Face, Honor and Dignity in the Context of Colon Cancer

Illness narratives from patients with colorectal cancer commonly record patterns of change in social relationships that follow the diagnosis and treatment of the condition. We believe that these changes are best explained as a process of facework, which reflects losses of face on the part of the patient, and which assists in the creation of new faces that convey new senses of identity. Facework is familiar in the work by E. Goffman (1955) and has been extensively reworked since his time. There is considerable agreement that face is a pervasive and universal constituent of all social interaction, and that it expresses the subject's view of the way he or she would like to be considered by others in interactions. Ho's concept of multiple faces negotiated dynamically according to social context is particularly useful in understanding the purpose and techniques of facework (D. Y.-F. Ho, 1994). We propose a model of face that uses dignity as the face-expression of personal attributes and acquisitions, and honor as the face-expression of systemic capabilities and attainments. This model can be used to examine individual variations in response and adaptation to colon cancer and its treatment, and it provides a useful means of teaching health care workers about the experience of illness.     

The role of emotion knowledge in the links between shyness and children's socio‐emotional functioning at preschool

The present study investigated the potential protective role of components of emotion knowledge (i.e., emotion recognition, situation knowledge) in the links between young children's shyness and indices of socio‐emotional functioning. Participants were n = 163 children (82 boys and 81 girls) aged 23–77 months (M = 53.29, SD = 14.48), recruited from preschools in Italy. Parents provided ratings of child shyness and teachers rated children's socio‐emotional functioning at preschool (i.e., social competence, anxiety‐withdrawal, peer rejection). Children were also interviewed to assess their abilities to recognize facial emotional expressions and identify situations that affect emotions. Among the results, shyness was positively related to anxiety‐withdrawal and peer rejection. In addition, emotion recognition was found to significantly moderate the links between shyness and preschool socio‐emotional functioning, appearing to serve a buffering role. For example, at lower levels of emotion recognition, shyness was positively associated with both anxiety‐withdrawal and rejection by peers, but at higher levels of emotion recognition, these associations were attenuated. Results are discussed in terms of the protective role of emotion recognition in promoting shy children's positive socio‐emotional functioning within the classroom context.     

Reassessing truth-evaluability in the Minimalism-Contextualism debate

Synthese - The debate between Semantic Minimalism and Radical Contextualism is standardly characterized as concerning truth-evaluability—specifically, whether or not sentences require rich...     

Moving Toward Self-Forgiveness: Removing Barriers Related to Shame,Guilt, and Regret

When people believe that they have hurt or offended someone, one potentially adaptive response would be to forgive the self. In an ideal process of self-forgiveness, an offender would accept an appropriate amount of responsibility, experience enough guilt to prompt reparative behaviors and improvements in character, and then release excess guilty feelings that no longer serve a useful function. In real life, however, this process often goes awry. Sometimes people avoid guilty feelings altogether, taking emotional shortcuts to repair their moods and self-images without accepting responsibility or repairing relational damage. Others go to the opposite extreme, getting caught up in negative feelings such as shame, excessive guilt, and regret about their offenses. This article briefly reviews research on these potentially problematic responses and suggests ways that each one could be addressed in interventions to facilitate self-forgiveness.     

Preschool children favor copying a successful individual over an unsuccessful group

The human aptitude for imitation and social learning underpins our advanced cultural practices. While social learning is a valuable evolutionary survival strategy, blind copying does not necessarily facilitate survival. Copying from the majority allows individuals to make rapid judgments on the value of a trait, based on its frequency. This is known as the majority bias: an individual's tendency to copy the behavior elicited by the largest number of individuals in a population. An alternative approach is to follow those who are the most proficient. While there is evidence that children do show both processes, no study has directly pitted them against each other. To do this, in the current experiment 36 children aged between 4 and 5 years watched live actors demonstrate, as a group or individually, how to open novel puzzle boxes. Children exhibited a bias to the majority when group and individual methods were successful, but favored the individual if the group method was unsuccessful. Affiliating children with the unsuccessful majority group did not impact on this pattern.