The Conscientiousness Paradox: Cultural Mindset Shapes Competence Perception

Studies comparing personality across cultures have found inconsistencies between self‐reports and measures of national character or behaviour, especially on evaluative traits such as Conscientiousness. We demonstrate that self‐perceptions and other‐perceptions of personality vary with cultural mindset, thereby accounting for some of this inconsistency. Three studies used multiple methods to examine perceptions of Conscientiousness and especially its facet Competence that most characterizes performance evaluations. In Study 1, Mainland Chinese reported lower levels of self‐efficacy than did Canadians, with the country effect partially mediated by Canadian participants' higher level of independent self‐construal. In Study 2, language as a cultural prime induced similar effects on Hong Kong bilinguals, who rated themselves as more competent and conscientious when responding in English than in Chinese. Study 3 demonstrated these same effects on ratings of both self‐perceived and observer‐perceived competence and conscientiousness, with participants changing both their competence‐communicating behaviours and self‐evaluations in response to the cultural primes of spoken language and ethnicity of an interviewer. These results converge to show that self‐perceptions and self‐presentations change to fit the social contexts shaped by language and culture. Copyright © 2013 European Association of Personality Psychology     

Affective atmospheres

In this paper I reflect on the concept of affective atmospheres in the context of the distinction between affect and emotion that has emerged in recent work on emotion, space and society. The concept of atmosphere is interesting because it holds a series of opposites -- presence and absence, materiality and ideality, definite and indefinite, singularity and generality -- in a relation of tension. To develop this account of atmosphere I juxtapose Marx's materialist imagination with a phenomenology attentive to singular affective qualities. By invoking a material imagination based on the movement and lightness of air, we learn from the former about the turbulence of atmospheres and their indeterminate quality. From the latter, we learn that atmospheres are singular affective qualities that emanate from but exceed the assembling of bodies. As such, to attend to affective atmospheres is to learn to be affected by the ambiguities of affect/emotion, by that which is determinate and indeterminate, present and absent, singular and vague.     

Logical Predictivism

Journal of Philosophical Logic - Motivated by weaknesses with traditional accounts of logical epistemology, considerable attention has been paid recently to the view, known as anti-exceptionalism...     

“To Materialize Their Every Wish”: Race,Class, and Psychoanalysis in White,Ralph, and Aron

Beginning with an anecdote from the author’s own analysis, this paper explores the phantoms (musical, cultural, and historical) that are conjured up by psychoanalysis. In so doing, it extends the author’s reflections, published in the third 2011 issue of this journal, on the relationship between psychoanalysis and historical materialism.     

The Agential Point of View

Agentialist accounts of self‐knowledge seek to do justice to the connection between our identities as rational agents and our capacity to know our own minds. There are two strategies that agentialists have employed in developing their position: substantive and non‐substantive. My aim is to explicate and defend one particular example of the non‐substantive strategy, namely, that proposed by Tyler Burge. In particular, my concern is to defend Burge's claim that critical reasoning requires a relation of normative directness between reviewing and reviewed perspectives. My defence will involve supplementing Burge's view with a substantive agentialist account of self‐knowledge.     

Direct Versus Indirect Causation as a Semantic Linguistic Universal: Using a Computational Model of English,Hebrew, Hindi,Japanese, and K'iche’ Mayan to Predict Grammaticality Judgments in Balinese

The aim of this study was to test the claim that languages universally employ morphosyntactic marking to differentiate events of more- versus less-direct causation, preferring to mark them with less- and more- overt marking, respectively (e.g., Somebody broke the window vs. Somebody MADE the window break; *Somebody cried the boy vs. Somebody MADE the boy cry). To this end, we investigated whether a recent computational model which learns to predict speakers’ by-verb relative preference for the two causatives in English, Hebrew, Hindi, Japanese, and K'iche’ Mayan is able to generalize to a sixth language on which it has never been trained: Balinese. Judgments of the relative acceptability of the less- and more-transparent causative forms of 60 verbs were collected from 48 native-speaking Balinese adults. The composite crosslinguistic computational model was able to predict these judgments, not only for verbs that it had seen, but also––in a split-half validation test––to verbs that it had never seen in any language. A “random-semantics” model showed only a relatively small decrement in performance with seen verbs, whose behavior can be learned on a verb-by-verb basis, but achieved zero correlation with human judgments when generalizing to unseen verbs. Together, these findings suggest that Balinese conceptualizes directness of causation in a similar way to these unrelated languages, and therefore constitute support for the view that the distinction between more- versus less-distinct causation constitutes a morphosyntactic universal.     

Attraction and social coordination: mutual entrainment of vocal activity rhythms

To investigate factors that affect the mutual entrainment of vocal activity rhythms, female general psychology students paired according to attitude similarity questionnaires engaged in 40-minute introductory conversations. Fourier analyses performed on speakers' on-off vocal activity demonstrated periodic oscillations in talkativeness. Although some dyads coordinated their vocal activity rhythms, speech accommodation was not predicted by attitude similarity or attraction and did not affect ratings of conversation quality. These rhythms of dialogue appear resistant to change, their behavioral momentum rooted perhaps in an underlying chronobiology.     

Attentional functions of cortical cholinergic inputs: what does it mean for learning and memory?

The hypothesis that cortical cholinergic inputs mediate attentional functions and capacities has been extensively substantiated by experiments assessing the attentional effects of specific cholinotoxic lesions of cortical cholinergic inputs, attentional performance-associated cortical acetylcholine release, and the effects of pharmacological manipulations of the excitability of basal forebrain corticopetal cholinergic projections on attentional performance. At the same time, numerous animal experiments have suggested that the integrity of cortical cholinergic inputs is not necessary for learning and memory, and a dissociation between the role of the cortical cholinergic input system in attentional functions and in learning and memory has been proposed. We speculate that this dissociation is due, at least in part, to the use of standard animal behavioral tests for the assessment of learning and memory which do not sufficiently tax defined attentional functions. Attentional processes and the allocation of attentional capacities would be expected to influence the efficacy of the acquisition and recall of declarative information and therefore, persistent abnormalities in the regulation of the cortical cholinergic input system may yield escalating impairments in learning and memory. Furthermore, the cognitive effects of loss of cortical cholinergic inputs are augmented by the disruption of the top-down regulation of attentional functions that normally acts to optimize information processing in posterior cortical areas. Because cortical cholinergic inputs play an integral role in the mediation of attentional processing, the activity of cortical cholinergic inputs is hypothesized to also determine the efficacy of learning and memory.