Psychopathy: what apology making tells us about moral agency

Psychopathy is often used to settle disputes about the nature of moral judgment. The “trolley problem” is a familiar scenario in which psychopathy is used as a test case. Where a convergence in response to the trolley problem is registered between psychopathic subjects and non-psychopathic (normal) subjects, it is assumed that this convergence indicates that the capacity for making moral judgments is unimpaired in psychopathy. This, in turn, is taken to have implications for the dispute between motivation internalists and motivation externalists, for instance. In what follows, we want to do two things: firstly, we set out to question the assumption that convergence is informative of the capacity for moral judgment in psychopathy. Next, we consider a distinct feature of psychopathy which we think provides strong grounds for holding that the capacity for moral judgment is seriously impaired in psychopathic subjects. The feature in question is the psychopathic subject’s inability to make sincere apologies. Our central claim will be this: convergence in response to trolley problems does not tell us very much about the psychopathic subject’s capacity to make moral judgments, but his inability to make sincere apologies does provide us with strong grounds for holding that this capacity is seriously impaired in psychopathy.     

Maureen L. Condic: Untangling twinning: what science tells us about the nature of human embryos

Theoretical Medicine and Bioethics -     

What the progressive aspect tells us about processes

Numerous authors have attempted to carve an ontological distinction between events and processes on the basis of a widely noted linguistic datum involving count and mass nouns, where events are thought to be analogous to countable objects while processes to non-countable stuff. By assessing the most developed of these proposals—that of Helen Steward’s—this paper locates the motivations behind the project of carving some such distinction between events and processes, and proceeds to offer considerations toward an alternative account of processes—one whose ontology is more akin to that of states than it is to stuff.

     

What the precedence effect tells us about room acoustics

Sound produced in a room is typically followed by numerous reflected sounds from nearby surfaces; yet we perceive a single sound source. This perceptual phenomenon, known as the precedence effect, has long been assumed to involve echo suppression, but the nature of this suppression remains unclear. In two experiments, we investigated whether information about the lagging sound's location was perceived. Our hypothesis was that such information is critical because reflected sound can function to inform the listener about objects and structures in the room. Listeners reported hearing more echoes under a stimulus situation that simulated sudden, unexpected changes in the location of the lagging sounds, as compared with stable stimulus conditions. Placement of lagging sounds' locations proved to be critical in that a sudden shift per se did not disrupt the fusion aspect of the precedence effect; the new location had to occupy a site that specified a new reflecting surface. Perception of echoes appears to be modulated by room acoustic information contained in reflected sound and listeners' expectations about this.     

What the Solitaire illusion tells us about perception of numerosity

In four experiments we investigated the Solitaire illusion. In this illusion, most observers see as more numerous a set of dots that forms a single central group, compared to dots on the outside of that group. We confirmed and extended the effect to configurations with much higher numerosity than the original and of various colours. Contrary to prediction, separating the two groups, so that they are presented side by side, reduced but did not abolish or reverse the illusion. In this illusion, therefore, neither total size of the region (area), not average distance of the elements has the expected effect. In Experiments 3 and 4 we eliminated the regularity of the pattern, by sampling 50% (Exp 3) or only a 10% (Exp 4) of the elements. These produces quasi-random configurations. For these configurations the bias for the inner groups was still present, and it was only eliminated when the groups were shown as separate. However, the effect never reversed (no bias for the outer group, despite its larger area). We conclude that the Solitaire illusion is evidence of a strong bias in favour of centrally located elements, a bias that can overcome other factors.     

What "mice trap" tells us about the mental lexicon

Level ordering has proven inadequate as a morphological theory, leaving unexplained the experimental results taken to support it as a component of innate grammar-young children's acceptance of irregular plurals in English compounds. The present study demonstrates that these results can be explained by slower access to the grammatically preferred singulars of irregular nouns when compounds are created on-line from plural stimuli. Experiments on English noun-noun compound production and on production of either singular or plural forms from the same or opposite form confirmed that more irregular than regular plurals were used in compounds, and showed that producing irregular singulars from plurals was slower than producing regular singulars. Plural responses were also slower when cue and required response number differed.     

What causal conditional reasoning tells us about people's understanding of causality

Causal conditional reasoning means reasoning from a conditional statement that refers to causal content. We argue that data from causal conditional reasoning tasks tell us something not only about how people interpret conditionals, but also about how they interpret causal relations. In particular, three basic principles of people's causal understanding emerge from previous studies: the modal principle, the exhaustive principle, and the equivalence principle. Restricted to the four classic conditional inferences—Modus Ponens, Modus Tollens, Denial of the Antecedent, and Affirmation of the Consequent—causal conditional reasoning data are only partially able to support these principles. We present three experiments that use concrete and abstract causal scenarios and combine inference tasks with a new type of task in which people reformulate a given causal situation. The results provide evidence for the proposed representational principles. Implications for theories of the naïve understanding of causality are discussed.     

Rethinking homosexuality: what it teaches us about psychoanalysis

This presentation, written ten years after the American Psychoanalytic Association adopted a nondiscrimination policy with regard to sexual orientation, discusses the evolving relationship between psychoanalysis and homosexuality. The paper is in three sections: (1) the process of policy change and the overturning of injustice; (2) the excursion after Freud's death into analytic bias and extreme pathologizing of homosexuality, the struggle to overcome those distortions, and the lessons to be learned from this history; and (3) the search, in the coming decade, for new understanding of homosexuality and all aspects of sexuality.     

What “Mice Trap” tells us about the mental lexicon

Level ordering has proven inadequate as a morphological theory, leaving unexplained the experimental results taken to support it as a component of innate grammar—young children’s acceptance of irregular plurals in English compounds. The present study demonstrates that these results can be explained by slower access to the grammatically preferred singulars of irregular nouns when compounds are created on-line from plural stimuli. Experiments on English noun–noun compound production and on production of either singular or plural forms from the same or opposite form confirmed that more irregular than regular plurals were used in compounds, and showed that producing irregular singulars from plurals was slower than producing regular singulars. Plural responses were also slower when cue and required response number differed.     

Risk and protective factors at school: Reducing bullies and promoting positive bystanders' behaviors in adolescence

Identifying protective factors present at schools located in neighborhoods with high structural violence is fundamental to help prevent the perpetuation of violence . Therefore, the aim of this study was to observe how some school micro‐system variables, such as school environment and interpersonal relationships that adults establish with adolescents, may lead to bullying behaviors or, on the contrary, to positive bystander behavior in the bully‐victim dynamic. The sample was composed of 5,774 adolescents from 71 schools located in violent neighborhoods in Lima (Peru). 31.9 per cent of the sample experienced verbal violence and the prevalence of cyberbullying was 24.6%. Boys were more prone to experience both types of bullying than girls, although no differences were seen in the probability of becoming aggressors during early and late adolescence. The protective model showed that a positive atmosphere based on a supportive environment with clear rules encouraged adults at school to show more support and to provide more orientation in bullying situations, thus promoting a positive bystander behavior between peers. Opposite results were observed in the risk model. Actions at the micro‐system school level are discussed to enhance protective factors and reduce risk factors.     

The Order of Widows: what the early church can teach us about older women and health care.

This article argues that the early Christian "order of widows" provides a fruitful model for Christian ethicists struggling to address the medical and social problems of elderly women today. After outlining the precarious state of the "almanah"--or widow--in biblical times, it describes the emergence of the order of widows in the early Church. Turning to the contemporary situation, it argues that demographics both in the United States and around the globe suggest that meeting the needs of elderly women will become an enormous challenge in the years to come. The order of widows illustrates a three-fold conception of solidarity that has immediate implications today. That conception of solidarity encourages us: 1) to identify the unique medical needs of elderly women (e.g., osteoporosis); 2) to find ways of overcoming their societal isolation, which can increase their risk of medical and psychological problems; and 3) to develop strategies for enabling them to remain contributing members of the community for as long as possible.     

What spelling tells us about the orthographic development and word study instruction with emergent bilingual secondary students

Educators need ways to assess orthographic knowledge and differentiate word study instruction for secondary, emergent bilingual learners. In this study, the spelling of 199 students in grades 7–12 across eight features and four spelling stages was examined to understand students' orthographic development; all but two were learning Spanish and English. Spelling data were collected three times over a nine-month period. There were significant changes across the time periods that show students progressing across four stages of spelling development, with a large effect size (partial eta squared = .498). Data from a standardized assessment of language proficiency were examined to study the relationship between students' orthographic knowledge and their language scores. This study suggests ways to use spelling assessments to plan differentiated vocabulary and word study instruction.     

The social and emotional skills of bullies,victims, and bully–victims of Egyptian primary school children

This study examined whether bullies, victims, bully–victims (who are both bullies and victims), and students who reported no or low levels of bullying and victimization differed in their levels of social and emotional skills. Data were collected from 623 children in fifth and sixth grades from four Egyptian elementary schools; their ages ranged from 10 to 12 years. K‐means cluster analysis revealed four groups: bullies (n = 138), victims (n = 178), bully–victims (n = 59), and children who were not involved in bullying behaviour (n = 248). Data were analyzed using multinomial logistic regression. The findings indicated that boys were more involved in bullying behaviour than girls, and both bullies and bully–victims were less likely to adhere to social rules and politeness than children who were not involved in bullying. Both bullies and victims were less aware of the physiological reactions of their emotions than uninvolved children, and were less able to apply social rules in social interaction. Both victims and bully–victims reported less likeability than children not involved in bullying. Verbal sharing, attending to others’ emotions, and analysis of emotions did not have a statistically significant relationship with the probabilities of classifying children to any bullying group versus children not involved in bullying. Social skills were more important than emotional awareness in predicting the likelihood of classifying children in one of the three bullying groups versus children who not involved in bullying. The main conclusion is that social and emotional skills together may provide an effective means of intervention for bullying problems.     

Criminal thinking patterns, aggression styles, and the psychopathic traits of late high school bullies and bully-victims

This study explored the current psychological characteristics and criminal behavior history of individuals who retrospectively reported being bullies, bully-victims, victims, or controls (i.e. neither victims nor bullies) during their last 2 years of high school. College students (n = 960) completed measures of criminal thinking, aggression, psychopathy, and criminal behavior online. We predicted bullies and bully-victims would demonstrate the highest scores for criminal thinking, proactive aggression, psychopathy, and have the most criminal infractions. Bullies and bully-victims had significantly higher scores on criminal thinking, aggression, psychopathy, and criminal behaviors than victims or controls. Additionally, men were significantly higher in criminal thinking, aggression, psychopathy, and had more criminal acts than women. There were no gender by bully group interactions. Logistic regression analyses differentiated bully-victims from bullies. Bully-victims tended to be male, higher in criminal thinking, and higher in reactive aggression. In addition, bully-victims were distinct from victims, showing higher criminal thinking and higher proactive aggression.     

The role of the school in handling the problem of bullying

The goal of the article is to highlight the problem of bullying and aggression in school environments and to find solutions to these problems. There are many factors that can cause humans to behave aggressively and treat one another poorly. The main factors that contribute to these types of behavior in youth are the lack of availability of family members, neglect of proper upbringing, inappropriate use of free time, and subverted family environments that are always unfavorable for the emotional and moral upbringing of a child. Values are often confused in modern times, and this is transferred to the family. The qualities of relationships in families reflect the moral feelings of the families toward other people. In families, moral concepts are formed, identification processes are improved, and self-respect and self-control are developed; and these values become internalized. Systems of values are influenced and determined by many factors, but family has a primary role in forming human values. Parents want to bring up their children with the correct vision of the future. Aggression in children is a worldwide problem. Despite the efforts of the field's professionals, this phenomenon is growing.