When ignorance excuses

An ingenious argument – we may call it the Argument from Excuse – purports to show that the Standard View of Ignorance is false and the New View of Ignorance is true. On the former, ignorance is lack of knowledge; on the latter, ignorance is lack of true belief. I defend the Standard View by arguing that the Argument from Excuse is unsound. I also argue that an implication of my case is that Factual Ignorance Thesis (FIT) is false. According to FIT, whenever an agent A acts from factual ignorance, A is morally blameworthy (culpable) for the act only if A is morally blameworthy (culpable) for the ignorance from which A acts.     

Slave,Sister, Sexborg,Sphinx: Feminine Figurations in Nick Land's Philosophy

Given that Nick Land is one of the central influences on certain strands of accelerationism, xenofeminism, and inhumanism, it is important to understand how he himself first developed and deployed the concepts of acceleration, the feminine, and the inhuman, which others would go on to appropriate for their own purposes. This article will trace the four feminine figures throughout Land's philosophical trajectory, which he sees as agents for accelerating the transcendental critique of both anthropocentrism and phallocentrism: the slave turned lesbian; the sister; the sexborg; and the Sphinx. Having elucidated the importance of these figures for Land's thought, this article will conclude by drawing upon the younger Land's feminist resources to immanently critique the disappearance of women from his more recent neoreactionary philosophy in favor of concessions to patriarchal traditionalists.     

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4–6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test—TT) and for intelligence (Wechsler Preschool-and-Primary-Scale-of-Intelligence—WPPSI). Group differences were analyzed using t tests, as well as direct and stepwise discriminant analyses. The predictive value of the WPPSI with respect to TT performance was analyzed using regression analyses. SLI-children performed significantly worse on both TT and WPPSI (\(p \le .0001\)). The TT alone yielded an overall classification rate of 79%, the TT and the WPPSI together yielded an overall classification rate of 80%. TT performance was significantly predicted by verbal intelligence in SLI-children and nonverbal intelligence in controls whilst WPPSI subtest arithmetic was predictive in both groups. Without further research, the Token Test cannot be seen as a valid and sufficient tool for the screening of SLI in preschool children but rather as a tool for the assessment of more general intellectual capacities. SLI-children at this age already show impairments typically associated with SLI which indicates the necessity of early developmental support or training. Token Test performance is possibly an indicator for a more general developmental factor rather than an exclusive indicator for language difficulties.     

Psychometric Properties of a Social Skills Assessment using a Virtual Environment

Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. One form of behavioral assessment is a Role Play Task (RPT). However, RPTs often are not feasible in clinical settings due to the common obstacles in implementation. Thus, the current study examines the feasibility, acceptability and psychometric properties of a virtual environment based social skills assessment compared to the traditional RPT. Forty-six children, ages 7 to 14, participated in two assessment conditions: RPT and a virtual environment behavioral assessment (VE BAT). Participants reported self-ratings of anxiety and acceptability, while blinded observers rated social skills and overall social anxiety. An ANCOVA, covarying for age, revealed (a) no significant task difference for voice volume, speech latency, number of words spoken, effectiveness, and SAM ratings; (b) that the VE BAT was more feasible to implement in terms of personnel time and costs and; (c) more overall anxiety during the RPT task than during the VE BAT task. In addition, the VE BAT demonstrated moderate concurrent validity when correlating the self-report ratings of anxiety with the Social Phobia and Anxiety Inventory for Children (SPAI-C). The current study addresses many of the impediments to conducting RPTs in a clinical setting and, overall, supports the utilization of VE BATS as a viable alternative for the behavioral assessment of social skills in children. Further implications address the potential for the armamentarium for social skills training with children with SAD.     

中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用

以北京市通州区一所普通中学的228名初一和初二学生为被试,采用领悟社会支持量表、数学自我效能感和数学学习坚持性问卷,考察在中学生数学学习中不同来源的社会支持对数学学习坚持性的影响,并检验数学自我效能感在其中的中介作用。结果发现:(1)社会支持中的教师支持和同伴支持能够显著正向预测数学学习坚持性水平,而父母支持的预测作用不显著;(2)数学自我效能感在同伴支持和数学学习坚持性之间起完全中介作用,在教师支持和数学学习坚持性之间起部分中介作用。     

Similarity and Helping Behavior on the Web: The Impact of the Convergence of Surnames Between a Solicitor and a Subject in a Request Made by E‐Mail1

Similarity between a solicitor and a subject traditionally enhances helping behavior. An experiment was carried out in a computer‐mediated context. Fifty students received an e‐mail containing a 40‐question survey on their food habits, which required 15 to 20 min of their time to respond. This questionnaire came from a hypothetical student of the university in which the participants were registered. In half of the cases, the surname of the solicitor, which appeared in his or her electronic address, was the same as the surname of the target. Results show that compliance to the request was significantly higher in the same‐sumame condition than in the different‐surname condition. The response delay was significantly shorter in the same‐surname condition than in control condition.     

Thinking about commitment: Accessibility of commitment and prediction of relationship persistence,accommodation, and willingness to sacrifice

Research has demonstrated that more accessible cognitive constructs (e.g., attitudes, stereotypes) are more likely to influence thoughts and behaviors. The current research applies a social cognition framework to the prediction of romantic relationship persistence (i.e., “stay‐leave” behavior), accommodation, and willingness to sacrifice. Conceptualizing commitment as a partially cognitive construct and following from social cognition and attitudinal research, we hypothesized that the accessibility of commitment will moderate the association between commitment and relationship persistence, accommodative responses, and willingness to sacrifice. In Study 1, participants in romantic relationships responded to statements derived from the commitment subscale of the Investment Model Scale. Reaction times to these statements were used as a measure of accessibility of commitment. In addition, participants completed measures of their commitment level. Seven months later, participants were contacted and relationship persistence was assessed. Accessibility of commitment significantly moderated the association between commitment and relationship persistence. Study 2 expanded on the results of the first study by demonstrating that accessibility of commitment also significantly moderated the association between commitment and accommodation and willingness to sacrifice. Taken together, these two studies highlight the usefulness of applying social cognitive concepts to understand close relationships.     

When emotional valence modulates audiovisual integration

We constantly integrate the information that is available to our various senses. The extent to which the mechanisms of multisensory integration are subject to the influences of attention, emotion, and/or motivation is currently unknown. The ??ventriloquist effect?? is widely assumed to be an automatic crossmodal phenomenon, shifting the perceived location of an auditory stimulus toward a concurrently presented visual stimulus. In the present study, we examined whether audiovisual binding, as indicated by the magnitude of the ventriloquist effect, is influenced by threatening auditory stimuli presented prior to the ventriloquist experiment. Syllables spoken in a fearful voice were presented from one of eight loudspeakers, while syllables spoken in a neutral voice were presented from the other seven locations. Subsequently, participants had to localize pure tones while trying to ignore concurrent visual stimuli (both the auditory and the visual stimuli here were emotionally neutral). A reliable ventriloquist effect was observed. The emotional stimulus manipulation resulted in a reduction of the magnitude of the subsequently measured ventriloquist effect in both hemifields, as compared to a control group exposed to a similar attention-capturing, but nonemotional, manipulation. These results suggest that the emotional system is capable of influencing multisensory binding processes that have heretofore been considered automatic.