Being better than others but otherwise perfectly normal: Perceptions of uniqueness and similarity in close relationships

The current research addresses individuals' self-generated thoughts regarding their own and others' relationships, examining the ways in which perceptions of uniqueness and similarity are manifested in judgments regarding own and others' responses to dissatisfying incidents. Consistent with the uniqueness bias, participants characterized their own relationships by a greater number of constructive responses and a smaller number of destructive responses relative to characterizations of others' relationships. Moreover, external raters judged own constructive responses to be more constructive than others' constructive responses. Consistent with the similarity bias, external raters judged items describing others' responses to be less frequently occurring and more extreme than their own responses. Also, this research revealed support for the claim that the similarity bias is more pronounced for destructive responses than for constructive responses. A recall task corroborated these findings, revealing very good recall for destructive responses enacted by others and poor recall for destructive responses enacted by oneself.     

How eudaimonic and hedonic motives relate to the well-being of close others

Past research has examined the link of eudaimonic and hedonic motives with personal well-being, but less is known about their link with the well-being of close others. Also, empirical data on the link with the well-being of close others would address an ongoing debate regarding whether eudaimonia is egoistic and possibly detrimental to others. Participants completed self-report measures of their typical degrees of eudaimonic and hedonic motivation. We then asked their friends and relatives to tell us how the participant affected their well-being. When entering eudaimonia and hedonia simultaneously as predictors of close other well-being in multiple regressions, only eudaimonia related positively to the well-being of close others. Thus, eudaimonia had a positive, not negative, impact on other people. Furthermore, while past research shows that both eudaimonic and hedonic motives benefit personal well-being, this study suggests that eudaimonic motivation has more positive influences on close others.     

Understanding others by doing things together: an enactive account

Enactivists claim that social cognition is constituted by interactive processes and even more radically that there is ‘no observation without interaction’. Nevertheless, the notion of interaction at the core of the account has not yet being characterized in a way that makes good the claim that interactions actually constitute social understanding rather than merely facilitating or causally contributing to it. This paper seeks to complement the enactivist approach by offering an account of basic joint action that involves and brings with it basic forms of mental understanding. The paper turns to theories of joint action rather than theories of perception as some enactivists have done (cfr. Gallagher in Conscious Cognit 17(2):535–543, 2008; Thompson in J Conscious Stud 8(5–7):1–32, 2001), to gain insight into the kind of interactions that underpin our understanding of other minds, and in that way, supplement the interactionist-enactive account. In line with Enactivism, the paper argues that this kind of social understanding is practical rather than theoretical and that it is cognitively more basic and developmentally prior when compared to other ways we come to understand other minds.

     

The visual world behind the head

After a 5-minute inspection of 7 objects laid out on a shelf, subjects were seated with the objects behind them and answered questions about the locations and orientations of objects by throwing a switch left or right. The "visual image" subjects were told to imagine that the objects were still in front of them and to respond accordingly. The "real space" (RS) subjects were told to respond in terms of the positions of the objects in real space behind them. Thus correct responses (left vs. right) were completely opposite for the 2 groups. A control group responded while facing a curtain concealing the objects. The task was harder, by time and error criteria, for group RS than for the other 2 groups, but not dramatically so. All RS subjects denied using a response-reversal strategy. Some reported translating the objects from back to front and thus responding as to a mirror-image of the array. When this evasion was discouraged, RS subjects typically reported responding in terms of visual images located behind them and viewed as if by "eyes in the back of the head." The paradox of a visual image that corresponds to no possible visual input is discussed.     

The role of automaticity in determining the inclination to forgive close others

Hitherto, the literature on forgiveness has almost exclusively focused on the role of deliberative processes (e.g., attribution processes) in determining forgiveness. However, in the present article, we argue that in the context of close relationships, the inclination to forgive can be relatively automatically evoked in response to an offense. Four studies provide evidence relevant to this general hypothesis. Studies 1 and 2 demonstrate that the subliminal presentation of close others (versus non-close others or a control word) induces a relatively strong inclination to forgive various offenses. Study 3 provides insight into the cognitive processes that underlie the closeness-forgiveness link, demonstrating that thinking of (a transgression of) a close other (compared to a non-close other) leads to enhanced accessibility of the construct of forgiveness. Finally, Study 4 demonstrates that forgiving responses toward a close offender are less dependent on cognitive resources than are forgiving responses toward a non-close offender, suggesting that, in close relationships, the inclination to forgive arises in a relatively effortless, habitual manner. Implications for theorizing on how people forgive are being discussed.     

Some views are better than others: evidence for a visual bias in object views self‐generated by toddlers

How objects are held determines how they are seen, and may thereby play an important developmental role in building visual object representations. Previous research suggests that toddlers, like adults, show themselves a disproportionate number of planar object views – that is, views in which the objects' axes of elongation are perpendicular or parallel to the line of sight. Here, three experiments address three explanations of this bias: (1) that the locations of interesting features of objects determine how they are held and thus how they are viewed; (2) that ease of holding determines object views; and (3) that there is a visual bias for planar views that exists independently of holding and of interesting surface properties. Children 18 to 24 months of age manually and visually explored novel objects (1) with interesting features centered in planar or ¾ views; (2) positioned inside Plexiglas boxes so that holding biased either planar or non‐planar views; and (3) positioned inside Plexiglas spheres, so that no object properties directly influenced holding. Results indicate a visual bias for planar views that is influenced by interesting surface properties and ease of holding, but that continues to exist even when these factors push for alternative views.     

Seeing close others as we see ourselves: One’s own self-complexity is reflected in perceptions of meaningful others

Although past research has established a correspondence between the content of knowledge about the self and close others, the current work evaluated the prediction that the self-concept also influences the structure of these perceptions. Specifically, we expected greater correspondence in the complexity of mental representations between the self and others included in the self. In Study 1, we found that self-complexity was related to the perceived complexity of a close other and that this outcome did not reflect a general tendency to perceive the world in a systematically complex or simple fashion (i.e., cognitive complexity). In Study 2, we found that the correspondence between self-complexity and complexity of representations of others increased for individuals more included in the self. Finally in Study 3, we observed that experimentally manipulating inclusion of other in the self resulted in perceived structural similarity between representations of the self and others. Implications of self-concept representation for social relationships are discussed.     

儒道合作 共建和谐世界

春秋战国时期,是社会大变革,生产大发展的时期,也是中华文化辉煌灿烂的时期。这个时期涌现出了一批文化哲人,孔     

How public theologies can better address fascism,nationalism, and our impatience with God's reign

This article considers the problems of fascism and nationalism today, particularly in the United States, and summarizes definitions of public theology that would be adequate to the current situation. Then three non‐theologians are consulted as resources for public theology: diplomat Madeleine Albright, philosopher Martha Nussbaum, and journalist Chris Hedges. I close with synthetic conclusions, including comment on the necessity of prayer, about the desired character of public theologies today.     

Making the world a better place: Genes and ethics

This paper was presented as part of the 1993 Waynflete Lecture Series onGenes: Science, Law and Ethics, Magdalen College, Oxford University.     

Choosing versus rejecting: Why some options are both better and worse than others

A previously unobserved pattern of choice behavior is predicted and corroborated. In line with the principle of compatibility, according to which the weighting of inputs is enhanced by their compatibility with output, the positive and negative dimensions of options (their pros and cons) are expected to loom larger when one is choosing and when one is rejecting, respectively. Subjects are presented with pairs of options, one of which—theenriched option—has more positive as well as more negative dimensions than does the other,impoverished, option. Because positive dimensions are weighted more heavily in choosing than in rejecting, and negative dimensions are weighted more heavily in rejecting than in choosing, the enriched option tends to be chosen and rejected relatively more often than the impoverished option. These findings are extended to nonbinary decision problems, and their implications for the rational theory of choice and for everyday decisions are discussed.     

The time course of argument reactivation revealed: using the visual world paradigm

Previous research has found that the single argument of unaccusative verbs (such as fall) is reactivated during sentence processing, but the argument of agentive verbs (such as jump) is not (Bever & Sanz, 1997; Friedmann, Taranto, Shapiro, & Swinney, 2008). An open question so far was whether this difference in processing is caused by a difference in thematic roles the verbs assign, or a difference in the underlying syntactic structure. In the present study we tease apart these two potential sources. In order to achieve this, we included a set of verbs (like sparkle) which are equal to unaccusative verbs in the thematic role they assign to their argument, but equal to agentive verbs in the syntactic status of their argument (henceforth mixed verbs). As a method we used the visual world paradigm as this enables us to measure processing of the sentences continuously. This method also allowed us to test another hypothesis, namely the hypothesis that not only the argument of unaccusative verbs is reactivated during processing, but also the argument of agentive verbs. This reactivation is expected as the result of integrating the verb and its argument into one representation. In our experiment, participants listened to sentences including one of the three types of verbs. While listening, they viewed a visual display in which one of four objects was strongly related to the argument of the verb (wood-saw). The gaze record showed that the eyes moved to the related object (saw) upon presentation of the argument (wood). More interestingly, the eyes moved back to the related object upon presentation of the verb (fell). We found that looks to the related object increase only late after verb offset for unaccusative verbs, replicating the findings of previous research. We also found a rise in looks to the related object in agentive verbs, but this rise took place much earlier, starting slightly after verb onset. Finally, we found that mixed verbs pattern in processing with agentive verbs. We conclude that the argument of the verb is always reactivated, independent of verb type. In addition, the timing of integration differs per verb type and depends on the syntactic status of the argument and not on the thematic role that is assigned to the argument.     

Ordering our world: The quest for traces of temporal organization in autobiographical memory

An experiment examined the idea, derived from the Self Memory System model (Conway & Pleydell-Pearce, 2000), that autobiographical events are sometimes tagged in memory with labels reflecting the life era in which an event occurred. The presence of such labels should affect the ease of judgments of the order in which life events occurred. Accordingly, 39 participants judged the order of two autobiographical events. Latency data consistently showed that between-era judgments were faster than within-era judgments, when the eras were defined in terms of either: (a) college versus high school, (b) academic quarter within year, or (c) academic year within school. The accuracy data similarly supported the presence of a between-era judgment effect for the college versus high school dichotomy.     

Reminiscing together: joint experiences,epistemic groups,and sense of self

In this essay, I consider a kind of social group that I call ‘epistemic’. It is constituted by its members’ possession of perceptually grounded common knowledge, which endows them with a particular kind of epistemic authority. This authority, I argue, is invoked in the activity of ‘joint reminiscing’—of remembering together a past jointly experienced event. Joint reminiscing, in turn, plays an important role in the constitution of social and personal identity. The notion of an epistemic group, then, is a concept that helps explain an important aspect of a subject’s understanding of who she is.