Phenomenology and Artificial Life: Toward a Technological Supplementation of Phenomenological Methodology

The invention of the computer has revolutionized science. With respect to finding the essential structures of life, for example, it has enabled scientists not only to investigate empirical examples, but also to create and study novel hypothetical variations by means of simulation: ‘life as it could be’. We argue that this kind of research in the field of artificial life, namely the specification, implementation and evaluation of artificial systems, is akin to Husserl’s method of free imaginative variation as applied to the specific regional ontology of biology. Thus, at a time when the clarification of the essence of our biological embodiment is of growing interest for phenomenology, we suggest that artificial life should be seen as a method of externalizing some of the insurmountable complexity of imaginatively varying the phenomenon of life.     

The role of political skill in the stressor–outcome relationship: Differential predictions for self- and other-reports of political skill

The beneficial role of political skill in stress reactions and performance evaluations has been demonstrated in a substantial amount of empirical research. Most of the research, however, has focused on self-perceptions of political skill. This study examines the differential moderating effects of self- vs. other-rated political skill in the conflict – emotional burnout and performance relationships, using two samples including non-academic staff employees of a large university (N = 839) and a variety of office and retail employees from an automotive organization (N = 142). We argue that self-reported political skill moderates the relationship between conflict and a self-reported strain-related outcome that is important to the individual (i.e., emotional burnout), but that supervisor-rated political skill does not moderate this relationship. Further, we argue that supervisor-rated political skill moderates the relationship between conflict and an outcome important to the supervisor and the organization (i.e., job performance), but that self-reported political skill does not moderate this relationship. Findings partially support our hypotheses as both self and supervisor-rated political skill neutralized the negative effects of conflict on burnout, but only supervisor-rated political skill neutralized the negative effects of conflict on performance. Limitations and directions for future research are discussed.     

Children's reading of words, pseudohomophones, and other nonwords

In Experiment 1 children aged 8-9 and 9-10 years were tested for neighbourhood and pseudohomophone effects in nonword reading. Neighbourhood effects ( N effects) were robust irrespective of group or type of nonword. Pseudohomophones were read more accurately than other nonwords but this finding was robust only for the younger 8-9-year-olds. High-frequency words were read more accurately than low-frequency words, but the reverse applied to pseudohomophones based on high- and low-frequency words, although this was not robust. Error rates for the 9-10-year-olds in Experiment 1 were low, and so it was difficult to interpret the lack of a pseudohomophone advantage for reading nonwords in this age group. Experiment 2 was therefore carried out, which consisted of a replication of the first study with a further group of 9- 10-year-olds, but pronunciation latencies were measured, as well as accuracy. All the effects obtained in Experiment 1 were replicated but, in addition, an advantage for pseudohomophones in terms of pronunciation latencies was observed. The implications for accounts of reading development are discussed.     

Conversation with 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal

This conversation between the 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and the 2016 Teaching award winner Joanne Maguire Robinson. The exchange takes as its point of departure the AAR teaching statement that Professor Neal submitted. Topics discussed include introductory courses, active learning assignments, religious intolerance and privatization, student learning outcomes, different levels of student skills and preparation, augmenting assignments through the production of video interviews with scholars, and finding conversation partners for reflecting on teaching under the life balance stresses of the academy today.     

Developmental phenomenology: examples from social cognition

Continental Philosophy Review - We explore relationships between phenomenology and developmental psychology through an in-depth analysis of a particular problem in social cognition: the most...     

Capturing Psychologists’ Work in Academic Health Settings: The Role of the Educational Value Unit (EVU)

This paper describes how psychology faculty positions in academic health centers (AHCs) have evolved to meet the changing needs in healthcare. In that context, the roles of psychologists have expanded significantly to include a wide array of clinical responsibilities, teaching and supervisory roles, administrative functions, research initiatives, and academic scholarship. Traditionally, faculty compensation plans have been calculated through the use of Relative Value Units which are primarily based on clinical service delivery, hence, incomplete when attempting to account for these growing academic responsibilities. This paper reviews the need to expand the ways in which the work provided by psychologists is appropriately identified and compensated for in AHCs. Drawing upon six models utilized in other areas of medical education, this paper describes the potential utility of incorporating Educational Value Units as a metric for capturing this expanding set of academic responsibilities and systematically incorporating them into a psychologist’s job design. Recommendations for future considerations are provided.     

Extending high rates of meaningful interaction among the elderly in residential care through participation in a specifically designed activity

Periods of high frequency meaningful interaction among the institutionalized elderly can be extended by altering environmental and social contingencies despite the restrictive daily routine and physical layout of the institution. Residents were encouraged to participate in a table quiz in a location already sustaining high frequencies of meaningful interaction. Using an A–B–A–B design it was found that already high frequencies of meaningful interaction occurring at mealtimes could be extended by up to 90 minutes with the introduction of a table quiz. Copyright © 2000 John Wiley & Sons, Ltd.     

Posttraumatic Stress Symptoms and Stressful Life Events Predict the Long-term Adjustment of Survivors of Childhood Cancer and Their Mothers

Objectives: To examine prospectively the impact of posttraumatic stress symptoms (PTSS) in response to childhood cancer and treatment on general adjustment while accounting for the role of other stressful life events and appraisal of life threat and treatment intensity. Methods: As part of a larger study assessing PTSS, 56 childhood cancer survivors, aged 8 to 18, and 65 mothers completed self-report measures of PTSS and appraisal of the intensity and life threat associated with cancer treatment at time 1 and self-report measures of stressful life events and general adjustment at time 2 (approximately 18 months after time 1). Results: For child survivors and their mothers, posttraumatic stress at time 1 significantly predicted general adjustment at time 2, over and above the significant contribution of lifetime stressful events. The life events variable did not function as a mediator in the association of PTSS and general adjustment. Conclusions: Trauma responses to childhood cancer and its treatment have implications for the long-term adaptation of children and their families. Early signs and symptoms of posttraumatic stress and stressful life experiences require early assessment and intervention.