Endangering humanity: an international crime?

Abstract

In the Anthropocene, human beings are capable of bringing about globally catastrophic outcomes that could damage conditions for present and future human life on Earth in unprecedented ways. This paper argues that the scale and severity of these dangers justifies a new international criminal offence of ‘postericide’ that would protect present and future people against wrongfully created dangers of near extinction. Postericide is committed by intentional or reckless systematic conduct that is fit to bring about near human extinction. The paper argues that a proper understanding of the moral imperatives embodied in international criminal law shows that it ought to be expanded to incorporate a new law of postericide.     

How much attention does an event file need?

Attentional requirements for the spontaneous integration of stimulus and response features were analyzed. In line with previous findings, carrying out a prepared response to the onset of a stimulus created bindings between the response and the features of that stimulus, thereby impairing subsequent performance on mismatching stimulus-response combinations. Findings demonstrate that a stimulus gets bound to a response even if its presence is neither necessary nor useful for the task at hand, it follows rather than precedes the response in time, it competes with a task-relevant stimulus, and if the response is suppressed--but only if the stimulus appears close to the response's eventual execution or abandonment. A multiple-integration model is suggested that assumes that the integration of stimulus features in perception and of response features in action planning are local processes that are independent of stimulus-response integration, which presumably is triggered by the success of the perception-action episode.     

Ethics and professionalism: what does a resident need to learn?

Training in ethics and professionalism is a fundamental component of residency education, yet there is little empirical information to guide curricula. The objective of this study is to describe empirically derived ethics objectives for ethics and professionalism training for multiple specialties. Study design is a thematic analysis of documents, semi-structured interviews, and focus groups conducted in a setting of an academic medical center, Veterans Administration, and community hospital training more than 1000 residents. Participants were 84 informants in 13 specialties including residents, program directors, faculty, practicing physicians, and ethics committees. Thematic analysis identified commonalities across informants and specialties. Resident and nonresident informants identified consent, interprofessional relationships, family interactions, communication skills, and end-of-life care as essential components of training. Nonresidents also emphasized formal ethics instruction, resource allocation, and self-monitoring, whereas residents emphasized the learning environment and resident-attending interactions. Conclusions are that empirically derived learning needs for ethics and professionalism included many topics, such as informed consent and resource allocation, relevant for most specialties, providing opportunities for shared curricula and resources.     

Why does a girl become an unmarried mother?

Pastoral Psychology -     

What does second-order vision see in an image?

The human visual system is sensitive to both first-order variations in luminance and second-order variations in local contrast and texture. Although there is some debate about the nature of second-order vision and its relationship to first-order processing, there is now a body of results showing that they are processed separately. However, the amount, and nature, of second-order structure present in the natural environment is unclear. This is an important question because, if natural scenes contain little second-order structure in addition to first-order signals, the notion of a separate second-order system would lack ecological validity. Two models of second-order vision were applied to a number of well-calibrated natural images. Both models consisted of a first stage of oriented spatial filters followed by a rectifying nonlinearity and then a second set of filters. The models differed in terms of the connectivity between first-stage and second-stage filters. Output images taken from the models indicate that natural images do contain useful second-order structure. Specifically, the models reveal variations in texture and features defined by such variations. Areas of high contrast (but not necessarily high luminance) are also highlighted by the models. Second-order structure--as revealed by the models--did not correlate with the first-order profile of the images, suggesting that the two types of image 'content' may be statistically independent.     

Can intergroup contact improve humanity attributions?

In this paper, intergroup contact was evaluated as a strategy to favor outgroup humanization. We tested a double‐mediation model, in which contact is associated with both decreased salience of intergroup boundaries and the adoption of a common identity. These recategorizations, in turn, are related to lower levels of anxiety and higher levels of empathy, both emotions being proximal predictors of outgroup humanization. The model was tested using structural equation modeling in the context of different intergroup relations: Italians versus immigrants (Study 1); Northern Italians versus Southern Italians (Study 2). Supporting the hypotheses, group representations and emotions mediated the relationship between contact and humanity attributions. The practical implications of results are discussed.     

Why does a school psychologist need to know about learning strategies?

School psychologists need to know more about learning strategies because an understanding of these processes can facilitate the design and implementation of intervention programs and procedures. An effective learning strategy is any cognitive, affective, or behavioral activity that facilitates encoding, storing, retrieving, or using knowledge. Four categories of learning strategies are discussed (knowledge acquisition, comprehension monitoring, active study strategies, and support strategies). In addition, a case study is presented to demonstrate how knowledge about these strategies can be used by the school psychologist. Finally, principles in determining the possible involvement of learning strategy deficits in an achievement problem are presented.     

Coherence between emotional experience and physiology: does body awareness training have an impact?

Two fundamental issues in emotion theory and research concern: (a) the role of emotion in promoting response coherence across different emotion systems; and (b) the role of awareness of bodily sensations in the experience of emotion. The present study poses a question bridging the two domains; namely, whether training in Vipassana meditation or dance, both of which promote attention to certain kinds of bodily sensations, is associated with greater coherence between the subjective and physiological aspects of emotion. We used lag correlations to examine second-by-second coherence between subjective emotional experience and heart period within individuals across four different films. Participants were either: (a) experienced Vipassana meditators (attention to visceral sensations), (b) experienced dancers (attention to somatic sensations), and (c) controls with no meditation or dance experience. Results indicated a linear relationship in coherence, with meditators having highest levels, dancers having intermediary levels, and controls having lowest levels. We conclude that the coherence between subjective and cardiac aspects of emotion is greater in those who have specialized training that promotes greater body awareness.     

A sustainable future for humanity? How can psychology help?

The sustainability of human life on Earth in the future is in danger. Human actions are producing many harmful and possibly irreversible changes to the environmental conditions that support life on Earth. This article summarizes major threats to Earth's environment, including global warming, ozone layer destruction, exhaustion of fisheries and agricultural land, and widespread exposure to toxic chemicals. Unless they are overcome, these changes will make human life increasingly miserable and eventually may make Earth nearly uninhabitable for future generations. These threats are caused by patterns of human behavior, particularly over-population and over-consumption. Urgent changes to human lifestyles and cultural practices are required for the world to escape ecological disaster, and psychologists should lead the way in helping people adopt sustainable patterns of living. Specific steps toward that goal are proposed in this and the following four articles.     

What does a man do after he makes an error? an analysis of response programming

When people make errors during continuous tasks they temporarily pause and then slow down. One line of explanation has been that they monitor feedback to detect errors, that they may make incidental responses when errors occur (e.g. they may swear) and that they may pause to analyse their errors. In all these cases they may be assumed to act as single channel information processing systems of limited capacity, and to be unable to recognise any new signal until these processes have been completed.

Analysis of response after errors shows that this cannot be the case. Responses after errors are inaccurate, but are not slow when they require the subject to make the response which he should have made on the previous trial (i.e. to make an error correction response). Subjects thus must recognise new signals as soon as they occur. The present results require a new model of error detection and correction, and a model for response programming and priming.     

Risk-induced neophobia: does sensory modality matter?

Recent studies have documented that exposure to high levels of background risk can induce neophobic predator avoidance in prey animals, whereby they respond to any novel cue with an anti-predator response. Such phenotypically plastic predator avoidance may allow prey to maximize anti-predator benefits in variable risk environments. It remains poorly understood whether risk assessment information from different sensory modalities can be integrated to induce generalized, cross-sensory system neophobic responses. Here, we directly test this hypothesis by exposing juvenile convict cichlids (Amatitlania nigrofasciata) to high- versus low-risk environments using either conspecific alarm cue (chemosensory risk) or a model avian predator (visual/mechanical risk) and testing their response to a novel chemosensory cue (Experiment 1) or visual cue (Experiment 2). Our results suggest that regardless of the sensory modality used to increased perceived risk, cichlids pre-exposed to high-risk conditions exhibited increased predator avoidance in response to any novel visual or chemical cue. As expected, cichlids pre-exposed to low-risk conditions did not display any neophobic responses. Our results suggest that induced neophobia is not cue specific; rather, it may function as a generalized response to perceived predation risk.     

What does it mean that an issue is conceptual in nature?

McGrath (2005/this issue) argues that "the conceptual complexity [italics added] of the constructs psychologists choose to measure and the scales they use to measure them has played an important role in the failure to develop more accurate measurement systems" (p. 112). Although we agree with this, we argue, in this commentary, that McGrath has misdiagnosed the source of these difficulties and that this misdiagnosis originates with an unresolved articulation of the nature of a conceptual issue and of the relationship between conceptual and empirical issues in science.     

Rebutting accusations: When does it work,when does it fail?

Three studies address the question of how observers react to rebuttal statements and which variables are crucial in determining observers' evaluations of the initiator of the rebuttal. The first study showed that devaluation of the initiator of the rebuttal was higher when observers were confronted with the isolated rebuttal than when observers first learned about an existing accusation and then about the corresponding rebuttal. The second study qualified this finding by revealing that the devaluating effect of an isolated rebuttal was especially pronounced if the event in question was of high impact for observers. The third study included an additional variable, namely, the credibility of the source of the accusation. The drop in devaluation from rebuttal-only to accusation + rebuttal conditions was obtained only for high impact observers when the accusation came from a noncredible source. The findings are explained within a framework of attributional and belief perseverance notions. Implications are discussed.     

No need for an intention to deceive? Challenging the traditional definition of lying

According to the traditional definition of lying, somebody lies if he or she makes a believed-false statement with the intention to deceive. The traditional definition has recently been challenged by non-deceptionists who use bald-faced lies to underpin their view that the intention to deceive is no necessary condition for lying. We conducted two experiments to test whether their assertions are true. First, we presented one of five scenarios that consisted of three different kinds of lies (consistent bald-faced lies, conflicting bald-faced lies, and indifferent lies). Then we asked participants to judge whether the scenario at hand was a lie, whether the speaker intended to deceive somebody, and how they would judge the behavior in terms of morality. As expected, our results indicate that the intention to deceive is not a necessary condition for lying. Participants rated indifferent lies to be lies and judged that no intention to deceive was involved in these cases. In addition, all bald-faced lies were evaluated as lies. However, participants widely ascribed an intention to deceive to bald-faced lies, which thus might not apply as counterexamples against the traditional definition of lying. Besides, lies are judged as morally wrong regardless of an intention to deceive.