Accuracy of maximum-likelihood estimates of correlation for a biserial model

Tables are given for the calculation of variances of maximum-likelihood estimates in a multiple biserial model. For the estimates of individual correlations between the dichotomized variable and each of the graduated variables additional calculation is necessary; variances for estimates of the multiple correlation and the point of dichotomy are available directly. The required formulas and notation are those of a recent paper by Hannan and Tate.Research sponsored by the National Science Foundation under grant NSF-GP219.Aero-Space Division (Applied Mathematics), Seattle, Washington.     

Moral pedagogy and practical ethics

Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less clear that exclusively online methods can support the wide range of goals necessary to good moral pedagogy in SEE, though there seems no a priori reason to rule this out. Only careful, goal-based assessment of online case study SEE teaching can resolve this question.     

Student Attitudes Regarding Gender Bias in Performance Evaluations of Salespeople

This study examined how students believe salesperson gender impacts evaluations of salesperson performance. Students reviewed job performance information about either male or female salespeople. The information had purportedly been prepared by the salesperson's supervisor and indicated the level of performance as high or low. Students were asked how they thought the salesperson's supervisor might respond to the performance in terms of rewards (promotion, pay increases) for high performers and corrective measures (termination, counseling) for low performers. The results indicated that students believe that supervisors would more readily reward high performing males than females with identical performances. In contrast, students believed that supervisors would react more punitively toward low performing males than females with identical performances.     

Philosophical investigations into the essence of pediatric suffering

Theoretical Medicine and Bioethics -     

On Heidegger's Root and Branch Reformulation of the Meaning of Transcendental Philosophy

Over the past decades there has been increasing interest in the idea that Heidegger was a “transcendental philosopher” during the late 1920s. Furthermore, a consensus has started to emerge around the idea that Heidegger must be thought of as a transcendental thinker during this time. For the most part this means to first experience how Heidegger's work inherits this term from Kant or Husserl so that one can then experience how Heidegger creatively adapts this inheritance. The aim of this paper is to show that such an approach is unhelpful. The aim of this paper is instead to show that transcendental philosophy bears a wholly renewed meaning in Heidegger's fundamental ontology and that this meaning must be understood in an intrinsic connection with the fundamental-ontological problem of transcendence. Articulating this connection will show how Heidegger makes transcendental philosophy properly phenomenological.     

Addressing Conceptual Confusions About Evolutionary Theorizing: How and Why Evolutionary Psychology and Feminism Do Not Oppose Each Other

This commentary is a rejoinder to the Buss and Schmitt (2011) and Eagly and Wood (2011) commentaries concerning how evolutionary psychology and feminism might fit together. This rejoinder provides one path toward uniting these perspectives in psychological literature by accomplishing three tasks. First, this rejoinder addresses and removes conceptual confusions offered by Buss and Schmitt (2011) concerning the philosophy of science and psychology research. Second, this rejoinder fits evolutionary psychology perspectives into a correctly understood philosophy of science for psychology. Third, enacting Eagly and Wood’s (2011) suggestions, this rejoinder connects evolutionary psychology and feminism by expanding Tate and Ledbetter’s (2010) stepwise model for understanding the simultaneous contributions of evolutionary and developmental factors to psychological phenomena. Thus, by removing conceptual roadblocks, this rejoinder provides a scaffold for fruitful discussions concerning the interplay of evolutionary psychology and feminist perspectives when characterizing gender differences and similarities.     

Embedded-Figures Performance and Telecourse Achievement

This study was conducted to determine if there is a relationship between the cognitive style of community college students and their achievement in a broadcast telecourse. The subjects were 134 community college students enrolled in one of six telecourses. Witkin's Group Embedded Figures Test (GEFT) was used to ascertain whether the students' cognitive style was field dependent or field independent. Achievement was defined by the grade the student earned in the telecourse. Results of chi-square tests indicated that students with a field-independent cognitive style earned higher grades, had a higher telecourse completion rate, and were more satisfied with the experience.