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However, in contrast to cognitive developmental viewpoints, they assumed that cognitive development has a formative in uence on the emergence of basic psychological processes Rather than viewing development as proceeding independently of cultural learning, cultural learning was assumed to be necessary for development to proceed Vygotskiian theory and related sociocultural approaches emphasized the importance of tool use in extending cognitive capacities From this perspective, cultural transmission was assumed to be essential, with cognitive development involving the internalization of the tools provided by the culture Among the key cultural tools assumed to transform minds were literacy and formal schooling, through their assumed effects of providing individuals exposure to abstract symbolic resources and giving rise to modes of reasoning that are relatively decontextualized and not directly tied to practical activity (eg, Goody, 1968).

Invertible polynomial matrix: The (m x m) polynomial matrix P(x) is said to be ummodular or invertible if det P(x) == constant # O. that is, det P( x) is a constant function. For instance, for a E IR,

In viewing cultural processes as a source of patterning of thought, work in the sociocultural tradition shared many assumptions with and may be considered part of cultural psychology However, at least in its early years, research in this tradition focused on establishing the universality of basic cognitive processes; this linked it closely to other contemporary traditions of cross-cultural cognitive developmental research The earliest traditions of cross-cultural experimental research undertaken by sociocultural theorists resembled those of Piagetian researchers in both their methods and their ndings After making only minor modi cations, experimental tests were administered to diverse cultural populations These populations were selected to provide a contrast in the cultural processes thought to in uence cognitive development, such as literacy and schooling (eg, Bruner, Olver, & Green eld, 1966; Cole, Gay, Glick, & Sharp, 1971) Results revealed.

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When a menu or menu item is disabled, its text appears in a faint shade of gray, and clicking it has no effect. Excel disables its menu items when they are out of context. For example, the Links menu item on the Edit menu is disabled when the active workbook does not contain any links. You can write VBA code to enable or disable both built-in and custom menus or menu items. Similarly, you can write code to hide menus or menu items. The key, of course, is tapping into the correct event. The following procedures are stored in the code module for the ThisWorkbook object:

# The compiled tokens for the template code # between the opening and closing tags my $tokens = $ctx->stash ( tokens ); # Build the contained template code my $out = $builder->build ($ctx, $tokens); if (!defined $out) { # build method return undefined # must be a build error return $ctx->error ($builder->errstr); } # Return the text for the template return $out; }

You use ActionScript loops to speed up your work. With an ActionScript loop, you can repeat the same set of actions for a set number of times or create a loop that occurs while a set of conditions are true. An ActionScript loop occupies a single frame of the movie. Therefore, the loop must be capable of executing within a single frame. If you use the default frame rate of 12 FPS, the loop must execute within one-twelfth of a second. It is possible to create a loop so complex that it cannot execute within a single frame. If you create such a loop, when you test the movie, Flash displays the warning dialog box shown in Figure 6-5. When you see this warning dialog box, click No; otherwise, Flash may crash and you ll lose your current work.

N OT E When DES was released there were some weaknesses in how the data was broken up before it was encrypted. The developers were able to fix this problem, and the resulting technique was very robust. On the other hand, Double-DES had a weakness that could not be fixed without significantly impairing the algorithm. That s why you don t hear of anyone using DoubleDES. Everyone today uses Triple-DES because Triple-DES was able to overcome the weaknesses of Double-DES. This was an example of the meet-in-the-middle attack, described later in this chapter.

McAdams, D P (1988) Personal needs and personal relationships In S Duck (Ed), Handbook of research on personal relationships (pp 7 22) New York: Wiley McClelland, D C (1985) Human motivation Glenview, IL: Scott, Foresman McLemore, C W, & Brokaw, D W (1987) Personality disorders as dysfunctional interpersonal behavior Journal of Personality Disorders, 1, 270 285 McWilliams, N (1998) Relationship, subjectivity, and inference in diagnosis In J W Barron (Ed), Making diagnosis meaningful (pp 197 226) Washington, DC: American Psychological Association Millon, T, & Davis, R D (2000) Personality disorders in modern life New York: Wiley Minuchin, S, Rosman, B L, & Baker, L (1978) Psychosomatic families: Anorexia nervosa in context Cambridge, MA: Harvard University Press Morey, L C (1985) An empirical comparison of interpersonal and DSM-III approaches to classification of personality disorders Psychiatry, 48, 358 364 Murray, H A (1938) Explorations in personality.