TRIANGLE EFFECT AND THE CONNOTATIVE MEANING OF TRUST IN PRISONER'S DILEMMA: A CROSS CULTURAL STUDY

Two hundred and forty-nine male postgraduate students of management played the Prisoner's Dilemma Game (Deutsch 1960) and filled out a postgame questionnaire measuring attitude toward the ‘other player’. Striking differences resulted between trusting and trustworthy subjects on the one hand and suspicious and untrustworthy subjects on the other with respect to different meanings given to the dimension of trust (cooperation) in the interaction. As predicted, trusting behavior of the other player was given a positive evaluative meaning - good versus bad - by the trusting and trustworthy subjects and negative dynamism meaning - weak versus strong - by the suspicious and untrustworthy subjects. The trusting players expected the typical other to make either trusting or suspicious moves, whereas the suspicious subjects expected the typical other to be uniformly suspicious, yielding a high Triangularity Index (Kelley and Stahelski 1970). Most provocatively, while 51% of trusting subjects thought that the other player was a female, 81% from among the suspicious subjects thought so. Some implications of the results in interpersonal and organizational situations are discussed.     

THE DILEMMA OF THE GIFTED WOMAN

The abilities of highly capable women have rarely received serious recognition, support, or guidance. Although there is increasing interest in attracting women to positions of social, political, educational, and scientific leadership, many obstacles inhibit women from realizing their potential in these areas. These obstacles include: confusion about the meaning and nature of giftedness; psychological and cultural barriers to owning and displaying one's abilities; and ambivalent attitudes of peers, parents, and significant others toward exceptional ability in women. This paper encourages feminist psychologists to respond to this population's unique affective needs, and focuses on recognizing, understanding, and furthering exceptional ability in women in the face of gender-role stereotyping and cultural pressures.     

ON THE RATIONALIST SOLUTION TO GREGORY KAVKA'S TOXIN PUZZLE

Gregory Kavka's 'Toxin Puzzle' suggests that I cannot intend to perform a counter-preferential action A even if I have a strong self-interested reason to form this intention. The 'Rationalist Solution,' however, suggests that I can form this intention. For even though it is counter-preferential, A-ing is actually rational given that the intention behind it is rational. Two arguments are offered for this proposition that the rationality of the intention to A transfers to A-ing itself: the 'Self-Promise Argument' and David Gauthier's 'Rational Self-Interest Argument.' But both arguments – and therefore the Rationalist Solution – fail. The Self-Promise Argument fails because my intention to A does not constitute a promise to myself that I am obligated to honor. And Gauthier's Rational Self-Interest Argument fails to rule out the possibility of rational irrationality.     

HALAKHA ADAPTS TO MODERN TECHNOLOGY IN THE EARLY TWENTIETH CENTURY

This article will attempt to shed some light on the phenomenon of the adoption of modern technologies by Orthodox Jews. It examines the debate over the halakhic status of electricity in the early twentieth century, concentrating on two rabbis of that period, Yehuda Yudel Rosenberg (1859–1935) of Montreal, and Shlomo Zalman Auerbach (1910–1995) of Jerusalem, who wrote notable works on the subject. The works discussed are Rabbi Rosenberg’s Me’or hahashmal (1924) and Rabbi Auerbach’s Me’orei esh (1935). These works are examined in the context of the development of halakha and its application to new technologies in the nineteenth and early twentieth centuries, and also in light of the halakhic strategies of both rabbis. Finally, unpublished letters of Rabbi Auerbach to Rabbi Rosenberg are examined that allow us some insight into the inception of Rabbi Auerbach’s work.     

学习不良少年对父母评价的认知

运用问卷测量,对普通学校的２７２名１１￣１５岁的少年学生及其家长分组进行学习不良与非学习不良的比较,考察了学生对父母评价的认知,以及父母评价的特点及其关系。结果表明：①学习不良学生对父母评价的认知与非学习不良学生存在明显差异;②学习不良学生对父母评价的认知没有性别差异。③除亲子关系维度有显著的二次趋势外,其它方面均无显著的发展趋势,但学习不良学生在１３岁前后与非学习不良学生的差距更为突出。④学习不     

THE DILEMMA OF ERROR AND ACCURACY: AN EXPLORATION

This paper reports on the research on error and accuracy within the realms of constructivism, reading, and writing, and describes an exploratory study of teacher perceptions of approaches to addressing error and accuracy in literacy instruction. Findings demonstrate that teachers who self-reported that they were developing constructivist approaches to classroom instructional practices had contradictory beliefs about dealing with reading and writing errors. There were also contradictory beliefs about addressing reading and writing errors with more- and less-able readers and writers. The teachers were solid in their conviction that students' inaccurate constructions of knowledge should be corrected through inquiry, but were unable to provide examples of instances in which they had done so.     

A SEMIQUOTATIONAL SOLUTION TO SUBSTITUTION PUZZLES

Philosophical Studies -     

TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MIMIOSPROUT EARLY READING

A number of studies have demonstrated positive outcomes for typical learners from the internet‐based reading program, MimioSprout® Early Reading (MER). In the present study, a preliminary evaluation of MER was conducted with four children with autism who attended an applied behavior analysis educational program in a school setting. The primary aim was to investigate whether it would be feasible to use MER with children with autism and whether any adaptations to the standard teaching procedure would be needed. A secondary aim was to investigate whether completing MER would improve early reading skills. When additional discrete‐trial table top activities were designed to supplement each child's progress, every child was able to complete all 80 lessons and showed similar correct performance to that reported for typically developing learners. Results from a standardized test of reading ability showed an improvement in word recognition reading age for all children from 14 months to more than three years over the 14 weeks of teaching. A follow‐up test showed that gains were maintained eight weeks after the end of the intervention. MER can be successfully used with children with autism and can improve their early reading skills. Copyright © 2013 John Wiley & Sons, Ltd.