Does the Reversibility Thesis Deliver All That Merleau‐Ponty Claims It Can?

Merleau‐Ponty's reversibility thesis argues that self, other and world are inherently relational, interdependent at the level of ontology. What is at stake in the reversibility thesis is whether it overcomes skeptical objections in both assuring real communication and avoiding solipsism in assuring real difference; the Other must be a genuine, irreducible Other. It is objected that across the domains of reversibility, symmetry and reciprocity are not guaranteed. I argue that this is a non‐problem; rather the potentialities for asymmetry and non reciprocity in fact guarantee the irreducibility of the Other; reversibility needs to be appreciated as dialectical or aesthetic, not as a literal or ‘mechanistic’ reversal. A further criticism targets the viability of ontology itself, whether alterity is ever compatible with ontology. This paper considers these objections from two of Merleau‐Ponty's contemporaries—Claude Lefort and Emmanuel Levinas. Levinas developed a philosophy which while intersecting with Merleau‐Ponty's at important junctures, nonetheless arrived at an entirely different destination. I argue alongside Martin Dillon against the objections of Lefort, and alongside Dan Zahavi against the objections of Levinas. Both of these interpreters, I propose remain faithful to the core directions and spirit of Merleau‐Ponty's endeavours without becoming diverted by the less significant inconsistencies.     

The Influence of Attentional Style and Risk Perceptions on Intentions to Undergo Prophylactic Oophorectomy Among First-Degree Relatives

This study examined the predictors of women's intentions to undergo prophylactic oophorectomy. Eighty female first-degree relatives (FDRs) of ovarian cancer patients completed a measure of attentional style upon enrollment into a Family Risk Assessment Program. Following participation, measures of cancer risk perceptions, perceived benefits and costs of surgery, and intentions to undergo preventive surgery were obtained. Hierarchical regression analyses indicated that a high monitoring attentional style, as well as greater perceived risk of ovarian cancer and greater perceived benefits of the procedure, was associated with greater intentions to undergo prophylactic oophorectomy. In addition, a significant interaction between attentional style and perceived risk revealed that high monitors who felt at increased risk for ovarian cancer were less inclined to undergo surgery, whereas low monitors who perceived themselves to be at increased risk were more inclined to undergo surgery. The implications of the results for the design of counseling interventions are discussed.     

Deferentialism

There is a recent and growing trend in philosophy that involves deferring to the claims of certain disciplines outside of philosophy, such as mathematics, the natural sciences, and linguistics. According to this trend—deferentialism, as we will call it—certain disciplines outside of philosophy make claims that have a decisive bearing on philosophical disputes, where those claims are more epistemically justified than any philosophical considerations just because those claims are made by those disciplines. Deferentialists believe that certain longstanding philosophical problems can be swiftly and decisively dispatched by appeal to disciplines other than philosophy. In this paper we will argue that such an attitude of uncritical deference to any non-philosophical discipline is badly misguided. With reference to the work of John Burgess and David Lewis, we consider deference to mathematics. We show that deference to mathematics is implausible and that main arguments for it fail. With reference to the work of Michael Blome-Tillmann, we consider deference to linguistics. We show that his arguments appealing to deference to linguistics are unsuccessful. We then show that naturalism does not entail deferentialism and that naturalistic considerations even motivate some anti-deferentialist views. Finally, we set out deferentialism’s failings and present our own anti-deferentialist approach to philosophical inquiry.     

Influence of swimming speed on inter-arm coordination in competitive unilateral arm amputee front crawl swimmers

This study examined the effect of swimming speed on inter-arm coordination and the inter-relationships between swimming speed, inter-arm coordination, and other stroke parameters, in a group of competitive unilateral arm amputee front crawl swimmers. Thirteen highly-trained swimmers were filmed underwater during a series of 25-m front crawl trials of increasing speed. Arm coordination for both arms was quantified using an adapted version of the Index of Coordination. Inter-arm coordination of the amputee swimmers did not change as swimming speed was increased up to maximum. Swimmers showed significantly more catch-up coordination of their affected-arm compared to their unaffected-arm. When sprinting, the fastest swimmers used higher stroke frequencies and less catch-up of their affected-arm than the slower swimmers. Unilateral arm-amputees used an asymmetrical strategy for coordinating their affected-arm relative to their unaffected-arm to maintain the stable repetition of their overall arm stroke cycle. When sprinting, the attainment of a high stroke frequency is influenced mainly by the length of time the affected-arm is held in a stationary position in front of the body before pulling. Reducing this time delay appears to be beneficial for successful swimming performance.     

Improving oral reading fluency by influencing students' choice of instructional procedures: an experimental analysis with two students with behavioral disorders

Choice as an antecedent intervention has been shown to improve student behavior in a variety of ways. This investigation examined whether students could be influenced to choose whether and how to be instructed while directly measuring effects on academic performance. Using a multiple‐probe design, the reading fluency of two middle school students with Behavioral Disorders was measured repeatedly across passages. Students could earn a tangible reward for meeting a pre‐determined performance criterion in passage reading. Prior to reading the criterion passage, each student was told that he or she could choose to be instructed or not be instructed in a similar passage with high content overlap. Both students consistently chose to be instructed (as well as how they would be instructed) and stable increases in oral reading fluency were obtained. Results are discussed in terms of how motivational variables can be used to influence students' choice of instructional procedures in ways that increase their opportunities to respond and measured learning. Copyright © 2006 John Wiley & Sons, Ltd.     

Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes

Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd.     

EVALUATION OF THE MULTIPLE-STIMULUS WITHOUT REPLACEMENT PREFERENCE ASSESSMENT METHOD USING ACTIVITIES AS STIMULI

The current study examined the accuracy of the multiple-stimulus without replacement (MSWO) preference assessment for identifying preferred common classroom activities as reinforcers with children with behavioral disorders. The accuracy of predictions from the MSWO regarding high, medium, and low stimulus preference was tested by providing contingent access to activities for completing math problems within an independent seatwork format. Overall, there was an interaction effect between preference ranking (high, medium, or low) and number of problems completed. The results confirm and extend previous findings regarding the accuracy of predictions with the MSWO. The findings also reveal, however, some individual differences that may account for instances in which student behavior did not conform to predictions of stimulus preference assessments.     

Persistence and the importance of nonreward: Some applications of frustration theory and DMOD

Unfortunately our world does not always reward us when we expect it, and we must learn to deal with nonreward. How do these experiences influence our behaviors and how can we use them to help us? InFrustration Theory: An Analysis of Dispositional Learning and Memory (1992), Abram Amsel has answered these questions; he has summarized over 40 years of exciting research and the development of an elegant theory. He has also reviewed recent applications of frustration theory in such areas as fetal alcohol syndrome and attention deficit-hyperactivity disorders. In this invited commentary, we briefly summarize a mathematical model of frustration theory (called DMOD) and review simulations of the model that highlight the importance of the assumptions based on frustration theory (e.g., aversiveness of unexpected nonreward, counterconditioning). We also review assumptions (e.g., unlearning, passive and active “inhibition,” decline in aversiveness of expected nonreward) that are required if one is to simulate intuitive and counterintuitive phenomena.     

Early stimulation of rodents: a critical review of present interpretations

It is widely accepted that extra stimulation, when administered to infant laboratory rodents, has adaptive consequences. Presumed benefits are: (1) accelerated growth and development, (2) reduced emotional reactivity, (3) improved learning performance, and (4) more adaptive physiological stress responses. Levine has explained these benefits by considering such stimulation to compensate for the impoverished rearing conditions of the laboratory. However, ecological studies of the natural microhabitats of rodents suggest that laboratory conditions are over-stimulative for the very young. The presumed benefits are reviewed and the validity or adaptiveness of each is concluded to be very questionable. The prevalent misinterpretation is attributed to an anthropocentric research orientation.