What Should Realists Say About Honor Cultures?

Richard Nisbett and Dov Cohen’s (1996) influential account of “cultures of honor” speculates that honor norms are a socially-adaptive deterrence strategy. This theory has been appealed to by multiple empirically-minded philosophers, and plays an important role in John Doris and Alexandra Plakias’ (2008) antirealist argument from disagreement. In this essay, I raise four objections to the Nisbett-Cohen deterrence thesis, and offer another theory of honor in its place that sees honor as an agonistic normative system regulating prestige competitions. Since my account portrays honor norms as radically different from liberal ones, it actually strengthens Doris and Plakias’ case in some respects: cultures of honor are not merely superficially different from Western liberal ones. Nonetheless, the persistent appeal of honor’s principles, and their moral plausibility in certain contexts, suggests not antirealism, but pluralism—a reply on behalf of realism that itself has considerable empirical support.     

Fragility of Happiness Beliefs Across 15 National Groups

The belief that happiness is fragile—that it is fleeting and may easily turn into less favourable states—is common across individuals and cultures. However, not much is known about this belief domain and its structure and correlates. In the present study, we use multigroup confirmatory factor analysis and multilevel modelling to investigate the measurement invariance, cross-level isomorphism, predictive validity, and nomological network of the fragility of happiness scale across 15 nations. The results show that this scale has good statistical properties at both individual and cultural levels, and is associated with relevant psycho-social concepts in expected directions. The importance of the results, limitations, and potential directions for future research are discussed.     

An Analysis of Intrinsicality

The leading account of intrinsicality over the last thirty years has arguably been David Lewis's account in terms of perfect naturalness. Lewis's account, however, has three serious problems: i) it cannot allow necessarily coextensive properties to differ in whether they are intrinsic; ii) it falsely classifies non‐qualitative properties like being Obama as non‐intrinsic; and iii) it is incompatible with a number of metaphysical theories that posit irreducibly non‐categorical properties. I argue that, as a result of these problems, Lewis's account should be rejected and replaced with an alternative account, which also analyses intrinsicality in terms of perfect naturalness, but which avoids these problems.     

Public and Private Values

In this paper, we experimentally examine whether looking at other people's pricing decisions is a type of a decision rule that people over‐apply even when it is not applicable, as in the case of private‐value goods. In Study 1, we find evidence that this is indeed the case—individual valuation of a subjective experience under full information, elicited using incentive compatible mechanism, is highly influenced by values of others. In Study 2, we find that people expect to use this rule to some degree with respect to actual consumption of goods, especially goods with some public value (music), and less so for private‐value goods (noise). However, people expect to use the rule to a very large extent when they are required to express their valuation of a good using a dollar figure (Study 3). These results can shed light on price behavior as rigidities and rents. Copyright © 2015 John Wiley & Sons, Ltd.     

5～6岁不同数学能力水平儿童的执行功能差异研究

为了考察不同数学能力水平儿童的执行功能差异,根据331名学前儿童的数学能力得分选取了潜在数学学习困难儿童组、低分组、典型发展儿童组和数学优秀组等4个实验组。首先分析了各组儿童的执行功能差异特点,之后使用判别分析进一步探索了各执行功能子结构对儿童早期数学能力差异分组的贡献。结果表明:相对于典型发展儿童组,潜在数学学习困难儿童在执行功能的更新、抑制和转换方面普遍缺损;低分组儿童则仅表现出数字更新能力不足;数学优秀组在数字更新和有时间要求的认知转换方面比典型发展组有明显优势。进一步判别分析表明,对早期数学能力差异分组贡献最大的并非独立执行功能子结构,而是更新和转换的共同因素结构。     

How to assess children’s virtue literacy: methodological lessons learnt from the Knightly Virtues programme

Character education is of growing importance in educational discourse. The Knightly Virtues programme draws on selected classic stories to teach eight moral virtues to nine- to 11-year-olds; it has proved to be hugely popular with UK schools. A finding of the trial was the different levels of ‘virtue literacy’ in faith and non-faith schools. This article outlines the key features of this trial which yielded the positive results and details its methodological strengths and potential shortcomings. Overall, statistical concerns are less problematic than the practical concerns of running trials designed to measure the impact of character education interventions. Of greatest theoretical interest is the conflation of general and virtue-specific literacy; in addition, we tease apart differences in understanding and motivation. The article highlights and discusses the challenges of running trials designed to measure character education, as well as providing insights into promising methodological approaches.     

Flavor Fatigue: Cognitive Depletion Influences Consumer Enjoyment of Complex Flavors

Surprisingly, little research has examined how consumer responses to specific flavor characteristics of food are formed or how they may fluctuate situationally. We address this lacuna in the literature on the hedonic appreciation of food by demonstrating that enjoyment along one important gustatory dimension, flavor complexity, varies with the degree to which consumers are mentally depleted. Specifically, showing that gustatory sensations are more cognitively demanding than previously thought, findings from three studies evince that cognitive depletion reduces consumer enjoyment of complex‐flavored (but not simple‐flavored) foods via a reduction in pleasure that otherwise can be derived from complex flavors. We establish this effect across three different food categories and provide preliminary evidence for consumers’ ability to identify flavors as the underlying process. Our findings offer theoretical contributions and avenues for future research.     

Examining the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance

Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few quantitative studies have been conducted to examine if the frequency of reading informational text is relevant to student reading achievement. This study aims to investigate the relationship of reading informational text and students' reading performance in 4th grade based on PIRLS 2011 data through multilevel modeling.