Variations in use of the term “or”

Two studies showed that adults' responses to questions involving the term or varied markedly depending upon the type of question presented. When presented with various objects (A's and B's) and asked to circle all things which are A or B subjects tended to circle A's as well as B's, whereas when asked to circle all the A's or B's subjects showed a relatively stronger tendency to circle one or the other. Moreover the nature of the sets of objects (As and Bs) influenced behavior as well. There was also evidence that the effects due to question wording or set type transferred.     

Children’s understanding of the mind’s involvement in pretense: do words bend the truth?

Many have thought that children have an early appreciation of the role of the mind in pretense, fitting with the notion that pretend play is, in general, a ‘zone of proximal development’ ( Vygotsky, 1978 ). Although results from several experiments are against this hypothesis, the evidence from that line of research has been questioned because the experiments thus far have always used the word ‘pretend’. Young children might have a perfectly clear understanding that pretense involves the mind, but have mismapped the word ‘pretend’ onto non‐mental correlates of pretending, like action and costume. Two experiments tested this possibility. Four‐year‐olds were shown videos of people engaging in real and pretend activities and asked questions regarding the role of mind; for half the children the word ‘pretend’ was used to describe the activity, and for half it was not. Contrary to the hypothesis, even when the word ‘pretend’ was not used, roughly half of the 4‐year‐olds failed to designate pretense as involving mental activity. Consistent with prior work, more children of this age were cognizant of the mind’s involvement in pretense than were cognizant of the mind’s involvement in physical actions.     

What can the Philosophy of Mathematics Learn from the History of Mathematics?

This article canvasses five senses in which one might introduce an historical element into the philosophy of mathematics: 1. The temporal dimension of logic; 2. Explanatory Appeal to Context rather than to General Principles; 3. Heraclitean Flux; 4. All history is the History of Thought; and 5. History is Non-Judgmental. It concludes by adapting Bernard Williams’ distinction between ‘history of philosophy’ and ‘history of ideas’ to argue that the philosophy of mathematics is unavoidably historical, but need not and must not merge with historiography.

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Intergroup discrimination in the minimal group paradigm: categorization, reciprocation, or fear?

H. Tajfel's (1970) minimal group paradigm (MGP) research suggests that social categorization is a sufficient antecedent of ingroup-favoring discrimination. Two experiments examined whether discrimination in the MGP arises from categorization or processes of outcome dependence, that is, ingroup reciprocity and outgroup fear. Experiment 1 unconfounded categorization from outcome dependence. Categorized men discriminated only when dependent on others. Categorized women discriminated regardless of the structure of dependence. Experiment 2 examined dependence on the ingroup versus the outgroup as the locus of male-initiated discrimination. Consistently with an ingroup reciprocity effect, men discriminated when dependent on ingroup, but not outgroup, members. Sex differences are discussed in regard to women's heightened ingroup dependence produced by biological or environmental constraints.     

Jung's understanding of schizophrenia: is it still relevant in the ‘era of the brain’?

Jung was highly committed to grasping the meaning of psychotic thinking, and left behind precious insights to treatment scattered through his works written between 1906 and 1958. The tendency of today's psychiatry is to attribute the psychotic process to alteration in the brain's anatomy, biochemistry and electrophysiology, thus exempting the subject, i.e. the afflicted person, from responsibility for attachment to reality and their sanity. Jung understood schizophrenia as an ‘abaissement du niveau mental’, a similar phenomenon to the one encountered in dreams, and caused by a peculiar ‘faiblesse de la volonté’. He contested that complexes in schizophrenia, in contrast with neurotic disorders, are disconnected and can either never reintegrate to the psychic totality or can only join together in remission ‘like a mirror broke into splinters’ (Jung 1939 , para. 507). Accordingly, a person who does not fight for the supremacy of ego consciousness and has let themself be swayed by the intrusion of alien contents arising from the unconscious (even to the point of becoming fascinated by regression) is exposed to the danger of schizophrenia. The contemporary relevance of these notions and their necessity in understanding the psychotic process in the light of modern scientific findings are discussed.     

Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom

Social Psychology of Education - We examined the relationships between teachers’ communication styles and students’ perceptions of the classroom goal structure. Within the context of...     

Representations of Poverty in British Newspapers: A Case of ‘Othering’ the Threat?

The meanings of social problems like poverty develop within the public sphere. This paper uses the theory of social representations to examine how poverty is represented in British newspapers. Poverty has been discussed and interpreted in numerous ways, and newspapers not only provide a platform for these elaborations but also contribute to shaping public understanding on the issue. The study sampled news coverage on poverty in four British newspapers during two randomly chosen one‐month periods in the years 2001 and 2011. The data set of news reports (n = 274) was thematically analysed to examine representations of poverty. The study found that in the domestic context, media represents poverty as a problem limited to vulnerable groups such as children and the elderly. With a lack of discussion on the wider socio‐economic causes and contributing factors, poverty within the UK appears as an ‘orphan phenomenon’ with an unknown genesis. In contrast, the representations of poverty outside the UK are vivid and elaborate, and the news reports hold the socio‐political inefficiency of countries responsible for poverty. The study also found that the media uses poverty to make sense of catastrophic events in society: the September 11, 2001 terrorist attacks in the United States and the London riots of 2011 were both anchored using poverty. This paper discusses the representational dynamics of these findings and argues that the media representations distance general society from poverty, representing it as a problem of the other. Copyright © 2013 John Wiley & Sons, Ltd.     

Components of dental fear in adults?

The functional relatedness between dental fear and multiple other fears was studied in a normative sample of 285 undergraduates. Rachman and Lopatka's work on the inter-dependence of multiple fears within individuals, as well as Lang's bioinformational theory of emotion, provided a theoretical background for this investigation. Fears about social contact, pain, mutilation (e.g. injury, blood, disfigurement), and being closed-in were assessed within the realm of verbal report; they were studied as possible components and/or concomitants of the dental fear construct. Multiple regression analyses with these variables utilized the Dental Fear Survey total score as a criterion variable. Fear of pain was found to be the most significant predictor of dental fear in both males and females. For females only, mutilation fear was the next strongest determinant. Fear of being closed-in was an additional significant dental fear predictor for both sexes. The possible role of social fears in the manifestation of dental fear was not confirmed and awaits further investigation. Results were consistent with the idea that there may often be a moderate degree of functional dependence between dental fear and the other fears identified here.     

Are high school students accurate or clueless in estimating substance use among peers?

The purpose of this study was to assess adolescents' estimations of the prevalence of alcohol and other drug use and to examine the consistency between these estimations and reported use. A survey was administered to 223 students in three northwestern U.S. high schools. Results showed that students in each of the three high schools grossly overestimated the prevalence of substance use when compared to self-reports of use. Still, students were not entirely clueless about the relative normativeness of substance use when comparing estimates and rates of use among the three schools. The school with the highest estimated prevalence of a particular substance use behavior generally also had the highest self-reported use of that same substance. These findings imply the need for high school personnel to provide students with accurate information about the actual prevalence of substance use within each school.     

‘Essentially Social’? A Discussion of the Spirited Part of the Soul in Plato

Abstract: The spirited part, thumos, plays a complex and often disputed role in Plato's account of the soul. The doctrine of the soul as specifically tri‐partitioned seems to depend on a substantial conception of thumos as fundamental and non‐reducible. Building on John Cooper's contribution in the discussion of the topic, this article aims to show that the role of thumos is characterised by an indispensable, deep‐rooted urge for dignified self‐preservation. The view is supported by Plato's own examples, and discussed with regards to Myles Burnyeat's account of thumos as an essentially social phenomenon. The main claim is that in order to preserve the Platonist idea of thumos as fundamental one should discard Burnyeat's characterisation of thumos as unequivocally social, and instead advocate a view of thumos as concerned with a particular form of self‐preservation, which Cooper's account suggests, but does not fully elaborate.     

Internal objects' or ‘chimerical monsters’?: the demonic ‘third forms’ of the internal world

The concept of 'object' whether internal or external, is a hold-over from the Enlightenment and from the positivistic certainty of nineteenth- and early twentieth-century science, Its use in current psychoanalytic theory and practice is now obsolete because of the contributions of post-modernism and their emphasis on subjectivity and relativity. In plate of the word 'object', the author favors a return to pre-Enlightenment psychology in order to address the presence and clinical manifestation of what the term 'object' screened, i.e., demons, monsters, chimerae, ghosts, spirits, etc. In terms of external 'objects', he favors such terms as 'persons' or 'subjects', which also reflects an adjustment to the post-modem emphasis on the ineffability of the Other.     

Continuity and/or Discontinuity at Vatican II? Examining the Council in the Context of the ‘Long Nineteenth Century’

This article explores recent questions regarding the interpretation of Vatican II by examining the council's theological and historical relation to what John O'Malley has called ‘the long nineteenth century’. This period, which O'Malley dates from the French Revolution until the end of the pontificate of Pius XII (1958), connotes a time when political and philosophical developments ‘traumatized’ the Church. This sustained trauma left the Church in a defensive position which deeply informed its view of itself and its relation to the world. While a great deal of attention has been directed at examining the council's degree of continuity or discontinuity with the conciliar tradition, not enough has been done to understand its relationship to developments within this more immediate setting. This study argues that a more contextualized appreciation of the Church's efforts to respond to the challenges of the long nineteenth century, expressed especially in the teachings of Vatican I, can illumine key elements of the meaning of Vatican II's documents and the continuity and/or discontinuity that they represent.     

What makes students feel authentic in an integrated RE classroom?

Abstract

The focus of this article is on 9th grade students’ (N = 9) perceptions on aspects that make them feel authentic in integrated religious education (RE) lessons among students of various faiths. All of the students had previously studied RE in segregated groups. The data was collected in a collaborative teaching experiment in Finland with student interviews. The students included young people between the ages of 15 and 16 from Lutheran RE, Orthodox RE and ethics instruction. The analysis identified five themes the students reported as having contributed to their sense of authenticity in RE: neutral pedagogical approach, approving social climate concerning diverse beliefs, space for different worldviews in instruction, group composition concerning beliefs and the position of the teacher regarding religion and his/her students.