We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. The develop- mental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.

/pdf/understanding-and-sharing-intentions-the-origins-of-cultural-4ndpnm3ov3.pdf

Understanding and sharing intentions: The origins of cultural cognition

Part I: The Basic Account. 1. Language and Cognition: Constructing an Alternative Approach Within the Behavioral Tradition S.C. Hayes, et al. 2. Derived Relational Responding as Learned Behavior S.C. Hayes, et al. 3. Multiple Stimulus Relations and the Transformation of Stimulus Functions D. Barnes-Holmes, et al. 4. Relations Among Relations: Analogies, Metaphors, and Stories I. Stewart, et al. 5. Thinking, Problem-Solving, and Pragmatic Verbal Analysis S.C. Hayes, et al. 6. Understanding and Verbal Regulation D. Barnes-Holmes, et al. 7. Self and Self-Directed Rules D. Barnes-Holmes, et al. 8. Relational Frame Theory: A Precis S.C. Hayes, et al. Part II: Extensions and Applications. 9. Psychological Development Y. Barnes-Holmes, et al. 10. Education Y. Barnes-Holmes, et al. 11. Social Processes B. Roche, et al. 12. Psychopathology and Psychotherapy K.G. Wilson, et al. 13. Religion, Spirituality, and Transcendence D. Barnes-Holmes, et al. Epilogue. References. Index.

Relational Frame Theory: A Post-Skinnerian Account Of Human Language And Cognition

People are interconnected, and so their health is interconnected. In recognition of this social fact, there has been growing conceptual and empirical attention over the past decade to the impact of social networks on health. This article reviews prominent findings from this literature. After drawing a distinction between social network studies and social support studies, we explore current research on dyadic and supradyadic network influences on health, highlighting findings from both egocentric and sociocentric analyses. We then discuss the policy implications of this body of work, as well as future research directions. We conclude that the existence of social networks means that people's health is interdependent and that health and health care can transcend the individual in ways that patients, doctors, policy makers, and researchers should care about.

/pdf/social-networks-and-health-t5ta4zzakv.pdf

Social Networks and Health

Let's read! We will often find out this sentence everywhere. When still being a kid, mom used to order us to always read, so did the teacher. Some books are fully read in a week and we need the obligation to support reading. What about now? Do you still love reading? Is reading only for you who have obligation? Absolutely not! We here offer you a new book enPDFd preventing chronic diseases a vital investment to read.

Preventing Chronic Diseases: A Vital Investment

Background The World Health Organization estimates that 19 million deaths worldwide are attributable to physical inactivity Chronic diseases associated with physical inactivity include cancer, diabetes and coronary heart disease Objectives The purpose of this systematic review is to summarize the evidence of the effectiveness of school-based interventions in promoting physical activity and fitness in children and adolescents Search strategy The search strategy included searching several databases In addition, reference lists of included articles and background papers were reviewed for potentially relevant studies, as well as references from relevant Cochrane reviews Primary authors of included studies were contacted as needed for additional information Selection criteria To be included, the intervention had to be relevant to public health practice, implemented, facilitated, or promoted by staff in local public health units, implemented in a school setting and aimed at increasing physical activity, report on outcomes for children and adolescents (aged 6 to 18 years), and use a prospective design with a control group Data collection and analysis Standardized tools were used by two independent reviewers to rate each studyﾒs methodological quality and for data extraction Where discrepancies existed discussion occurred until consensus was reached The results were summarized narratively due to wide variations in the populations, interventions evaluated and outcomes measured Main results 13,841 titles were identified and screened and 482 articles were retrieved Multiple publications on the same project were combined and counted as one project, resulting in 395 distinct project accounts (studies) Of the 395 studies 104 were deemed relevant and of those, four were assessed as having strong methodological quality, 22 were of moderate quality and 78 were considered weak In total 26 studies were included in the review There is good evidence that school-based physical activity interventions have a positive impact on four of the nine outcome measures Specifically positive effects were observed for duration of physical activity, television viewing, VO2 max, and blood cholesterol Generally school-based interventions had no effect on leisure time physical activity rates, systolic and diastolic blood pressure, body mass index, and pulse rate At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity result in positive effects Authors' conclusions Given that there are no harmful effects and that there is some evidence of positive effects on lifestyle behaviours and physical health status measures, ongoing physical activity promotion in schools is recommended at this time

/pdf/school-based-physical-activity-programs-for-promoting-gw0a82ku2q.pdf

School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6-18.

We identify naming as the basic unit of verbal behavior, describe the conditions under which it is learned, and outline its crucial role in the development of stimulus classes and, hence, of symbolic behavior. Drawing upon B. F. Skinner's functional analysis and the theoretical work of G. H. Mead and L. S. Vygotsky, we chart how a child, through learning listener behavior and then echoic responding, learns bidirectional relations between classes of objects or events and his or her own speaker-listener behavior, thus acquiring naming—a higher order behavioral relation. Once established, the bidirectionality incorporated in naming extends across behavior classes such as those identified by Skinner as the mand, tact, and intraverbal so that each becomes a variant of the name relation. We indicate how our account informs the specification of rule-governed behavior and provides the basis for an experimental analysis of symbolic behavior. Furthermore, because naming is both evoked by, and itself evokes, classes of events it brings about new or emergent behavior such as that reported in studies of stimulus equivalence. This account is supported by data from a wide range of match-to-sample studies that also provide evidence that stimulus equivalence in humans is not a unitary phenomenon but the outcome of a number of different types of naming behavior.

On the origins of naming and other symbolic behavior

Objective: To measure children's consumption of, and liking for, fruit and vegetables and how these are altered by a peer modelling and rewards-based intervention. Design: In this initial evaluation of the programme, children's consumption of fruit and vegetables were compared within and across baseline and intervention phases. Setting: Three primary schools in England and Wales. Subjects: In total, 402 children, aged from 4 to 11 y. Interventions: Over 16 days, children watched six video adventures featuring heroic peers (the Food Dudes) who enjoy eating fruit and vegetables, and received small rewards for eating these foods themselves. Main outcome measures: Fruit and vegetable consumption was measured (i) in school at lunchtime and snacktime using a five-point observation scale, with inter-rated reliability and weighed validation tests; and (ii) at home using parental recall. A questionnaire measured children's liking for fruit and vegetables before and after the intervention. Results: Consumption during the intervention was significantly higher than during baseline at lunchtime and at snacktime (P<0.001 in all instances). Consumption outside school was significantly higher during the intervention on weekdays (P<0.05) but not weekend days. Following the intervention, children's liking for fruit and vegetables also showed a significant increase (P<0.001). Conclusions: The peer modelling and rewards-based intervention was shown to be effective in bringing about substantial increases in children's consumption of, and expressed liking for, fruit and vegetables. Sponsorship: Horticultural Development Council, Fresh Produce Consortium, ASDA, Co-operative Group, Safeway, Sainsbury, Somerfield, Tesco and Birds Eye Wall's.

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children.

In three experiments, 2- to 4-year-old children, following pretraining with everyday objects, were presented with arbitrary stimuli of differing shapes. In Experiment 1A, 9 subjects were trained one common tact response, "zag," to three of these and a second tact, "vek," to another three. In category match-to-sample Test 1, 4 subjects sorted accurately when required only to look at the sample before selecting from five comparisons. The remaining 5 subjects succeeded in Test 2, in which they were required to tact the sample before selecting comparisons. Experiment 1B showed, for 2 of these subjects, that tact training with 12 arbitrary stimuli established two six-member classes that were still intact 6 weeks later. In Experiment 2, 3 new subjects participated in a common tact training procedure that ensured that none of the exemplars from the same class were presented together prior to the test for three-member classes. Two subjects passed category Test 1 and the third passed Test 2. Tests showed subjects' listener behavior in response to hearing /zog/ and /vek/ to be in place. These experiments indicate that common naming is effective in establishing arbitrary stimulus classes and that category match-to-sample testing provides a robust measure of categorization.

Naming and categorization in young children: Vocal tact training.

Positive- and negative peer modelling effects on young children’s consumption of novel blue foods

Increasing pre-school children's consumption of fruit and vegetables. A modelling and rewards intervention.

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