Promoting Translational Research Among Movement Science,Occupational Science,and Occupational Therapy

Integration of research in the fields of neural control of movement and biomechanics (collectively referred to as movement science) with the field of human occupation directly benefits both areas of study. Specifically, incorporating many of the quantitative scientific methods and analyses employed in movement science can help accelerate the development of rehabilitation-relevant research in occupational therapy (OT) and occupational science (OS). Reciprocally, OT and OS, which focus on the performance of everyday activities (occupations) to promote health and well-being, provide theoretical frameworks to guide research on the performance of actions in the context of social, psychological, and environmental factors. Given both fields’ mutual interest in the study of movement as it relates to health and disease, the authors posit that combining OS and OT theories and principles with the theories and methods in movement science may lead to new, impactful, and clinically relevant knowledge. The first step is to ensure that individuals with OS or OT backgrounds are academically prepared to pursue advanced study in movement science. In this article, the authors propose 2 strategies to address this need.     

Clinical pragmatism: bridging theory and practice

This response to Lynn Jansen's critique of clinical pragmatism concentrates on two themes: (1) contrasting approaches to moral epistemology and (2) the connection between theory and practice in clinical ethics. Particular attention is paid to the status of principles and the role of consensus, with some closing speculations on how Dewey might view the current state of bioethics.     

Between Peirce (1878) and James (1898): G. Stanley Hall,the origins of pragmatism,and the history of psychology

This article focuses on the 20‐year gap between Charles S. Peirce's classic proposal of pragmatism in 1877–1878 and William James's equally classic call for pragmatism in 1898. It fills the gap by reviewing relevant developments in the work of Peirce and James and by introducing G. Stanley Hall, for the first time, as a figure in the history of pragmatism. In treating Hall and pragmatism, the article reveals a previously unnoted relation between the early history of pragmatism and the early history of the “new psychology” that Hall helped to pioneer. © 2009 Wiley Periodicals, Inc.     

Militant atheism,pragmatism, and the God-shaped hole

This paper addresses recent examples of militant atheism. It considers the theistic reply that describes atheism as deriving from a “God-shaped hole” in the human soul. The paper will argue that American pragmatism offers a middle path that avoids militant atheism without suffering from this problem. The paper describes this middle path and considers the problem that is seen in Rorty’s recent work: how the pragmatist can remain critical of religious fundamentalism without succumbing to a militant version of atheism. The solution proposed is tolerant acceptance of religion along with melioristic criticism developed within shared norms of inquiry.     

Neo‐pragmatism,Representationalism and the Emotions

This paper offers a neo‐pragmatist account of the representational character of the emotions, for those emotions that have such a character. Put most generally, neo‐pragmatism is the view that language should not be conceived primarily in terms of a robust relation of reference to or representation of antecedently given objects and properties. Rather, we should view it as a social practice that lets us do various quite different sorts of things. One of those things might be called ‘assessing representational accuracy’, but this need not be thought of in terms of a metaphysically heavyweight relation. In applying neo‐pragmatist techniques to the domain of the emotions, the result will be an alternative to currently popular accounts that individuate emotions partly in terms of what they represent. This alternative continues to allow us to use representational language in connection with some emotions. And it also helps to explain the awkwardness of representational talk in connection with other emotions: an awkwardness that was always a liability of monolithic representationalist views.     

重大交通肇事司机睡眠打鼾情况调查分析

调查重大肇事司机打鼾的患病率,打鼾和ESS评分的关系以及打鼾对交通事故的影响。对350例肇事司机进行现况问卷调查。结果重大肇事司机的打鼾患病率为44．9％,打鼾司机ESS评分≥9分者明显高于无打鼾司机（X^2=13．64,P〈0．01）,打鼾所致交通事故发生率和其他常见原因接近,肇事司机对打鼾的认知程度低,需引起临床医...     

Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning

Abstract

Critical math and science educators have argued for pedagogies that focus on equity, social justice, and the identities of learners. To inform debates about the purposes and values of math and science pedagogy, we need to better understand how different kinds of curriculum and instruction are taken up by learners over time. This study examines the ways one Latinx immigrant learner, Calvin (a pseudonym), constructed the values and purposes of his earlier math and science learning experiences, as an adult hoping to pursue a career in science. Narrative analysis is used to explore the ways Calvin made sense of his learning of math and science in high school, in community colleges, and on his own. Drawing on the construct of appropriation, we examine the conceptual tools Calvin took up from different math and science pedagogies (reform, critical, and traditional) in narrating his desire to explore and understand scientific phenomena. Narrative frames position Calvin with greater or lesser agency as he navigates different learning environments, imagines possible futures, and constructs the purposes of science and mathematics. The narratives of Calvin’s learning illustrate the conceptual tools he appropriates from reform and social justice pedagogies: real-to-my-life mathematics, learning as connecting and imagining, harder-but-easier math for a purpose, and the ways reading and writing the world can be applied to imagining planets and the universe. The analysis suggests the usefulness of restorying as a way to explore how our pedagogies interact with learners’ subjectivities, desires, values, and purposes for learning.     

Solving the (Real) Other Minds Problem

People care about others’ thoughts, feelings, and intentions but can have considerable difficulty reading others’ minds accurately. Recent advances in understanding how people make such inferences provide significant insight into when people are likely to be reasonably accurate mind readers and when they are not. People tend to reason about others’ mental states by starting with their own and only subsequently adjusting that egocentric default to accommodate differences between themselves and others. Such adjustments tend to be insufficient, rendering final estimates egocentrically biased. When more information about others is available, people tend to rely on existing stereotypes or other expectations to intuit others’ mental states. Systematic errors resulting either from excessive egocentrism or inaccurate expectations can lead to miscommunication, misunderstanding, and social conflict, but these biases also suggest useful strategies for improving mind reading in everyday life.     

Gold Medal Award for Life Achievement in the Science of Psychology

The American Psychological Foundation (APA) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2008 recipient of the American Psychological Foundation (APF) Gold Medal Award for Life Achievement in the Science of Psychology is Alice H. Eagly. A citation, biography, and selected bibliography for Alice H. Eagly are provided in this article.