Terror and Collateral Damage: Are they Permissible?*

This article begins by comparing terror and death and then focuses on whether killing combatants and noncombatants as a mere means to create terror, that is in turn a means to winning a war, is ever permissible. The role of intentions and alternative acts one might have done is examined in this regard. The second part of the article begins by criticizing a standard justification for causing collateral (side effect) deaths in war and offers an alternative justification that makes use of the idea of group liability. * This article is a shortened version of my “Failures of Just War Theory: Terror, Harm, and Justice,” Ethics 114 (July 2004), pp. 650–694, with the addition of new material on the use of terror in Section 2.     

Scientific societies and research integrity: What are they doing and how well are they doing it?

Scientific societies can play an important role in promoting ethical research practices among their members, and over the past two decades several studies have addressed how societies perform this role. This survey continues this research by examining current efforts by scientific societies to promote research integrity among their members. The data indicate that although many of the societies are working to promote research integrity through ethics codes and activities, they lack rigorous assessment methods to determine the effectiveness of their efforts. An earlier version of this paper was presented at the AAAS-Office of Research Integrity (ORI) meeting in Washington DC on the theme: “The Role and Activities of Scientific Societies in Promoting Research Integrity” held on April 10–11, 2000.     

Religion and medicine: How are they related?

This paper provides a comprehensive and dynamic profile of religion-medicine interrelationships. This profile is drawn from the respective characteristics of religion and medicine, as well as from historic and contemporary literature regarding their interconnections. Six symbiotic functions are identified and discussed with respect to their bearing on clinical practice, medical education, and research.The authors thank Drs. Chester R. Burns, Thomas H. Murray, and Ronald A. Carson for their comments on drafts of this paper.     

Number and language: how are they related?

Does the ability to develop numerical concepts depend on our ability to use language? We consider the role of the vocabulary of counting words in developing numerical concepts. We challenge the 'bootstrapping' theory which claims that children move from using something like an object-file - an attentional process for responding to small numerosities - to a truly arithmetic one as a result of their learning the counting words. We also question the interpretation of recent findings from Amazonian cultures that have very restricted number vocabularies. Our review of data and theory, along with neuroscientific evidence, imply that numerical concepts have an ontogenetic origin and a neural basis that are independent of language.     

Commentary: What are behavior systems and what use are they?

The contributions of this symposium on behavior systems are summarized and evaluated by considering two questions: (1) What is a behavior system? (2) What use to the learning theorist are behavior systems? Two examples of behavior systems from the classical ethological literature are compared with the behavior systems discussed in the symposium, and some similarities and differences in the type of analyses used are discussed. Analysis of the pre-organized species-typical behavior systems relevant to the unconditioned stimuli or reinforcers in learning experiments can contribute performance rules and better understanding of the conditions and contents of learning. The organization of behavior systems can also provide important clues to the neural circuitry underlying behavior, and a behavior systems approach can raise novel questions concerning learning and behavioral development. Possible future directions for the behavior systems approach are briefly discussed.     

Measures of depressive dimensions: are they interchangeable?

Several theorists have posited two focuses for depressive experience and/or vulnerability: dependency and rejection, and self-criticism and failure. In turn, three instruments have emerged, each addressing these two components, respectively: the Depressive Experiences Questionnaire (DEQ; Dependent and Self-Critical scales), the Sociotropy-Autonomy Scales (SAS), and the Anaclitic and Introjective Dysfunctional Attitude Scales (DAS). In this study, we addressed the relations within and among these three pairs of scales in a large undergraduate sample. Generally, the DEQ-Dependent, SAS-Sociotrophy, and DAS-Anaclitic scales showed substantial convergent and discriminant validity. Although this was true also for the DEQ-Self-Critical and DAS-Introjective scales, neither scale was closely related to the SAS-Autonomy scale, which appeared instead to be a better measure of counter dependency than a measure of self-critical, introjective features.     

Emergencies: what are they and do they influence bystanders to intervene?

Social psychological research on helping has, in part, been concerned with the intervention of bystanders into emergencies. Pertinent empirical literature does not seem to be available on what factors bystanders use to define an emergency nor the effect of such a decision on the rate of helping. A series of four studies was conducted to answer these questions. We found that (a) Emergencies are a subclass of problem situation that usually result from accidents; (b) there is a high degree of agreement concerning what problem situations are definitely an emergency; (c) emergency situations are differentiated from other problem situations by threat of harm or actual harm worsening with time, unavailability of an easy solution to the problem, and necessity of obtaining outside help to solve the problem; (d) disagreement on whether a problem situation is an emergency or not results from differing perceptions of the degree to which threat of harm or actual harm worsens with time; (e) bystanders are more likely to help in emergency than in nonemergency problem situations. The results were interpreted as indicating that the need of the victim is a salient feature used by bystanders in determining whether or not to help.     

Workaholism and work engagement: how are they similar? How are they different? A systematic review and meta-analysis

Workaholism and work engagement can be depicted, respectively, as the pathological and the healthy form of heavy work investment. In spite of their different definitions and outcomes on individual and organizational life, workaholism and work engagement are not clearly and adequately distinguished by scholars and researchers as they appear to show some overlapping features. The aim of this investigation was to meta-analyze available studies, selected by systematic review, on the relations between subdimensions of workaholism and work engagement. Thirty-five studies were eligible for analysis. Associations emerged between Working Excessively and Absorption (g = .34), Working Compulsively and Absorption (g = .28), and Working Excessively and Dedication (g = .14). Moreover, the results were not influenced by publication bias and showed nationality to be a significant moderator. Overall, these findings suggest that further research is necessary to extend our knowledge of workaholism, work engagement, and the relationship between the two, in order to disentangle commonalities and differences between them.     

Infants and toddlers discriminate amount: are they measuring?

Four experiments that show an early ability to encode and retain information about extent are presented. We found that infants discriminate between the heights of dowels in a habituation task. We also found that toddlers discriminate between heights on a choice task in which a target dowel is presented and removed and they then choose between the target and a foil. Until 4 years of age, however, discrimination occurs only in the presence of a perceptually salient standard. Adults do not require a perceptually present standard; they can assess extent across temporal or spatial gaps by imposing a standard (measure). The present findings indicate that infants and toddlers do not possess an adult ability to establish extent, but that they do possess a skill that provides a start point for this important intellectual achievement.     

Empathizing and systemizing: What are they,and what do they contribute to our understanding of psychological sex differences?

Empathizing and systemizing have recently been put forward as two important individual‐difference dimensions, whose different mean levels in men and women are argued to account for many psychological sex differences. This paper presents a series of studies designed to investigate the reliability and validity of the empathizing and systemizing quotients (EQ & SQ), to relate them to existing personality constructs, and to replicate reported sex and sexual orientation‐related differences. Correlations with interests and social behaviour suggest the two measures are valid. However, empathizing appears essentially equivalent to agreeableness in the five‐factor model of personality. Systemizing cannot be reduced to established personality dimensions, though it is moderately correlated with conscientiousness and openness. Men have higher levels of systemizing than women, and non‐heterosexual women higher than heterosexuals. However, no differences were found between heterosexual and non‐heterosexual men. Although systemizing and empathizing account for a number of observed sex differences, there are others they do not explain.     

The aftereffects of ventriloquism: are they sound-frequency specific?

Exposing different sense modalities (like sight, hearing or touch) to repeated simultaneous but spatially discordant stimulations generally causes recalibration of localization processes in one or both of the involved modalities, which is manifested through aftereffects. These provide opportunities for determining the extent of the changes induced by the exposure. Taking the so-called ventriloquism situation, in which synchronized sounds and light flashes are delivered in different locations, we examine if auditory recalibration produced by exposing tones of one frequency to attraction by discordant light flashes generalizes to different frequencies. Contrary to an earlier report, generalization was obtained across two octaves. This result did not depend on which modality attention was forced on through catch trials during exposure. Implications concerning the functional site of recalibration are briefly discussed.     

Teachers’ reactions to experiences of violence: an attributional analysis

Violence perpetrated against teachers is prevalent and has the potential to adversely affect teachers’ well-being, efficacy, and longevity in the profession. In this study, we examined teachers’ reactions after having experienced violence, specifically examining the roles of attributional processes. In collaboration with the American Psychological Association, National Education Association, and American Federation of Teachers, data were collected via a survey instrument from teachers across the United States. We examined responses from 2505 participants who described the most upsetting incident of violence that had been perpetrated against them in their roles as teachers. We examined predictors of (1) communicating with others after the incident and (2) implementing intervention strategies with the perpetrators of violence. Emotions were tested as mediators of the relations between attributions and outcomes. Results indicated that characterological and behavioral self-blame were predictive of negative affect, which in turn predicted the majority of outcomes. Study limitations and implications for research and practice are discussed.     

The effects of anxiety on intellectual performance: When and why are they found?

An experiment tested the effects on intelligence and creativity test performance of two 16PF primary anxiety traits, and general mood and activation components of state anxiety. Two attentional theories of the deleterious effects of anxiety on performance were also tested. Subjects were 80 male students. Trait and state components of anxiety appeared to affect creativity test performance independently. Intelligence test performance was insensitive to anxiety variables. The O anxiety primary factor was significantly negatively correlated with creativity test performance, but the unique variance of the other anxiety primary (Q4) was associated with higher levels of performance. Neither specific attentional theory was supported, but data were generally compatible with “dual-mechanism” theories of anxiety, which posit separate detrimental and sometimes facilitative effects of anxiety on performance.     

Do worksite stress management programs attract the employees who need them and are they effective?

Employees who planned to attend a worksite stress management program (volunteers), those who planned not to attend (nonvolunteers), and those who had participated in worksite stress management training were assessed on the variables of work stressors, perceived stress, and organizational spontaneity (extrarole) behavior. Twelve hundred hospital employees were randomly selected from seven VA hospitals that had been offering a stress management program for at least 5 years. Participants received questionnaire packets in the mail and 461 (38%) of the employees responded. The results showed that volunteers reported significantly more perceived stress than the nonvolunteers. However, volunteers did not report greater frequency or intensity of work stressors. Also, respondents who had participated in past stress training reported less perceived stress than volunteers and significantly more organizational spontaneity behavior than respondents who had not participated in past stress training. These findings suggest that employees who plan to attend stress training have the greatest need and that the stress intervention reduces perceived stress levels and, possibly, affects work behavior.     

Juveniles' understanding of trial-related information: are they competent defendants?

There exists a national trend lowering the age to transfer children facing serious charges to adult court for trial. This study examined juvenile offenders' understanding of factual information about trials. Juveniles ages 11 through 16 experiencing their first institutional placement were administered a competence to stand trial screening measure, shown an educational videotape, and readmin- istered the measure. Findings suggest that a majority do not have sufficient understanding for meaningful participation in their trials. Special care appears warranted with juveniles ages 13 and under, and juveniles with low average or below average IQ scores. Further, substantial training may be necessary for some juvenile offenders. ©1997 John Wiley & Sons, Ltd.     

Spinal cord circuits: are they mirrors of musculoskeletal mechanics?

Over the past decade, research at three different levels of sensorimotor control has revealed a degree of complexity that challenges traditional hypotheses regarding servocontrol of individual muscles: (a) The connectivity of spinal circuits is much more divergent and convergent than expected. (b) The normal and reflex-induced recruitment of individual muscles and compartments of muscles is more finely controlled than was noted previously. (c) The mechanical interactions among linked skeletal segments and their often multiarticular muscles are neither simple nor intuitively obvious. We have developed a mathematical model of the cat hind limb that permits us to examine the influence of individual muscles on posture and gait. We have used linear quadratic control theory to predict the optimal distribution of feedback from a hypothetical set of proprioceptors, given different assumptions about the behavioral goals of the animal. The changes in these predictions that result from changes in the structure and control objectives of the model may provide insights into the functions actually performed by the various circuits in the spinal cord.     

Communalism, familism, and filial piety: are they birds of a collectivist feather?

The present studies examined the extent to which (a) communalism, familism, and filial piety would pattern onto a single family/relationship primacy construct; (b) this construct would be closely related to indices of collectivism; and (c) this construct would be related to positive psychosocial functioning and psychological distress. In Study 1, 1,773 students from nine colleges and universities around the United States completed measures of communalism, familism, and filial piety, as well as of individualistic and collectivistic values. Results indicated that communalism, familism, and filial piety clustered onto a single factor. This factor, to which we refer as family/relationship primacy, was closely and positively related to collectivism but only weakly and positively related to individualism and independence. In Study 2, 10,491 students from 30 colleges and universities in 20 U.S. states completed measures of communalism, familism, and filial piety, as well as of positive psychosocial functioning and psychological distress. The family/relationship primacy factor again emerged and was positively associated with both positive psychosocial functioning and psychological distress. Clinical implications and future directions for the study of cultural values are discussed.     

Psychological universals: what are they and how can we know?

Psychological universals, or core mental attributes shared by humans everywhere, are a foundational postulate of psychology, yet explicit analysis of how to identify such universals is lacking. This article offers a conceptual and methodological framework to guide the investigation of genuine universals through empirical analysis of psychological patterns across cultures. Issues of cross-cultural generalizability of psychological processes and 3 cross-cultural research strategies to probe universals are considered. Four distinct levels of hierarchically organized universals are possible: From strongest to weakest claims for universality, they are accessibility universals, functional universals, existential universals, and nonuniversals. Finally, universals are examined in relation to the questions of levels of analysis, evolutionary explanations of psychological processes, and management of cross-cultural relations.