What is Working,What is Not,and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction

Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. Thus, the primary questions driving this research are as follows: (1) what course characteristics moderate the effectiveness of ethics instruction?, and (2) have ethics education and training efforts improved? Findings suggest that professional, focused, and workshop-based training programs are especially effective for improving business ethics. However, results also reveal considerable problems with many of the criteria used to evaluate the effectiveness of business ethics interventions. Practical suggestions for course design and evaluation in business ethics efforts are discussed along with future research needs.     

What is to be done in the history of philosophy

Because the History of Philosophy is a branch of both History and Philosophy, it faces tasks which are Historical, tasks which are Philosophical, and tasks which overlap both. As Philosophy typically flourishes by incorporating and assimilating ideas and bodies of text which have either not previously been part of its stock in trade or have been forgotten, the main task facing the History of Philosophy today is that of developing serious scholarship in areas that have been largely neglected, such as Philosophy in Arabic and Persian as well as in Sanskrit and Chinese.     

Programmed instruction: What it is and how to do it

Five behaviorological features of programmed instruction are outlined: behavioral objectives, reinforcement, activity rate: high and relevant, successive approximation, and mastery progression. Each of these topics is explained, and examples are given to illustrate the differences between programmed instruction and the more common transmission model of teaching. A final section provides suggestions on specific techniques of successive approximation.     

伪科学以什么威胁科学和社会

2003年5月26日俄罗斯科学院主席团例会。会上全体委员听取了俄罗斯科学院反伪科学委员会和反科学造假主席、科学院院士Э·П·克鲁格利亚科夫所做的题为:“伪科学以什么威胁科学和社会”主题报告。以下是其报告的主要内容。他说,俄罗斯政府对科学的态度正在向好的方面转变,但社会上存在着有影响的故意降低科学作用的势力。比如国内一份发     

What,and Where,Luck is: A Response to Jennifer Lackey

In ‘What Luck Is Not’, Lackey presents counterexamples to the two most prominent accounts of luck: the absence of control account and the modal account. I offer an account of luck that conjoins absence of control to a modal condition. I then show that Lackey's counterexamples mislocate the luck: the agents in her cases are lucky, but the luck precedes the event upon which Lackey focuses, and that event is itself only fortunate, not lucky. Finally I offer an account of fortune. Fortune is luck-involving, and therefore easily confused with luck, but it is not itself lucky.     

What it is like to see: A sensorimotor theory of perceptual experience

The paper proposes a way of bridging the gapbetween physical processes in the brain and the 'felt'aspect of sensory experience. The approach is based onthe idea that experience is not generated by brainprocesses themselves, but rather is constituted by theway these brain processes enable a particular form of'give-and-take' between the perceiver and theenvironment. From this starting-point we are able tocharacterize the phenomenological differences betweenthe different sensory modalities in a more principledway than has been done in the past. We are also ableto approach the issues of visual awareness andconsciousness in a satisfactory way. Finally weconsider a number of testable empirical consequences,one of which is the striking prediction of thephenomenon of 'change blindness'.     

What is meant by telling the truth: Bonhoeffer on the ethics of disclosure

This article explores Dietrich Bonhoeffer's writings on truth telling with reference to the problem of medical error in the US, the UK, and other developed nations, with particular attention to physicians' resistance to disclosing their own mistakes to injured patients and their families. The brief essay 'What is Meant by "Telling the Truth"?' and its historical context--Bonhoeffer's imprisonment and interrogation in 1943--is proposed as a text for medical ethicists and others seeking to overcome the barrier of the 'hidden curriculum' within the culture of medicine, which encourages medical students and physicians to conceal their errors and to fear disclosure.     

How lexical decision is affected by recent experience: Symmetric versus asymmetric frequency-blocking effects

In a lexical decision task (LDT) in which list composition is manipulated, a typical finding to date has been a slowdown for easy items (e.g., high-frequency words) but little speedup for hard items (e.g., low-frequency words) when they are mixed together. This asymmetric frequency-blocking effect contrasts with the symmetric pattern (both a speedup for hard items and a slowdown for easy items when they are mixed together) observed with the naming task. In the present study, we investigated the mechanism responsible for the asymmetric blocking effect in the LDT within a model of blocking effect proposed by Mozer, Kinoshita, and Davis (2003), termed the adaptation-to-the-statistics-of-the-environment (ASE) model. Experiments 1A and 1B showed that when the same high- and low-frequency words were used, consistent with the existing literature, an asymmetric blocking effect was found in the LDT and a symmetric blocking effect was found in the naming task. Within the ASE model, a symmetric versus asymmetric blocking effect can be explained in terms of different asymptotic rates in subjective estimates of error probability. Experiments 2 and 3 tested and confirmed a prediction of the model based on this assumption that a speedup of hard items would be observed in an LDT with hard items whose subjective error probability asymptotes near zero (low-frequency words with high familiarity ratings that subjects could be certain were words). Implications of the model for task differences in reaction times are discussed.     

What you learn is what you see: using eye movements to study infant cross-situational word learning

Recent studies show that both adults and young children possess powerful statistical learning capabilities to solve the word-to-world mapping problem. However, the underlying mechanisms that make statistical learning possible and powerful are not yet known. With the goal of providing new insights into this issue, the research reported in this paper used an eye tracker to record the moment-by-moment eye movement data of 14-month-old babies in statistical learning tasks. Various measures are applied to such fine-grained temporal data, such as looking duration and shift rate (the number of shifts in gaze from one visual object to the other) trial by trial, showing different eye movement patterns between strong and weak statistical learners. Moreover, an information-theoretic measure is developed and applied to gaze data to quantify the degree of learning uncertainty trial by trial. Next, a simple associative statistical learning model is applied to eye movement data and these simulation results are compared with empirical results from young children, showing strong correlations between these two. This suggests that an associative learning mechanism with selective attention can provide a cognitively plausible model of cross-situational statistical learning. The work represents the first steps in using eye movement data to infer underlying real-time processes in statistical word learning.     

Resistance to change produced by access to fixed-delay versus variable-delay terminal links

Pigeons' responding was reinforced on a multiple schedule consisting of two two-link chain schedules presented in regular alternation. Responding in initial links (always variable-interval 60-s) produced a key-color change and access to a terminal link. The terminal link for one chain provided food after a fixed delay (fixed-interval or fixed-time); the terminal link for the other provided food after a variable delay (variable-interval or variable-time). The average duration of the terminal-link schedules was varied across conditions, but in every condition the arithmetic mean of the variable-delay terminal-link schedule was equal to the duration of the fixed delay. Response rates were higher in the initial links of the chains with the variable-delay terminal links. Response-decreasing operations (satiation, extinction) were used after performances reached asymptote. Response rates maintained by access to variable-delay terminal links tended to be more resistant to change than were rates maintained by access to fixed-delay terminal links. These results are consistent with the preference for variable- over fixed-interval terminal links observed with concurrent-chains schedules, suggesting (1) that immediacy of reinforcement influences the conditioned reinforcing potency of access to a terminal link and (2) that choice in concurrent chains and resistance of responding to change may be manifestations of the same effect of reinforcement.     

新型的世界哲学应当是怎样的——从人类命运共同体谈起

人类命运共同体需要一种新型的世界哲学,新型的世界哲学需要从人类的哲学传统,主要是中西印哲学传统中去吸取力量,看待中西印哲学的新方式应为理解其特质提供新的视点:西方哲学重空间,印度哲学重时间,中国哲学时空兼顾。西方哲学这一特质使之引导了世界的现代化进程,这一特质有其真理性的一面,也有非真理的一面,印度哲学和中国亦是如此。新型的世界哲学应由中西印哲学的特质共同形成。