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| 32nd
Annual Meeting of The Jean Piaget Society Crowne Plaza Hotel, Philadelphia, PA |
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Conference Program
The
Embodied Mind and Consciousness:
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Thursday, June 6, A.M. |
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| Overview | Thursday: AM | PM | Friday: AM | PM | Saturday: AM | PM |
8:00-4:30 Foyer
Registration (all day)
9:00-4:30 Indep A
Book Display
President's Opening Remarks - Elliot Turiel
Orienting Remarks from Meeting Organizers - Willis Overton, Ulrich Mueller
9:15-10:30 Liberty
C .... PL01
Plenary Session 1:
From brain dynamics to consciousness: How matter becomes imagination.Gerald M. Edelman, The Neurosciences Institute
Most approaches to understanding consciousness are generally concerned with the contributions of specific brain areas or groups of neurons. By contrast, in this talk, I consider what kinds of neural processes can account for key properties of conscious experience including its unity and its diversity.
To understand how these processes of brain dynamics give rise to consciousness requires a global brain theory. I shall therefore review a selectional theory called Neural Darwinism that rejects strict computer models of the brain and mind. This theory considers brain complexity to be integrated by a process called reentry. Applying measures of neural integration and complexity, together with an analysis of extensive neurological data, leads to a testable proposal–the dynamic core hypothesis–about the properties of neural substrate of consciousness. This hypothesis is built on cortical mechanisms involving reentrant signaling. Supporting evidence from MEG studies of human subjects will be presented and possible implications for developmental psychology will be considered.
10:30-10:45 Break
10:45-12:15 Liberty
C .... PL02
Plenary Session 2:
Rethinking EmotionAntonio Damasio, University of Iowa
After receiving remarkable attention from scientists during the 19th century, emotion was relatively neglected throughout this century, especially within the field of neuroscience. Recently, however, neuroscientists have begun again to advance the understanding of the neural mechanisms behind emotion.
Rather than being elusive, emotion is as much amenable to scientific study as any other aspect of behavior. Moreover, emotion is not a luxury: it is an expression of basic mechanisms of life regulation developed in evolution, and is indispensable for survival. It plays a critical role in virtually all aspects of learning, reasoning, and creativity. Somewhat surprisingly, it may play a role in the construction of consciousness.
In my talk I will review a theoretical framework which places emotion and the phenomenon that follows emotion, feeling, in an evolutionary perspective, and discuss their biological roles in homeostasis. I will also review current evidence on neural systems involved in emotion and feeling based on lesion method and functional neuroimaging data.
Thursday, June 6, P.M. |
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| Overview | Thursday: AM | PM | Friday: AM | PM | Saturday: AM | PM |
12:15-1:30 Lunch
Plenary Session 3:
The Embodiment of SelfOliver Sacks, Albert Einstein College of Medicine
Oliver Sacks has written extensively on embodiment and the ways in which the whole person adapts to different neurological conditions. His presentation will continue an exploration of this theme.
2:45-3:00 Break
Paper Session 1:
Developing toleranceProfiles of reflective racial tolerance and their relationship with justifications
Rivka Witenberg, The University of Melbourne
Understanding the development of tolerance has never been more important. This paper will address two issues. The developmental nature of racial tolerance and the kind of justifications used to support tolerance. The method used in this project offers an advantage in exploring development through the use of cluster analysis which allows to identify common response profiles. Six distinct profiles emerged which indicated salient contrasts between the youngest and oldest students. On the basis of ten different kinds of justifications, scaling techniques identified two dimensions. The horizontal axis representing a fairness - diversity dimension. The vertical axis representing an empathy - reasonableness dimension.
Adolescents' conceptions of homosexuality and gender conventions in relation to their moral evaluations of the treatment of gay, lesbian and transgendered peers.
Stacey S. Horn, University of Illinois at Chicago
Larry Nucci, University of Illinois at Chicago
Jessica Rosenwein, University of Illinois at Chicago
Mary Kachiroubas, University of Illinois at ChicagoThis study investigated the influence that adolescents' conceptions of and attitudes toward homosexuality and gender conventions had on their reasoning regarding the treatment of their GLBT (gay, lesbian, bisexual and transgender) peers. Tenth- and twelfth-grade students (N = 300) were given a self-report questionnaire assessing their attitudes about homosexuality and gender atypical peers, experiences with GLBT individuals, and their reasoning regarding the treatment of others. Preliminary analyses revealed relationships between adolescents' beliefs regarding the origins of sexual orientation, familiarity with GLBT individuals, and tolerance for GLBT individuals, as well as their reasoning regarding the treatment of others. Further, analyses revealed adolescents' reasoning was influenced by both sexual orientation and gender identity.
Children’s representations of economic inequality
Antonio Roazzi, Universidade Federal de Pernambuco
An investigation was conducted with a sample of 85 subjects from different social economical statuses (SES): 30 adolescents from high SES families and 55 from low SES families (30 living with their parents and 25 living in the streets). The aim was to explore how the representation of economic inequalities develops and how that level of representation interacts with the social environment in which the child lives. What are the representations that adolescents hold of the different professional occupations practiced by several groups of people in our society, and how are such representations affected by their own family or individual income? Analysis of the resulting data pointed to the existence of a relationship between belonging to a certain social-cultural group and the cognitive aspects of how economic inequalities are represented in our society. That is, we considered that the structure of the system of super-individual activities in which the child is located plays a crucial role in the development of specific forms of social inequality representation.
Moral suggestibility in two cultures: Implications for social influence processes, moral development and culture
Herbert D. Saltzstein, City University of New York
Maria daG Dias, Federal University of Pernambuco, Recife, Brazil
Antonio Roazzi, Federal University of PernambucoChildren's suggestibility was studied during interviews about moral dilemmas, where the choice was between promise-keeping and truth-telling. Past results show: (a) younger children are more suggestible; (b) an initial choice of promise is more easily influenced than initial choice of truth; (c) U.S. children are more suggestible than Brazilian children. Finding (c) was attributed to cultural differences in authority relationships between teachers and children. This is supported by contrasting influence by adult and "teenage" interviewers. In US, adult interviewers had greater influence than "teenage" interviewers whereas in Brazil, the reverse tends to be true.
Paper Session 2:
Narratives, symbols, and embodimentUsing narrative symbols as a vehicle to understand reflective processing
Julia Penn Shaw, Harvard Graduate School of Education
Forty-four undergraduates and forty-four active adults (45 to 78) used ten narrative symbols they found from a children's story to play a game highlighting different aspects of their reflective processing. The game, Symbol Sort,, measured by Fischer's skill theory, evaluated the complexity (level of skill) and type (e.g., categories, rankings, chronologies, images) of reflective processing. Symbol Sort arrangements of the older group were more complex, to a statistically significant degree, than the younger group's, suggesting that educated, active older subjects reflect in a more complex way than educated, civic-minded younger subjects (p=.013).
The cultural embodiment of mind
Adrian Medina-Liberty, National University of Mexico
Andrea Trevino-Gutierrez, Universidad de las AmericasCurrently, it would be extremely rare to find someone who still denies the importance of culture or the role that other people play in cognitive development. However, the specific way in which culture operates is still a matter of dissent. We approach mind from the combined perspective of sociocultural psychology and symbolic anthropology and sustain that mind is both constituted and realized in the use of symbols. It is concluded that psychological processes–i.e., perceiving, learning, remembering–cannot be sustained by themselves; they are always symbolically embodied and they are always dependant upon the utilization of cultural resources.
"It makes me a man from the beating I took": Accounts of physical violence in the narratives of inner-city boys and girls
Marsha D. Walton, Rhodes College
Alice J. Davidson, Rhodes College
Heidi S. Kane, Rhodes CollegeInner-city 4th-6th graders from neighborhoods that differed in community violence wrote personal narratives about interpersonal conflict. The 211 stories reporting physical violence were coded for position of the author as victim, perpetrator, both, or observer. Children in the high-risk neighborhood wrote stories with more, and more severe violence than did children living with less risk. However, their stories were less likely to include explanatory attempts, reports of emotions or thoughts of self or others, or moral assessments. Gender effects mirrored Neighborhood effects, with boys’ stories similar to those of children living with higher risk. The role of narrative practice in development is discussed in light of an embodiment theory of mind.
Consulting the Oracle: Do magazines shape Brazilian teen girls' behavior and values?
Clary Milnitsky, Universidade Federal do Rio Grande do Sul
Camila Vidal Menegaz, Universidade Federal do Rio Grande do SulThe "Capricho" (whimsicality) Magazine focuses on behavior/fashion for adolescents' implicitly relating this to sociomoral values. We discuss the pervasiveness of media in creating, validating behaviors/values that aren't intrinsic to adolescents' psychological systems, but invested on disposable fashionable objects. The content of a decade of the magazine's editorials (1990-2000) and adolescents' interviews was analyzed. The categories stemmed: sexuality, drugs, gender and norms made explicit the magazine's function in replacing more attractively educational orientations including parents. The re-signification of school is discussed. Method: Content Analysis (texts / interviews) of twenty adolescents attending two private local schools.
Moderator: Yasuji Kojima, Hokkai-gakuen University
Symposium Session 1:
Embodying Models of Human Development: Bodily, Contextual and Experiential Mediators of MeaningOrganizers:
Michael F. Mascolo, Merrimack College
Monica Cowart, Merrimack CollegeDiscussant: Alan Fogel, University of Utah
Participants in this symposium will explore ways of understanding the embodied character of human thinking and development. Many classic and current models of thinking have depicted thinking as process of manipulating symbols and internal codes in ways that seem separate and distinct from the functioning of actual human bodies in the experienced world. However, thinking, even abstract thinking, proceeds as an embodied course of activity. The structure and content of thinking in development are realized within the medium of the body-in-action; is embodied by emotion and feeling; is structured by concrete metaphors of the nature of self and world, and occurs within physical and social contexts that scaffold and direct development. Participants in this symposium will explore different ways in which (a) models of human thinking and development can incorporate the concept of embodiment as a foundational principle, as well as (b) ways in which particular sources or modes of embodiment structure and spur the development of thought. These analyses will include explorations of the ways in which the development of thought is shaped by metaphor, emotion, phenomenal experience, as well as by the support and scaffolding provided by social and physical context.
Embodied Abstractions: Metaphor as a Mediator of the Development of Conceptions of Self and Other in Psychotherapy
Michael F. Mascolo, Merrimack College
Michael Basseches, Suffolk UniversityCognition Grows Between Sensorimotor and Emotional "Surfaces" of the Developing Brain
Marc D. Lewis, University of Toronto
The Role of Cognitive Scaffolding in Embodied Explanations of Thinking
Monica Cowart, Merrimack College
Movement and Expression in the Development of Social Cognition
Shaun Gallagher, Canisius College
3:00-4:30 Constitution
.... SY02
Symposium Session 2:
The socialization of embodied action: Negotiating space, learning, and morality in child and adolescent discourseOrganizer: Ashley E. Maynard, University of Hawaii
In 1934 Marcel Mauss made the distinction that "in every culture, people know how to use their bodies." That is, every culture has standards for comportment and ways of moving associated with particular activities. In this symposium, we demonstrate the ways that children are socialized for correct movement, body position, and gesture in several domains: at home; in learning activities with older siblings; in an elementary school classroom; in an afterschool dance program; and on the playground. We look at the ways that children represent deixis and space by using gestures, the way that children negotiate morality and proper body position, and the way they represent and develop further knowledge through bodily movement. Each paper addresses some point along the developmental trajectory: from early childhood through adolescence. DeLeon describes longitudinal data of siblings negotiating domestic space. She describes the way the children use deixis, emotional displays, and discourse to learn to inhabit that space. Maynard focuses on the way that older siblings guide the bodies of younger learners in the course of teaching them everyday activities. Maynard’s data show how very young children are already aware of cultural means of representing knowledge in physical action. Isaac discusses peer socialization of "work" postures in the classroom. She describes the ways that a teacher and peer-groups co-construct and maintain norms of classroom behavior. Schick describes adults’ concomitant shaping of body position and morality in after-school dance classes. Goodwin describes how middle-school girls use embodied accounts to admonish and support particular body movements in playground games. Overall, these papers provide a glimpse into the ways that children develop an embodied sense of self, activity, and morality.
Body and domestic space in Zinacantec socialization
Lourdes de Leon, CIESAS Sureste, Chiapas, Mexico
Maya Sibling Socialization of Movement in Everyday Learning Tasks
Ashley E. Maynard, University of Hawaii
Socializing the Body to ‘Work’ during Student Workgroup Activities
Adrienne Isaac
"You Cannot Cheat the Footwork": Taking Steps Toward a Morality of Cooperation and Autonomy in a Middle School Dance Class
Laurie Schick, UCLA
Embodied Language Games
Marjorie H. Goodwin, UCLA
4:30-6:00(Declaration) .... BOD1
Board of Directors Meeting
4:30-7:00 Dinner
Discussion Session 1:
Embodiment from a biological and philosophical perspective: A discussion featuring Gerald M. Edelman, Antonio Damasio, Oliver Sacks & Mark L. Johnson. Moderated by Thomas Dalton.
8:30- Foyer
President’s Reception
Friday, June 7, A.M. |
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| Overview | Thursday: AM | PM | Friday: AM | PM | Saturday: AM | PM |
9:00-12:00
Foyer
Registration (morning only)
9:00-4:30 Indep. A
Book Display
9:00-4:30 Indep. B
Poster viewing (authors will be present 1:30-3:00)
9:00-10:30 Liberty
A .... SY03
Symposium Session 3:
Children's mathematical and scientific education. Some constructivist viewsOrganizer: Maria Lucia Faria Moro, Universidade Federal do Parana
It is relatively recent, but qualitatively significant, the increment of investigation concerning the construction of concepts, relationships, competence or cognitive functions referring directly to the learning of school contents, under different interpretations of the constructivist perspective. The symposium aims to bring to discussion some empirical results referring to aspects of the elaboration of mathematical and scientific knowledge in school learning. The first paper (Puche-Navarro & Ordonez) focuses on children's inferential functioning in problem solving, according to the mental model framework, which is considered relevant in the recognition of functional levels of scientific understanding in early childhood. The second one (Garcia-Mila et al.) analyses the relevant role of writing and note-taking in the process of strategies acquisition that occurs when pre-adolescents work on the whole cycle of scientific reasoning, from the hypothesis generation to the inferences elaboration. The third one (Orozco) investigates the role of morfosyntactic traces of verbal numerical expressions in the learning of Arabic numerical notation by elementary school children, contributing to the debate about numerical transcription from verbal speaking format to the Arabic writing format. The fourth (Moro) describes the nature and the progress of notations produced by elementary school children in tasks concerning the initial learning of additive structures on its way to the multiplicative ones. The role of the awareness process of the subject's own actions in the conceptual construction in mathematical education is highlighted. The evaluation of alternative ways to implement the reported results in school systems and in teachers training will be emphasized while discussing the theoretical contributions of the presented papers.
Inference, understanding and mental models in early childhood
Rebeca Puche-Navarro, Universidad del Valle
Oscar Ordonez, Universidad del ValleWriting and scientific reasoning. A microgenetic study to analyse their mutual interaction
Merce Garcia-Mila, Universitat de Barcelona
Nubia E. Rojo, Universitat de Barcelona
Christopher L. Andersen, Ohio State University
Eduard Marti, Universitat de Barcelona
Ana Teberosky, Universitat de Barcelona
Raquel Mayordomo, Universitat de BarcelonaSyntactic errors when learning to write numerals
Mariela Orozco, Universidad del Valle
Notations in Mathematics beginnings: equalizing and dividing quantities on the multiplication roots
Maria Lucia Faria Moro, Universidade Federal do Parana
9:00-10:30 Liberty
B .... SY04
Symposium Session 4:
Studying attachment from a stage perspectiveOrganizer: Patrice Marie Miller, Harvard Medical School
Attachment theory was proposed by Bowlby and studied by Ainsworth and many colleagues. It partly specifies developmental changes in attachment. Few of the attempts have explicitly integrated changes in attachment behavior, objects of attachment, processes by which individuals become attached, relevant caregiving behavior, and implications for psychopathology using a systematic, lifespan stage theory of development. The current symposium represents an integration of the Model of Hierarchical Complexity with Attachment theory. Although these specific papers involve infancy only, they form part of a larger theoretical integration across the lifespan.
What are the Stages of Attachment During Infancy?
Michael Lamport Commons, Harvard Medical School
How are the processes by which infants become attached influenced by stage of development?
Patrice Marie Miller, Harvard Medical School
How do patterns of caregiving vary across developmental stage?
Patrice Marie Miller, Harvard Medical School
Can we improve prediction of psychopathology by taking into account stage of development at the time of trauma?
Michael Lamport Commons, Harvard Medical School
9:00-10:30 Liberty C .... IS01
Invited Symposium 1
Locating the body: Feminist perspectives on embodiment and development.Organizer: Ellin K. Scholnick, University of Maryland
Organizer: Patricia H. Miller, University of GeorgiaEmbodiment is thought to be a remedy for the deficiencies of the Cartesian framework in which mind is divorced from body, thought from emotion, and the individual from the social context. Feminists have noted that the Cartesian framework also divorces masculine abstraction and reductionism from qualities which are stereotyped as feminine- materiality, emotionality, and situational embeddedness. A post-modern view, influenced by Foucault, deepens the concept of embodiment by postulating that cultural images, beliefs, and practices encode the body in a form that reproduces the gendered power structure of the society. Culture constrains how we dress, move, and think about our bodies. Think of the burqua that enshrouds the Afghan woman and limits her capacity to reach out and touch her environment while muffling her voice.
What are the implications of this view of embodiment for developmental psychology? Although the child undergoes dramatic bodily changes during development, the impact of the individual’s awareness of these changes and the individual’s strategies for coping with bodily change have often been neglected. These changes occur in a cultural context of images and expectations about the development of boys and girls into men and women. Ironically, we have created a disembodied context for psychological growth despite rapid physical changes that do not go unnoticed in our culture. In this panel, feminist psychologists explore two questions: Where is the body in developmental psychology? Whose body is it? We examine how cultural practices associated with gender inscribe the changing body and the way growing individuals think about it.
One obvious point of examination is adolescence when the teenager must cope with a changing appearance and the emergence of reproductive capacity. Nita McKinley examines how cultural expectations of the ideal feminine body color adolescents‚ and college students‚ self image, behavior and social relations. Jeanne Marecek analyzes the social processes that sexualize the bodies of adolescent and pre-adolescent girls and simultaneously construct sexualized bodies as vulnerable. That sense of vulnerability and danger then regulates girls‚ subjectivity and the mother-daughter relationship. The issues of embodiment also are relevant to early cognitive development because the growing mind is housed in a growing body that greatly extends the child’s capabilities. Parents praise their offspring by noting that they behave like a big girl (or boy) and children wonder when they are big enough to do certain things. Patricia Miller and Ellin Scholnick analyze current research on the child’s conception of the body and growth. They attempt to recover the body in theories of biological essentialism and in the concept of gender constancy.
Cognition in the flesh: Feminist perspectives on cognitive development
Patricia H. Miller, University of Georgia
Ellin K. Scholnick, University of MarylandSafe Conduct: Dangers, pleasures, and adolescent sexuality
Jeanne Marecek, Swarthmore College
Placing women’s body experience in developmental and cultural context
Nita McKinley, Allegheny College
9:00-10:30 Declaration
.... PP03
Paper Session 3:
Clinical issuesMetacognition and Learning Disabilities: The Influence and Interrelations of Affect, Motivation and the Self-System.
Kavita L. Seeratan, University of Toronto
Metacognition is subjected to and regulated by both cognitive and affective components. Many researchers tend to focus on certain topics that capture the cognitive aspects of understanding metacognition. But understanding the affective component (self systems, motivation) and its potential influence on both cognitive and metacognitive processes as well as the influence that these processes may in turn have on the affective system is also important. This paper aims to coordinate the relations between cognition, metacognition and affect by: considering the autonomy and then inter-relational dynamics of the different systems first generally and then in relation to learning disabilities.
Is phonological awareness an instance of consciousness?
Fernando Leal, University of Guadalajara, Mexico
Judith Suro, University of Guadalajara, MexicoAlthough dyslexia has been connected to a deficit in phonological awareness as revealed in reading acquisition, an application of the stage model of skill development to reading reveals a curious anomaly in such an explanation. The first stage of any skill acquisition is acutely conscious, so any novice reader has to become aware of phonology in order to learn how to read. Once a reader becomes more proficient, the processing of phonological information necessary for reading recedes beneath consciousness. Since dyslexics never quite achieve full automaticity, they do not suffer from a deficit, but from an excess of phonological awareness.
Implications of the Embodied Mind for Clinical Practice
Glenn E. Good, Wayne State University School of Medicine
At the dawn of the 20th century, neurologist Sigmund Freud introduced the book The Interpretation of Dreams which provided a methodology for listening to primitive "primary process" thinking, contained within adult "secondary process" conscious communications. To conceptualize what he had discovered, however, Freud had to borrow from what was available to him at the time: turn of the century neurology. In spite of major changes and developments in technique, psychoanalytic theory continues to be saddled with the baggage of these outmoded neurological concepts. This paper takes a fresh look at psychoanalysis and psychotherapy from the vantage point of neurology 100 years later. The author proposes theoretical revisions in light of the contributions of Damasio and Edelman as well as the contributions of Piaget and discusses the implications for clinical technique.
Age differences in young children’s reports of temporal information in the course of forensic interviews.
Yael Orbach, National Institute of Child Health & Human Development
Michael E. Lamb, National Institute of Child Health & Human Development
Kathleen J. Sternberg, National Institute of Child Health & Human Development
Phillip W. Esplin, Private Practice, Phoenix
Heather Stewart, Salt Lake County Children’s Justice Center
Susanne Mitchell, Salt Lake County Children’s Justice CenterModerator: Yasuji Kojima, Hokkai-gakuen University
9:00-10:30 Constitution
.... PP04
Paper Session 4:
Communication and representationScheme-Scheme and Scheme-Object Relations: A Theory of Consciousness
Joe Becker, University of Illinois at Chicago
In constructivist theory, the interplay between scheme-object relations and scheme-scheme relations is central to thought. In activities using external representational media, such as painting and language, there is an interplay between the relations of elements within the medium to external referents and the intra-medium relations. This similarity suggests that consciousness arises from a sense that detects the distinction between scheme-objects relations and scheme-scheme relations. Our consciousness of existing within an external phenomenal world is our subjective experience of that detection. This perspective provides a basis for theorizing the role of language in extending our consciousness.
When do children gestures to retrieve symbols?
Elena Nicoladis, University of Alberta
The use of symbolic gestures has been shown to help adults recall words (Frick-Horbury & Guttentag, 1998). Results such as these suggest that adults have multiple pathways to their symbols. The present study focused on when children might develop similar multiple pathways. Eight preschool children between the ages of 3;6 and 4;11 were videotaped in free-play sessions. The children created longer utterances when they used iconic gestures than when they used points or no gestures at all. Further qualitative analyses suggest that children's gestures are used in a more adult-like way as they get older.
A constructivist account of the emergence of pointing in infancy.
Dagmar Pescitelli, Simon Fraser University
Infants engage in behaviors before one year of age that suggest some early social understanding. There is controversy as to whether such behaviors demonstrate that infants 'understand' others as intentional agents at this early age, or whether it is through such behaviors that infants come to understand others as intentional agents (Moore & Corkum, 1994; Tomasello, 1999). A longitudinal case study is utilized to illustrate the emergence of gestural communication in infancy. A Piagetian account is outlined that casts doubt on the claim that infants must first ‘understand’ others as intentional agents before pointing can occur.
Pictorial and Narrative Representations of Children's School Bullying Experiences
Sandra Bosacki, Brock University
Zopito Marini, Brock UniversityThis study investigates children's perceptions of school bullying as represented by both their narratives and drawings. Eight-two children (Grade 4, n=30, M = 9;7; Grade 5, n=18, M = 10;7; Grade 7, n=34, M = 11;9) from a mainly Euro-Canadian, middle SES, Ontario city completed standardized measures (self-concept, bullying/victimization, gender-role orientation, vocabulary), and participated in individual interviews that required them to complete ToM tasks and to draw and narrate stories of "someone being bullied." Findings revealed gendered themes of bullying experiences. In both modes of representation, girls referred to psychological (cognitive and emotional) bullying whereas boys focused on social and physical bullying.
Moderator: Andrea Pantoja, California State University, Chico
10:30-10:45 Break
10:45-12:00 Liberty C .... PL04
Plenary Session 4:
Reason incarnateMark L. Johnson, University of Oregon
A central problem for any theory of embodied mind is to explain how abstract conceptualization and reasoning are grounded in structures of bodily experience. Recent research in the cognitive sciences is beginning to reveal how patterns of sensorimotor experience shape our abstract thought via conceptual metaphor. This emerging view of the bodily basis of imaginative thought calls into question fundamental underlying assumptions of mainstream philosophy.
Friday, June 7, P.M. |
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| Overview | Thursday: AM | PM | Friday: AM | PM | Saturday: AM | PM |
12:00-1:30 Lunch
12:00-12:30 Liberty C .... MMTG
Members Meeting (all JPS members are encouraged to attend)
Symposium Session 5:
Experience and the Developing Brain: What do We Know? Where Do We go from Here?Organizer: Thomas C. Dalton, Cal Poly State University
Discussant: Michael Lewis, Robert Wood Johnson Medical SchoolDevelopmental scientists no longer view development, as if it could be neatly partitioned along a continuum in which the earliest events reflect largely genetic influences and the later events are shaped by environment and culture. Instead they see individual growth in terms of a reciprocal interaction of neural, behavioral and cultural events that occur throughout an individual’s lifetime. Together, these interactions contribute cumulatively over time to small but important changes in the human phenotype. There are many non-obvious ways that the early development of the brain is shaped by experience that deserve serious scrutiny. This symposium will put these issues in theoretical and empirical context that highlight promising new directions for research. The first paper examines how brain connections are formed through experience-dependent perceptual categorization. A real-world behaving device is used to show how exploratory experiences are translated into cortical interactions capable of making choices based on the initial values assigned to objects. The second paper will review recent evidence indicating that information presented redundantly and in temporal synchrony across sensory modalities selectively recruits attention and facilitates perceptual learning in animal and human infants. Implications of the salience of intersensory redundancy for early neural, perceptual and cognitive development will be discussed. The third paper will examine three aspects of spatial development. It will focus on how spatial coding systems are reweighted in the first year of life, describe the profound transition in spatial coding occurring in the second year of life, and consider how interactions with the environment may contribute to the developmental changes observed. The discussant will put these papers in the context of recent theoretical debates about consciousness and whether the brain possesses modular, dedicated structures, or supports neural functional and attention processes that develop and respond flexibly to the contingencies of early experience.
Machine Psychology: Experience-Dependent Perceptual Categorization and Learning in a Brain-Based Device
Jeff Krichmar, The Neurosciences Institute
Perceptual development and multisensory responsiveness: The role of redundancy in early development
Robert Lickliter, Florida International University
What Do You Say After You Say Interactionism? Spatial Development in the First Two Years.
Nora S. Newcombe, Temple University
Symposium Session 6:
Constraints on the development of logical reasoningOrganizer: Sylvain Moutier, CNRS
Discussant: Guy Politzer, Universite de Paris 8Recent work that has examined developmental patterns in deductive reasoning has clearly indicated that understanding how children reason involves understanding the constraints imposed by the specific characteristics of children’s cognitive architecture. A variety of mechanisms have been proposed to do this, varying from hypotheses that at least some forms of reasoning have an evolutionary basis (e.g. Cosmides) to more procedural accounts of reasoning (e.g. Johnson-Laird) that involve limitations in processing capacity. This symposium presents a series of empirical studies that examine different hypotheses about how these kinds of mechanisms can influence the development of logical reasoning.
Is Deontic Reasoning Special? A Developmental Comparison of Inferences from Causal and Social Permission Conditionals
Paul A. Klaczynski, The Pennsylvania State University
Deductive reasoning and matching-bias inhibition training : Evidence from a debiasing paradigm
Sylvain Moutier, CNRS
Are older adolescents less ‘logical’ than younger ones?: The interaction between knowledge and reasoning when accepting the premises in conditional reasoning.
Henry Markovits, Universite du Quebec a Montreal
The role of limitations in working memory on the development of reasoning
Pierre Barrouillet, Universite de Bourgogne
Invited Symposium 2:
Embodied Identity & Consciousness: Focus on the Black ExperienceOrganizer: William E. Cross, Jr. (CUNY)
Recent advances in science have revealed that "race" is useless, as a biological concept; however, race, as a social construct, is alive and well. People of color in general and black people in particular often find it necessary to develop consciousness about the meaning and social significance of their non-European physicality. In addressing their "black bodies" African Americans evidence a wide range of mindsets, and this panel samples that diversity. One paper explores the phenomenon of skin-bleaching and identity; a second shows the links between embodied consciousness, black dance and black identity; and a third summarizes the varied meaning black youth attach to their blackness. A final paper highlights the range of adult black identities, from "color-blindness" to Black Nationalism and Multiculturalism.
Identity as Coping: Adolescents' Racial Identity Challenges and Opportunities
Margaret Beale Spencer, University of Pennsylvania
In a recent longitudinal study of adolescents, body-image, self-reported skin color, and self-identification (race/ethnicity/nationality) data were collected as part of a larger effort. The assessment strategy presented the opportunity to report race/ethnicity information in both a "forced category" (i.e., similar to traditional census data collection efforts) as well as open-ended format. Surveys were obtained from low resource urban African American adolescents. The two conditions, forced-choice versus open-ended, produced divergent response patterns. Findings are framed by a theoretical orientation that integrates identity and coping processes, with physical and ethnic characteristics such as race, ethnicity and skin color.
Critical consciousness, black identity, and black dance
Rosemarie Roberts, Graduate Center CUNY
Commitments to critical consciousness objectives have been recognized in education, the arts, and dance education. This dissertation study examines how educators provoke critical consciousness within the terrain of dance. Using African-derived Black dance as the site of study, this inquiry addresses three areas across time, audiences, and encounter settings: 1) Process of educating to provoke critical consciousness; 2) Content of critical consciousness; and 3) theories of audience provocation. Case studies of three prominent, African-American, explicitly political dancers/choreographers/educators, Katherine Durham, Ronald K. Brown, and Gaulle Will Jo Collar, will be undertaken in order to examine these research questions. A multi-method approach, including interviews, observations and archival data collection, will be used in order to build the case studies.
Skin bleaching, self-hate and the construction of black identity in Jamaica
Christopher Charles, Graduate Center - CUNY
The dominant view concerning Jamaicans who bleach their skins is that they suffer from self-hate or low self-esteem. This self-hate it is argued is a result of the psychological scars of slavery that lingers in the post-colonial period. In the color-coded Jamaica where the white concept of beauty is the ideal, some people have internalized the negative views about blackness. They therefore strive to be white by bleaching their skin. The self-hate thesis is tested, by measuring the self-esteem scores of a sample of bleachers. The self-esteem scores of the bleachers are then compared to the self-esteem scores of a control group of non-bleachers. The results are then used to explore the issue of black identity in Jamaica.
Nominality, social categorization, and transcendence in black identity
William E. Cross, Jr., CUNY
There is a keen physical dimension to black "racial" identity but recent studies show that blacks vary in the degree to which physicality anchors their reference group orientation. This paper will reflect on identity variability and identity physicality.
Poster Session 1
Note: Posters will be available for viewing all day. Authors will attend from 1:30-3:00
1. Korean, Japanese, and U. S. Students' Judgments about Exclusion: Evidence for Diversity
Yoonjung Park, University of Maryland at College Park
2. Baseball or Ballet?: Korean-American Children's and Parents' Evaluations of Choice of Activity for Boys and Girls"
Jennie Lee-Kim, University of Maryland
3. Korean Children's Evaluations of Parental Gender-Specific Play Expectations
Yunhee Shin, University of Maryland at College Park
4. Children's thinking about opposition, subversion, and compliance in response to victimization
Leigh A. Shaw, University of Utah
Cecilia Wainryb, University of Utah5. A study based on Piaget in children from 9 to 14 years old about punishment in The Arabian Nights Entertainments tales.
Luana Carramillo Going, Universidade Metodista de Sao Paulo
Lino de Macedo, Universidade Sao Paulo6. Children's decision-making about features of social relationships
Heidi McGlothlin, University of Maryland, College Park
Melanie Killen, University of Maryland, College Park
Christy Edmonds, University of Maryland, College Park
Katherine Zukowski, University of Maryland, College Park7. The influence of gender and personal experience on young adults' evaluations and reasoning regarding the treatment of gender non-conventional peers.
Stacey S. Horn, University of Illinois at Chicago
Anna Kurtz, University of Illinois at Chicago
Larry Nucci, University of Illinois at Chicago8. Language of the preadolescent self: Perceived self-worth and self-understanding
Sandra Leanne Bosacki, Brock University
9. Appropiation Level Evaluation for "Recovery and Signification of Cultural Practices for pre-scholars" Educative Program
Hernán Sanchez Ríos, Universidad del Valle-Cali- Colombia
Solanlly Ochoa Angrino, Universidad del Valle-Cali- Colombia10. Children's assays on care: A pilot study
Pamela A. Raya-Carlton, University of Missouri-Columbia
Yiting Chang, University of Missouri-Columbia
Thuy Do, University of Missouri-Columbia11. Colombian children's ideas about peer-conflict resolution and peace making strategies: the effects of war and violence on children's moral reasoning.
Alicia Ardila-Rey, University of Maryland
Camilo Delgado, Fundacion Universitaria San Martin12. Children's Request Strategies and the Development of Social Understanding
Denise Goldbeck, Simon Fraser University
William Turnbull, Simon Fraser University13. The sub-text of adolescent identity formation: A text analysis of adolescent interviews
Darcy Hallett, University of British Columbia
Bryan W. Sokol, University of British Columbia14. Spanish children's and adolescents' judgments about ethnic exclusion: The case of Gypsies and Africans
Ileana Enesco, Universidad Complutense de Madrid
Alejandra Navarro, Universidad Autonoma de Madrid
Isabel Paradela, Universidad Complutense de Madrid
Carolina Callejas, Universidad Complutense de Madrid
Cristina Fernandez, Universidad Complutense de Madrid15. African-American Children's Emotional Competence in the Context of Sociomoral Events
Marisha L. Humphries, University of Chicago
Robert J. Jagers, Howard University16. Gender Differences in the Expression of Aggression: The Roles of Language and Aggression Target
Sharice Brown, University of Connecticut
Letitia R. Naigles, University of Connecticut17. Love as a Persisting Emotion
Sherri C. Widen, Boston College
James A. Russell, Boston College18. The pathway toward resilience in First Nations adolescents: The contribution of social perspective coordination.
Tara Flanagan, McGill University
Catherine Zygmuntowicz, McGill University
Jake Burack, McGill University
Beth Randolph, McGill University
Grace Iarocci, Simon Fraser University
Tarek Mandour, Jimmy Sandy Memorial School
Sandy Robinson, Jimmy Sandy Memorial School19. Children’s conceptions of the sources of knowledge in social and non-social domains
Charles C. Helwig, University of Toronto
Beverly Brehl, University of Utah20. Toddlers discuss gender
Ellin K. Scholnick, University of Maryland
Jodi Jacobson, University of Maryland21. The embodied imagination in childhood chronic illness
Cindy Dell Clark, Penn State Delaware County
22. Inclusion on the Basis of Gender and Race: A Personal Choice or a Moral Imperative?
Melanie Killen, University of Maryland
Jennie Lee-Kim, University of Maryland
Heidi McGlothlin, University of Maryland23. How disadvantaged Brazilian adolescents find meaning in school: A Ricoeurean analysis
Analia Kiela Ribeiro, Universidade Federal de Pernambuco
Maria Lyra, Universidade Federal de Pernambuco
Cynthia Lightfoot, Penn State University24. A study on the relationships among equity, justice and forgiveness reasoning.
Julio Rique, Northern Illinois University
Maria Tereza Lins-Dyer, University of Illinois at Chicago
Cleonice Camino, Federal University of Paraiba, Brazil25. Examining students’ reactions to moral dilemmas: What written responses reveal about cognitive conflict
John Tyler Binfet, Loyola Marymount University
26. Reality and Idea - reflection or selection? Two ways in which young children’s perceptual discrimination interacts with conceptual change while building water systems
Sharona T. Levy, Tel-Aviv University
1:30-3:00 Declaration
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Paper Session 5:
Classroom environmentsCreating ‘easy’ and ‘difficult’ children: How teachers’ perspectives influence children’s development in school.
Vera Maria Ramos de Vasconcellos, Universidade Federal Fluminense
Ana Carolina Monerat Fioravanti, Universidade Federal Fluminense
Suely de Almeida Batista Dessandre, Universidade Federal Fluminense
Fl·via Maria Cabral de Almeida, Universidade Federal FluminenseThis research compares teachers’ perspectives, measured by the use of the concepts ideal child, autonomy and personal freedom, of a group of 21 children at two moments of their school life: 5 to 6 years and 10 to 11 years. Nucci’s concept of Morality Development and Piaget’s notion of Moral Autonomy were used in the analysis. The results show that both groups of teachers used the concepts of autonomy and personal freedom, the first group overrating the children’s autonomy, while the second group’s descriptions agreed with the forecast of their academic performance, suggesting a causal relationship between pre-school teachers’ perceptions and children’s development.
The embodied classroom (it ain’t just information)
David W. Kritt, College of Staten Island/CUNY
Lucien T. Winegar, Susquehanna UniversityThe use of the Internet to enhance teaching and learning is examined from constructivist and co-constructivist perspectives. Intellectual habits and styles promoted by the Internet are examined. Learning in a virtual environment is contrasted with the exploration of physical objects and active, immediate interaction with others. The importance of socio-emotional aspects of learning assumes a prominent place in this critique.
The impact of teaching styles and beliefs on the integration of a preschool storytelling and story-acting practice: Implications for promoting children's narrative and pretend play development
Elizabeth Richner, Lehigh University
Ageliki Nicolopoulou, Lehigh UniversityThis study compared two preschool classrooms which employed in their curricula a regular storytelling and story-acting practice, and found that teachers' differing pedagogical beliefs and classroom styles led to significant differences in both the implementation and effects of this practice. One teacher focused on using storytelling and other activities to promote individual children's intellectual and emotional development. The other teacher conceived and structured classroom activities as arenas for peer interaction and collaboration. Findings indicated that there was greater thematic cross-fertilization between, and greater complexity of, children's social pretend play and storytelling in the second class.
How students and teacher negotiated interpretations of computer-based visual representations in a middle-school science curriculum
Marianne Wiser, Clark University
Tamer G. Amin, Clark UniversityWe seek to integrate two views of science learning -as the construction of conceptual structures and as participation in scientific practices,- by developing a multifaceted framework for studying physics learning using computer-based conceptual models. In this framework we distinguish two aspects of conceptual restructuring: understanding the computer -based models qua models and internalizing these models as the scientist's way to construe the physical world. Using a case study in which four eighth-graders learned basic thermal physics by interacting with each other, ourselves, and computer models, we argue that two different types of interaction between students and teacher (symmetric and asymmetric) support these different kinds of restructuring.
Moderator: Jeremy Carpendale, Simon Fraser University
1:30-3:00 Constitution
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Paper Session 6:
Methodological issuesDesigning educational software to improve visual-spatial ability: implications for theory, measurement, and design.
David A. Stevens, Lexia Learning Systems
Michael W. Connell, Harvard University
Paul Schwarz, Lexia Learning Systems
Roy Pardi, Harvard University
Beth Pilgrim, Lexia Learning SystemsMany classroom interventions have sought to improve students’ thinking skills. Yet only a handful has achieved measurable improvements in cognitive skill and academic performance relative to control groups. Interestingly, most of these share a common conceptual foundation -- Piaget’s theory of the construction of knowledge. Unfortunately, there are considerable obstacles that prevent these interventions from becoming widely replicable. This paper presents the results from a project that is designing educational software based on the common principles of interventions that have improved general cognitive skills. Specifically, this paper examines the suitability of educational software for promoting visual-spatial development.
Rasch Analysis and Zimbabwean Validation of the Kent Infant Development Scale
Gwen Bredendieck Fischer, Hiram College
Rasch analyses of the Kent Infant Development Scale (KIDS) normative sample (N=704) tested item and person location stability using 5 different-sized non-overlapping samples, randomly selected from the 704. Compared with the large sample, person (not item) locations were stable in smaller samples. Item locations approached convergence with the normative sample at N=200. KIDS and a parent-practices questionnaire were administered to a Zimbabwean sample. Rasch analysis (comparing samples from two countries) suggests that Zimbabwean and U.S. infants develop behaviors in different orders and ages. Individual person-by-item analyses suggest misfit items are culturally inappropriate.
Why longitudinal research is impossible for cognitive strategies and what to do instead
Jan Boom, Universiteit Utrecht
The same task cannot be used repeatedly in a longitudinal study of strategies. Remedying this problem by sophisticated designs or by Rasch scaling is not enough because every assessment is an intervention that may induce changes in strategies within days as microgenetic research has shown. My hypothesis is that strategies found in microgenetic studies for cognitive tasks display a distinct morphology in their time evolution over days that is basically isomorphic to the morphology found in cross-sectional studies over years. I will discuss plans to use recent powerful estimation procedures to fit this model to multiwave cross-sectional data.
Psychotechnologies: Electric Agents as Embodied Media
Adrian Guzman, University of Toronto
Vinicius Andrade Pereira, University of TorontoThis paper is related with answering two questions: why are necessary elements of embodied signs? how are we to proceed in electric media studies related to mind? Electric agents more specifically, topologies of signs, are appropriate envelopings for embodied media. The necessary elements of the signs of these agents are then those of embodied media as well. A experimental proposal is presented as to how proceed with such a study. This proposal includes a interdisciplinary employment of an engineering approach and a semiotics approach. It also proposes the exploration of usability spaces. A general sign for a electrical agent its outlined and discussed.
Moderator: Jean-Louis Gariepy, University of North Carolina at Chapel Hill
3:00-3:15 Break
Paper Session 7:
Adolescent development in cultural contextsCultural influences on suicide rates among aboriginal youth
Christopher E. Lalonde, University of Victoria
The aboriginal people of Canada suffer the highest suicide rate of any identifiable cultural group in world. Previous efforts to explain this gruesome fact amount to a "deficit view" that focuses all but exclusively on socio-economic and psychological variables such as poverty, transience, substance abuse, and depression that are said to be associated with higher rates of suicide in general and to be somehow more characteristic of aboriginal persons in particular. Using population data, we demonstrate that suicide rates among aboriginal persons are better predicted by cultural and political variables that measure the extent to which aboriginal groups have been able to preserve and promote their own culture and to control their own community life.
The shaping power of environment: An exploration of the structure of psychosocial development in urban adolescents.
Sandra L. Fraley, Harvard Graduate School of Education
The constructivist approach to developmental psychology implicitly acknowledges the shaping role of environment. Still, the power of the environment to shape lives may be underplayed unless theoretical and empirical analysis is context specific. This paper integrates the theoretical work of Robert Selman and Kurt Fischer to explore the structure of urban adolescents' psychosocial development. What is the variation in psychosocial development across a sample of urban youth? Does an adolescent cohorts' psychosocial development fluctuate with changes in the urban environment, such as increases in levels of violence? Finally, how might psychosocial development relate to the construction of other developmental tasks?
Dialectics of body, gender, and sexuality: A performative model
Libby Balter Blume, University of Detroit Mercy
This theoretical paper interrogates social theories of the body, psychological gender schema theories, and feminist poststructural theories. First, I selectively review existing theories on the social construction of gender. Second, I deconstruct assumptions about agency, constructivism, and contextualism in gender research from the perspective of play and practice theories. Third, I propose a theoretical model to reconceptualize the social construction of gender around dialectical issues rather than sex/gender categories. A dialectics of gender describes multiple, transitory identifications with the cultural discourse--discursive experiences that are lived by parents and children as they continually renegotiate body, gender, and sexual identities.
Discussant: Michael Nakkula, Harvard University
Symposium Session 7:
Activity Theory and the Embodied MindOrganizer: Anna Stetsenko, CUNY Graduate Center
The traditional cognitivist notion of the mind as an information processing device located "under the skull" and separated from the world has been recently criticized from several directions. This challenge continues to exist today in disciplines as diverse as cultural-historical activity theory, feminist theory, post-modern theories, and recent branches of cognitive science. Central to these approaches is the recognition that the body should be included in the study of the mind.
The goal of this symposium is to present the activity theory (AT) notion of the mind as emerging through embodied goal-directed collaborative activities embedded in environments constituted by physical and sociocultural objects. By focusing on activity as a molar unit of analysis of human subjectivity, the role of the body in constituting mental phenomena can be ultimately construed in theoretically coherent and non-reductionist ways that avoid the pitfalls of tradition