The differentiation of trait anxiety and depression in nonclinical and clinical populations is addressed. Following the tripartite model, it is assumed that anxiety and depression share a large portion of negative affectivity, but differ with respect to bodily hyperarousal and anhedonia. In contrast to the tripartite model, NA is subdivided into worry and dysthymia, which leads to a four-variable model of anxiety and depression encompassing emotionality, worry, dysthymia, and anhedonia. Item-level confirmatory factor analyses and latent class cluster analysis based on (...) a large nation-wide representative German sample substantiate the construct validity of the model. Further evidence concerning convergent and discriminant validity with respect to related constructs is obtained in two smaller nonclinical and clinical samples. Factors influencing the association between components of anxiety and depression are discussed. (shrink)

Although evidence of teaching behaviour has been identified in some nonhuman species, human teaching appears to be unique in terms of both the breadth of contexts within which it is observed, and in its responsiveness to needs of the learner. Similarly, cultural evolution is observable in other species, but human cultural evolution appears strikingly distinct. This has led to speculation that the evolutionary origins of these capacities may be causally linked. Here we provide an overview of contrasting perspectives on the (...) relationship between teaching and cultural evolution in humans, and briefly review previous research which suggests that cumulative culture can occur without teaching. We then report the results of a novel experimental study in which we investigated how the benefits of teaching may depend on the complexity of the skill to be acquired. Participants were asked to tie knots of varying complexity. In our Teaching condition, opportunities to interact with an experienced partner aided transmission of the most complex knots, but not simpler equivalents, relative to exposure to completed products alone, and also relative to information about the process of completion. We conclude by considering the plausibility of various accounts of the evolutionary relationship between teaching and cultural evolution in humans. (shrink)

Die nunmehr unter dem Namen der neuen Autoren Christian Armbrüster, Nicola Preuß und Thomas Renner erscheinende 5. Auflage des von Diether Huhn und Hans-Joachim von Schuckmann begründeten Kommentars zum Beurkundungsgesetz berücksichtigt: die Gesetzesänderungen zur Vorsorgevollmacht und zu elektronischen Zeugnissen ; die aktuelle BGH-Rechtsprechung zu Voraussetzungen und Reichweite der notariellen Belehrungspflichten; die neuesten Entwicklungen zur notariellen Tätigkeit mit Auslandsbezug und zum elektronischen Rechtsverkehr sowie insbesondere die Änderungen durch das MoMiG. Neben dem Beurkundungsgesetz und der Dienstordnung für Notarinnen und Notare enthält (...) der Kommentar die Bedingungen für Anderkonten und Anderdepots von Notaren und die Benachrichtigung in Nachlasssachen. Der Anhang zum Internationalen Urkundsverkehr umfaßt: Gutachten zum internationalen und ausländischen Privatrecht, Haager Postille, Anerkennung deutscher notarieller Urkunden im Ausland. Mit dem Armbrüster/Preuß/Renner liegt nun wieder eine geschlossene und praxisbezogene Darstellung auf neuestem Stand vor. (shrink)

Focusing on narratives with supernatural components, Karen J. Renner argues that the recent proliferation of stories about evil children demonstrates not a declining faith in the innocence of childhood but a desire to preserve its purity. From novels to music videos, photography to video games, the evil child haunts a range of texts and comes in a variety of forms, including changelings, ferals, and monstrous newborns. In this book, Renner illustrates how each subtype offers a different explanation for (...) the problem of the “evil” child and adapts to changing historical circumstances and ideologies. (shrink)

H. sapiens stands out from other primates along many social dimensions; however, none seems as prominent and important as the capacity of our species for cumulative cultural evolution or, as Tomasello calls it, “the ratchet.” Although other primate species show evidence of cultural variation, there is little evidence of cumulative cultural evolution, i.e., the gradual accumulation, modification, and refinement of traditions and skills over historical time, in any primate species other than our own. This is clearly an extremely significant component (...) of the human phenotype, responsible for our unparalleled cultural, social, political, and technological achievements. However, it remains extremely controversial what sorts of cognitive capacities are necessary to trigger cumulative cultural evolution and whether any currently proposed candidates are really distinctive of humans. Furthermore, the ratchet raises a bootstrapping problem: before complex skills and technologies are present and necessary for biological success, there appear to be few advantages to high-fidelity social learning; however, without such high-fidelity social learning, it is unclear how traditions capable of generating complex skills and technologies could arise in the first place. In this chapter, we survey relevant empirical research in comparative and developmental psychology, integrating it with a novel theoretical analysis of the bootstrapping problem to defend a hypothesis about the minimal cognitive preconditions on the ratchet. (shrink)