Deceptive Arguments Containing Persuasive Language and Persuasive Definitions

Using persuasive definitions and persuasive language generally to put a spin on an argument has often held to be suspicious, if not deceptive or even fallacious. However, if the purpose of a persuasive definition is to persuade, and if rational persuasion can be a legitimate goal, putting forward a persuasive definition can have a legitimate basis in some cases. To clarify this basis, the old subject of definitions is reconfigured into a new dialectical framework in which, it is argued, a definition should be evaluated in light of its purpose as a speech act. But if persuasive definitions are so often thought to be suspect, misleading, or even fallacious, how can individual cases be judged on some objective basis? In this paper, a new dialectical method of evaluating such definitions on a case-by-case basis is proposed, showing how abusive as well as reasonable uses of persuasive language can properly be identified, analyzed and evaluated.     

Effects of Suspicion on Willingness to Engage in Systematic Processing of Persuasive Arguments

ABSTRACT

Two experimental studies tested the influence of suspicion on willingness to engage in a systematic analysis of arguments presented to support the introduction of a new comprehensive exam at public universities. The effect of suspicion differed depending on whether it was defined as a source feature or a receptor's personal disposition. Suspicion aroused by a specific source inhibited the systematic processing of the message, overwhelming individual differences in need for cognition. Suspicion as a receptors' stable disposition had the opposite effect. Highly suspicious receptors engaged in a more systematic processing of arguments. Although dispositional suspicion and need for cognition were correlated, the first variable had a significant effect beyond the effect of need for cognition.     

The Fallacies of the Assumptions Behind the Arguments for Goal-Line Technology in Soccer

Lately, a number of referee decisions appear to have reignited the debate over the need to bring more in-game officiating technology into soccer. The fallacies behind the arguments for the inclusion of technology to aid game officials can be narrowed down to those behind current arguments for or against goal-line technology. Both the proponents and opponents of these arguments appear to overemphasise the role of referees to the point of claiming that if refereeing errors could be eliminated in goal-line situations, then the most deserving team would most of the time be expected to win the contest. While we firmly believe that the game of soccer would benefit immensely from infallible officiating, we intend to show that these arguments are founded upon a number of inconspicuous assumptions. First, they assume that goal-line situations can be shown to affect the outcomes of games more than all other game situations. This can easily be shown to be a myth, since goals can be scored from all areas of the playing field. In addition, winning a soccer game, obviously, involves more than just scoring goals. Second, these arguments seem to support the view that referee decisions affect the outcomes of games more than decisions made by players, coaches and managers. This is merely a myth, since one can show that, in light of Cesar Torres's insights, referee involvement in game is limited to regulating situations that demand that the game be restored to its constitutive actualisation. Third, most arguments for goal-line technology tend to support the erroneous view that technology can actually eliminate most ‘crucial’ human mistakes from sport and, thus, ensure fairness of game outcomes. Such a myth can easily be refuted by reference to numerous cases of inconclusive slow-motion video replays in soccer. Therefore, this paper aims at arguing that, instead of reinforcing the scapegoating of referees and overemphasising the importance of isolated referee decisions to the point of attributing victory or defeat to these ‘crucial’ decisions, both sides of the goal-line technology debate need to put forth compelling arguments which go beyond the current misguided search for referee infallibility.     

Testing the Assumptions of Attribution Theory in India

Abstract

Although numerous studies have investigated Weiner's (Weiner et al., 1971) attribution theory, little of this work has been conducted outside the West. Thus, the cultural boundaries of the theory have not been well established. In the present research, the basic tenets of the theory were tested in a conservative Asian Indian setting by examining the patterns of causal attributions, task evaluations, affective responses, and predictions for future performance among Asian Indian students when task outcomes were similar or discrepant with initial expectancies. Patterns of sex differences were also examined. The results showed that high expectancy individuals attributed their success more than their failure to ability and were less outcome contingent in their affective and cognitive reactions to their performance than lower expectancy groups. Indian women held slightly lower generalized expectancies than Indian men and attributed outcomes less to ability if initial performance expectancies were not high. The general pattern of results showed that Weiner's theoretical model was quite generalizable to the non-Western Asian setting.     

Direct Arguments for the Truth-Condition Theory of Meaning

The truth-condition theory of meaning is, naturally, thought of an as explanatory theory whose explananda are the meaning facts. But there are at least two deductive arguments that purport to establish the truth of the theory irrespective of its explanatory virtues. This paper examines those arguments and concludes that they succeed.     

Empirical Support for the Critical Assumptions of Empowerment Theory

This exploratory case study provides empirical support for three critical assumptions of empowerment theory. Many empowerment theorists have argued that empowerment takes on multiple forms across people, is contextually embedded, and shifts over time (Rappaport, 1984; Zimmerman, 1990, 1995). To better understand the implications of these assumptions for empowerment theory and the research and intervention methods we employ, the empowerment experiences of 49 employees within a large human service delivery organization were explored. A method well suited to investigate empowerment's assumptions of multiplicity and dynamism—a constructivist approach to inquiry—was employed. Content analyses of interview and observational data revealed that the process of empowerment may be more complex than originally conceived. Not only did multiple meanings and desires for empowerment emerge across employees and between employees and leaders, but several shifting ecologies impacted the employees' lives, causing the employees' empowerment experiences to fluctuate. Empowerment emerged as a dynamic, highly individualistic, contextually layered process. Multiple forms, contexts, and dynamics that influenced employee empowerment are described. Implications of these findings for empowerment research and intervention are discussed.     

Philosophical Arguments Against the A‐Theory

According to the A‐theory of time some instant of time is absolutely present. Many reject the A‐theory on the grounds that it is inconsistent with current spacetime physics, which appears to leave no room for absolute presentness. However, some reject the A‐theory on purely philosophical grounds. In this article I describe three purely philosophical arguments against the A‐theory and show that there are plausible A‐theoretic responses to each of them. I conclude that, whatever else is wrong with the A‐theory, it is not obviously a philosophically suspect theory.     

Unique Best Deserver Theory and Arguments From Misclassification

It is a core commitment of Epistemic Two-Dimensionalism (E2D) that an utterance is 1-necessary iff it is a priori. But Jeff Speaks's Argument from Misclassification proves that, on a natural interpretation, E2D assigns necessary 1-intensions to many utterances that speakers deem a posteriori. Given that 1-intensions are meant to formalize a speaker's own understanding of the words she utters, this proof raises serious difficulties for E2D. In response, Elliott, McQueen, and Weber point out that the Argument from Misclassification presupposes a controversial theory of reference-fixation for proper names and argue that E2Dists ought to reject this theory. They discuss three alternatives to the theory that render E2D immune to the Argument from Misclassification. I demonstrate here that each of these alternatives either (i) replicates the faults of the original theory by assigning necessary 1-intensions to a posteriori utterances, or (ii) makes 1-intensions creatures of darkness. I argue that, although the Argument from Misclassification does indeed rely on a controversial theory of reference-fixation, Elliott, McQueen, and Weber have indicated no promising alternative to this theory.     

The Luscher Color Test: An Investigation of Validity and Underlying Assumptions

This experiment investigated several underlying assumptions and one aspect of the validity of the Luscher Color Test, a projective test developed in Europe and relatively unknown in the United States. It was predicted that Ss would report increases in “negative” feelings to the color red, while blue would have the opposite effect, and yellow would produce an increase in “positive” feelings. Twenty-three male and 23 female Ss rated their immediate reactions to the LCT colors on seven mood adjectives, following which they were given the short version LCT and the IPAT Anxiety Scale. The results supported the hypotheses regarding blue and yellow, but not those regarding red nor the validity of the LCT as an anxiety measuring instrument.     

Metaphor and Persuasive Communication: A Multifunctional Approach

Metaphors are pervasive in both mass communication and interpersonal exchanges and can play an important role in persuasion. Metaphor serves multiple functions in persuasive communication, and the effect of metaphor on persuasion is potentially mediated by multiple psychological process mechanisms. Nevertheless, we propose that past and future research in this area can be organized or grouped into three simple categories. First, metaphorical statements can activate information that is directly applied to the communication topic and thereby influence attitudes toward the communication topic. Second, metaphorical language may influence impressions of the communication source and thereby impact attitudes toward the communication topic. Third, metaphors may affect attitudes toward the communication topic by influencing the direction or amount of elaboration that takes place when recipients process literal statements contained in the communication. A review of past research is organized into these three categories, and proposals for future research in each category are introduced. It is concluded that future research within each of these domains should focus on two related questions: under what conditions does metaphor elicit a given psychological process in the receiver (e.g., attribute mapping, valence transfer), and under what conditions will a given process result in an increase versus decrease in persuasion?     

Administrative Assumptions in Top‐Down Selection: A Test in Graduate School Admission Decisions

Although top‐down selection is the gold standard for making personnel decisions, several administrative assumptions must be met for it to be effective. We discuss three of these assumptions and test two of them: (1) top applicants will accept an offer, and (2) the time organisations give applicants to consider an offer will not influence the availability of next‐tier applicants. We also examine the effectiveness of top‐down selection by comparing it to an administratively simpler procedure, random selection above a threshold. Using archival admissions data from three university graduate psychology programs, we found that top applicants were less likely to accept an offer; however, waiting time did not influence applicant availability. In comparing the quality of applicants actually selected (with a top‐down procedure) with the quality of applicants selected at random (from above five progressively stringent thresholds), we found that at higher admission thresholds, random selection resulted in better or equal quality applicants as top‐down selection, depending on the criteria. We discuss implications for future research and practice.     

A Test of Objectification Theory in Adolescent Girls

The present study tested the components of the model proposed by Objectification Theory (Fredrickson & Roberts, 1997) in a sample of adolescent girls. Two groups of girls aged between 12 and 16 years (38 girls who currently studied classical ballet, and 45 girls who did not study classical ballet) completed questionnaire measures of self-objectification, body shame, appearance anxiety, and disordered eating. Contrary to prediction, there was no difference between the 2 groups on self-objectification or on any of its proposed consequences. For the total sample, however, the proposed model was largely supported. In particular, body shame and appearance anxiety partially mediated the relationship between self-objectification and disordered eating. It was concluded that Objectification Theory is applicable to adolescents.     

论证的基于标记的论据状态(英文)

本文针对抽象论证体系中的论据状态给出了一种基于标记的定义方法。与基于扩张的传统方法相比,此定义能够更加细致准确地描述论据状态。同时,本文对论据状态的等级进行了定义和区分,并把该等级作为接受或驳斥论据的依据。由于该方法基于标准论证体系定义,在实现上使用了已有的基于论证的证明方法,因此,该定义与以往的抽象论证体系是完全兼容的。     

A Test of Self-Determination Theory in the Exercise Domain

In accordance with self-determination theory (SDT; Deci & Ryan, 1985 ), this study examined the relationship between autonomy support, psychological need satisfaction, motivational regulations, and exercise behavior. Participants ( N =369) were recruited from fitness, community, and retail settings. Fulfillment of the 3 basic psychological needs (i.e., competence, autonomy, and relatedness) related to more self-determined motivational regulations. Identified and introjected regulations emerged as positive predictors of strenuous and total exercise behaviors. Competence need satisfaction also predicted directly—and indirectly via identified regulation—strenuous exercise. For participants engaged in organized fitness classes, perceptions of autonomy support provided by exercise class leaders predicted psychological need satisfaction. Furthermore, competence need satisfaction partially mediated the relationship between autonomy support and intrinsic motivation. These findings support SDT in the exercise domain.