In this article we argue that duties towards future generations are situated on the collective level and that they should be understood in terms of collective responsibility for structural injustice. In the context of climate change, it seems self-evident that our moral duties pertain not only to the current generation but to future generations as well. However, conceptualizing this leads to the non-identity problem: future persons cannot be harmed by present-day choices because they would not have existed if other choices had been made. Recently, Charlotte Franziska Unruh has proposed a solution that places the duties not on the individual level but on the collective level. The current generation has a responsibility for future generations as a whole. This solution is promising, but we argue that it problematically overlooks the existence of unjust relations within the contemporary collective, as we all contribute differently to bringing future generations into existence. Therefore, we propose to graft Iris Marion Young's Social Connection Model, which is concerned with structural injustice, on to the discussion of responsibility for future generations. Our proposal incorporates the strengths of Unruh's arguments, while also allowing for a differentiated responsibility based on different implications in unjust structures. 相似文献
Although the brain enables us to perceive the external world and our body, it remains unknown whether brain processes themselves can be perceived. Brain tissue does not have receptors for its own activity. However, the ability of humans to acquire self-control of brain processes indicates that the perception of these processes may also be achieved by learning. In this study patients learned to control low-frequency components of their EEG: the so-called slow cortical potentials (SCPs). In particular "probe" sessions, the patients estimated the quality of the SCP shift they had produced in the preceding trial. The correspondence between the recorded SCP amplitudes and the subjective estimates increased with training. The ability to perceive the SCPs was related to the ability to control them; this perception was not mediated by peripheral variables such as changes in muscle tonus and cannot be reduced to simple vigilance monitoring. These data provide evidence that humans can learn to perceive the neural activity of their brain. Alternative interpretations are discussed. 相似文献
This study addresses a central question in perception of novel figurative language: whether it is interpreted intelligently and figuratively immediately, or only after a literal interpretation fails. Eighty sentence frames that could plausibly end with a literal, truly anomalous, or figurative word were created. After validation for meaningfulness and figurativeness, the 240 sentences were presented to 11 subjects for event related potential (ERP) recording. ERP's first 200 ms is believed to reflect the structuring of the input; the prominence of a dip at around 400 ms (N400) is said to relate inversely to how expected a word is. Results showed no difference between anomalous and metaphoric ERPs in the early window, metaphoric and literal ERPs converging 300-500 ms after the ending, and significant N400s only for anomalous endings. A follow-up study showed that the metaphoric endings were less frequent (in standardized word norms) than were the anomalous and literal endings and that there were significant differences in cloze probabilities (determined from 24 new subjects) among the three ending types: literal > metaphoric > anomalous. It is possible that the low frequency of the metaphoric element and lower cloze probability of the anomalous one contributed to the processes reflected in the early window, while the incongruity and near-zero cloze probability of the anomalous endings produced an N400 effect in them alone. The structure or parse derived for metaphor during the early window appears to yield a preliminary interpretation suggesting anomaly, while semantic analysis reflected in the later window renders a plausible figurative interpretation. 相似文献
Social support is broad term encompassing a variety of constructs, including support perceptions (perceived support) and receipt
of supportive behaviors (received support). Of these constructs, only perceived support has been regarded as consistently
linked to health, and researchers have offered differing assessments of the strength of the received-perceived support relationship.
An overall estimate of the received-perceived support relationship would clearly further the dialogue on the relationship
between received and perceived support and thus assist in the theoretical development of the field. This study evaluated all
available studies using the Inventory of Socially Supportive Behaviors (ISSB; Barrera, Sandler, & Ramsey, 1981, American Journal of Community Psychology, 9, 435–447) and any measure of perceived social support. Using effect sizes from 23 studies, we found an average correlation
of r = .35, p < .001. Implications of this estimate for further development of models of social support as well as interventions to enhance
social support are discussed. 相似文献
Previous research has shown that 20-month-old infants can simultaneously learn two words that only differ by one of their consonants, but fail to do so when the words differ only by one of their vowels. This asymmetry was interpreted as developmental evidence for the proposal that consonants play a more important role than vowels in lexical specification. However, the consonant/vowel distinction was confounded with another distinction, that of the continuous status of the phonemes used (discontinuous stop consonants versus continuous vowels). The present study investigated 20-month-olds’ use of phonetic specificity while simultaneously learning two words that differ by a continuous consonant. The results obtained parallel those previously found for stop consonants, confirming the original claim of an asymmetry between the roles of consonants and vowels at the lexical level. 相似文献
This study examined boundary conditions that surround the importance of perceived person-organization (P-O) fit for work-related attitudes and decisions. The authors hypothesized that P-O fit is more strongly related to satisfaction and job choice decisions when needs-supplies (N-S) job fit or demands-abilities (D-A) job fit is low, and that P-O fit is more strongly related to job choice decisions for highly conscientious individuals. Hypotheses were tested among 299 participants in a 12-week internship program. Results indicated that P-O fit was more strongly related to satisfaction when individuals experienced low N-S job fit. P-O fit was more strongly related to job choice intentions when individuals experienced low D-A job fit or were highly conscientious. Finally, P-O fit was related to job offer acceptance for highly conscientious individuals. 相似文献
The present research aims at testing the effects of the mixed debate in a classroom situation on reducing the stereotype threat according to which girls perform less well than boys in mathematics. Our work is based on studies conducted on stereotype threat (Steele and Aronson in J Person Soc Psychol 69:797–811. https://doi.org/10.1037//0022-3514.69.5.797, 1995), as well as those aiming to reduce the impact of stereotype threat on stereotyped populations (Huguet and Régner in J Educ Psychol 99(3):545–560. https://doi.org/10.1037/0022-0663.99.3.545, 2007; Marx and Roman in Personal Soc Psychol Bull 28:1185–1197. https://doi.org/10.1177/01461672022812004, 2002; Spencer et al. in J Exp Soc Psychol 35:4–28. https://doi.org/10.1006/jesp.1998.1373, 1999). We will more particularly study Smith and Postmes' (Br J Soc Psychol 50(1):74–98. https://doi.org/10.1348/014466610X500340, 2010) work on small group discussions used to reduce the influence of the threat. Results indicate that having a debate as such reduces the impact of the stereotype threat in girls. Possible interpretations of the results and future research perspectives will be put forward.