The authors present an ambitious attempt to outline the gradual evolution of the cognitive foundations of ostensive communication. We focus on three problematic aspects of the distinction between expression and communication: ambiguity in the distinction's central principle of “complementary mechanisms,” inconsistencies in the application of the distinction across taxa, and the dismissal of mentalizing in nonhuman primates.

We examine the socioeconomic consequences of discrimination against people of Southern origins during the US Great Migration of the first half of the twentieth century. We ask whether people living in the American North and Midwest in 1940 fared worse with respect to education, occupation, and income if they were perceived to be of Southern origins. We also assess variation in these effects across racial groups and across actual region of origin groups. Using linked data from the 1920 and 1940 US censuses, we compare the life outcomes of about half a million pairs of brothers who differed with respect to the regional origin implied by their first names. For both Whites and Blacks, we find statistically significant associations between outcomes and the regional origin implied by names; regardless of where they were born, men living in the North or Midwest in 1940 did worse if their names implied Southern origins. However, these associations are entirely confounded by family-specific cultural, socioeconomic, and other factors that shaped both family naming practices and life outcomes. This finding—that regional discrimination in the early-twentieth-century United States did not happen based on names—contrasts sharply with findings from research in more recent years that uses names as proxies for people’s risk of exposure to various forms of discrimination. Whereas names are a basis for discrimination in modern times, they were not a basis for regional discrimination in an era in which people had more immediate and direct evidence about regional origins.

Many modern paleobiological analyses are conducted at the generic level, a practice predicated on the validity of genera as meaningful proxies for species. Uncritical application of genera in such analyses, however, has led—perhaps inadvertently—to the unjustified reification of genera in an evolutionary context. While the utility of genera as proxies for species in evolutionary studies should be evaluated as an empirical issue, in practice it is increasingly assumed (rather than demonstrated) that genera are suitable proxies for species. This is problematic on both ontological and epistemological grounds. Genera are arbitrarily circumscribed, non-equivalent, often paraphyletic, and sometimes polyphyletic collections of species. They are useful tools for communication but have no theoretical or biological reality of their own and, whether monophyletic or not, cannot themselves operate in the evolutionary process. Attributes considered important for understanding macroevolution—e.g., geographic ranges, niche breadths, and taxon durations—are frequently variable among species within genera and will be inflated at the generic level, especially in species-rich genera. Consequently, the meaning(s) of results attained at the generic level may not “trickle down” in any obvious way that elucidates our understanding of evolution at the species level. Ideally, then, evolutionary studies that are actually about species should be pursued using species-level data rather than proxy data tabulated using genera. Where genera are used, greater critical attention should be focused on the degree to which attributes tabulated at the generic level reflect biological properties and processes at the species level.

A relationship between epilepsy and damage to mesial temporal structures has long been recognized. Recent advances have clarified somewhat the issue of whether the pathological changes seen in mesial temporal sclerosis represent the cause or the effect of seizures. This paper reviews mesial temporal sclerosis from an historical perspective and summarizes recent developments in the fields of excitotoxicity, selective vulnerability, and synaptic reorganization as they pertain to the pathogenesis of mesial temporal sclerosis.

Objectives: The objective of this study was to compare evidence requirements for health technology assessment of pharmaceuticals by national agencies across Europe responsible for reimbursement decisions focusing specifically on relative effectiveness assessment.

Methods: Evidence requirements from thirty-three European countries were requested and twenty-nine national agencies provided documents to review. Data were extracted from national documents (manufacturer's submission templates and associated guidance) into a purpose-made framework with categories covering information about the health condition, the technology, clinical effectiveness and safety.

Results: The level of detail in the required evidence varies considerably across countries. Some countries include specific questions while others request information under general headings. Some countries include all information in a single document, which may or may not include guidance on how to complete the template. Others have specific guidance documents or methods and process manuals that help with the completion of the submission templates. Despite differences in quantity and detail, the content of the evidence requirements is broadly similar. All countries ask for information on the health technology, target disease, and clinical effectiveness and safety. However, one country only requests clinical effectiveness information as part of cost-effectiveness analyses. We found twenty-six evidence requirements for which generic answers may apply across borders and nineteen in which countries requested nationally specific information.

Conclusions: This work suggests that it would be possible to put together a minimum set of evidence requirements for HTA to support reimbursement decisions across Europe which could facilitate collaboration between jurisdictions.

Background: Initial therapy appointments have high nonattendance rates yet the reasons remain poorly understood. Aims: This study aimed to identify positive and negative attitudes towards therapy that predicted initial attendance, informed by a perceptual control theory account of approach-avoidance conflicts in help-seeking. Method: A prospective study was conducted within a low intensity CBT service using first appointment attendance (n = 96) as an outcome. Measures included attitudes towards therapy, depression and anxiety scales, and demographic variables. Results: Endorsement of a negative attitude item representing concern about self-disclosure was independently predictive of nonattendance. Positive attitudes predicted increased attendance, especially endorsement of motives for self-reflection, but only among less depressed individuals. Conclusions: Self-disclosure concerns contribute to therapy avoidance and having goals for self-reflection may represent approach motivation for therapy; however, the latter has less impact among more highly depressed people.

Due to the high turnover of teaching staff in remote schools, the long-term sustainability of educational initiatives that enhance Indigenous student's learning is a major concern. This article presents a study of a remote Indigenous school (Ischool) situated in Queensland. Ischool has changed its approach to leadership, particularly the distribution of power and authority within the school context, to address this concern. The focus is on building the capacity of Indigenous staff. It is a holistic and communal approach that is culturally inclusive of Indigenous ways of being and operating. The approach actively ensures that power and authority, and roles and responsibilities, are shared between Indigenous and non-Indigenous staff. Data were collected in one-on-one interviews with Indigenous and non-Indigenous participants involved in the change process. A grounded methodological approach was utilised using open coding to break down data into distinct units of meaning. The results reveal that the Indigenous community of Ischool were more committed to promoting and sustaining education initiatives that improve student learning when: (a) school leadership structures were inclusive of Indigenous voices and Indigenous ways of relating; (b) power and authority within the school context was shared, and (c) Indigenous staff were included in professional development opportunities that foster collaborative classroom partnerships and legitimise their own knowledge of their culture and community.

Background: Nonattendance rates remain high for first therapy appointments, despite initiatives to increase access to psychological therapy. The reasons for nonattendance are poorly understood and studies of demographic and clinical predictors have produced conflicting findings. Aims: We aimed to pilot a method for investigating psychological factors associated with first appointment attendance in a primary care mental health service. Method: Questionnaires were completed by individuals at the point of referral to CBT with a low-intensity service in one general practice (n = 67), including a measure of beliefs, goals and attitudes towards therapy, as well as anxiety and depression scales. Subsequent attendance at the first appointment was used as an outcome. Results: Preliminary results showed that attendance was not associated with age or gender, severity of distress, or overall ratings for positive or negative attitudes towards therapy; although distress itself was associated with increased endorsement of negative attitudes. However, one specific psychological item, “Talking to a therapist will help me understand better how my mind works” had a significant association with subsequent attendance. Conclusions: The psychological factor that was associated with increased attendance may reflect the concept of psychological mindedness; however, this requires replication in a larger study. A full-scale study was deemed to be warranted based on this prospective design.

Self-help therapies, such as bibliotherapy, are becoming increasingly more available to the general population as a treatment for psychological disorders, such as depression and anxiety. However, relatively few of these self-help books are properly evaluated to test their treatment efficacy. Two studies aimed to test a new self-help book to treat fears, phobias and anxiety in order to see if symptoms of anxiety and associated symptoms, such as functioning and coping, were improved compared to baseline scores and a waiting-list control group. Study 1 adopted a minimal guided approach (experimental group: n = 25; waiting-list control group: n = 29) whereas Study 2 adopted a non-guided approach (experimental group: n = 17; waiting-list control group: n = 16). In both studies, functioning and coping were improved and the current state of phobic symptoms was reduced. The main phobia improved only when adopting a guided approach and general psychological distress only reduced when adopting a non-guided approach. These studies provide preliminary support for a modest effect in a subclinical population. The results could have good implications for the treatment of anxiety and the use of self-help methods as an additional treatment aid or as a preventative treatment.

This article examines the nature of oral language and representations used by teachers as they instruct young Indigenous Australian students at the beginning of formal schooling during play-based activities in mathematics. In particular, the use of Standard Australian English (SAE), the mathematical register used, and the interplay with mathematical representations during classroom instruction are analysed based upon the teachers' selfreported practices. The data are drawn from structured telephone interviews with 40 teachers in 15 schools from rural and remote or multicultural settings in Queensland at the initial stage of a large, longitudinal study. The specific aim of the study was the identification of effective pedagogical practices that may assist young Australian students from diverse ethnic and cultural backgrounds to negotiate western mathematical understanding. The findings indicate that despite experience in these settings and focused professional learning sessions, the majority of these teachers report practices which reflect a strong emphasis on literacy acquisition rather than mathematical understanding. It is the contention of the researchers that the use of oral language with a rich selection of mathematical representations strongly supports mathematical understanding.

Working across knowledge-based research programmes, rather than institutional structures, should be central to interdisciplinary research. In this paper, a novel framework is proposed to facilitate interdisciplinary research, with the goals of promoting communication, understanding and collaborative work. Three core elements need to be addressed to improve interdisciplinary research: the types (forms and functions) of theories, the underlying philosophies of knowledge and the combination of research styles; these three elements combine to form the research programme. Case studies from sustainability science and environmental security illustrate the application of this research programme-based framework. This framework may be helpful in overcoming often oversimplified distinctions, such as qualitative/quantitative, deductive/inductive, normative/descriptive, subjective/objective and theory/practice. Applying this conceptual framework to interdisciplinary research should foster theoretical advances, more effective communication and better problem-solving in increasingly interdisciplinary environmental fields.

This study examined expectancy judgement and current concerns in high and low depression and anxiety participants. Expectancy judgement was measured using the Personal Future Task. Depression and anxiety symptoms were measured using the Depression and Anxiety Stress Scale (DASS). A novel scale, the Current Concerns Checklist, was developed to measure ten current concerns that were thought to relate to the most salient concerns of common Axis I disorders. Using the DASS, 19 participants were allocated to the distressed group and 17 to the non-distressed group. As hypothesized, there was a main effect for the current concern concept; participants thought of more future events regarding their current concern than their non-concern. However, the hypothesis that the distressed group would generate more negative relative to positive responses than the non-distressed group within the domain of their most prominent current concern was not supported. Future research and implications for CBT are discussed.