Objectivity and the double standard for feminist epistemologies

The emphasis on the limitations of objectivity, in specific guises and networks, has been a continuing theme of contemporary analytic philosophy for the past few decades. The popular sport of baiting feminist philosophers — into pointing to what's left out of objective knowledge, or into describing what methods, exactly, they would offer to replace the powerful objective methods grounding scientific knowledge — embodies a blatant double standard which has the effect of constantly putting feminist epistemologists on the defensive, on the fringes, on the run.This strategy can only work if objectivity is transparent, simple, stable, and clear in its meaning. It most certainly is not. In fact, taking objectivity as a sort of beautiful primitive, self-evident in its value, and all-powerful in its revelatory power, requires careless philosophy, and the best workers in metaphysics, epistemology, and philosophy of science have made reworked definitions of objectivity absolutely central to their own projects. In fact, classic feminist concerns with exploring the impact of sex and gender on knowledge, understanding, and other relations between human beings and the rest of the world fall squarely within the sort of human and social settings thatare already considered central in most current analytic metaphysics, epistemology, and philosophy of science. I argue that the burden of proof is clearly on those who wish toreject the centrality and relevance of sex and gender to our most fundamental philosophical work on knowledge and reality.I am especially indebted to Helen Longino, Bojana Mladenovic, Ina Roy, Jonathan Sills, and David Smith for their time, discussion, and criticism of drafts of this paper.     

Deficit in phonological processes: a characteristic of the neuropsychological profile of children with NF1

Learning disabilities are one of the most frequent complications of neurofibromatosis type 1 (NF1) in children. Studies of the effects of the neurocognitive deficit on academic performance are relatively rare, owing to the small size of the populations concerned. However, research is needed to develop effective rehabilitation programs. In the present study, we explored the impact of a possible phonological deficit on the reading abilities of children with NF1. A multicenter, cross-sectional study was conducted in France on two groups of 75 children with or without NF1 aged 8–12 years, matched for age, sex, handedness, and reading level. All participants underwent a neuropsychological evaluation to assess their general cognitive level, reading skills, phonological processes, visuoperceptual abilities, and attentional capacity. Phonological skills were assessed by means of two phonological awareness tasks and one short-term memory task. In the group of children with NF1, 41% had reading difficulties. Phonological processes were impaired in this group, compared with the children without NF1. Similar differences were found for a phoneme deletion task after adjustment for reading difficulties, IQ level, and visuoperceptual abilities. Phonological awareness, but not phonological short-term memory, was impaired in children with NF1, and not just those whose reading was impaired. Results suggest that children with NF1 have a phonological awareness deficit, whatever their reading level. Identification of reduced phonological skills may warrant the implementation of a specific rehabilitation program before early reading difficulties emerge.     

Sleep deprivation and hallucinations. A qualitative study of military personnel

Much anecdotal evidence suggests that sleep deprivation not only impairs performance, but also brings about other extraordinary effects like hallucinations. However, knowledge about how sleep deprivation may trigger hallucinations is limited. To qualitatively describe hallucinatory experiences during sleep deprivation 12 male military officers from the Norwegian Armed Forces who all had experienced at least one sleep loss-induced hallucinatory experience were recruited. Data were collected and analyzed by semi-structured interviews and thematic analysis. This resulted in the identification of three distinct main themes: (1) Modalities, (2) circumstances/triggers and (3) reactions to hallucinations. Hallucinations were experienced in several modalities (visual, auditory and multi-modality), although visual hallucinations seemed to dominate. Typical reported circumstances/triggers were sleep loss, physical exhaustion, time-of-day, low calorie intake, mental exhaustion and lack of external stimuli (low sensory and social input, boring situations, and monotonous activity). Negative emotions were dominant during the hallucinatory episodes. Often some reasoning and checking on behalf of the officers were necessary to differentiate between real percepts and hallucinations. In some cases the hallucinations caused erroneous actions. Retrospectively, most officers viewed their hallucinatory experiences in light of positive emotions and several emphasized having learned something from them. The results are discussed in relation to the existing literature and suggestions for future studies are outlined.     

Does sunshine prime loyal … or summer? Effects of associative relatedness on the evaluative priming effect in the valent/neutral categorisation task

After 30 years of research, the mechanisms underlying the evaluative priming effect are still a topic of debate. In this study, we tested whether the evaluative priming effect can result from (uncontrolled) associative relatedness rather than evaluative congruency. Stimuli that share the same evaluative connotation are more likely to show some degree of non-evaluative associative relatedness than stimuli that have a different evaluative connotation. Therefore, unless associative relatedness is explicitly controlled for, evaluative priming effects reported in earlier research may be driven by associative relatedness instead of evaluative relatedness. To address this possibility, we performed an evaluative priming study in which evaluative congruency and associative relatedness were manipulated independently from each other. The valent/neutral categorisation task was used to ensure evaluative stimulus processing in the absence of response priming effects. Results showed an effect of associative relatedness but no (overall) effect of evaluative congruency. Our findings highlight the importance of controlling for associative relatedness when testing for evaluative priming effects.     

What to Do with a Second Chance in Life? Long-Term Experiences of Non-carriers of Huntington’s Disease

Little is known about how people’s lives are influenced when going from a 50% risk status of Huntington’s disease (HD) to no risk after performing predictive testing. In this study, 20 interviews were conducted to explore the long-term (>?5 years) experiences after receiving predictive test results as a non-carrier of HD. The results showed a broad variety of both positive and negative reactions. The most prominent positive reaction reported was feelings of relief and gratitude, of not carrying the HD mutation for themselves and for their children. Also, the non-carrier status promoted in some individuals’ significant life changes such as a wishing to have (more) children, pursuing a career or breaking up from an unhappy relationship. However, negative reactions on their psychological well-being were also described. Some had experienced psychological pressure of needing to do something extraordinary in their lives; others expressed feelings of guilt towards affected or untested siblings, resulting in sadness or clinical depression. The new genetic risk status could generate a need of re-orientation, a process that for some persons took several years to accomplish. The results of the present study show the importance of offering long-term post-result counselling for non-carriers in order to deal with the psychological consequences that may follow predictive testing.     

The Lausanne Trilogue Play paradigm: Breaking Discoveries in Family Process and Therapy

This article provides a brief history of key developments in the growth of the Lausanne Trilogue Play (LTP) paradigm that paved a foundation for new scholarship featured in the papers that follow. We outline core, foundational elements of the LTP work, highlighting the close interplay between clinical and research applications, the systems orientation in both regards, the dual attention to both top down (metamodel) and bottom up (microanalysis, in particular) frames, and the relevance of transitions from dyad to triad. Next, later developments in methodological refinement and expansion within the LTP’s country-of-origin are described, with closing commentary provided on the path-breaking contributions of several investigations that employed the LTP in five different countries, each illuminating previously under-studied family phenomena. The historical considerations spotlighted in this article, and the lessons learned from new empirical investigations the early work has inspired, are important to consider in tandem as the field begins expanding beyond the LTP’s original foundations and makes increasing use of the paradigm as a research instrument beyond clinical settings.     

The contextual role of subjective age in the chronological age/absenteeism relationship in blue and white collar teams

Organizations in the twenty-first century face the challenges of an increasingly ageing workforce, which have an effect on organizational health and productivity. As chronological age has shown to be an insufficient indicator of employees’ health and, in particular, absenteeism, we apply the subjective age concept (i.e., how old an employee feels) at the team-level to explain the average chronological age/average short-term absenteeism relationship. We develop a theoretical framework for underlying processes, combining the subjective age research with the socioemotional selectivity theory and team contagion processes. We test our predictions in a time-lagged team-level sample of 1,015 teams with 12,926 employees to find a significant interactive effect of average chronological age and average subjective age on average short-term absenteeism in teams. The relationship is negative and significant when average subjective age is low. Under high-average subjective age, the relationship is non-significant. Furthermore, this interactive effect (average chronological age/average subjective age) is moderated by job type (white versus blue collar) in the form of a three-way interaction, indicating that the effect is only significant among white collar teams. We hope to enrich the theoretical debate on age and absenteeism and provide organizations with a new perspective on ageing work teams.     

Does the two-chair dialogue intervention facilitate processing of emotions more efficiently than basic Rogerian conditions?

Processing difficult emotions is assumed to be of importance in therapeutic change. In this study, we examine whether a two-chair dialogue in Emotion-focused Therapy (EFT) is associated with a change in emotional processing, measured as changes in emotional arousal and emotional experiencing. In a multiple baseline design, 20 clients in treatment for depression or anxiety first received five, seven or nine weekly sessions of baseline treatment providing Rogerian conditions and affect attunement. In the second phase, two-chair intervention was added for the five consecutive sessions. All sessions were subdivided into 2 min segments which were rated using the Client Emotional Arousal Scale III and the Experiencing Scale. Analyses indicated a significantly higher number of high-arousal segment in the latter phase. Individual clients’ change trajectories were not significantly steeper in the second phase. Experiencing increased throughout both phases of treatment. However, after introducing the two-chair dialogue the Experiencing change trajectory was not significantly steeper than in the baseline phase. Findings suggest that both the two-chair dialogue and the Rogerian conditions with affect attunement focus are effective in facilitating emotional processing. Results are consistent with previous research, suggesting that the two-chair dialogue is an emotionally evocative intervention. Implications and limitations are discussed.