Sex Differences in a Causal Model of Career Maturity

Existing theories of career development are based primarily on observations of White, middle-class men. This has prompted many writers to question the validity of these theories and to consider the development of a separate theory of career development for women. But before a separate theory can be justified, it must be established that sex differences in the career development process do exist. The purpose of this study was twofold: first, to determine if sex differences exist in the way six independent variables interact in a causal model of career maturity, and, second, to compare the relative strengths of each variable's effect on career maturity for boys and for girls. The results suggest that, although the basic causal patterns are similar for adolescent boys and girls, significant sex differences exist as well. The observed differences are consistent with Gilligan's hypothesized “relational component of identity.”     

German readers of dewey — before 1933 and after 1945

Few pedagogical theories and practices have met with such strong reactive ambivalence in Germany as Dewey’s. As it contained the ideas of democracy and pragmatism it clashed with the monarchial and idealistic patterns of school-practice and pedagogic theory right from the beginning. On the other hand, reformists of all kinds were overwhelmed with enthusiasm. But even in the democratic phases of political development this ambivalence continued. The tradition of setting metaphysical and religious backgrounds stood in the way of a free examination of Dewey. Therefore, the reception has, up until now, been signed by mistakes and misinterpretations, but also by a minority of fruitful debates.     

Verhaltensgenetik

Behavioural genetics has provided ample evidence for the influence of genes on personality traits and psychological disorders. In this review, the methodological strategies of behavioural genetics are described and study results with special relevance for psychotherapists are highlighted.Moreover, some traditional myths and misunderstandings are discussed. In particular, two findings are underscored: While genetic factors substantially contribute to the development of personality traits, environmental influences shared by the members of a family appear to be virtually absent. In contrast, environmental factor specific to an individual seem to play an important role.Second, genes do not only have a direct impact on the development of psychological disorders, but also act in an indirect way by increasing the probability of exposure to stressful life events which in turn function as risk factors for psychological disorders. It is concluded that research should incorporate both genetic and environmental factors to be able to evaluate their relative impact and elucidate the interaction of nature and nurture.     

性别发展的生物学取向研究述评

当前解释性别发展的理论主要有三种取向：生物学取向、社会化取向、认知取向。近年来,生物学取向日益受到关注并得到认可和接受。解释性别发展的生物学取向研究主要分为两种视角,即进化心理学和进化发展心理学、跨物种比较等远端进化解释,以及行为遗传学研究、染色体异常研究、荷尔蒙研究、大脑结构和功能研究等近端解释。本文总结阐述了这些生物学因素对性别发展的具体影响,并指出了进化心理学研究、行为遗传学研究、荷尔蒙研究、大脑结构和功能的脑成像研究在研究内容、研究方法与技术方面存在的问题,并据此展望未来研究的前景。     

German Readers of Dewey – Before 1933 and After 1945

Few pedagogical theories and practices have met with such strongreactive ambivalence in Germany as Dewey's. As it contained theideas of democracy and pragmatism it clashed with the monarchial andidealistic patterns of school-practice and pedagogic theory right fromthe beginning. On the other hand, reformists of all kinds wereoverwhelmed with enthusiasm. But even in the democratic phases of political development this ambivalence continued. The traditionof setting metaphysical and religious backgrounds stood in the way of a free examination of Dewey. Therefore, the reception has, upuntil now, been signed by mistakes and misinterpretations, but also by a minority of fruitful debates.     

The Convergence of Counseling and Psychiatric Genetics: An Essential Role for Counselors

Research in psychiatric genetics shows that many mental disorders commonly seen by counselors are associated with the presence of specific genes. Although findings in gene research call for some changes in the way counselors approach intervention, in most cases, the importance of the counseling profession's core commitments is underscored. This article introduces the field of psychiatric genetics, clarifies the importance of counseling interventions in gene‐associated mental disorder, and highlights practice questions stimulated by growing knowledge in pychiatric genetics.     

Care of the Self and Patient Participation in Genetic Discourse: A Foucauldian Reading of the Surgeon General's “My Family Health Portrait” Program

Critics of genetic discourse are concerned that deterministic and discriminatory views of genetics are increasingly becoming adopted. These views argue that current genetic discourse becomes a source of power whereby powerful institutions harm people with so-called “bad” genes. This essay argues that current analyses of the power of genetics discourse are grounded in an improper reading that disempowers patients. Deploying Michel Foucault's concept “care of the self,” this essay claims that genetics discourse is better understood as a way that patients take on power through rhetoric rather than a force that has power over patients. Through a close reading of the “My Family Health Portrait” program, this paper argues that patients experience a process of “subjection” wherein they become agents of and objects of genetics discourse both. This alternative mode of analyzing the power of genetics discourse has implications for our collective understanding of the operations of the care of the self and the uses of genetic information that we propose.     

The Logical Structure of Classical Genetics

We present a reconstruction of so-called classical, formal or Mendelian genetics using a notation which we believe is more legible than that of earlier accounts, and lends itself easily to computer implementation, for instance in PROLOG. By drawing from, and emending, earlier work of Balzer and Dawe (1986,1997), the present account presents the three most important lines of development of classical genetics: the so-called Mendel's laws, linkage genetics and gene mapping, in the form of a theory-net. This shows that the set theoretic representation format used in the structuralist approach to the philosophy of science also applies to the domain of genetic theories. There construction is intended to lend more clarity to theme thodological, philosophical and didactical discussions of the foundations of genetics, and on the other hand to defend a formally, logically minded view of theories which seems to have become contested through the work of Feyerabend, Kuhn and Kitcher. This revised version was published online in August 2006 with corrections to the Cover Date.     

有关西方心理学中生物学化思潮的质疑与思考

从基因的角度认识人的社会行为,以遗传决定论的观点看待心理和行为的产生和发展,这种生物还原论的观点近年来在西方心理学中有着很大的市场。社会生物学、进化心理学和对行为遗传学研究成果的错误理解和解释是这一思潮的主要代表。实际上,基因的作用是有限的,它并不能决定个体的行为选择。个体发展是基因和环境共同作用的产物,心理与行为是受文化制约的,文化决定了个体心理的发展过程。     

Underdetermination,realism and empirical equivalence

Are theories ‘underdetermined by the evidence’ in any way that should worry the scientific realist? I argue that no convincing reason has been given for thinking so. A crucial distinction is drawn between data equivalence and empirical equivalence. Duhem showed that it is always possible to produce a data equivalent rival to any accepted scientific theory. But there is no reason to regard such a rival as equally well empirically supported and hence no threat to realism. Two theories are empirically equivalent if they share all consequences expressed in purely observational vocabulary. This is a much stronger requirement than has hitherto been recognised—two such ‘rival’ theories must in fact agree on many claims that are clearly theoretical in nature. Given this, it is unclear how much of an impact on realism a demonstration that there is always an empirically equivalent ‘rival’ to any accepted theory would have—even if such a demonstration could be produced. Certainly in the case of the version of realism that I defend—structural realism—such a demonstration would have precisely no impact: two empirically equivalent theories are, according to structural realism, cognitively indistinguishable.     

“What is this Genetics,Anyway?” Understandings of Genetics,Illness Causality and Inheritance Among British Pakistani Users of Genetic Services

Misconceptions about basic genetic concepts and inheritance patterns may be widespread in the general population. This paper investigates understandings of genetics, illness causality and inheritance among British Pakistanis referred to a UK genetics clinic. During participant observation of genetics clinic consultations and semi-structured interviews in Urdu or English in respondents’ homes, we identified an array of environmental, behavioral and spiritual understandings of the causes of medical and intellectual problems. Misconceptions about the location of genetic information in the body and of genetic mechanisms of inheritance were common, reflected the range of everyday theories observed for White British patients and included the belief that a child receives more genetic material from the father than the mother. Despite some participants’ conversational use of genetic terminology, some patients had assimilated genetic information in ways that conflict with genetic theory with potentially serious clinical consequences. Additionally, skepticism of genetic theories of illness reflected a rejection of a dominant discourse of genetic risk that stigmatizes cousin marriages. Patients referred to genetics clinics may not easily surrender their lay or personal theories about the causes of their own or their child’s condition and their understandings of genetic risk. Genetic counselors may need to identify, work with and at times challenge patients’ understandings of illness causality and inheritance.     

行为遗传学：从宏观到微观的生命研究

行为遗传学是在多门学科发展的基础上形成的一门交叉学科。从19世纪末期到现在,行为遗传学已跨入第三个世纪。从孟德尔单基因遗传定律到多基因系统与环境交互作用影响复杂的人类行为,从传统的计量遗传学研究到连锁、关联研究再到功能基因组学技术的应用,无论在思想体系还是研究方法上,行为遗传学都取得了突破性进展。尽管行为遗传学在阐明基因究竟怎样影响行为的道路上仍处于起步阶段,但毋庸置疑,这一学科的进步将有助于人类了解自身行为,减轻人类病痛,并最终推动整个社会健康发展。     

人类行为遗传学的伦理问题

行为遗传学是试图定位与行为特性有关的特殊基因或基因组及了解基因与环境之间复杂关系的一种研究.行为遗传学是研究正常范围内的非病理变化,与人类疾病遗传学存在差异.行为遗传学研究面临许多伦理学问题,诸如,智力的遗传性,基因能否决定一切,生物社会学与人类文化评估,生命伦理学与行为遗传学的关系等,因此,对行为遗传学研究结果的阐述必须十分谨慎.     

Raz on the Right to Autonomy

Abstract: In The Morality of Freedom, Joseph Raz argues against a right to autonomy. This argument helps to distinguish his theory from his competitors'. For, many liberal theories ground such a right. Some even defend entirely autonomy‐based accounts of rights. This paper suggests that Raz's argument against a right to autonomy raises an important dilemma for his larger theory. Unless his account of rights is limited in some way, Raz's argument applies against almost all (purported) rights, not just a right to autonomy. But, on the traditional way of limiting accounts like his, Raz's account actually supports the conclusion that people have a right to autonomy. So, unless there is another way of limiting his account that does not have this consequence, Raz's argument against a right to autonomy does not go through.     

Folk Platitudes as the Explananda of Philosophical Metaethics: Are They Accurate? And Do They Help or Hinder Inquiry?

The field of metaethics, the branch of moral philosophy that examines the nature and status of morality, is rich in theoretical diversity. Nonetheless, a majority of professional philosophers embrace a subset of theories that affirm the existence of objective moral facts. I suggest that this may be related to the very method that philosophers use to construct metaethical theories. This method involves analyzing how ordinary people think and argue about morality. Analysis of ordinary moral discourse is meant to reveal common platitudes (or truisms) about the nature of morality itself, including the platitude that morality trades in objective moral facts. But do philosophers investigate ordinary moral discourse in any systematic way? How do they arrive at such platitudes? On what grounds are they justified? In this paper, I critically examine these questions and argue that a) any such platitudes need to be investigated systematically through empirical research and b) philosophers ought to be engaged in this research themselves.

     

Nuclear Boundaries: Material and Discursive Containment at the Hanford Nuclear Reservation

Abstract

Current controversies in the field of genetics are provoking a reassessment of claims that race is socially constructed. Drawing upon Bruno Latour's model of how to analyse scientific controversy, this article argues that race is ‘gaining in reality’ in such a way that renders claims about its social construction tenuous and uncertain. Such claims can be seen as failing in two key regards. The first relates to changes in the way genetics is practised and promoted, which are undermining the stability of fundamental assertions that there is ‘no biological basis for race’ or that ‘race does not exist’. The second involves the confusion of analytical domains in making assertions about race. This problem stems from investing genetics research with hopes that it would reveal the ‘truth’ about race. This confidence has led to equating the ‘cultural’ with ‘bias’, while ignoring the cultural dynamics which shape race. Subsequently, I argue for making a domain claim for the primacy of cultural analysis that does not simply dismiss the possible relevance of biology or genetics to racial issues.     

Genetics and educational psychology

Background: Molecular genetics, one of the most energetic and exciting areas of science, is slowly but surely coming to educational psychology. Aims: We review recent molecular genetic research on learning disabilities as a sign of things to come in educational psychology. We also consider some misconceptions about genetics that have slowed the acceptance of genetics in educational psychology. Samples: Diverse samples of children with learning disabilities have been studied, primarily in the UK and the USA. Methods: Linkage analysis can detect genes that have large effects on learning disabilities. Association analysis can detect genes of much smaller effect size, which is important because common disorders such as learning disabilities are likely to be influenced by many genes as well as by many environmental factors. Results: For reading disability, replicated linkages have been identified on chromosomes 6, 15 and 18. A gene responsible for a rare type of language impairment has recently been identified. For common language impairment, linkages on chromosomes 16 and 19 have recently been reported. More than 200 genetic disorders, most extremely rare, include mental retardation among their symptoms, and chromosomal abnormalities are a major cause of mental retardation. Conclusions: Although finding specific genes associated with learning disabilities is unlikely to have much of a direct application for teachers in the classroom, such findings will have far‐reaching implications for diagnosis, treatment and prevention of learning disabilities and for research in educational psychology. Educational psychology has been slower to accept evidence for the importance of genetics than other areas of psychology in part because of misconceptions about what it means to say that genetics is important for common complex disorders such as learning disabilities.     

Imprinted genes, cognition and behaviour

The idea that genes can influence behavioural predispositions and their underlying psychological determinants is becoming increasingly tractable. In this article, recent findings are reviewed on a special type of inheritance, related to the transmission of traits via what have been termed 'imprinted' genes. In imprinted genes one allele is silenced according to its parental origin. This results in the inheritance of traits down the maternal or paternal line, in contrast to the more frequent mode of inheritance that is indifferent to the parental origin of the allele. Drawing on the advances made possible by combining the approaches of cognitive neuropsychology, behavioural neuroscience and contemporary molecular genetics, the detailed evidence for imprinted effects on behavioural and cognitive phenotypes is considered, focusing on findings from mental disorders, Turner's syndrome and experimental work in animal models. As prevailing evolutionary theories stress an essential antagonistic role of imprinted effects, these data might link such apparently diverse issues as neurodevelopment and the vulnerability to mental disease with the 'battle of the sexes', as joined at the level of cognitive and behavioural functioning.     

Paraconsistent vagueness: a positive argument

Paraconsistent approaches have received little attention in the literature on vagueness (at least compared to other proposals). The reason seems to be that many philosophers have found the idea that a contradiction might be true (or that a sentence and its negation might both be true) hard to swallow. Even advocates of paraconsistency on vagueness do not look very convinced when they consider this fact; since they seem to have spent more time arguing that paraconsistent theories are at least as good as their paracomplete counterparts, than giving positive reasons to believe on a particular paraconsistent proposal. But it sometimes happens that the weakness of a theory turns out to be its mayor ally, and this is what (I claim) happens in a particular paraconsistent proposal known as subvaluationism. In order to make room for truth-value gluts subvaluationism needs to endorse a notion of logical consequence that is, in some sense, weaker than standard notions of consequence. But this weakness allows the subvaluationist theory to accommodate higher-order vagueness in a way that it is not available to other theories of vagueness (such as, for example, its paracomplete counterpart, supervaluationism).