Wittgenstein, Tolstoy and the Meaning of Life

Tolstoy's writings were clearly important to Wittgenstein. He carried Tolstoy's The Gospel in Brief with him during the war, and he said that it 'virtually kept [him] alive'. But commentators have hesitated to extend Tolstoy's influence to Wittgenstein's philosophy. This essay argues that there are important parallels in structure and content between Tolstoy's A Confession and Wittgenstein's Tractatus which suggest Tolstoy's influence and which help us to see how we should understand the Tractatus. By comparing these two works we can see more clearly in the Tractatus the idea that the solution to philosophical problems lies in their disappearance and that the structure and content of the Tractatus are expressions of that conception.     

Introduction to the Special Section on the Social Cognition and Object Relations Scale–Global Rating Method: From Research to Practice

There continues to be a need in the field of psychology for measures that quantify qualitative data in dynamically rich and clinically meaningful ways. The Social Cognition and Object Relations Scale–Global Rating Method (SCORS–G; Westen, 1995) is a clinician-rated measure with a strong theoretical foundation that assesses sophisticated underlying constructs, specifically 8 dimensions of object relations (Stein &; Slavin-Mulford, 2018 Stein, M. B., &; Slavin-Mulford, J. (2018). The Social Cognition and Object Relations Scale–Global Rating Method (SCORS–G): A comprehensive guide for clinicians and researchers. New York, NY: Routledge. [Google Scholar]). The SCORS–G has steadily increased in popularity and this special section of the Journal of Personality Assessment reflects this growing interest. In this introduction, we provide readers with a brief overview of the 5 articles in this special section and note ways in which they reflect and build on the existing SCORS–G empirical literature. Contextualizing these articles within the broader literature allows us to highlight how the measure is employed in clinical and research settings. Each of these 5 articles also highlights areas and opportunities for future research that would address gaps in the SCORS–G literature and strengthen the utility of the measure. We close by noting how each of studies can be seen as a model for future lines of research.     

Exploring the Factor Structure of the Social Cognition and Object Relations–Global Rating Method: Support for Two- and Three-Factor Models

The Social Cognition and Object Relations Scales–Global Rating Method (SCORS–G) contains 8 scales for coding narrative content. This study explores the factor structure of this measure using college (n = 171), outpatient (n = 239), and inpatient (n = 78) samples. Participants told stories to the Thematic Apperception Test (TAT; Murray, 1943) cards. Stories were transcribed and coded by blind raters using the SCORS–G. Cases were randomly assigned to an exploratory or validation group. Exploratory factor analysis with the exploratory group suggested 2- and 3-factor models. The Emotional Investment in Relationships (EIR) scale did not obtain a primary loading on any factor and was not included in subsequentmodels. After modifications, confirmatory factor analysis indicated good-to-adequate fit for 2- and 3-factor models. Both models showed good fit in the validation group and met criteria for invariance across models. Findings indicated that some SCORS–G scales tap cognitive-structural elements, whereas others assess affective-relational components of narratives. We found mild support separating the affective-relational scales in terms of internal representations for the self and others and relationships. The results reported here indicate that clinicians and researchers can calculate a separate cognitive-structural composite score and an affective-relational composite score when using the SCORS–G to rate TAT stories.     

Student outcomes after 1 year of front line staff implementation of the PEAK curriculum

Systems‐level interventions built by behavior analysts often rely on others to implement, and this may be especially true in public education settings where behavior analysts are scarce. This study evaluated the effectiveness of the Promoting the Emergence of Advanced Knowledge Direct Training (PEAK‐DT) curriculum when implemented by school teachers and direct care staff. Thirty‐nine children with autism took part in the study (19 PEAK, 15 control), where the experimental group received applied behavior analytic instruction through the PEAK‐DT curriculum, and the quasi‐randomized control group received training as usual. The PEAK‐DT assessment was first administered to the participants at the onset of the study and again following 1 year. Participants who received PEAK training gained more skills on the PEAK‐DT assessment compared to the control group (PEAK: M = 16.0, SD = 17.8; control: M = 6.1, SD = 14.4, F(1,33) = 10.66, p < .05), suggesting that systems level implementation of behavior analytic procedures can be effective in teaching language skills as prescribed in a packaged curriculum designed by behavior analysts.     

Higher‐Order Thought and the Problem of Radical Confabulation

Currently, one of the most influential theories of consciousness is Rosenthal's version of higher‐order‐thought (HOT). We argue that the HOT theory allows for two distinct interpretations: a one‐component and a two‐component view. We further argue that the two‐component view is more consistent with his effort to promote HOT as an explanatory theory suitable for application to the empirical sciences. Unfortunately, the two‐component view seems incapable of handling a group of counterexamples that we refer to as cases of radical confabulation. We begin by introducing the HOT theory and by indicating why we believe it is open to distinct interpretations. We then proceed to show that it is incapable of handling cases of radical confabulation. Finally, in the course of considering various possible responses to our position, we show that adoption of a disjunctive strategy, one that would countenance both one‐component and two‐component versions, would fail to provide any empirical or explanatory advantage.     

Brain network dysfunction in bipolar disorder

Bipolar disorder is a common psychiatric condition with significant associated morbidity and mortality. Despite its significance, the neurophysiology and neuropathology of this illness is incompletely understood. Recent advances in neuroimaging techniques have helped to begin clarifying these areas. Specifically, bipolar disorder appears to arise from abnormalities within discrete brain networks (eg, the anterior limbic network). The expression of the symptoms of bipolar disorder does not appear to result from single, localized brain lesions, but rather are emergent properties of dysfunction of these brain networks. As neuroimaging techniques continue to improve, the underlying neural basis of bipolar disorder will be clarified.     

Rethinking professional ethics in the cost-sharing era

Changes in healthcare financing increasingly rely upon patient cost-sharing to control escalating healthcare expenditures. These changes raise new challenges for physicians that are different from those that arose either under managed care or traditional indemnity insurance. Historically, there have been two distinct bases for arguing that physicians should not consider costs in their clinical decisions--an "aspirational ethic" that exhorts physicians to treat all patients the same regardless of their ability to pay, and an "agency ethic" that calls on physicians to be trustworthy advisors to their patients. In the setting of greater patient cost-sharing, physicians' aspiration and agency roles increasingly conflict. Satisfactorily navigating the new terrain of consumer-driven healthcare requires physicians to consider these two roles and how they can best be reconciled so as to maximize quality of care while respecting the heterogeneity of patients' financial resources and willingness to pay.     

When familiarity breeds accuracy: cultural exposure and facial emotion recognition

Two studies provide evidence for the role of cultural familiarity in recognizing facial expressions of emotion. For Chinese located in China and the United States, Chinese Americans, and non-Asian Americans, accuracy and speed in judging Chinese and American emotions was greater with greater participant exposure to the group posing the expressions. Likewise, Tibetans residing in China and Africans residing in the United States were faster and more accurate when judging emotions expressed by host versus nonhost society members. These effects extended across generations of Chinese Americans, seemingly independent of ethnic or biological ties. Results suggest that the universal affect system governing emotional expression may be characterized by subtle differences in style across cultures, which become more familiar with greater cultural contact.     

Color is necessary for face discrimination in the Northern paper wasp,Polistes fuscatus

Animal Cognition - Visual individual recognition requires animals to distinguish among conspecifics based on appearance. Though visual individual recognition has been reported in a range of taxa...     

Relationship of Connected and Separate Knowing to Parental Style and Birth Order

A total of 249 primarily middle-class, Caucasian college students (141 females, 108 males) completed the Knowing Styles Inventory (KSI) (Knight, Elfenbein, & Messina, 1995) to measure Connected and Separate Knowing and the Parental Authority Questionnaire (PAQ) (Buri, 1991), used to measure different parenting styles (authoritarian, authoritative, and permissive parenting). Authoritative parenting style of the mother was positively associated with Connected Knowing, while authoritative parenting style of the father was negatively related to Separate Knowing for both the female and male participants of the study. For the female participants only, permissive parenting style of the father was positively related to Separate Knowing. It was also found that first-born college students scored significantly higher on Separate Knowing than later-born students. The results suggest that family experiences may be precursors to the epistemologies of college students.