Effects of Interpersonal Goals on Inadvertent Intrapersonal Influence in Computer‐Mediated Communication

This research explores a sequence of effects pertaining to the influence of relational goals on online information seeking, the use of information and arguments as relational management strategies in computer‐mediated chat, and the intrapersonal attitude change resulting from these processes. Affinity versus disaffinity goals affected participants' information seeking for communicatory utility ( Atkin, 1972 ), their conversational behaviors, and their own attitudes toward the topic and partner. People with negative relational goals used the Web to seek information for discussions more than affinity‐goal participants. Individuals expressed affinity‐disaffinity through arguments, agreements, and disagreements with partners' preferences, which led to changes in their own attitudes. Findings suggest renewed consideration of the interplay between mass media and interpersonal sources accessible on the Internet.     

The effects of environmental change on chicks' responses to a familiar stimulus

The purpose of the present experiments was to explore chicks' proximity seeking behaviour in relation to imprinting objects in unfamiliar settings. Experiment I showed that chicks, which were individually imprinted on a stationary imprinting object, displayed reduced proximity seeking behaviour when tested in a pen smaller than the rearing pen. This finding confirmed earlier work on the effects of changed pen size. Experiment II used continuous and intermittent noise rearing and testing conditions, in all possible combinations, and a stationary imprinting object. Increased proximity seeking was found in conditions where the auditory environment was changed from rearing to testing, a result apparently opposite to that obtained in earlier work. It is suggested that the effect of environmental change on proximity seeking may vary with the modality in which change occurs and the salience of the imprinting object.     

Between Guru and Deceiver? Responding to Unchosen Metaphors in the Religious Studies Classroom

Two troublesome portraits of religious studies professors often exist in the minds of some students at any given time: the Guru, or wise spiritual teacher, and the Deceiver. These metaphors capture student perceptions of us that may be ill‐informed and beyond our control. We will examine and compare how our own chosen metaphors for teaching – theological typologist and neutral enthusiast – respond creatively to the unchosen metaphors of guru or deceiver. We cannot avoid being cast as gurus/deceivers, but we can discern how our own metaphors for teaching engage “unchosen” student metaphors for us. This exercise can enhance our self‐awareness about our own normative agendas in the classroom, and help to sharpen colleagues' conversations about our sometimes differing assumptions regarding the discipline and teaching of religious studies.     

On the relation between conceptual engineering and conceptual ethics

In recent years, there has been growing discussion amongst philosophers about “conceptual engineering”. Put roughly, conceptual engineering concerns the assessment and improvement of concepts, or of other devices we use in thought and talk (e.g., words). This often involves attempts to modify our existing concepts (or other representational devices), and/or our practices of using them. This paper explores the relation between conceptual engineering and conceptual ethics, where conceptual ethics is taken to encompass normative and evaluative questions about concepts, words, and other broadly “representational” and/or “inferential” devices we use in thought and talk. We take some of the central questions in conceptual ethics to concern which concepts we should use and what words should mean, and why. We put forward a view of conceptual engineering in terms of the following three activities: conceptual ethics, conceptual innovation, and conceptual implementation. On our view, conceptual engineering can be defined in terms of these three activities, but not in a straightforward, Boolean way. Conceptual engineering, we argue, is made up of mereologically complex activities whose parts fall into the categories associated with each of these three different activities.     

Family therapy training on a clinical psychology programme

The report describes the intake interviewing exercise in a family therapy training unit developed for postgraduates in clinical psychology. The teaching method includes pre‐class reading, video modelling, and simulated practice with live feedback. The academic material and other similar practice exercises are contained in the core textbook for this unit.