"This is Simply What I Do"

Wittgenstein's discussion of rule‐following is widely regarded to have identified what Kripke called “the most radical and original sceptical problem that philosophy has seen to date”. But does it? This paper examines the problem in the light of Charles Peirce's distinctive scientific hierarchy. Peirce identifies a phenomenological inquiry which is prior to both logic and metaphysics, whose role is to identify the most fundamental philosophical categories. His third category, particularly salient in this context. pertains to general predication. Rule‐following scepticism, the paper suggests, results from running together two questions: “How is it that I can project rules?”, and, “What is it for a given usage of a rule to be right?”. In Peircean terms the former question, concerning the irreducibility of general predication (to singular reference), must be answered in phenomenology, while the latter, concerning the difference between true and false predication, is answered in logic. A failure to appreciate this distinction, it is argued, has led philosophers to focus exclusively on Wittgenstein's famous public account of rule‐following rightness, thus overlooking a private, phenomenological dimension to Wittgenstein's remarks on following a rule which gives the lie to Kripke's reading of him as a sceptic.     

A Study of Prejudice Toward University Student-Athletes

The attitudes of 293 first-time entering students at a large, public eastern university were measured using the revised Situational Attitude Scale (SAS) Student-Athlete. The findings suggested that freshman students perceived student-athletes negatively in situations dealing with academic competence. The contention was made to include the student-athlete culture as one susceptible to prejudice and discrimination. Student-athletes should be educated to the “isms” they may be facing from their peers in the classroom and on the campus. These results also indicated the need to include the student-athlete culture when engaging in “ism” reduction efforts with members of the campus community. Se midieron las actitudes de 293 estudiantes del primer año en una universidad pública grande en el este, usando el Revised Situational Attitude Scale (SAS) Student-Athlete. Los resultados sugieren que los estudiantes del primer año perciben a los estudiantes-atletas de una manera negativa en situaciones que tienen que ver con la competencia académica. Se discutió la visión de la cultura estudiante-atleta como susceptible de prejuicio y discriminación. Se debe educar a los estudiantes-atletas sobre los “-ismos” que ellos podrán encontrar en el aula y en el campus. Estos resultados también indican la necesidad de incluir la cultura estudiante-atleta cuando los miembros de una comunidad universitaria intentan reducir los “-ismos.”     

Can Levinson's Intentional‐Historical Definition of Art Accommodate Revolutionary Art?

In this article, I examine whether Jerrold Levinson's intentional‐historical definition of art can successfully accommodate revolutionary art. For Levinson, an item is art if it was intended to be regarded as some prior art was regarded. But revolutionary art involves a regard that is “completely distinct” from preexisting art regards. I consider and reject Levinson's proposed solutions to the problem of accommodating revolutionary art. I then defend an alternative account of transgressive art regard. Unfortunately for the intentional‐historical definition, the acceptance of transgressive art regard in conjunction with some recent theories of the development of human behavioral modernity may commit the definition to including nonart, prehistoric tools.     

The Counseling Profession's Response to Sex-Biased Counseling: An Update

Moore and Strickler summarize recent literature on sex bias in the counseling profession and challenge counselor educators to place increased emphasis in their training programs on sex equity.     

Children's Cognitive and Emotional Responses to the Portrayal of Negative Emotions in Family-Formatted Situation Comedies

This experiment assesses children's cognitive and emotional responses to negative emotions in family-formatted situation comedies. Boys and girls from two grade levels (Grades K-2 vs. Grades 3–5) viewed a family sitcom that featured one of two negative emotions (anger, fear) and varied the inclusion of a positive, humorous subplot (no, yes). Results revealed that inclusion of the subplot reduced comprehension of the major story line for younger children as well as for boys. Among all children, the presence of the positive subplot also distorted perceptions of how negative and persistent the main character's emotions were, finally, children who perceived the family sitcom to be highly realistic were more concerned about similar negative emotional events in their own lives than were those whoperceived theprogram to be less realistic. The findings are discussed in terms of children's social learning from television and emotional development.     

Knowledge Acquired in a Program for Building Employability Skills

Information is provided from studies suggesting the importance of incorporating the teaching and assessment of employability skills in a career development curriculum.     

Problem Variables that Promote Incubation Effects

Three studies sought to determine whether incubation effects could be reliably generated in a problem‐solving task. Experimental variables manipulated were the duration of the interval between two problem‐solving opportunities and the activity performed by the problem solvers during the interval. A multi‐solution anagram task was used which required problem solvers to generate five‐letter words from the letters in a ten‐letter “starter” word until they could produce no more words. After a break (the incubation period) the problem solvers returned to the anagram task anew. Some participants also engaged in an activity related to the anagram task during the break which was expected to prime potential solutions that would emerge during the second problem‐solving attempt. In all conditions problem solvers were able to generate new responses after the break, thus demonstrating a reliable incubation effect. The optimal incubation period was between 15 and 30 min long. The priming task increased the number of solutions to the anagram task on the second attempt, suggesting that exposure to solution ideas during the incubation period may facilitate an incubation effect during problem solving.