Contemporary Title VII Enforcement: The Song Remains the Same?

Equal employment opportunity (EEO) law is constantly evolving and many changes can happen in 50 years. Title VII of the Civil Rights Act of 1964 has always been the most comprehensive law related to workplace discrimination. Like all laws, Title VII has matured over time, including amendments by Congress, refinement by the courts, and creation and updates of regulations by enforcement agencies. However, there are several controversies that have endured during this maturation process, and this article focuses on four of them: (1) adverse impact theory, (2) reverse discrimination, (3) sexual harassment, and (4) retaliation. There are common issues across these controversies. However, for purposes of exposition, each one is treated as a separate entity. For each of the four controversies, we review historical context, recommend compliance strategies and share best EEO practice recommendations for practitioners and employers.     

Getting to the Core of Close Reading: What do we Really Know and What Remains to be Seen?

Due to the Common Core State Standards, close reading is becoming a common practice in today’s elementary and middle school classrooms. Qualitative content analysis of journal publications was used to determine the (a) prevalence of close reading in the existing literature, (b) knowledge about close reading from the research literature, (c) themes about close reading in practitioner-oriented articles and (d) questions about close reading in the elementary and middle grade language arts classroom. Results reveal that the majority of articles on close reading are situated in the practitioner literature, with a notable lack of research on close reading.     

Counseling and Consulting: Separate Processes or the Same?

This article examines the theoretical similarities and differences between the counseling and consulting processes and finds that differences between the two processes are reflections of the differences found among the counselors who use them.     

Why Cannot Children See as the Same What Grown-Ups Cannot See as Different?— Early Numerical Thinking Revisited

Based on close observations of two 4-year-old children responding to their parents' requests for quantitative comparisons, we offer a "participationist" account of the origins and development of numerical thinking, one that portrays numbers as a product rather than a pregiven object of human communication. In parallel, we propose a participationist reinterpretation of relevant past research, most of which has been guided by the metaphor of learning-as-acquisition (of mental schemes, of concepts, etc.). The point of departure for our analyses is the assumption that thinking can be usefully conceptualized as a special case of activity of communicating and that learning arithmetic can be thought of as a development of a specialized discourse. We claim that the development of this discourse involves the ability to see as "the same" things that, so far, could only be seen as different. In the longer run, this ability will lead to the objectification of the discourse-that is, to the use of number words as if they signified discourse-independent entities "out there" in the world. This development commences in child's ritualized participation in arithmetical routines of grown-ups and continues in a gradual transformation of the rituals into genuine explorations. Paraphrasing Vygotsky (1978), we conclude that the numerical discourse that begins as an interpersonal affair turns in the growing mind into a matter of one's relation with human-independent world. We also claim that this kind of development is a 1-way process, and the change from the interpersonal to between-person-and-the-world outlook, once accomplished, can hardly be reversed.     

Parents Who Abuse: What Are They Thinking?

Child abuse is a major social concern around the world. Important to tackling the problem is an understanding of the mechanisms contributing to abusive parenting. This article brings together research on the cognitive variables associated with abusive or high-risk parenting. Considered are dysfunctional child-centered and parent-centered cognitions as potentially critical correlates of abusive behavior. The development of dysfunctional cognitions is also explored. Cognitive vulnerabilities alone are typically not sufficient for the occurrence of abuse. Interactions with additional factors, such as an ability to inhibit aggression, problem-solving capabilities, parenting skills, social isolation, and societal context are examined.     

Identities: Never the Same Again?

In response to the suggestion of treating identity as a historically bound notion (Matusov and Smith Integrative Psychological and Behavioral Science 46, 2012), its genealogy is further explored. First establishing that identity has been understood in a particular personal way, and that genealogy might carry beyond this conception, as it also carries beyond the notions of class and adolescence that are used to contextualize identity. Then opting for treating historically bound notions as dynamic, studying them in the continuous interaction between conceptualization and practice, as processes and verbs rather than essences and substantives. Finally suggesting to dissociate identity from selfhood by looking at why, when and to whom we need to identify ourselves and also inverting the question: why and when do we ask others to identify themselves? After all, sameness and difference are two sides of a coin called identity, and what is looked at is a matter of how it is looked at.     

What is a Seminar? Two Views of the Same Course

This article presents a methodology for a feminist theology of education based on reflection of women's educational experience in light of historical and contemporary theological works, especially the writing of Julian of Norwich. It argues for hospitality as a metaphor for theological education and suggests an understanding of the student, teacher, and environment of education that can create hospitality in the classroom.     

Hope and General Self-efficacy: Two Measures of the Same Construct?

The aim of this study was to test the extent to which hope measure is equivalent to general self-efficacy measure. Questionnaire data on these two constructs and other external variables were collected from 199 Chinese college students. The factor analytic results suggested that hope and self-efficacy items measured the same construct. The unidimensional model combining hope items and GSE items fit the data as well as the bidimensional model, indicating that their corresponding items measured the same underlying construct. Further analyses showed that hope and GSE did not correlate with external variables differently in a systematic manner. Most of these correlational differences were non-significant and negligible. These findings suggested that the literatures studying GSE and hope could be considered to be integrated and that researchers need to recognize and acknowledge the conceptual and operational similarities among these constructs in the literature.     

Thinking about Morality and Moral Thinking: Is There a Distinction?

ABSTRACT A recent exchange with Shaffer (this issue) reveals several points of agreement underscoring the utility of our subject-based approach to understanding moral thought. Shaffer's latest reply raises the interesting question of whether thinking about morality, the focus of our study, constitutes moral thinking. Our response underscores how Shaffer's approach to studying moral thought differs from our own. More important, we emphasize how disagreements over what constitutes moral thinking can and should be settled empirically.     

Pigeons and Children: What Are the Differences?

The Psychological Record -     

Comparative Philosophy and the Tertium: Comparing What with What,and in What Respect?

Comparison is fundamental to the practice and subject-matter of philosophy, but has received scant attention by philosophers. This is even so in “comparative philosophy,” which literally distinguishes itself from other philosophy by being “comparative.” In this article, the need for a philosophy of comparison is suggested. What we compare with what, and in what respect it is done, poses a series of intriguing and intricate questions. In Part One, I offer a problematization of the tertium comparationis (the third of comparison) by examining conceptualizations of similarity, family resemblance, and analogy, which it is sometimes argued can do without a tertium comparationis. In Part Two, I argue that a third of comparison is already required to determine what is to be compared, and insofar as that determination precedes the comparison that tertium may be called “pre-comparative.” This leads me to argue against incomparability and to show how anything can indeed be compared to anything. In Part Three, I relate my arguments to what is today commonly labelled “comparative philosophy.” Finally, I raise some questions of ontology and politics in order to demonstrate the relevance of a philosophy of comparison.     

What Remains of the Fundamentum Inconcussum in Light of the Modern Sciences of Man?

Transcendental conceptions of subjectivity, beginning with Descartes and including Kant, Fichte, and Husserl as well as neo-transcendental accounts of the 20th century, try to explicate a subject’s subjectivity as a necessary condition for all theoretical and practical validity claims. According to this conception, only this subject-theoretical presupposition allows for an adequate foundation of terms of authorship of action (autonomy) and self-determination. However, the conceptual self-explication of this position faces some inherent difficulties, which has repeatedly been pointed out even by representatives of this school of thought themselves. Moreover, it seems as if the constitutional achievements of transcendental philosophy are increasingly being detached from philosophy: due to the development of the modern sciences of man, they are step by step conceived as objects of empirical research. This paper looks critically into this thesis of detachment.     

Attention and the right-ear advantage: What is the connection?

Dichotic listening originally was a means of studying attention. Half a century ago Doreen Kimura parlayed the dichotic method into a noninvasive indicator of lateralized cerebral language representation. The ubiquitous right-ear advantage (REA) for verbal material was accepted as a concomitant of left-sided language lateralization and preferential conduction of right-ear messages to the left hemisphere. As evidence has accumulated over the past 50years showing the REA to be dynamic and modifiable, the concept of attention has become essential for interpreting the findings. Progress in understanding the role of attention has been manifested as a transition from efforts to document attention effects to efforts to characterize their mechanisms. We summarize the relevant evidence, trace the evolution of explanatory models, and outline contemporary accounts of the role of attention in dichotic listening.     

Fear and Courage in Children: Two Sides of the Same Coin?

This study further investigated the construct of courage in children. Children aged 8–13 years (n = 51) were interviewed about the most courageous action that they had ever performed during their life, and to retrospectively rate their level of fear and courage experienced during that event. On a separate occasion, children also completed the Courage Measure for Children (CM-C) as an index of children’s general level of personal courage, as well as scales for assessing anxiety symptoms and sensation seeking. Results indicated that almost all children (i.e., 94%) indicated that they had carried out a courageous action at some point during their life, although the levels of fear and courage associated with these acts varied considerably. Further, there was no relation between fear and courage reported for the courageous action, but these variables were significantly correlated with respectively anxiety symptoms and personal courage as indexed by the CM-C. Finally, a significant positive correlation was observed between sensation seeking and personal courage, indicating that children who are more thrill and adventure seeking are generally also more courageous. It is concluded that fear and courage in children are largely unrelated and not just two sides of the same coin. The implications of these results for the etiology and treatment of childhood anxiety problems are discussed.     

Demands and capacities or demands and performance?

The Demands and Capacities Model of stuttering purportedly provides a framework for obtaining information concerning a child's capacities for fluency and the demands placed on the child by the environment and for integrating that information in devising individual therapy plans. The current paper analyzes the model, with specific attention to the status of the “capacities” component. It is suggested that the model is more accurately characterized as a Demands and Performance rather than a Demands and Capacity Model because capacities are not actually addressed.     

Words and Drugs: Same Mechanisms of Action?

The therapeutic effects of words, rituals and, more in general, of the whole psychosocial context around the patient, have been investigated over the past few years by using the placebo response as a model. Today we are in a good position to study all these complex psychological factors by using a physiological and neuroscientific approach that uses modern neurobiological tools to probe different brain functions. Since a placebo is represented by the whole ritual of the therapeutic act, the main concept that has emerged today is that words and rituals may modulate the same biochemical pathways that are modulated by drugs. Most of our knowledge about these mechanisms comes from the field of pain, and represents a biomedical, psychological and philosophical enterprise that is changing the way we approach and interpret medicine, psychology and human biology. If on the one hand we know some of the mechanisms of drug action in the central nervous system, on the other we can now understand how the therapist’s words may affect different physiological functions. In fact, the placebo effect and the therapist–patient relationship can be approached by using the same biochemical, cellular and physiological tools of the materia medica. Although the responses to the therapist’s words cannot be reduced merely to the action of a single drug, this represents an epochal transition, in which the distinction between psychotherapy and pharmacotherapy is progressively getting thinner, and which helps us overcome the old dichotomy between psychology and biology.     

Underdetermination and Meaning Indeterminacy: What is the Difference?

The first part of this paper discusses Quine’s views on underdetermination of theory by evidence, and the indeterminacy of translation, or meaning, in relation to certain physical theories. The underdetermination thesis says different theories can be supported by the same evidence, and the indeterminacy thesis says the same component of a theory that is underdetermined by evidence is also meaning indeterminate. A few examples of underdetermination and meaning indeterminacy are given in the text. In the second part of the paper, Quine’s scientific realism is discussed briefly, along with some of the difficulties encountered when considering the ‘truth’ of different empirically equivalent theories. It is concluded that the difference between underdetermination and indeterminacy, while significant, is not as great as Quine claims. It just means that after we have chosen a framework theory, from a number of empirically equivalent ones, we still have further choices along two different dimensions.