Does Integrity Require Moral Goodness?

Most accounts of integrity agree that the person of integrity must have a relatively stable sense of who he is, what is important to him, and the ability to stand by what is most important to him in the face of pressure to do otherwise. But does integrity place any constraints on the kind of principles that the person of integrity stands for? In response to several recent accounts of integrity, I argue that it is not enough that a person stand for what he believes in, nor even that he is committed to and stands for what, in his best judgement, is morally right. In our web of moral concepts integrity is internally related to a host of virtues which exclude weakness of will and dogmatism, and presuppose trustworthiness. Integrity requires that the principles stood for must be those that a morally good, morally trustworthy agent would stand for, and that the agent himself is morally trustworthy.     

Preconditions for Normative Argumentation in a Pluralist World

A problem arises, both for philosophy and for argumentation theory, in a pluralist world where people hold widely different beliefs about what to do. Some responses to this problem, including relativism, might settle but do not provide any criteria for resolving such differences. Alternative responses seek a means of resolution in universalist, culture-neutral criteria which must be invoked in assessing all human action. A philosophically adequate account of universalism would contribute to an ideal of critical rationality, as well as to the ideas of field-invariance and of convincing, as opposed to persuasive, argumentation. The account's adequacy would require universality both in form and in content. Universality in form is secured by seeking universal preconditions for practical reasoning in general, rather than specifically for morality. Universality in content is harder, and candidates such as freedom, autonomy and health are problematic. An alternative content is provided by the proposition that the satisfaction of material preconditions is necessary for the performance of any action whatever. Neglect of these preconditions may constitute a fallacy in the extended sense found in argumentation theory, and assumptions about them should form part of the point of departure for any practical deliberation.     

Capable Guardians in the Digital Environment: The Role of Digital Literacy in Reducing Phishing Victimization

In this study, we use Routine Activities Theory to explore the role of digital literacy, a measure of guardianship, in the receipt of and response to phishing. Data for the study come from a nationally representative survey conducted by the American Association of Retired Persons. The analysis results in two conclusions. First, respondents with higher levels of digital literacy report receiving phishing e-mails more often, but report responding to them less. Second, the social position of a respondent matters, but largely for the receipt of phishing. These findings indicate that digital literacy significantly effects the receipt of and response to phishing.     

Effectiveness of a Mindfulness-Based Program on School Children's Self-Reported Well-Being: A Pilot Study Comparing Effects With An Emotional Literacy Program

This pilot study aimed to test the well-being effects of a locally developed mindfulness-based program tailored for New Zealand elementary school children in comparison with an active control condition. It was hypothesized that significantly greater well-being change scores would be observed for the mindfulness group. Students (n = 106) between 9 and 11 years old were allocated by their classroom to either the 8-week mindfulness-based program or an 8-week emotional literacy program. Self-reported well-being and mindfulness measures were collected at baseline and upon program completion. Measures were administered at 12 weeks postprogram to the mindfulness group only. One-way analyses of covariance were used for the main analyses, with corresponding baseline scores entered as covariates. Both programs led to significant increases in well-being outcomes, but significantly greater changes were observed for the mindfulness group (general well-being covariate-adjusted change scores were 4.49 [SE = 0.64] for the mindfulness-based program vs. 2.63 [SE = 0.63] for the emotional literacy program). Mindfulness scores significantly increased for the mindfulness group only. There was evidence of student acceptability of the mindfulness-based program and some indication of sustainability of effects at 12 weeks. The study adds to previous research that highlights beneficial well-being effects of mindfulness-based interventions in the classroom. Further research should evaluate potential long-term effects and delivery training.     

Noah Porter's problem and the origins of American psychology

The twin problems facing nineteenth-century American "mental and moral philosophy" of the nature of psychological language and the constraints that religious beliefs placed on possibilities of innovation in a "scientific Psychology" are both highly visible in the work of Noah Porter, who was unable to resolve them. They are also more covertly identifiable in the works of James McCosh and others in this school. It is suggested that the transition to the "New Psychology" of the 1880s and 1890s needs to be rethought in light of this in three respects: (a) ironically, it entailed repressing insights into the psychological language problem, (b) the legacy of the religious factor profoundly affected U.S. Psychology and played a less unambiguously negative role in its fortunes than customarily portrayed, and (c) the transition was itself a more complex and protracted process than is portrayed in traditional "revolutionary" accounts.     

Identification of own-race and other-race faces: Implications for the representation of race in face space

Own-race faces are recognized more easily than faces of a different, unfamiliar race. According to the multidimensional space (MDS) framework, the poor discriminability of other-race faces is due to their being more densely clustered in face space than own-race faces. Multidimensional scaling analyses of similarity ratings (Caucasian participants, n = 22) showed that other-race (Chinese) faces are more densely clustered in face space. We applied a formal model to test whether the spatial location of face stimuli could account for identification accuracy of another group of Caucasian participants (n = 30). As expected, own-race (Caucasian) faces were identified more accurately (higher hit rate, lower false alarms, and higher A) than other-race faces, which were more densely clustered than ownrace faces. A quantitative model successfully predicted identification performance from the spatial locations of the stimuli. The results are discussed in relation to the standard MDS account of race effects and also an alternative “race-feature” hypothesis.     

Construct validity of the MMPI-2 College Maladjustment (Mt) Scale

The construct validity of the MMPI-2 (Minnesota Multiphasic Personality Inventory-2) College Maladjustment (Mt) Scale was examined using 376 student clients at a university psychological clinic. A principal components analysis and correlations of Mt scale scores with clients' and therapists' ratings of symptoms and functioning showed that the Mt scale identifies the presence of maladjustment as defined in terms of depressive and anxious symptoms. There is no evidence to show that the scale is specific to college students or that it is sensitive to severe psychological disturbance. The Mt scale does not inform the clinician as to why a person is distressed. In addition, there is no evidence from this study to suggest the superiority of the Mt scale over other MMPI-2 maladjustment measures. Therapists should use the entire MMPI-2 profile, not just the Mt scale, to gain the most comprehensive and specific understanding of clients.     

Threat appraisals, distress and the development of positive life changes after September 11th in a Canadian sample

Several surveys have reported the negative psychological impact on the general public of the terrorist attacks in the USA of September 11th, 2001. Yet the attacks also led many people to make positive changes in their relationships, values and priorities. A survey of 80 adults in Ottawa, Canada demonstrated that greater perceived threat and greater initial distress reactions significantly predicted the extent to which people reported positive changes in their lives (e.g. closer to family, refocused priorities). Initial distress and greater perceived threat also correlated positively with whether people provided help after the disaster. Follow-up data on 40 of these participants 11 months later revealed significant stability over time for the extent of positive life changes reported, and demonstrated that degree of initial distress and perceived threat continued to correlate positively with life change reports at this later point in time. The data are consistent with the argument that the perception of growth may develop out of one's personal experience of emotional pain.