and how presenters’, organizers’ and delegates’ voices were captured and documented, with implications for further developing the conference design. Looking forward, there are also questions raised about: balancing the stringency of a rigorous review process with provision of an encouraging platform for early-career researchers; and balancing the need for clear criteria and formatting standards with the “openness” of the submission template and formatting guidelines and/or writing. This includes designers who are new to research cultures. It should also appeal to those working in interdisciplinary research in collaboration with design practitioners (but who may not be practitioners themselves. The conference aims to foster and support a burgeoning “research through design” academic community and to provide a fitting dissemination platform for this community. We hope that the conference will encourage academic communities to give proper consideration to the concept of design as a knowledge-generating activity. Constructivist content: Knowledge about design research is generated from meaningful interaction between people and artifacts as part of the unfolding conference experience. The organizational features of the conference aim to support knowledge dissemination through dialogical relations between people and things in particular contexts of interaction. (shrink)

This article provides current Schwartz Values Survey (SVS) data from samples of business managers and professionals across 50 societies that are culturally and socioeconomically diverse. We report the society scores for SVS values dimensions for both individual- and societal-level analyses. At the individual-level, we report on the ten circumplex values sub-dimensions and two sets of values dimensions (collectivism and individualism; openness to change, conservation, self-enhancement, and self-transcendence). At the societal-level, we report on the values dimensions of embeddedness, hierarchy, mastery, affective (...) autonomy, intellectual autonomy, egalitarianism, and harmony. For each society, we report the Cronbach’s α statistics for each values dimension scale to assess their internal consistency (reliability) as well as report interrater agreement (IRA) analyses to assess the acceptability of using aggregated individual level values scores to represent country values. We also examined whether societal development level is related to systematic variation in the measurement and importance of values. Thus, the contributions of our evaluation of the SVS values dimensions are two-fold. First, we identify the SVS dimensions that have cross-culturally internally reliable structures and within-society agreement for business professionals. Second, we report the society cultural values scores developed from the twenty-first century data that can be used as macro-level predictors in multilevel and single-level international business research. (shrink)

Backround Education in ethics and professionalism should reflect the realities medical students encounter in the hospital and clinic. Method We performed content analyses on Case Observation and Assessments (COAs) written by third-year medical students about ethical and professional issues encountered during their internal medicine and paediatrics clinical clerkships. Results A cohort of 141 third-year medical students wrote 272 COAs. Content analyses identified 35 subcategories of ethical and professional issues within 7 major domains: decisions regarding treatment (31.4%), communication (21.4%), professional duties (...) (18.4%), justice (9.8%), student-specific issues (5.4%), quality of care (3.8%), and miscellaneous (9.8%). Conclusions Students encountered a wide variety of ethical and professional issues that can be used to guide pre-clinical and clinical education. Comparison of our findings with results from similar studies suggests that the wording of an assignment (specifying “ethical” issues, “professional” issues, or both) may influence the kinds of issues students identify in their experience-based clinical narratives. (shrink)

In this review, we discuss how two evolutionarily conserved pathways at the interface of DNA replication and repair, template switching and break-induced replication, lead to the deleterious large-scale expansion of trinucleotide DNA repeats that cause numerous hereditary diseases. We highlight that these pathways, which originated in prokaryotes, may be subsequently hijacked to maintain long DNA microsatellites in eukaryotes. We suggest that the negative mutagenic outcomes of these pathways, exemplified by repeat expansion diseases, are likely outweighed by their positive role in (...) maintaining functional repetitive regions of the genome such as telomeres and centromeres. Break-induced replication and template switching are conserved mechanisms of replication fork restart. They do not cause microsatellite instability in prokaryotes, but promote repeat expansion in eukaryotes. We suggest that TS and BIR persisted in eukaryotes despite their mutagenic potential because they help maintain long repetitive telomeres and centromeres. (shrink)