Julia Gulliver As Philosopher

This article introduces a little‐known woman philosopher, Julia Gulliver, from the late nineteenth and early twentieth centuries. Fottowing a biographical sketch, the article discusses four illustrations of Gulliver's philosophical work. These illustrations deal with freedom and determinism, philosophy of religion, democracy, and philosophy of education. A concluding estimate of Gulliver's legacy suggests that her significance lies mainly in her applied philosophy and in her leadership as a philosophically‐minded educator.     

Attributions about self and others in commons dilemmas

An experiment was conducted to investigate the effects of self-harvest and resource management outcome on self–other attributions in a simulated commons dilemma. In groups of five or six, participants (n=171) managed a limited, shared, self-regenerating resource. Self-attributions to ignorance, concern for others, fear, and greed were compared to the same attributions made for cooperative and noncooperative others. The attributions were made in two contexts: efficient management and rapid resource depletion. As predicted, self-attributions resembled those made for similar others; heavy harvesters made similar attributions for themselves and noncooperative others, and light harvesters made similar attributions for themselves and the cooperative others. A self-serving bias was evident, especially among heavy harvesters. Attributions were also influenced by the context in which they were made; stronger attributions to ignorance, fear, and greed, and weaker attributions to concern for others were made when the resource pool was rapidly depleted than when it was managed efficiently.     

The Second Chance Project: Creative Approaches to Developing the Talents of At‐Risk Native Inmates

This study compared the recidivism rate of two groups of Native Canadian inmates. The experimental group of offenders received intensive pre‐release support, including counseling, training in Creative Problem Solving, career awareness sessions (including résumé writing, interviewing, and impression management), and on‐the‐job experience. Inmates in the control group received no such support; at sentences' end, they were simply released into society to fend for themselves. The results indicated that recidivism can be reduced by a meaningful support program. Individuals in the experimental group were much less likely to re‐offend than those in the untreated control group.     

SOME ISSUES IN CONVERSATION COHERENCE

This study examined respondent proficiency at reconstructing a sequence of utterances (discourse). Theories of text hold that participants in a discourse must construct and arrange the sense of the text; that is, they must make decisions about discourse coherence. We had respondents reconstruct a conversation and we made predictions about discourse coherence, the nature of various two-turn constructional units, unit differences, and individual differences. We found that the entire discourse as a processing unit affects the likelihood of certain two-turn pairs being resequenced correctly. Except for the fact that complex subjects were better able to resequence the initial interaction, there were no other individual differences. The research has implications for principles of coherence, text comprehension, and interpersonal behavior.