Is happiness having what you want, wanting what you have, or both?

Rabbi Hyman Schachtel (1954) proposed that "happiness is not having what you want, but wanting what you have" (p. 37). In two studies, we tested Schachtel's maxim by asking participants whether or not they had and the extent to which they wanted each of 52 material items. To quantify how much people wanted what they had, we identified what they had and the extent to which they wanted those things. To quantify how much people had what they wanted, we identified how much they wanted and whether or not they had each item. Both variables accounted for unique variance in happiness. Moreover, the extent to which people wanted what they had partially mediated effects of gratitude and maximization on happiness, and the extent to which they had what they wanted partially mediated the effect of maximization. Results indicate that happiness is both wanting what you have and having what you want.     

The Convergent Conceptions of Being in Mainstream Analytic and Postmodern Continental Philosophy

This article argues that there is ultimately a very close convergence between prominent conceptions of being in mainstream Anglo‐American philosophy and mainstream postmodern Continental philosophy. One characteristic idea in Anglo‐American or analytic philosophy is that we establish what is meaningful and so what we can say about what is, by making evident the limits of sense or what simply cannot be meant. A characteristic idea in Continental philosophy of being is that being emerges through contrast and interplay with what it is not, with what has no being at all and so is beyond sense. The two traditions consequently conceive being in significantly related ways. As a result, what the Continental tradition gets at with “the meaning of being as such and in general,” and how it gets at it, has much in common with what the Anglo‐American tradition gets at, and how it gets at it, by establishing “what can be meaningfully said.”     

Debunking arguments and metaphysical laws

Philosophical Studies - I argue that one’s views about which “metaphysical laws” obtain—including laws about what is identical with what, about what is reducible to what,...     

Saying what you mean, meaning what you say: language, interaction and interpretation

As analysts, we strive to say what we mean, which involves understanding the other person's communication, finding the appropriate form of words to articulate what we have understood, and expressing them in the tone of voice which can be heard. Meaning what we say refers to the authenticity of our response, that what we say is sincere. My theme touches on different ways of saying what we mean and how this can affect the meaning of what we say. Some of the issues are aesthetic, some grammatical. How some sentence structures lead to closing off communication while others open it.     

The Essence of Psycho-Analysis as Opposed to What Is Secondary

This paper's purpose is to differentiate what is essential to psycho-analysis to what is actually not part of psycho-analysis at all but something peripheral that has become associated with it. The paper makes therefore a differentiation between what is secondary to psycho-analysis and what is primary.     

Influence of postural regulation in male judokas' direction of falls: comment on Paillard, et al. (2005)

The survey of Paillard pinpoints three important areas of reflection: what new knowledge is added, what are the internal perspectives, and what are the external perspectives.     

Why There Still Are No People

This paper argues that there are no people. If identity isn't what matters in survival, psychological connectedness isn't what matters either. Further, fissioning cases do not support the claim that connectedness is what matters. I consider Peter Unger's view that what matters is a continuous physical realization of a core psychology. I conclude that if identity isn't what matters in survival, nothing matters. This conclusion is deployed to argue that there are no people. Objections to Eliminativism are considered, especially that morality cannot survive the loss of persons.     

The Productivity of Wh‐ Prompts when Children Testify

Wh‐ prompts (what, how, why, who, when, and where) vary widely in their specificity and accuracy, but differences among them have largely been ignored in research examining the productivity of different question types in child testimony. We examined 120 six‐ to 12‐year‐olds' criminal court testimony in child sexual abuse cases to compare the productivity of various wh‐ prompts. We distinguished among wh‐ prompts, most notably the following: what/how‐happen prompts focusing generally on events, what/how‐dynamic prompts focusing on actions or unfolding processes/events, what/how‐causality prompts focusing on causes and reasons, and what/how‐static prompts focusing on non‐action contextual information regarding location, objects, and time. Consistent with predictions, what/how‐happen prompts were the most productive, and both what/how‐dynamic prompts and wh‐ prompts about causality were more productive than other wh‐ prompts. Prosecutors asked proportionally more what/how‐dynamic prompts and fewer what/how‐static prompts than defense attorneys. Future research and interviewer training may benefit from finer discrimination among wh‐ prompts. Copyright © 2016 John Wiley & Sons, Ltd.     

Premarital sex: attitudes and behavior by dating stage

Using data gathered from a sixty-three item dating and mate-selection questionnaire completed by two hundred and eighty student and nonstudent respondents, this study investigates the differences between what people believe is proper premarital sexual behavior, what they do and what they think others are doing at five stages of dating. It was found that persons are most restrictive in what they believe is proper conduct, more permissive in their reported behavior, and most permissive in their perception of what others are doing. During the early stages of dating, males and females differ widely in their outlook as to what is proper behavior and also in their reported behavior. Other studies which failed to take dating stage into consideration may have missed important gender differences in the early period of dating.     

Postmodern Thought and Christian Education

This article examines the impact of postmodern thought on Christian education. It briefly defines postmodern perspectives and their impact on reasoning in a Christian context and examines specific postmodern positions on the notion of truth and its validity or rationality. Education has been impacted by postmodern thought by an opening of thinking about the ways of knowing which include more than empirical or technical ways of knowing. Postmodernism argues that meaning is negotiated rather than being exact and limiting. As popular trends and popular culture bring postmodern thought to everyone, the impact on the thinking of Christian students and educators is examined to encourage discovery of what fits in Christian thought and what does not. The impact of what postmodern thought means and does in higher education is discussed as a challenge for all educators. A comparison in a Christian context, of modern and postmodern positions, examines what is good from modernism and what is not, as well as what is good about postmodernism in order to know what to keep and what to discard. As postmodernism opens the way for acceptance of multiple perspectives, Christian educators are challenged to examine their own systems of thought and to know how best to deliver instruction in a Christian context.     

看与思的方式：在意会与言传之间——医学人文困境与反思

一方面,在现象层面,反映的是人对自身生命尚缺乏应有的理解与有效掌控;另一方面,在药物技术的医事背后,反映的是医学的深层社会问题,即：医学关注的与真实生命需要的是否吻合？医学能做的与人希望的是否一致？医学是否需要反思未来走向？     

Factors and fictions in person perception: A reply to lamiell,Foss, and Cavenee1

The systematic distortion hypothesis states that under difficult memory conditions judges infer what “must” have happened from their general model of what the world is like and/or find it easier to retrieve conceptually affiliated memory items. The hypothesis further states that lay conceptual schemes “tend to be innacurate with respect to how behaviors covary, confusing ‘what is like what’ with ‘what goes with what’” (Shweder & D'Andrade, 1979), and that interbehavior correlations derived from memory-based ratings cannot be considered valid evidence for the objective existence of proposed personality traits, factors or syndromes. The systematic distortion hypothesis is clarified with reference to the Lamiell, Foss, and Cavenee “critique” (1980). That “critique,” it is argued, is neither a test of the systematic distortion hypothesis nor a critique. What Lamiell, Foss, and Cavenee demonstrate is that the validity of the systematic distortion hypothesis does not depend upon the unrealistic assumption that observers are capable of reporting only what they expect to see.     

You Don't Say?

This paper defends a purely semantic notionof what is said against various recent objections. Theobjections each cite some sort of linguistic,psychological, or epistemological fact that issupposed to show that on any viable notion of what aspeaker says in uttering a sentence, there ispragmatic intrusion into what is said. Relying on amodified version of Grice's notion, on which what issaid must be a projection of the syntax of the utteredsentence, I argue that a purely semantic notion isneeded to account for the linguistically determinedinput to the hearer's inference to what, if anything,the speaker intends to be conveying in uttering thesentence.     

Psychotische übertragung

The paper examines the problems concerning psychotic transference that are discussed controversially, including what are the structural and dynamic features, what is the significance for the therapeutic process and what importance is placed on working through psychotic transference.     

责任的二重性及责任意识的培养——基于心理学的视野

责任就是做好分内应做之事,既包括职务客观要求的“应做之事”,也包括个体主观认同的“分内之事”,体现出客观与主观二重性。这一特性决定了责任意识包含对应做之事进行客观认识的“责任认知”与对分内之事进行主观认同的“责任情感”二个方面。培养责任认知可以按照传统的教育方法,但责任情感的培养却需另辟蹊径。该文基于心理学的研究成果,从责任分散效应、责任归因理论与角色扮演理论等出发提出了培养责任意识的几条途径。     

Rules and topics in conversation

Rules of conversation are given that specify what can follow what. A system for deciding what makes a reasonable subject for a conversation is shown. Topics are discussed and rules for topic shift are presented.     

The pragmatic circle

Classical Gricean pragmatics is usually conceived as dealing with far-side pragmatics, aimed at computing implicatures. It involves reasoning about why what was said, was said. Near-side pragmatics, on the other hand, is pragmatics in the service of determining, together with the semantical properties of the words used, what was said. But this raises the specter of ‘the pragmatic circle.’ If Gricean pragmatics seeks explanations for why someone said what they did, how can there be Gricean pragmatics on the near-side? Gricean reasoning seems to require what is said to get started. But then if Gricean reasoning is needed to get to what is said, we have a circle.     

The motivation question

Philosophical Studies - How does it happen that our beliefs about what we ought to do cause us to intend to do what we believe we ought to do? This is what John Broome calls the “motivation...     

Epistemic Instrumentalism and Reasons for Belief: A Reply to Tom Kelly's "Epistemic Rationality as Instrumental Rationality: A Critique"

Tom Kelly argues that instrumentalist accounts of epistemic rationality fail because what a person has reason to believe does not depend upon the content of his or her goals. However, his argument fails to distinguish questions about what the evidence supports from questions about what a person ought to believe . Once these are distinguished, the instrumentalist can avoid Kelly's objections. The paper concludes by sketching what I take to be the most defensible version of the instrumentalist view.