宗教和理性如何"调和"?

据曹卫东先生《在雅典与耶路撒冷之间》(《读书》2004年第5期)一文评介,2004年新春伊始,在慕尼黑天主教神学院院长舒勒先生主持下,德国现代哲学家哈贝马斯教授和“天主教神学指路人”拉辛格主教分别代表世俗学界和神圣学界,面对面地就“启蒙和宗教”阐述各自的立场。     

Managers' life goals and their willingness to accept an international assignment

Abstract

The relationship between life goals and willingness to accept an international assignment is investigated. 109 British managers responded to a questionnaire which tapped their willingness to accept an assignment in various countries and for a variety of different types of organizations. Also they had to indicate the importance of 11 life goals (Exercise Life Goals; Bass, 1976). Two life goals were consistently related to willingness to work abroad, namely: “independence”, which was positively related to willingness to accept an international assignment; and “security”, which was negatively related. Less consistent patterns were found for “self-realization”, “duty”, “pleasure”, and “affection”.     

Gender differences in the determinants of the willingness to accept an international assignment

Multinational organisations experience difficulties in finding managers willing to accept international assignments. This study has therefore focused on factors that can predict males' and females' willingness to accept international assignments, or to follow their partners on international assignments. Hypotheses were formulated based on the Rational Choice/Human Capital Theory, the Family Power Theory, the Life Role Salience Theory, and the Psychological Contract Theory. Data were collected using a written questionnaire from 178 male and 122 female employees of a large Anglo-Dutch company. Results using regression analyses showed that male candidates were more willing to accept an overseas assignment and more willing to follow their partners than female ones. Further, the rational choice and family power theories were best able to explain male candidates' willingness, whereas females' willingness was better predicted using variables from the life role salience and psychological contract theories. However, in terms of willingness to follow their partner, all the sets of variables are significant predictors for men, whereas, for women, only rational choice and family power variables explain a significant amount of the variance. The results are discussed in terms of theory and organisational practice.     

Retributive karma and the problem of blaming the victim

A defining feature of retributive conceptions of karma is their regarding of suffering or misfortune as consequent upon sins committed in previous lives. Some critical non-believers in karma take offence at this view, considering it to involve unjustly blaming the victim. Defenders of the view demur, and argue that a belief in retributive karma in fact provides a motivation for benevolent action. This article elucidates the debate, showing that its depth is such that it is best characterized as a disagreement in form of life (in Wittgenstein’s sense) rather than as a disagreement in opinions. Also briefly discussed is an example of a non-retributive form that belief in karma and reincarnation can take.     

How to learn the natural numbers: inductive inference and the acquisition of number concepts

Theories of number concepts often suppose that the natural numbers are acquired as children learn to count and as they draw an induction based on their interpretation of the first few count words. In a bold critique of this general approach, Rips, Asmuth, Bloomfield [Rips, L., Asmuth, J. & Bloomfield, A. (2006). Giving the boot to the bootstrap: How not to learn the natural numbers. Cognition, 101, B51-B60.] argue that such an inductive inference is consistent with a representational system that clearly does not express the natural numbers and that possession of the natural numbers requires further principles that make the inductive inference superfluous. We argue that their critique is unsuccessful. Provided that children have access to a suitable initial system of representation, the sort of inductive inference that Rips et al. call into question can in fact facilitate the acquisition of larger integer concepts without the addition of any further principles.     

How intention to retrieve a memory and expectation that a memory will come to mind influence the retrieval of autobiographical memories

While involuntary memories are retrieved with no intention and are usually unexpected (when one is not waiting for a memory to arise), voluntary memories are intended and expected (when one is searching and waiting for a memory to arise). The present study aimed to investigate the effects of retrieval intentionality (i.e. wanting to retrieve a memory) and monitoring processes (i.e. waiting for a memory to appear) during autobiographical memory retrieval. In addition, we introduced two novel laboratory conditions that have not been used in previous research on voluntary memories: in the first, participants were asked to report anything they could think of in response to each cue word; in the second, they could skip a word if nothing came to mind. These novel manipulations allowed us to differentiate between voluntary memories retrieved in response to experimenter-generated cues (when participants were forced to provide a memory or a thought for each cue) and self-selected cues (when participants were free to not answer a cue if they found it too difficult). We found that highly accessible memories were mostly experienced when retrieval was involuntary and unexpected, while memories with low accessibility were accessed through intentional retrieval and monitoring processes. Response times for memories recalled in the experimenter-generated cue conditions were longer compared to the self-selected cue conditions. This novel finding shows that experimenter-generated recall favours memories with low accessibility; it further supports the idea that, in a substantial number of trials, voluntary memories are directly rather than effortfully retrieved. The idea that the driving force behind differences between involuntary and voluntary memories is not the intention per se is further discussed.     

Determinants of the magnitude of willingness to accept relative to willingness to pay

In this paper we test two hypotheses that stem from the work of Mellers, Chang, Birnbaum and Ordonez ( 1992 ). The first hypothesis is that in a binary gamble, the ratio of WTA to WTP is decreasing in the probability attached to a nonzero event. The second hypothesis is that this ratio is independent of the size of stakes. We find support for the first hypothesis, but mixed support for the second. The second hypothesis holds in the case of gains, but not in the case of losses. Copyright © 2001 John Wiley & Sons, Ltd.     

The axiomatic method,the order of concepts and the hierarchy of sciences: an introduction

We offer an overview of some ways of examining the connections between stance and rationality, by surveying recent work on four central topics: (a) the very idea of a stance, (b) the relations between stances and voluntarism, (c) the metaphysics and epistemology that emerge once stances are brought to center stage, and (d) the role that emotions and phenomenology play in the empirical stance.     

Spacing enhances the learning of natural concepts: an investigation of mechanisms,metacognition, and aging

In two experiments, we examined spacing effects on the learning of bird families and metacognitive assessments of such learning. Results revealed that spacing enhanced learning beyond massed study. These effects were increased by presenting birds in pairs so as to highlight differences among families during study (Experiment 1). Self-allocated study time provided evidence that more attention was paid during spaced than during massed study and resulted in no age differences in learning (Experiment 2). Metacognitive measures revealed sensitivity to the processing advantage of spaced study and to differences in classification difficulty across categories. No difference occurred in monitoring accuracy for young versus older adults. These findings provide evidence for discrimination- and attention-based accounts of the spacing effect in natural concept learning.     

How to be an Anti-Skeptic and a NonContextualist

Contextualists often argue from examples where it seems true to say in one context that a person knows something but not true to say that in another context where skeptical hypotheses have been introduced. The skeptical hypotheses can be moderate, simply mentioning what might be the case or raising questions about what a person is certain of, or radical, where scenarios about demon worlds, brains in vats, The Matrix, etc., are introduced. I argue that the introduction of these skeptical hypotheses leads people to fallaciously infer that it is no longer true to say that the relevant person knows. I believe that that is a better explanation of the so-called intuition that the person does not know than the contextualists who claim that raising these skeptical hypotheses changes the standards that determine when it is true to say S knows that P. At the end I raise the possibility that contextualists might defend their view on pragmatic rather than skeptical grounds by arguing that the standards of evidence rise when more is at stake in a practical sense.     

Anxiety and perceptual-motor performance: toward an integrated model of concepts, mechanisms, and processes

Under anxiety, people sometimes perform poorly. This concerns cognitive performance (e.g., taking an important exam) as well as perceptual-motor performance (e.g., picking up a cup from a table). There is still much debate about how anxiety affects perceptual-motor performance. In the current paper we review the experimental literature on anxiety and perceptual-motor performance, thereby focusing on how anxiety affects the perception, selection, and realization of action possibilities. Based on this review we discuss the merits of two opposing theoretical explanations and build on existing frameworks of anxiety and cognitive performance to develop an integrated model that explains the various ways in which anxiety may specifically affect perceptual-motor performance. This model distinguishes between positive and negative effects of anxiety and, moving beyond previous approaches, recognizes three operational levels (i.e., attentional, interpretational, and behavioral) at which anxiety may affect different aspects of goal-directed action. Finally, predictions are formulated and directions for future research suggested.