Integrating Conflicting Perspectives

"Theory of mind� describes the ability to impute mental states, such as beliefs, desires and intentions, to oneself and to other people. Usually we want to know why people did what they did and we wonder what they are going to do next. That is, everyday we try to predict and explain human behaviour. In order to do this we refer to a person"s beliefs, desires, emotions, intentions etc. Behaviour is the product of belief and desire: People do things because they desire something and believe some act will achieve it. For adults it is clear that our assumptions about reality do not necessarily match the real world; but we know, regardless of whether our beliefs are true or not, our beliefs direct our actions. In contrast, it is not until the age of 4 years that children understand that one can be mistaken about the world and that actions can be based on this false belief

The Decision-making Utility and Predictive Power of DIBELS for Students' Reading Achievement in Pennsylvania's Reading First Schools

The purpose of this study was to examine the predictive strength and decision-making utility of the Dynamic Indicators of Early Literacy Skills (DIBELS). Specifically, the study examined whether DIBELS benchmarks correctly differentiated among students who were at-risk for reading failure and those who were not as measured by end-of-third-grade achievement on the Pennsylvania System of School Assessment (PSSA) in Reading First schools. More broadly, this study addressed the effectiveness of DIBELS for early identification of children considered to be at-risk for reading failure using the author-recommended benchmarks. Additionally, data were analyzed to determine whether first grade cut-points were appropriately sensitive and specific in relation to long-term predictions (end of third grade) of special education status. When comparing within-year achievement trends, results indicated that DIBELS was generally predictive of first through third grade students' Fall to Spring achievement. However, some students did demonstrate erratic achievement. Receiver Operating Characteristic (ROC) analyses revealed that the author-recommended cut-points for the Fall subtests resulted in concerning numbers of false negative and false positive predictions of reading achievement. In fact, the cut-points for the phoneme segmentation fluency (PSF) subtest were found to have a statistically inappropriate balance of sensitivity and specificity. Hierarchical Linear Modeling (HLM) analyses of students' long-term achievement showed that the DIBELS measures administered early in first grade were generally not predictive of third grade reading achievement for students in these Reading First schools. In fact, first grade results explained only 18% of the variability in students' third grade reading scores on the PSSA. Finally, logistic regression results suggest that students' socio-economic status and race were more accurate predictors of end-of-third grade special education status than their first grade reading achievement on the DIBELS. The overall limited predictive value of DIBELS on students' long-term reading achievement raises important concerns about over-reliance on DIBELS in an early intervention framework like Pennsylvania's Reading First initiative and in school-wide educational decision making systems such as Response-to-Intervention (RTI)

How Does Children’s Theory of Mind Become Explicit? A Review of Longitudinal Findings

How does theory of mind become explicit? In this article, we provide a brief overview of theoretical accounts and then review longitudinal findings on the development of theory of mind from infancy to the preschool years. Long‐term predictive relations among conceptually related measures of implicit and explicit theory‐of‐mind reasoning support a conceptual continuity view of the transition from an implicit to an explicit understanding of the mind. We discuss alternative, minimalist accounts of infant psychological reasoning (e.g., two‐systems models, submentalizing theory) and their implications for the development of theory of mind in light of the evidence. Longitudinal findings further support a developmental enrichment view of joint attention as a foundation of theory of mind and early social interaction as a powerful mechanism in the development of this ability. Finally, we highlight the importance of longitudinal data for our understanding of conceptual development from infancy to the preschool years

The impact of theory of mind and executive function on math and reading abilities: A longitudinal study

Both theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence of these two abilities on children's math and reading performance at 7 years of age. We found that math performance was predicted by concurrent working memory as well as by preschool numerical abilities and ToM. Reading performance was predicted by concurrent working memory and verbal IQ at 6 years. This corroborates earlier research demonstrating the importance of executive functioning (working memory) and ToM for later academic abilities. We argue that ToM may be an important developmental precursor of math performance because both require an understanding of representations

Under Pressure: Ambulatory Blood Pressure Control

Smart AIM: Improve hypertension control with the following goal: Within three months 60% of patients with hypertension will have a blood pressure less than 140/90 during their most recent office visit.https://jdc.jefferson.edu/patientsafetyposters/1029/thumbnail.jp

Knowing minds: Linking early perspective taking and later metacognitive insight

Recent metacognitive research using a partial knowledge task indicates that a firm understanding of ‘knowing about knowing’ develops surprisingly late, at around 6 years of age. To reveal the mechanisms subserving this development, the partial knowledge task was used in a longitudinal study with 67 children (33 girls) as an outcome measure at 5;9 (years;months). In addition, first- and second-order false belief was assessed at 4;2, 5;0, and 5;9. At 2;6, perspective taking and executive abilities were evaluated. Metacognition at 5;9 was correlated with earlier theory of mind and perspective taking – even when verbal intelligence and executive abilities were partialled out. This highlights the importance of perspective taking for the development of an understanding of one’s own mind

On the correlation between dye coverage and photoelectrochemical performance in dye-sensitized solar cells

This article is licensed under a Creative Commons Attribution 3.0 Unported Licence (http://creativecommons.org/licenses/by/3.0/)Concentration depth profiles of the ruthenium based dyes Z907 and N719 adsorbed onto titania are measured directly and used for determining the adsorption isotherm of the dyes. Dye layers formed by both grow in islands on the titania which do not cover the entire titania surface even at the maximum coverage. Impedance spectroscopy in conjunction with the adsorption isotherms shows that recombination losses mainly appear between the dye and the electrolyte solution. The short circuit current and the efficiency increase linearly with the dye coverage. The open circuit voltage slightly increases with increasing dye coverage which is interpreted as most likely to be a consequence of the higher charge in the particles upon higher dye loading on the TiO2 surface

Measurement of Aromatic-hydrocarbons With the DOAS Technique

Long-path DOAS (differential optical absorption spectroscopy) in the ultraviolet spectral region has been shown to be applicable for low-concentration measurements of light aromatic hydrocarbons. However, because of spectral interferences among different aromatics as well as with oxygen, ozone, and sulfur dioxide, the application of the DOAS technique for this group of components is not without problems. This project includes a study of the differential absorption characteristics, between 250 and 280 nm, of twelve light aromatic hydrocarbons representing major constituents in technical solvents used in the automobile industry. Spectral overlapping between the different species, including oxygen, ozone, and sulfur dioxide, has been investigated and related to the chemical structure of the different aromatics. Interference effects in the DOAS application due to spectral overlapping have been investigated both in quantitative and in qualitative terms, with data from a field campaign at a major automobile manufacturing plant

Theory of Mind and diverse intelligences in 4-year-olds: Modelling associations of false beliefs with children’s numerate-spatial, verbal, and social intelligence

Theory of Mind (ToM) and the structure of intelligence were investigated in 115 4-year-olds. Specifically, we asked whether children’s intelligence involves both general and specific aspects and whether standard ToM measures of false belief can serve as indicators of social intelligence. Psychometric intelligence and children’s domain-specific understanding of number concepts and of mental states (false belief) were measured in the laboratory; communication and social skills were assessed through mothers’ report. A confirmatory factor analysis revealed poor fit for a one-factor model, but good fit for a model with three correlated factors, suggesting that children’s intelligence involves both general and specific aspects. Numerate-spatial and verbal intelligence were correlated (.70), and social intelligence correlated to a stronger degree with verbal (.66) than with numerate-spatial intelligence (.37). Laboratory assessment of false belief and mothers’ reports about children’s social skills loaded on a single factor, pointing to real-world consequences of ToM abilities