In defense of the Ethics Code: a comment on O’Donohue (2019)

ABSTRACT

This article is a commentary on O’Donohue’s2019 37-point critique of the American Psychological Association Ethical Principles of Psychologists and Code of Conduct ([Ethics Code] 2017). In this brief paper, we respond to the article by addressing our most important disagreements with O’Donohue’s arguments as well as areas of agreement. While we disagree with many of O’Donohue’s points, we also view his critique as being important and timely given that the 2018 APA Ethics Task Force is currently exploring potential revisions to the Code.     

Frankfurt cases and the (in)significance of timing: a defense of the buffering strategy

Frankfurt cases are purported counterexamples to the Principle of Alternative Possibilities, which implies that we are not morally responsible for unavoidable actions. A major permutation of the counterexample strategy features buffered alternatives; this permutation is designed to overcome an influential defense of the Principle of Alternative Possibilities. Here we defend the buffering strategy against two recent objections, both of which stress the timing of an agent’s decision. We argue that attributions of moral responsibility aren’t time-sensitive in the way the objectors suppose. We then turn to the crucial question of when an action is relevantly avoidable—when, in the parlance of the literature, an alternative possibility is robust. We call attention to two plausible tests for robustness that merit further consideration, showing that the agents in buffered Frankfurt cases don’t pass these tests, despite being morally responsible for their actions.     

Nicolas Bourbaki and the concept of mathematical structure

In the present article two possible meanings of the term mathematical structure are discussed: a formal and a nonformal one. It is claimed that contemporary mathematics is structural only in the nonformal sense of the term. Bourbaki's definition of structure is presented as one among several attempts to elucidate the meaning of that nonformal idea by developing a formal theory which allegedly accounts for it. It is shown that Bourbaki's concept of structure was, from a mathematical point of view, a superfluous undertaking. This is done by analyzing the role played by the concept, in the first place, within Bourbaki's own mathematical output. Likewise, the interaction between Bourbaki's work and the first stages of category theory is analyzed, on the basis of both published texts and personal documents.Several persons have read and criticized earlier drafts of this paper. I thank them all for forcing me to formulate my ideas more simply and convincingly. Special thanks are due to Professors Pierre Cartier (Bures-sur-Yvette), Giorgio Israel (Rome), and Andrée C. Ehresmann (Amiens) for stimulating and illuminating conversations.     

风水问题资料(三)

二十、唐顺之劝风水先生不要讲吉凶祸福——唐顺之《书地理况鹤冈卷》风水术不是造福而是作孽按:唐顺之,明朝中期儒者,学问渊博。他说的“堪舆术”,也就是风水术。他说风水术不是造福而是作孽,常常闹到杀人争地。读来真是触目惊心。据报刊所载,这样的事情,今天在某些地方已经出现。若继续下去,还能出现什么后果?不问可知。所以风水这种东西,不单是说说而已,它直接影响着社会的安定,威胁着人们的生命财产。有关部门,不可掉以轻心。今译:让巫卜、星相、堪舆之家进行占问,说结果为吉,虽然未必如此,听者就非常喜欢。让巫卜、星相、堪舆之家进行…     

Respect and the Confucian concept of Li (ritual propriety)

ABSTRACT

This paper specifically deals with the relation between respect and li禮in the Confucian context. Li has both negative and positive sources. On the positive level, ritual propriety enables one to express internal moral and religious feelings, especially respect, reverence and humility. Furthermore, this work investigates into the relevant feelings and acts of respect and ritual propriety, as well as meaningful critiques of ritual, in an attempt to clarify the genuine expression of ritual propriety that helps to actualize human inner moral and religious approaches.     

In defense of the right and left audiograms: a reply to Coren (1989) and Coren and Hakstian (1990)

Coren (1989) noticed that the various air-conduction pure-tone thresholds obtained from one ear of an individual in quiet tend to display a high correlation. In addition, Coren and Hakstian (1990) reported a consistently high correlation between pure-tone thresholds in the two ears of the same individual. On the basis of these observations, these authors proposed that pure-tone thresholds measured at audiometric frequencies in one ear, and those measured in both ears of an individual, be collapsed into a single average threshold value. The present paper disputes the usefulness and the appropriateness of such a proposal.     

Sequence and structure in the concept development of children with emotional and behavioral difficulties

We investigated the order of acquisition of concepts and cognitive processes in children with emotional and behavioral difficulties and the extent to which these children show similarity to ordinary children in sequence and structure of development. Similarity in developmental sequence was strongly supported by scalogram analyses and has clear implications for organizing teaching, but similarity in structure was less clear. Cognitive processes however, and the nature of the children's reasoning were clarified by the method of exploration used. This was particularly fruitful for providing insight into the difficulties children may have. The findings thus contribute to understanding with a view toward furthering concept development in children with emotional and behavioral difficulties.     

Application of the concept of simple structure to Alexander's data

A battery of 20 tests originally analyzed by Alexander (1) was reworked according to the principle of simple structure. His results were sustained in general. Both analyses yielded five factors in the first-order domain. Of these, three factors in the re-analysis (v,X andF) have almost exactly the same loadings as the corresponding factors in the original work, and were interpreted in the same way. The loading pattern of a fourth factor,Z, left uninterpreted in the original study, happened to be more clear in the re-analysis, and an interpretation was attempted. It appears to be a factor of perceptual synthesis, and seems to play an important role in intellectual processes. A fifth factor, not present in Alexander's results, appeared in the new analysis: the reasoning factor, involved in inductive and deductive thinking. All four cognitive factors are related to a general factor that can be thought of as representing abstraction and education of relations and correlates, these processes being, therefore, the essential feature underlying intellectual behavior, at least in that sector surveyed by the tests of the present battery.The analysis of the data was done in the Psychometric Laboratory of The University of Chicago, under a fellowship from The University of Madrid (Junta de Relaciones Culturales). The author wishes to express his gratitude to Professor L. L. Thurstone, whose advice as a scientist and kindness as a friend, have been the principal stimulus for this work.     

Social exclusion and the hierarchical defense system: comment on MacDonald and Leary (2005)

G. MacDonald and M. R. Leary hypothesized that physical pain and social exclusion share many affective features in common. In this comment, the author discusses the implications of J. A. Gray and N. McNaughton's (2000) hierarchical defense system model, which MacDonald and Leary used in the development of their theoretical claims. Issues are discussed that require, at least, clarification; but more substantive problems need closer consideration of hierarchically organized defense. It is argued that research findings may be better understood (a) by systems of interacting neural modules, which lead to state dissociations between affective states, and (b) by general modulatory influences on the entire defense system that lead to trait associations (i.e., personality) between physical pain and emotional distress.     

Validation study of the Questionnaire on School Maladjustment Problems (QSMP)

The aim of this study was to analyze the exploratory and confirmatory structure, as well as other psychometric properties, of the Cuestionario de Problemas de Convivencia Escolar (CPCE; in Spanish, the Questionnaire on School Maladjustment Problems [QSMP]), using a sample of Spanish adolescents. The instrument was administered to 60 secondary education teachers (53.4% females and 46.6% males) between the ages of 28 and 54 years (M= 41.2, SD= 11.5), who evaluated a total of 857 adolescent students. The first-order exploratory factor analysis identified 7 factors, explaining a total variance of 62%. A second-order factor analysis yielded three dimensions that explain 84% of the variance. A confirmatory factor analysis was subsequently performed in order to reduce the number of factors obtained in the exploratory analysis as well as the number of items. Lastly, we present the results of reliability, internal consistency, and validity indices. These results and their implications for future research and for the practice of educational guidance and intervention are discussed in the conclusions.     

Grey Parrot (Psittacus erithacus) numerical abilities: addition and further experiments on a zero-like concept

A Grey parrot (Psittacus erithacus), able to quantify 6 or fewer item sets (including heterogeneous subsets) by using English labels (I. M. Pepperberg, 1994), was tested on addition of quantities involving 0-6. He was, without explicit training, asked, "How many total X?" for 2 sequentially presented collections (e.g., of variously sized jelly beans or nuts) and required to answer with a vocal English number label. His accuracy suggested (a) that his addition abilities are comparable to those of nonhuman primates and young children, (b) some limits as to his correlation of "none" and the concept of zero, and (c) a possible counting-like strategy for the quantity 5.     

Degree of representation of the matching concept in pigeons (Columba livia)

In Experiment 1, 12 pigeons (Columba livia) were trained on a simultaneous matching-to-sample task with 2 stimuli and then tested with 2 novel stimuli. Half of the birds were trained with a fixed ratio schedule requirement of 1 (FR1) or 20 (FR20) pecks on the sample stimulus. None of the birds showed any evidence of concept-mediated transfer. In Experiment 2, 12 pigeons were trained with 3 stimuli and then tested with the same novel stimuli used in Experiment 1. Half of the birds in each group were trained with either an FR1 or FR20 requirement on the sample stimulus. Two of the FR20 birds showed high levels of transfer to the novel stimuli similar to that of monkeys in a previous study.