La falacia de la validación personal: Más efectos placebo

RESUMEN

En este artículo se pone a prueba la influencia de efectos placebo en la aceptación de informes evaluativos y diagnósticos por los sujetos. Tras introducir brevemente el tema y plantear las hipótesis, los autores describen el método y los resultados de su investigación. En la discusión explican que estos resultados sugieren que la aceptación del diagnóstico que ofrece un profesional es un fenómeno general independiente de las características personales de los individuos que lo reciben, poniendo en entredicho el fenómeno de la validación personal y, al mismo tiempo, interactúa con determinadas características profesionales de los sujetos, ligadas a imágenes de personalidad a las que son más propensos. Los autores también analizan una limitación importante de su trabajo, el tamaño reducido de la muestra, y finalizan destacando que es el contenido del informe, más que el tipo de pruebas o profesionales, lo que parece afectar diferencialmente a distintos grupos profesionales.     

Transperformative education: Toward a new educational paradigm based on transdisciplinarity and artistic performativity

The study we are presenting in this article is based on an analysis of the critical observations of the state of the art of the prevailing educational systems today through evaluations by institutions like the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-Operation and Development and the logical demand for reform that they call for. As a consequence, we posit an approach to the construction of an educational paradigm based on performative education that draws from performance art, transdisciplinary methodology, and a survey of the specialized literature that frames the epistemological and methodological field of education in complex, ever-changing settings. The methodology used is a heuristic comparison in a pedagogical sense that, based on our analysis of state of the art publications from the educational system, outlines the transfer of the characteristics of performance art and transdisciplinary methodology to the model we call Transperformative Education. As a result of this model, we came up with a proposal for a deep-seated paradigmatic shift that entails everything from the modification of institutional educational policies to the ways of teaching and learning, including, of course, a major challenge: a shift in the direction of educational research.     

The Soul Cluster: Reconsideration of a Millennia Old Concept

The article presents a comparative analysis of the theories on conceptions of soul in indigenous and early European traditions. The focal point of the study is the observation that the concept of soul is noticeably complex in aboriginal cultures, and its plural—especially tripartite—nature is the rule rather than the exception. Another observation is that the described pluralism, the number of soul components, and their attributes go through speculative changes as the tradition moves away of tribal origins, which have the shamanic state of consciousness as experiential source of knowledge instead of scholarly theorization. A three-network model of human experience is drawn to support the tripartition cum trilocation concept of soul.     

Dimensions of “uniquely” and “non‐uniquely” human emotions

Emotion scientists often distinguish those emotions that are encountered universally, even among animals ( “primary emotions”), from those experienced by human beings ( “secondary emotions”). No attempt, however, has ever been made to capture the lay conception about this distinction and to find the criteria on which the distinction is based. The first study presented in this paper was conducted in three countries involving four languages, so as to allow for cross‐cultural comparisons. Results showed a remarkable convergence. People from all samples not only differentiated between “uniquely human” and “non‐uniquely human” emotions on a continuum, but they did so on the same basis as the one used by emotion scientists to distinguish between “primary” and “secondary” emotions. Study 2 focused on the implicit use of such a distinction. When confronted with a human (animal) context, participants reacted faster to secondary (vs primary) emotions. The implications of the human uniqueness of some emotions within the social and interpersonal contexts are discussed.     

The vicissitudes of affect in Horney's theory

Abstract

Karen Horney, a Neo-Freudian analyst who immigrated from Germany to the USA, undertook the difficult task of developing a theory that remained concrete psychology without resorting to biology or to metapsychological entelechies. Although her basic construct, as in Freud, is a conflict between nature and culture, nature for her is the naturally endowed real self, which the neurotic abandons bowing to cultural pressures. This process of desertion is teleological and based on imagination, and is also creative. It entails the pursuit of a god-like idealized image of the self shaped according to narrow and despoiled values. Being interpersonal, Horney's theory avoids third-person objectification which creates a false distance; it thus remains (inter)subjective. A theory of interpersonal affect, it is dramatic before being dynamic. It also abandons claims to universality as it does to the “objectivity” of the natural sciences. Horney's focus on alienation brings her close to Hegel and Marx, a neglected fact, and she pioneered feminist and self-help theories. The difficulty in reading Horney is not her abstruseness, since her theory refuses technicism. It resides rather in that resistance created by what Althusser called interpellation: one feels her finger pointed at oneself as one reads.     

Knowledge of essence: the conferralist story

Realist essentialists face a prima facie challenge in accounting for our knowledge of the essences of things, and in particular, in justifying our engaging in thought experiments to gain such knowledge. In contrast, conferralist essentialism has an attractive story to tell about how we gain knowledge of the essences of things, and how thought experiments are a justified method for gaining such knowledge. The conferralist story is told in this essay.     

Female Christ-figures in Films: A Feminist Critical Analysis of Breaking the Waves and Dead Man Walking

The discussion about the identity of the Christian ethics continue to be an important issue – not least in a Scandinavian context. In Denmark this is partly due to the legacy of K. E. Løgstrup. This question is also important in the light of the discussion about the relation between religion and politics. In the present article it is argued that a Lutheran attempt to keep religion and politics separate from each other is both a misreading of Luther and a highly problematic venture in a contemporary society. Further, the article discusses the problem of relating religion to politics with respect to potential conflicts. From an ecclesial perspective, it is then argued that religion and politics are inseparable and that this does not entail a dismissal of the common political discourse. Lastly, the article argues – from a Lutheran standpoint – for a possible understanding of the sources of public law as encompassing the unity and difference of religion and politics at one and the same time.     

Do as you’re told! Facets of agreeableness and early adult outcomes for inner-city boys

With data from the middle cohort of the Pittsburgh Youth Study, a prospective longitudinal study of inner-city boys, we examined whether Big Five agreeableness facets could be reliably recovered in this sample, and whether facets predicted educational, occupational, social, and antisocial life outcomes assessed a decade later. Caregivers described their adolescent boys’ personalities using the Common California Q-Set; twelve years later, participants were interviewed and court records were obtained. Factor analyses recovered two facets: compliance and compassion. Compliance predicted more schooling and lower risk of unemployment, teenage fatherhood, and crime; compassion related to longer committed relationships. Findings highlight the value of studying personality at the facet level.     

I feel so sorry! Tapping the joint influence of empathy and personal distress on helping behavior

Observing a person in need usually provokes a compound and dynamic emotional experience made up of empathy and personal distress which, in turn, may influence helping behavior. As the exclusive use of rating scales to measure these two emotions does not permit the analysis of their concurrent evolution, we added the analogical emotional scale (AES) in order to measure how these two emotions evolve throughout the emotional experience, from its onset to its conclusion. Therefore, in two studies, the concurrence of empathy and personal distress was induced, both rating scales and AES were used, and participants were given an unexpected opportunity to help. Two effects were found. First, the helping behavior was lower when personal distress prevailed over empathy at the end of the experience (Studies 1 and 2). Second, this “end” effect was coherent with the nature of the different motives evoked by personal distress and empathy—directed to increasing either one’s own welfare (egoistic) or the victim’s welfare (altruism) (Study 2). These results support the usefulness of combining the rating scales and the AES for gaining a better understanding of the nature and behavioral consequences of complex, compound and dynamic emotional experiences.