Two solutions to the neural discernment problem

Philosophical Studies - Interactionists hold that minds are non-physical objects that interact with brains. The neural discernment problem for interactionism is (roughly) that of explaining how...     

Evolutionary consumption

An overview of the field of evolutionary consumption is provided. Brief summaries of disciplines within the evolutionary behavioral sciences that preceded evolutionary psychology (EP) are first offered. This is followed by a discussion of important EP principles including the domain-specificity of the human mind, and the difference between ultimate and proximate scientific explanations. The evolutionary bases of memory, attitude formation/change, emotions, perception (our five senses), personality, and decision making are addressed next, along with specific links to consumer research. Next, I demonstrate how numerous consumer acts could be classified into one of four basal Darwinian modules: survival, reproduction (mating), kin selection, and reciprocal altruism. The paper continues with an exploration of the evolutionary roots of cultural products (e.g., song lyrics) and Darwinian happiness (along with the evolutionary etiology of maladaptive phenomena such as pathological gambling and compulsive buying). I conclude with a discussion of key epistemological benefits of Darwinizing consumer research including greater consilience, increased interdisciplinarity, and an ethos of methodological pluralism.     

REDUCTIONS IN SELF-INJURY PRODUCED BY TRANSCUTANEOUS ELECTRICAL NERVE STIMULATION

Transcutaneous electrical nerve stimulation is used to reduce pain but also may be useful for self-injurious behavior (SIB). In the current investigation, a microcurrent electromedical device, classified as a transcutaneous electrical nerve stimulator (TENS), was applied with a man with Down syndrome who displayed SIB that persisted in the absence of social contingencies. Although clinically significant results were not maintained, a clear difference in the rates of SIB during active and inactive TENS was observed.     

Intensive group psychotherapy of borderline patients

The group modality employed by the authors for the past two years to structurally treat borderline personality patients has proven successful and is presented here for consideration by other clinicians. The authors suggest that the ego deficits that can make the borderline patient a problematic group member are the very deficits that are often best treated in a group setting. The inherent curative factors of groups are discussed in parallel with the structural therapeutic needs of the borderline, and specific strategies and interventions for enhancing borderline structural growth are recommended. Inherent risks of treating this challenging patient population within the group modality are discussed, and suggestions for preempting or minimizing such effects are presented.     

Contexts as switchmen: The variable effects of formal and informal instructional strategies on student achievement

This study presents an exploratory theoretical framework that analyzes the extent by which the contexts of classroom instruction mediate the effects of instructional strategies on achievement. The study first presents the two main tasks that teachers face in classrooms-teaching, and controlling the social order. The study then elaborates on formal and informal instructional strategies that teachers use to manage these tasks. The main foci of the study is to show that the effects of these different instructional strategies on student achievements vary by grade level. The results suggest that the contexts of instruction determine the magnitude and direction of the effects of instructional strategies on achievement. Positive effects on student achievement appear when a functional congruence occurs between teachers' instructional strategies and the contexts wherein they are used. The analyses suggest that changes in the cognitive, social, and institutional contexts of classrooms may change the relative efficacy of specific instructional strategies. Consequently, researchers should pay more attention to the changes in the sociology of classrooms during students' school careers. This study was supported by a post-doctoral fellowship from the Fulbright Foundation and by a small research grant from The Spencer Foundation. My wholehearted appreciation is given to the support I received from the Foundations. I am especially grateful to Charles Bidwell from the University of Chicago, who encouraged me to pursue this study during my post-doctoral visit in 1994–95. Discussions with Benjamin Wright and his warm support have been more than essential. The hospitality and the academic environment at the NORC and the University of Chicago have done wonders to the fruition of ideas advanced in this study. Yechezkel Dar and Ruth Butler made suggestions to the improvement of this article. Daniel Shalem and Rivka Berman assisted with editorial as well as substantive comments. The reviewers ofSocial Psychology of Education insightfully suggested ways to improve the final version.     

SMAC: An interface for investigating sequential multiattribute choices

The sequential-sampling approach as applied to multiattribute choices assumes that an individual acquires one piece of attribute information at a time (across the competing alternatives) until sufficient cumulative discrimination has occurred to permit a choice. In such an environment, individuals must not only decide when to stop acquiring additional information but also, whenever additional information is desired, they must determine which attribute to acquire next. The SMAC (Sequential Multi-Attribute Choice) interface, described in this paper, was developed as a comprehensive data collection tool relevant to the many distinct stages of this type of sequential choice environment.     

The experimenter module of the DSMAC (Dynamic Sequential MultiAttribute Choice) interface

The DSMAC (Dynamic Sequential MultiAttribute Choice) interface is a process-tracing methodology that permits a researcher to investigate subjects’ behaviors in an optional-stopping task. In such an environment, an individual decides after each piece of acquired information whether to make a choice between a pair of competing alternatives or to acquire additional information. DSMAC consists of two modules-an experimenter and a subject interface. The former allows the researcher to specify all of the relevant experimental parameters for a particular study, which is subsequently used as input by the latter. The bimodular nature of DSMAC significantly reduces the set-up time required for constructing novel stimuli for new experiments. DSMAC runs on a Macintosh computer. It is compatible with most Mactintosh models that use a system 7.0 (or higher) operating system. The source code was written in ThinkPascal 4.0.1.     

Ethics, pandemics, and the duty to treat

Numerous grounds have been offered for the view that healthcare workers have a duty to treat, including expressed consent, implied consent, special training, reciprocity (also called the social contract view), and professional oaths and codes. Quite often, however, these grounds are simply asserted without being adequately defended or without the defenses being critically evaluated. This essay aims to help remedy that problem by providing a critical examination of the strengths and weaknesses of each of these five grounds for asserting that healthcare workers have a duty to treat, especially as that duty would arise in the context of an infectious disease pandemic. Ultimately, it argues that none of the defenses is currently sufficient to ground the kind of duty that would be needed in a pandemic. It concludes by sketching some practical recommendations in that regard.