Nietzsche on morality as a “sign language of the affects”

Abstract

This article argues that Nietzsche’s meta-ethics is basically a form of sentimentalism (as opposed to cognitivism), but a form of sentimentalism that includes cognitive components in the sentiments that are involved. The article also ascribes to Nietzsche the more original position that the moral sentiments in question vary dramatically between historical periods, cultures, and even individuals, sometimes indeed to the point of becoming inverted between one case and another. Finally, the article also attributes to Nietzsche a hermeneutic insight into certain problems that this situation causes for the accurate interpretation of other people’s (moral) viewpoints. Along the way, the article in addition argues that Nietzsche’s positions on all these issues were molded not only by such well-known influences as Paul Rée and Hume, but also, and indeed more strongly, by Herder (and Hegel), and it develops some grounds for thinking that the positions in question are highly plausible ones.     

Learning about the equal sign: Does comparing with inequality symbols help?

This study investigated whether instruction that involves comparing the equal sign with other relational symbols is more effective at imparting a relational interpretation of the equal sign than instruction about the equal sign alone. Third- and fourth-grade students in a comparing symbols group learned about the greater than, less than, and equal signs and had the opportunity to compare the inequality symbols with the equal sign. Students in an equal sign group learned about the equal sign only. A third group of students served as a control group. Three aspects of students’ knowledge were assessed before and after the lesson: (a) conceptual understanding of the equal sign, (b) equation encoding, and (c) problem solving. Students in the comparing symbols group showed greater gains in conceptual understanding from pretest to posttest than students in the other two groups, and students in the comparing symbols group also scored higher on a posttest that assessed knowledge about inequality symbols and inequality problem solving. Thus, they learned about three symbols in the same amount of time as other students learned about the equal sign alone or not at all. Therefore, an instructional approach involving comparison can be an effective tool for learning about concepts in mathematics.     

Not wanting parents' involvement: Sign of autonomy or sign of problems?

The present study investigated whether adolescents' desires to manage their own free time, without parents' involvement, reflected problems or healthy independence. Participants were 1057 adolescents, their parents, and teachers. Initially, wanting parental involvement was related to disclosure, parental knowledge, and positive adjustment across contexts and wanting low parental involvement was related to negative adjustment. With closer examination of adolescents, two groups of adolescents who were similar on desires for low parental involvement but who differed on parental desires for involvement were uncovered. Those adolescents who wanted low parental involvement and whose parents desired involvement were consistently linked to poor adjustment in multicontexts. Those adolescents who wanted low parental involvement and whose parents wanted low parental involvement did not have more problems than their wanting parental involvement peers. Results indicate that not wanting parental involvement should be studied in terms of multiple developmental patterns.     

When deaf signers read English: do written words activate their sign translations?

Deaf bilinguals for whom American Sign Language (ASL) is the first language and English is the second language judged the semantic relatedness of word pairs in English. Critically, a subset of both the semantically related and unrelated word pairs were selected such that the translations of the two English words also had related forms in ASL. Word pairs that were semantically related were judged more quickly when the form of the ASL translation was also similar whereas word pairs that were semantically unrelated were judged more slowly when the form of the ASL translation was similar. A control group of hearing bilinguals without any knowledge of ASL produced an entirely different pattern of results. Taken together, these results constitute the first demonstration that deaf readers activate the ASL translations of written words under conditions in which the translation is neither present perceptually nor required to perform the task.     

Shared road is double happiness: Evaluation of a “Share the road” sign

A road sign with the text «Share the road» and a picture of a smiling cyclist and a passing car was evaluated in a before–after study with surveys among cyclists and car drivers. The sign was set up at two sites on a test road near Oslo in summer 2014. A similar road was used as a comparison. About two thirds of the participants on the test road had noticed the sign. The majority liked it and agreed with its message. Cyclists have more often noticed the sign than car drivers have and they were somewhat more positive towards the sign. Effects on self-reported behavior and the perceived behavior of others were evaluated by comparing changes from the before- to the after-period between test and comparison road. Self-reported behavior of both cyclists and car drivers has improved on the test road after the sign was set up, especially in overtaking situations, and these results are in accordance with how cyclists and car drivers perceived each other’s behavior. The general perception of other road users has improved as well. The results are most likely representative of similar roads with a large proportion of car traffic that is related to recreation and a relatively low level of conflict.     

Diminished heart rate complexity in adolescent girls: a sign of vulnerability to anxiety disorders?

Background and Objectives: Diminished heart rate variability has been found to be associated with high anxiety symptomatology. Since adolescence is the period of onset for many anxiety disorders, this study aimed to determine sex- and anxiety-related differences in heart rate variability and complexity in adolescents.

Methods: We created four groups according to sex and anxiety symptomatology: high-anxiety girls (n?=?24) and boys (n?=?25), and low-anxiety girls (n?=?22) and boys (n?=?24) and recorded their cardiac function while they performed regular school activities. A series of two-way (sex and anxiety) MANOVAs were performed on time domain variability, frequency domain variability, and non-linear complexity.

Results: We obtained no multivariate interaction effects between sex and anxiety, but highly anxious participants had lower heart rate variability than the low-anxiety group. Regarding sex, girls showed lower heart rate variability and complexity than boys.

Conclusions: The results suggest that adolescent girls have a less flexible cardiac system that could be a marker of the girls’ vulnerability to developing anxiety disorders.     

“We’re a walking picket sign”: Management of a Stigmatized Religious Identity

This study analyzes qualitative data from interviews with 18 members of the Westboro Baptist Church (WBC) focusing on the group’s religious identity and relationships with “mainstream” society. Two primary themes emerged. First, the WBC religious identity appears to hinge on external conflict with society which is promoted by their core religious ideology and negotiated through various stigma management strategies. Second, members of the church enjoy strong internal group cohesion promoted by their religious ideology and symbolic boundaries that separate them from outside institutions. This study therefore suggests stigmatization offers social benefits to members of the WBC in addition to social consequences.     

Alteration of rhythmic unimanual tapping and anti-phase bimanual coordination in Alzheimer’s disease: A sign of inter-hemispheric disconnection?

Little attention is paid to motor control in Alzheimer’s disease (AD) although it is a relevant sign of central nervous system integrity and functioning. In particular, unimanual and bimanual tapping is a relevant paradigm because it requires intra- and inter-hemispheric transfer (IHT). Previous results indicate that both unimanual and anti-phase tapping requires more IHT than in-phase tapping, especially produced without external stimulation. The aim of the present study was to test the production of unimanual, bimanual in-phase and anti-phase tapping with a synchronization-continuation paradigm with and without visual stimulation in AD patients (N = 9) and control participants (N = 12). In accordance with our hypothesis, these results suggest that unimanual and anti-phase tapping is more altered in AD than in control participants. Moreover, performance is globally more variable in the AD group. These alterations are discussed in terms of possible IHT modulation, in line with functional and structural findings in AD, revealing changes in the connectivity of brain regions across hemispheres and white matter damage.     

A “word length effect”for sign language: Further evidence for the role of language in structuring working memory

We report a sign length effect in deaf users of American Sign Language that is analogous to the word length effect for speech. Lists containing long signs (signs that traverse relatively long distances) produced poorer memory performance than did lists of short signs (signs that do not change in location). Further, this length effect was eliminated by articulatory suppression (repetitive motion of the hands), and articulatory suppression produced an overall drop in performance. The pattern of results, together with previous findings (Wilson & Emmorey, 1997), provides evidence for a working memory system for sign language that consists of a phonological storage buffer and an articulatory rehearsal mechanism. This indicates a close equivalence of structure between working memory for sign language and working memory for speech. The implications of this equivalence are discussed.     

Does ‘Wanting the Best’ create more stress? The link between baby sign classes and maternal anxiety

This study investigated whether gesturing classes (baby sign) affected parental frustration and stress, as advertised by many commercial products. The participants were 178 mother–infant dyads, divided into a gesture group (n=89) and a non‐gesture group (n=89), based on whether they had attended baby sign classes or not. Mothers completed a background demographics questionnaire and the Parenting Stress Index. Gesturing mothers had higher total stress scores, with higher scores on the child domain, despite having similar backgrounds to non‐gesturing mothers. There was no relationship between the frequency or duration of gesture use and stress scores. It is suggested that gesturing mothers had higher pre‐existing stress and were attracted to gesture classes because of the promoted benefits, which include stress reduction, although class attendance did not alleviate their stress. The possibility that attending gesturing classes made mothers view their infant in a more negative way, due to their heightened expectations not being met, is also discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

At the first sign of trouble or through thick and thin? When nonconformity is and is not disengagement from a group

The current research tests the prediction that nonconformity can reflect engagement with rather than disengagement from social groups. We present two studies that contained indices of both nonconformity and disengagement to examine their relationship under different circumstances and to dissociate two forms of nonconformity: individually oriented vs. collectively oriented. Study 1 demonstrates that thinking about how a group norm may cause individual harm triggers a type of nonconformity that is associated with disengagement from the group, whereas thinking about how a norm may cause collective harm triggers a type of nonconformity that is not associated with disengagement. Study 2 investigates the relationship between nonconformity and disengagement among group members that vary in their level of collective identification. We demonstrate that whereas nonconformity among weakly identified group members is associated with disengagement, this is not the case among strong identifiers.