Supervenience,Repeatability, & Expressivism

Expressivists traditionally explain normative supervenience by saying it is a conceptual truth. I argue against this tradition in two steps. First, I show the modal claim that stands in need of explanation has been stated imprecisely. Classic arguments in metaethics for normative supervenience and those that rely on it as a premise presuppose a constraint on the supervenience base that is rarely (if ever) made explicit: the repeatability of the non-normative properties on which the normative supervenes. Non-normative properties are repeatable when it is possible for numerically distinct individuals to share them. Second, I show if the modal truth that stands in need of explanation entails that there are individuals exactly alike in repeatable non-normative respects that cannot normatively differ, then standard expressivist accounts of normative supervenience as a conceptual truth are unsuccessful. Expressivist metasemantics for normative terms, together with constitutive facts about the non-cognitive attitudes essentially involved in normative thought, strongly suggest that repeatable supervenience could not be a conceptual truth. I argue, finally, that although repeatable supervenience bears the marks of a conceptual truth, expressivists should be content to treat it as an ordinary normative truth, and to explain it the same way they explain other normative truths.     

A Meta-Analysis of Program Characteristics for Youth with Disruptive Behavior Problems: The Moderating Role of Program Format and Youth Gender

There is high variability in efficacy for interventions for youth with disruptive behavior problems (DBP). Despite evidence of the unique correlates and critical consequences of girls’ DBP, there is a dearth of research examining treatment efficacy for girls. This meta-analysis of 167 unique effect sizes from 29 studies (28,483 youth, 50% female; median age: 14) suggests that existing treatments have a medium positive effect on DBP (g = .33). For both boys and girls, the most effective interventions included (a) multimodal or group format, (b) cognitive skills or family systems interventions, and (c) length-intensive programs for (d) younger children. Boys demonstrated significantly greater treatment gains from group format interventions compared to girls, which is particularly important given that the group program format was the most prevalent format for boys and girls, with 14 studies involving 10,433 youth encompassing this category. This is the first meta-analysis to examine the effect of program characteristics in a sample of programs selected to be specifically inclusive of girls. Given that girls are underrepresented in intervention research on DBP, findings are discussed in terms of gender-responsive considerations and elucidating how key aspects of program structure can support more effective intervention outcomes for youth.     

The (Dis)Pleasures of Creativity: Spontaneous Eye Blink Rate during Divergent and Convergent Thinking Depends on Individual Differences in Positive and Negative Affect

Previous research has demonstrated that individual differences in affect and motivation predict divergent and convergent thinking performance, two thinking processes involved in creative idea generation. Individual differences in affect and motivation also predict spontaneous eye blink rate (sEBR) during divergent and convergent thinking; and sEBR predicts divergent and convergent thinking performance. This study investigates experimentally whether the relationship between sEBR and divergent and convergent thinking depends on individual differences in affect and motivation. Eighty-two participants completed the Emotion/motivation-related Divergent and Convergent thinking styles Scale (EDICOS; G. Soroa et al., 2015), performed the alternative uses task (AUT; divergent thinking) or the remote associates task (RAT; convergent thinking), while their sEBR was captured with an eye-tracker. The results showed that individual differences in positive affect positively correlated with sEBR for the AUT, whereas individual differences in negative affect positively correlated with sEBR for the RAT. Furthermore, the interaction between individual differences in positive and negative affect and sEBR predicted divergent and convergent thinking performance. The contribution of our study is therefore that individual differences in positive and negative affect can both positively correlate with sEBR during divergent and convergent thinking; and that this predicts divergent and convergent thinking performance.     

Hearing a Still-Ticking Bomb Argument: A Reply to Bufacchi and Arrigo

My aim in this paper is to demonstrate that the recent anti-Ticking Bomb argument offered by Bufacchi and Arrigo is unsuccessful. To adequately refute the Ticking Bomb strategy, I claim, requires carefully addressing both policy questions and questions involving exceptional conduct.