“Put Your Money Where Your Love Is”: Parental Aid to Adult Children

Qualitative data are used to examine parents’ support to their adult children, and their motivations and feelings about it. The sample is 40 adult children and parents from four racial/ethnic groups: African-Americans, Asian-Americans, non-Latino Whites, and Latinos. Ideals of adult independence versus interdependence emerge as determinants of feelings about aiding adult children. The ambivalence concept provides the means to elucidate the tensions between these ideologies and children’s structurally shaped circumstances. Parental assistance to adult children was seen as acceptable for education, home ownership, and on behalf of young children, especially if the child was “working hard.” Parents still provided aid, however, even if these conditions were not met. In these situations, more intrafamilial tension characterized the aid transfer.     

Framing Effects and Arenas of Choice: Your Money or Your Life?

This paper investigates the consistency of outcome framing effects on choice across two arenas of outcome: human life and money. Past research has yielded notable variability in the magnitude of framing effects. One possible contributor to the variation in magnitude is outcome arena. Past research has varied along this dimension without systematically assessing its effects. Undergraduates (N= 297) responded to three decision scenarios involving either human lives or money in which outcomes were framed either positively or negatively. Based on prospect theory, an interaction between framing and arena was predicted, such that a greater framing effect was expected in the human life arena (i.e., more risky choices were expected when outcomes involved human life than money in the negative frame and the reverse in the positive frame). Results were only partly consistent with this prediction. Regardless of frame, subjects made riskier choices when outcomes involved human lives rather than money. This was not expected for the positive frame. Even though human lives presumably have greater utility than dollars, subjects in the positive framing condition made riskier choices regarding human life than money. Additionally, no overall framing effect was observed. There was a significant sex by frame interaction such that only women exhibited framing effects on choice. This extends the finding of sex differences in framing to the monetary arena. This has important implications for the conduct of future studies on framing as well as for the interpretation of past and future framing research.     

Bringing “The Dead” to Life: Reading James Joyce

The author offers a personal reading of James Joyce's The Dead. She focuses on how the sounds of the language are used to portray the main character's deadness and his beginning to come to life once the barriers to inner self and self-knowledge are broken.     

Guest Editorial: Who's Afraid of Life After Death?

The evidence for an afterlife is sufficiently strong and compelling that an unbiased person ought to conclude that materialism is a false theory. Yet the academy refuses to examine the evidence, and clings to materialism as if it were a priori true, instead of a posteriori false. I suggest several explanations for the monumental failure of curiosity on the part of academia. First, there is deep confusion between the concepts of evidence and proof. Second, materialism functions as a powerful paradigm that structures the shape of scientific explanations, but is not itself open to question. The third explanation is intellectual arrogance, as the possible existence of disembodied intelligence threatens the materialistic belief that the educated human brain is the highest form of intelligence in existence. Finally, there is a social taboo against belief in an afterlife, as our whole way of life is predicated on materialism and might collapse if near-death experiences, particularly the life review, were accepted as fact.     

How to Use Your Mind When You Can’t Think: Reply to Commentaries by Davies and Cooper

There is much area of agreement between the author and the discussants. The author addresses areas of concern and questions raised in the commentaries. These topics include the use of reverie, how I have defined maternal desire, concerns about the avoidance of negative transference, the analyst’s own dissociation, and compassion.     

Reconsidering “Considering Gestational Life”: Reply to Commentaries by Levine and Williams

The two commentaries of “Considering Gestational Life” are both wonderful in their generative reflections and from such uniquely different perspectives. Each has generated an array of new questions about the nature and impact of gestation that are yet to be substantially explored. This discussion attempts to further their inquiries by focusing on how “gestational thinking” leads us into exploring Negative Capability; the improvisational nature of analytic process; objectivity versus subjectivity; reconsidering the impact of gestational trauma; the epistimophilic instinct; gender bias; clarifying “objectless intersubjectivity”; the role of silence, isolation, interiority, and privacy in analytic listening; what patients seek in treatment; and clarification of the meaning of “merger” and “unity.”     

“Be True to Your School”: An Open Letter to Students and Practitioners of Human Science Research

This editorial discusses some of the challenges that we face in striving toward being shepherds of our discipline, as well as toward “being original.” The question is how to make an original contribution to the field while following in the footsteps of one's forbearers. Many researchers (and even research mentors) have a desire to carve out their own place in the field, and doing so often means emphasizing what is new and different about their approach. Shepherding, however, means bearing the weight together, participating in the spirit of a “we phenomenon,” or more simply, being a team player. As psychologists climbing our individual career ladders while working together toward a common goal, the challenge is being true to yourself and to your “school” of fellow researchers. This means being faithful and acknowledging toward the community, including one's peers, one's former mentors, and the seminal thinkers whose work inspires one's own. When writing up research, we therefore should to be attuned to the possibility of communicating our pedigree more faithfully—a challenge that calls upon us to remember the ground from which we, ourselves, spring forth.     

Complex Environmental Reactions,as a New Concept to Describe Spontaneous “Paranormal” Experiences

A systemic phenomenological model that assumes the movability of the Cartesian cut is proposed and elucidated by means of a single exploratory case study. The model assumes that a continuum from purely psychosomatic disorders to RSPK cases exists. The degree of externalization (locus of control) of the affected person serves as an ordering parameter for the location of the Cartesian cut. It turns out that the dynamics of the disorder develops in four phases, like in the RSPK-model of the MPI. However, in contrast to the decline phase of the RSPK cases (because of the NT-axiom), CER cases lead to petrification of the complaints.     

Happiness Inducing Behaviors in Everyday Life: An Empirical Assessment of “The How of Happiness”

The frequency of Happiness Inducing Behaviors (HIB) was assessed in a survey of 903 university students; measures of Big Five personality traits and happiness were also obtained. Students reported engaging in many HIBs about 1–3 times per week. Analysis of HIB yielded three factors: Positive/Proactive Behaviors; Spiritual Behaviors; and Physical Health Behaviors. Positive/Proactive behaviors predicted significant additional variance in happiness beyond the variance predictable from Big Five personality traits. Mediation analysis suggested that effects of Big Five traits on happiness may be mediated to varying degrees by engagement in Positive/Proactive Behaviors and Physical Health Behaviors. Additional analyses examined possible moderation of the association between HIB and happiness by gender and Big Five traits; the strength of association between behavior and happiness did not differ between women and men, or across people with different scores on Big Five traits. This study provides additional evidence that naturally occurring behaviors are predictive of happiness in everyday life and confirms earlier findings about the degree to which behaviors mediate effects of Big Five traits on happiness.     

“You be Sure Now to be Honest in Your Assessment”: Teaching and Learning Self-Assessment

When taking part in the everyday practices of the school, the pupil ‘metalearns’ implicit institutional knowledge about educability and its proper criteria. The aim of this study was to examine one important school practice, self-assessment: How is self-assessment ‘taught’ to children, what is assessed through the self-assessment method, how is self-assessment introduced to children, and how do they perceive those situations? The ethnographic research focused on the classroom situations of one class of first-graders during one autumn term. The data were collected by means of regular observation, video recordings, short interviews, documents, and informal conversations with the teachers, pupils and parents. The findings indicated that the frequency of self-assessment episodes was particularly high in the domains of writing, mathematics, and social skills and behaviour; self-assessment situations were a ‘natural’ part of everyday teaching practices. According to our observations, the result of the self-assessment was considerably explicit. The teacher made sure that the pupils assessed their performance in the way she wanted. The teaching of self-assessment also teaches the child what assessment criteria the school regards as important and how well the child fulfils these criteria. According to our analysis, these important assessment criteria are objectiveness (compliance to standard), honesty, and individuality (a product that ‘looks like’ its author). The children practised self-assessment actively and were apparently capable of assessing their own performance. Our results suggest that ‘the self’ in self-assessment is paradoxical: you can assess yourself as long as you assess the right things in the right way.     

“Living the Literate Life”: How Teachers Make Connections Between the Personal and Professional Literate Selves

This study examines teachers' beliefs about themselves as literate people and how those beliefs translate into classroom literary practice. Using a multi-method approach, it explores the private literate selves (via diary, survey, and interviews) of twelve K–12 teachers and establishes a foundational understanding of the influence of the social and personal nature of literacy on teacher support for literacy in the classroom and how teachers' personal literacy practices are made public to classroom learners. Results indicate that literacy played an important functional role in the lives of all 12 teachers. There was variability in the prominence of literacy for pleasure in the teachers' lives. In addition, there was variability in whether and in what ways teachers made their literacy practices public for their students. Implications for teacher education and professional development programs are offered.     

How to Link Assertion and Knowledge Without Going Contextualist: A Reply to Derose’s "Assertion,Knowledge, and Context"

Keith DeRose has recently argued that the contextual variability of appropriate assertion, together with the knowledge account of assertion, yields a direct argument that ’knows’ is semantically contextsensitive. The argument fails because of an equivocation on the notion of warranted assertability. Once the equivocation is removed, it can be seen that the invariantist can retain the knowledge account of assertion and explain the contextual variability of appropriate assertion by appealing to Williamson’s suggestion that practical and conversational considerations can influence the extent to which adherence to the constitutive norm of assertion matters.