More than words: A reply to Malt and Sloman

In four experiments, Malt and Sloman [Malt, B. C., & Sloman, S. A. (2007). Category essence or essentially pragmatic? Creator’s intention in naming and what’s really what. Cognition, 105, 615-648] show that the naming of artifacts is affected by discourse context. They see this phenomenon as posing a problem for the intentional-history theory of artifact categorization (e.g., [Bloom, P. (1996). Intention, history, and artifact concepts. Cognition, 60, 1-29]), and as supporting instead their alternative theory that naming is determined by communicative goals. This response begins by distinguishing the problem of artifact categorization (determining the categories that artifacts belong to) from the problem of artifact naming (deciding how to talk about members of these categories). In light of this distinction, it turns out that Malt and Sloman’s findings are fully consistent with all theories of artifact categorization, including the intentional-historical one. Moreover, contrary to what they argue, there are actually many cases where the relative contributions of categorization and pragmatics can be clearly distinguished. Finally, it is argued that Malt and Sloman’s own account of artifact naming presupposes a capacity for artifact categorization; it cannot work without one.     

More than words: Judgments of politicians and the role of different communication channels

We collected short video clips of speakers and created five types of stimuli: (1) the original videos, (2) the audio tracks only, (3) single pictures only, (4) speech content, and (5) stick-figure animations displaying body motion. Participants rated these stimuli on a brief Big Five personality inventory. We then used ratings of the incomplete information conditions to predict ratings of the original video condition. Impressions in the audio track condition were strong predictors throughout all trait ratings. However, other cues were also non-negligible contributors to an overall impression. People even make sense of parsimonious cues, e.g., an animated stick-figure. Thus, presenters on a public stage are not only judged by what they say but also by how they move.     

More than words: reframing compliments from romantic partners fosters security in low self-esteem individuals

Although people with low self-esteem (LSEs) doubt their value to their romantic partners, they tend to resist positive feedback from their partners. This resistance undermines their relationships and has been difficult to overcome in past research. The authors investigated whether LSEs could be induced to take their partners' kind words to heart by manipulating how abstractly they described a recent compliment. In 3 studies, LSEs felt more positively about the compliments, about themselves, and about their relationships--as positively as people with high self-esteem (HSEs) felt--when they were encouraged to describe the meaning and significance of the compliments. The effects of this abstract meaning manipulation were still evident 2 weeks later. Thus, when prompted, LSEs can reframe affirmations from their partners to be as meaningful as HSEs generally believe them to be and, consequently, can feel just as secure and satisfied with their romantic relationships.     

Even More than Life Itself: Beyond Complexity

This essay is an attempt to construct an artificial dialog loosely modeled after that sought by Robert Maynard Hutchins who was a significant influence on many of us including and especially Robert Rosen. The dialog is needed to counter the deep and devastating effects of Cartesian reductionism on today??s world. The success of such a dialog is made more probable thanks to the recent book by A. Louie. This book makes a rigorous basis for a new paradigm, the one pioneered by the late Robert Rosen. If we are to make such a paradigm shift happen, it has to be in the spirit of the dialog. The relationship between science, economics, technology and politics has to be openly recognized and dealt with. The message that Rosen sent to us has to be told outside small select circles of devotees. The situation has even been described by some as resembling a cult. This is no way for universal truths like these to be seen. The essay examines why this present situation has happened and identifies the systemic nature of the problem in terms of Rosen??s concepts about systems. The dialog involves works by George Lakoff, W. Brian Arthur, N. Katherine Hayles, Robert Reich and Dorion Sagan. These scholars each have their own approach to identifying the nature of the interacting systems that involve human activity and the importance of identifying levels of abstraction in analyzing systems. Pooling their insights into different facets of a complex system is very useful in constructing a model of the self referential system that humans and their technology have shaped. The role of the human component in the whole earth system is the goal of the analysis. The impact of the Cartesian reductionist paradigm on science and the related aspects of human activity are examined to establish an explanation for the isolation of Rosen??s paradigm. The possible way to proceed is examined in the conclusion.     

More than One Flaw: Reply to Millican

Millican (Mind 113(451):437–476, 2004) claims to have detected ‘the one fatal flaw in Anselm’s ontological argument.’ I argue that there is more than one important flaw in the position defended in Millican (Mind 113(451):437–476, 2004). First, Millican’s reconstruction of Anselm’s argument does serious violence to the original text. Second, Millican’s generalised objection fails to diagnose any flaw in a vast range of ontological arguments. Third, there are independent reasons for thinking that Millican’s generalised objection is unpersuasive.     

Teaching ethics: More than an honor code

An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance. In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an engineer’s way of life. “The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues increase and strengthen themselves by the practice and experience of them.” Plato An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.     

Contingent faculty: More than a tribe of nomads

In this essay I review the advantages and challenges of contingent faculty service from a perspective which crosses programs, but chiefly from within one academic institution, a church‐related but independent theological seminary. I anecdotally relate certain “value‐added” potentialities which accrue for students and instruction when an adjunct faculty's primary institutional connections are outside the academic environment. I cite benefits to the student, school, and instructor. See companion essays published in this issue of the journal by Hoon J. Lee, Adam Wirrig, Bradley Burroughs, and Kyle A. Schenkewitz.     

More than Men: Latino Feminist Masculinities and Intersectionality

This qualitative study analyzes the definitions of manhood provided by a US sample of 36 adult, working class Latinos who identify as feminist, and have attended institutions of higher education. Using an intersectional framework, we analyze in-depth interviews and address the research questions “To what extent did participants identify with their gender, race, ethnicity, sexuality, and class background? How did participants subjectively define what it means to be a man?”. Results indicate that participants identified with their significant social groups to varying degrees. Manhood was defined in relational, ethical, and counter-hegemonic ways. Our discussion examines the way participants wove in and out of discourses related to hegemonic notions of manhood deemed as positive, while simultaneously rejecting aspects of hegemonic masculinity.     

More than off-task: Increased freely-moving thought in ADHD

Off-task thought has been found to occur at high rates and is related to impairment in ADHD. However, off-task thought is heterogenous and it remains unclear which specific dimensions of off-task thought are more prevalent in this disorder. It is therefore important to dissociate different aspects of off-task thought in order to better understand the mechanisms underlying impairment. The current study focused on the dimension of constrained (focused) to freely moving off-task thought. Self-report and neurophysiological measures during a computerized attention tasks provided convergent evidence that individuals with ADHD not only have more off-task thought than those without, but also engaged in a greater proportion of freely moving off-task thought than non-ADHD controls. Overall, this work demonstrated differences in both the quantity and type of off-task thought in adults with ADHD. It provides novel insight into both the phenomenology of off-task thought, as well as potential mechanisms underlying impairment in ADHD.     

Language is never enough: memories are more than words reveal

In this commentary I discuss the work by Fivush and Schwarzmueller (1998) including some methodological limitations to their study. It is perhaps because of these limitations that the data do not provide support for their linguistic hypothesis concerning the onset of autobiographical memory. The data do, however, address important issues in the study of autobiographical memory, particularly in terms of very long-term retention and reconstruction of unique (and perhaps distinctive) events that are pleasant. This is a welcome change from the typical studies of recall of distinctive life events in which the target event is one that revolves around unpleasant medical procedures. Future research efforts should continue along these lines, although alternative suggestions are made for which theoretical issues need to be addressed and new measures developed. © 1998 John Wiley & Sons, Ltd.