In defence of error theory

Many contemporary philosophers rate error theories poorly. We identify the arguments these philosophers invoke, and expose their deficiencies. We thereby show that the prospects for error theory have been systematically underestimated. By undermining general arguments against all error theories, we leave it open whether any more particular arguments against particular error theories are more successful. The merits of error theories need to be settled on a case-by-case basis: there is no good general argument against error theories.     

A Recess Evaluation with the Players: Taking Steps Toward Participatory Action Research

This qualitative study, part of a Canadian national study of fathers’ involvement, opened up First Nations and Métis fathering as a new area of inquiry. Conversational interviews with 80 Indigenous fathers illuminated the socio-historical conditions that have shaped Indigenous men’s experiences of learning to be a father and becoming a man in the context of changing gender relationships and the regeneration of circles of care. Indigenous fathers’ experiences unfold in a socio-historical context fraught with difficulties. However, the study findings suggest cultural strengths and sources of resilience unseen in research and community programs driven by Euro-western perspectives. This research can inform efforts to reduce systemic barriers and reconstitute positive father involvement following disrupted intergenerational transmission of fathering in Canada and elsewhere.     

Magic feathers, Wittgensteinian boxes and the politics of deeming

Religious Experience Reconsidered offers an “attribution theory of religion” which builds out from Emile Durkheim’s intuition that the sacred is just some aspect of the world that has been set apart. Despite this theoretical pedigree, however, the book violates the central Durkheimian insight when it goes on to ask whether some things are more likely to be set apart than others. I argue that this impulse is motivated by an unfortunate metaphysical desire to determine if some things really are special. Throwing my hat in with Durkheim, I maintain that the academic study of religion should rest content with analyzing the contested politics of “deeming” something special.     

A pilot exploration of the use of compassionate images in a group of self‐critical people

Self‐criticism has long been associated with a variety of psychological problems and is often a key focus for intervention in psychotherapy. Recent work has suggested that self‐critics have underelaborated and underdeveloped capacities for compassionate self‐soothing and warmth. This pilot study developed a diary for monitoring self‐attacking and self‐soothing thoughts and images. It also explored the personal experiences of a group of volunteer self‐critics from the local depression support group who were given training in self‐soothing and self‐compassion. Although using small numbers, this study suggests the potential value of developing more complex methodologies for studying the capacity for self‐compassion, interventions to increase self‐compassion (including imagery techniques), and their effects on mental health.     

Causal Analysis to Enhance Creative Problem-Solving: Performance and Effects on Mental Models

In recent years, it has become apparent that knowledge is a critical component of creative thought. One form of knowledge that might be particularly important to creative thought relies on the mental models people employ to understand novel, ill-defined problems. In this study, undergraduates were given training in the use of causal relationships in applying mental models in creative problem-solving. A pre-post design was used to assess the effects of this training on mental models and creative problem-solving. It was found that causal analysis training resulted in the acquisition of better mental models (in terms of subjective and objective attributes) and better solutions (in terms of quality, originality, and elegance) to problems calling for creative thought among high-ability participants. The implications of these findings for understanding the role of mental models in creative problem-solving are discussed.     

Effective Ways to Develop and Maintain Robust Sport-Confidence: Strategies Advocated by Sport Psychology Consultants

Based on recent evidence, this study identified 10 strategies advocated by sport psychology consultants as effective at developing and maintaining robust sport-confidence in athletes. Due to the study's exploratory nature, qualitative interviews were conducted and content analyzed. Six themes emerged for developing robust sport-confidence and 4 emerged for maintaining robust sport-confidence. Findings reveal a need to develop an athlete's signature strengths, increase pressure experienced in training, and identify broad stable sources of confidence to develop robust sport-confidence. Consultants reported that maintaining robust sport-confidence occurs through constant development. Theoretical implications and future research directions are discussed.     

Assessing Achievement Goals in Sport: Caveats for Consultants and a Case for Contextualization

This paper advises practitioners of the limitations of employing nomothetic research tools for the idiographic assessment of athletes' achievement goal orientations. Consultants are encouraged to appreciate the scoring trends of the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda & Nicholls, 1992) and the Perceptions of Success Questionnaire (POSQ; Roberts, Treasure, & Balague, 1998) and to recognize that the measures may not bestow them with accurate and meaningful information on an athlete's motivational responses in the contexts of competition and practice. The contextual sensitivity of the TEOSQ and the POSQ is explored empirically among a sample of 179 high-level team and individual athletes. Repeated measures ANOVAs with follow-up paired t -tests illustrated how performers' goal orientations for competition differed significantly from their overall sport goal orientation. The findings are discussed with reference to the implications for practitioners and the development of appropriate contextual assessments of achievement goals at nomothetic and idiographic levels.