What Kind of Christian Are You? Religious Ideologies and Political Attitudes

Through measures of orthodoxy, images of God, and instrumental beliefs, scholars of the social scientific study of religion have been able to demonstrate how abstract and specific religious beliefs influence political and social attitudes. Building upon this work, this article uses a unique data set to measure social and prosperity gospel support. Further, it examines the roots and political behavioral consequences of support to these religious ideologies. The results show that religious tradition, congregational messages, and social demographics all influence doctrinal support. However, these relationships are conditional upon race. The results also show that the social gospel promotes an emphasis on the structural sources of social problems and the importance of rehabilitation, which leads to higher levels of self‐expressed liberalism and democratic identification. Conversely, the prosperity gospel promotes holding individuals accountable for social problems and punishing deviant behavior, which leads to higher levels of self‐expressed conservatism and Republican identification. The data also suggest that race matters, as the relationship between prosperity gospel support and political attitudes is more powerful for blacks than whites.     

Are You What Your Avatar Eats? Health-Behavior Effects of Avatar-Manifested Self-Concept

Drawing on the self-concept activation and goal-priming account of the priming effect, this study examined how self-concept—i.e., ideal self, ought self, and actual self—can be harnessed as a model for avatar customization in digital games to promote healthy-eating behavior. Female participants (N = 133) customized an avatar in a digital game to reflect either the ideal, ought, or actual self. Participants then selected food items for their avatar within the digital game as well as food items for themselves to eat afterward. Results suggest that for participants using an ought-self avatar, the extent to which they were conscious of their health was positively related to healthier food choice both within and after playing the game. No such effect emerged for participants who used an ideal- or actual-self avatar, indicating that participants formed the goal of being healthy only with regard to the ought self. This study demonstrates that avatar customization in a digital game can serve a regulatory function by representing individuals’ duties and responsibilities, thus, causing them to adopt such attributes manifested in their avatar during and after the game.     

What Kind of Doing is Clinical Ethics?

This paper discusses the importance of Richard M. Zaner’s work on clinical ethics for answering the question: what kind of doing is ethics consultation? The paper argues first, that four common approaches to clinical ethics – applied ethics, casuistry, principlism, and conflict resolution – cannot adequately address the nature of the activity that makes up clinical ethics; second, that understanding the practical character of clinical ethics is critically important for the field; and third, that the practice of clinical ethics is bound up with the normative commitments of medicine as a therapeutic enterprise.     

What Kind of Normativity is the Normativity of Grammar?

The overall goal of this article is to show that aesthetics plays a major role in a debate at the very center of philosophy. Drawing on the work of David Bell, the article spells out how Kant and Wittgenstein use reflective judgment, epitomized by a judgment of beauty, as a key in their respective solutions to the rule‐following problem they share. The more specific goal is to offer a Kantian account of semantic normativity as understood by Wittgenstein. The article argues that Wittgenstein's reason for describing language as a collection of language games is to allow for a perspective that shows those games as internally purposive without any extralinguistic purpose. This perspective also allows for that union of the general rule and its particular application in practice that the original paradox of rule‐following is wanting.     

What Are Degrees of Belief?

Probabilism is committed to two theses:

What Kind of Theory is the Humean Theory of Motivation?

I consider an underappreciated problem for proponents of the Humean theory of motivation (HTM). Namely, it is unclear whether is it to be understood as a largely psychological or largely metaphysical theory. I show that the psychological interpretation of HTM will need to be modified in order to be a tenable view and, as it will turn out, the modifications required render it virtually philosophically empty. I then argue that the largely metaphysical interpretation is the only a plausible interpretation of HTM's central claim that desires are necessary conditions for motivation. This interpretation also fits better with the important roles that HTM plays in both moral psychological and metaethical debates. 1     

What Kind of Paintings Inspire Children when Viewing Art?

Viewing art inspires creativity, which can encourage learning in art education. A previous study revealed that the type of artwork and the way art is viewed affects adults' inspiration; however, no study exists concerning the way children are inspired by viewing art. Thus, the current study aimed to examine whether children's age group/grade level, art style (figurative or abstract), and artwork creators (children or adults) influence children's inspiration, and whether the effects of the art style and creators vary by children's age group/grade level. An online questionnaire survey was conducted with the help of 600 pairs of parents and their elementary-school-aged children. They were asked to view eight paintings that differed in terms of the artists and their individual style and they then rated their inspiration experience when viewing each artwork. The results revealed that children were more inspired when viewing abstract, rather than figurative, paintings, and the effect of the type of painting differed in the third and sixth grades. Additionally, children gained more inspiration by viewing paintings created by children rather than by adults; a difference observed in all grade levels.     

What Are Quantities?

This paper presents a view of quantities as ‘adverbial’ entities of a certain kind—more specifically, determinate ways, or modes, of having length, mass, speed, and the like. In doing so, it will be argued that quantities as such should be distinguished from quantitative properties or relations, and are not universals but are particulars, although they are not (Fregean) objects, either. A main advantage of the adverbial view over its rivals will be found in its superior explanatory power with respect to both certain fundamental principles of quantity and ordinary quantitative reasoning involving quantitative relations like three times as long as and 2 metres longer than.     

Is What You See What You Really Get? Comparison of Scoring Techniques in the Assessment of Real-World Divergent Thinking

In recent years, the social sciences have seen a resurgence in the study of divergent thinking (DT) measures. However, many of these recent advances have focused on abstract, decontextualized DT tasks (e.g., list as many things as you can think of that have wheels). This study provides a new perspective by exploring the reliability and validity evidence for several methods for scoring real-world DT tasks (i.e., tasks situated within a real-world problem or situation). The results suggest a combination of objective and subjective scoring methods may be optimal for originality scoring for contextualized DT tasks, which stands in contrast to recent research suggesting the objective, percentage scoring technique may be optimal for scoring originality on abstract tasks.     

What Are You Really Saying? Associations between Shyness and Verbal Irony Comprehension

Verbal irony exploits the ambiguity inherent in language by using the discrepancy between a speaker's intended meaning and the literal meaning of his or her words to achieve social goals. Irony provides a window into children's developing pragmatic competence. Yet, little research exists on individual differences that may disrupt this understanding. For example, verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening and who have difficulty mentalizing in social contexts. We examined whether shyness is related to the interpretation of ironic statements. Ninety‐nine children (8–12 year olds) listened to stories wherein one character made either a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker's belief and communicative intention. Shyness was assessed using self‐report measures of social anxiety symptoms and shy negative affect. Shyness was not related to children's comprehension of the counterfactual nature of ironic statements. However, shyness was related to children's ratings of speaker meanness for ironic statements. Thus, although not related to the understanding that speakers intended to communicate their true beliefs, shyness was related to children's construal of the social meaning of irony. Such subtle differences in language interpretation may underlie some of the social difficulties facing shy children. Copyright © 2012 John Wiley & Sons, Ltd.     

Do You Reap What You Sow? The Effect of Cyberostracism on Moral Impurity

Two experiments tested whether cyberostracism increases people’s perceived moral impurity and their tendency to purchase cleansing products. In both experiments, participants were first either ostracized or included in a web-based social interaction. Next, they completed self-report measures to assess their perceived moral impurity and tendency to purchase cleansing products. The results showed that participants who were ostracized reported a higher level of moral impurity and a higher tendency to purchase cleansing products. These findings advance our current understanding on the effect of online social interaction on people’s moral self-perception.