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742.
The language of hope is a ubiquitous part of political life, but its value is increasingly contested. While there is an emerging debate about hope in political philosophy, an assessment of the prevalent scepticism about its role in political practice is still outstanding. The aim of this article is to provide an overview of historical and recent treatments of hope in political philosophy and to indicate lines of further research. We argue that even though political philosophy can draw on recent analyses of hope in analytic philosophy, there are distinct challenges for an account of hope in political contexts. Examples such as racial injustice or climate change show the need for a systematic normative account that is sensitive to the unavoidability of hope in politics as much as its characteristic dangers. 相似文献
743.
744.
Claudia Blöser 《Philosophical Papers》2017,46(3):345-371
This article considers the question ‘What makes hope rational?’ We take Adrienne Martin's recent incorporation analysis of hope as representative of a tradition that views the rationality of hope as a matter of instrumental reasons. Against this tradition, we argue that an important subset of hope, ‘fundamental hope’, is not governed by instrumental rationality. Rather, people have reason to endorse or reject such hope in virtue of the contribution of the relevant attitudes to the integrity of their practical identity, which makes the relevant hope not instrumentally but intrinsically valuable. This argument also allows for a new analysis of the reasons people have to abandon hope and for a better understanding of non-fundamental, ‘prosaic’ hopes. 相似文献
745.
Elementary school learners are typically highly confident when judging accuracy of their test responses, relatively independent of whether these are correct. While feedback has been shown to improve accuracy of adults' and adolescents' self‐evaluations and subsequent self‐regulation, little is known about beneficial effects for elementary school children. We investigated effects of fine‐grained feedback on fourth and sixth graders' self‐evaluations and restudy selections by presenting them the ideas they were meant to bring up in their test responses. One group received full‐definition feedback standards, whereas the other group received idea‐unit feedback standards. The two types of feedback strongly improved fourth and sixth graders' self‐evaluations for commission errors and for partially correct responses. While restudy selections before feedback were more adaptive for sixth than fourth graders, age differences disappeared after receiving feedback. Findings imply that feedback standards are a suitable tool to calibrate elementary school learners and to support effective self‐regulation.Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
746.
Two experiments were conducted to examine decision process in intertemporal choice with spatial and temporal action dynamic measures generated from cursor movement. The effects of the context valence (gain and loss) and magnitude of the payoffs (small and large) were investigated. Other factors examined were differences between decisions made at versus away from the indifference point and response variability dependent on what was selected (delayed versus non‐delayed/less‐delayed payoff). Using principal components analysis, decision process is described with three orthogonal components. General decision difficulty is encompassed by two components: (1) Conflict, depicted by Idle time and deviations from a direct choice path, and (2) decision uncertainty or Wavering, described by left‐right directional flips. A general Locomotion factor was also present. In Experiment 1, Conflict was best at capturing the gain/loss and magnitude context effects. Greater Conflict was observed in the loss context and the small magnitude condition. When choices were closer to the indifference point, Wavering was most salient. In Experiment 2, when selecting larger, delayed payoffs, both Conflict and Wavering increased suggesting that controlling the temptation of selecting the sooner, smaller reward entails effort. By analyzing trajectories, the study advances knowledge of the construct validity of different action dynamic measures and supports the distinction of decision uncertainty and decision conflict. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
747.
Claudia Bassarak Margarita Leib Dorothee Mischkowski Sabrina Strang Andreas Glöckner Shaul Shalvi 《决策行为杂志》2017,30(4):964-975
When people can profit financially by lying, they do so to the extent to which they can justify their lies. One type of justification is the observation and production of desirable counterfactual information. Here, we disentangle observing and producing of desired counterfactuals and test whether the mere observation is sufficient or whether one actually needs to produce the information in order to justify lying. By employing a modified version of the Die‐Under‐Cup task, we ask participants to privately roll a die three times and to report the outcome of the first die roll (with higher values corresponding to higher payoffs). In all three conditions, participants produce (roll the die) and observe the first die roll, which is relevant for pay. We manipulate whether participants produce and observe versus only observe the second and third die roll outcomes, which are both irrelevant for pay. Results reveal that people lie to the same extent—when producing and observing the counterfactuals, and when merely observing them. It seems that merely observing counterfactual information is sufficient to allow people to use this information to justify their lies. We further test whether creativity and moral disengagement are associated with dishonesty and replicate the finding showing that unethical behavior increases with creativity. Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
748.
Claudia Capella 《Journal of constructivist psychology》2017,30(4):323-338
Previous authors have presented contradictory views of trauma as either the over- or under-elaboration of experience. This article provides a new theoretical perspective on trauma by incorporating Piagetian constructivism. On a theoretical level, it argues that both forms of narrative disruption following a traumatic episode are not contradictory. Rather, both over- and under-elaboration indicate disequilibrium and loss of narrative coherence in the construction of personal identity. Results are presented from an empirical study of the autobiographies of 15 adolescent victims (between the ages of 12 and 17) of sexual assault. Participants were enrolled in the initial stage of a psychotherapeutic treatment program for abuse in Santiago, Chile, at the time of study. Analysis of participant autobiographies reveals multiple forms of disorganization. The majority of adolescent narratives referred to predominance of traumatic experiences, whereas a small number of cases excluded traumatic experiences altogether. Discussion of study results shows that both forms of narrative disorganization indicate disequilibrium and loss of narrative coherence. Piagetian constructivist theory provides insight into this phenomenon by supporting and advancing understandings of trauma from a constructivist perspective. Implications for therapeutic treatment of sexual abuse, which may help generate clinical guidelines, are presented. 相似文献
749.
Donald J. Viglione Gregory J. Meyer Ana Cristina Resende Claudia Pignolo 《Journal of personality assessment》2017,99(3):315-323
Learning to code the imagery, communication, and behavior associated with Rorschach responding is challenging. Although there is some survey research on graduate students' impressions of their Rorschach training, research has not identified which coding decisions students find to be the most problematic and time-consuming. We surveyed students to identify what they struggled with most when learning coding and to quantify how difficult it is to learn how to code. Participants (n = 191) from the United States, Brazil, Denmark, Israel, and Italy rated 57 aspects of coding using a 4-point scale that encompassed both the time required to code and the subjective difficulty of doing so. Mean ratings for coding in general indicated that students considered the overall task challenging. Ratings also revealed that students struggled most with Cognitive Special Scores, Determinants, and extrapolating from the tables to code Form Quality for objects that were not specifically listed. The findings offer suggestions about how to improve the guidelines for some of the more difficult variables and where it is most necessary to focus teaching time. Taking these steps might help new students in learning the Rorschach. 相似文献
750.
Kimberley L. M. Zonneveld Pamela L. Neidert Claudia L. Dozier Danielle L. Gureghian Makenzie W. Bayles 《Journal of applied behavior analysis》2019,52(1):240-257
Researchers have identified an unbalanced diet as a key risk factor in the etiology of many chronic diseases (World Health Organization, 2003 ). Although researchers have found that numerous factors influence children's food choices, no assessment exists to identify these factors. In Experiment 1, we established preliminary empirical evidence of children's preferences for healthier and less‐healthy foods, and found that 16 of 21 children preferred less‐healthy foods to healthier foods. In Experiment 2, we established the utility of an analogue, competing parameters assessment designed to approximate children's food choices in the natural environment. We identified either quality or immediacy as the most influential parameters governing four of four childrens' food choices. We found that effort influenced the efficacy of these reinforcer parameters in a predictable manner for one of four children. 相似文献