Social construction: big-G grounding,small-g realization

The goal of this paper is to make headway on a metaphysics of social construction. In recent work (forthcoming), I’ve argued that social construction should be understood in terms of metaphysical grounding. However, I agree with grounding skeptics like Wilson (Inquiry 1–45, 2014) that bare claims about what grounds what are insufficient for capturing, with fine enough grain, metaphysical dependence structures. To that end, I develop a view on which the social construction of human social kinds (e.g., race) is a kind of realization relation. Social kinds, I argue, are multiply realizable kinds. I depart from the Wilson by further arguing that an appeal to grounding is not otiose when it comes to social construction. Social construction, I claim, belongs to the “big-G” Grounding genus, but it is the specific “small-g” relation of realization at work in cases of human kind social construction.     

Social Construction and Grounding

The aim of this paper is to bring recent work on metaphysical grounding to bear on the phenomenon of social construction. It is argued that grounding can be used to analyze social construction and that the grounding framework is helpful for articulating various claims and commitments of social constructionists, especially about social identities, e.g., gender and race. The paper also responds to a number of objections that have been (or could be) leveled against the application of grounding to social construction from Elizabeth Barnes (2014), Mari Mikkola (2015), and Jessica Wilson (2014).     

Personal Loss,Parental Relationships,and Caregiving Intentions among Adult Siblings of Individuals with Mental Illness

Journal of Child and Family Studies - Although parents often provide care for adult children coping with serious mental illness, adult siblings are typically expected to assume caregiving...     

Linkages of School Structural and Socioenvironmental Characteristics to Parental Satisfaction With Public Education and Student Academic Achievement

This study examined school climate's relation to the sociodemographic composition of the school student population, school structural characteristics, parental involvement, classroom support in learning, parental satisfaction with public education, and student academic achievement all together at one time in a sample of 122 elementary schools. Parental satisfaction was best predicted by parental perceptions of a safe school and positive climate, followed by the school's informing parents of their child's educational progress and empowering parents. Student performance on a standardized achievement was best predicted by the percentage of students in the Free and Reduced Meals program, parental perceptions of a safe school, and parental involvement. Study results are discussed in terms of two general levels (school and classroom) and types (task support and interpersonal support) of the school's social environment.     

Elective mutism in a first grader: The remediation of a complex behavioral problem

Teachers frequently deal with unusual and perplexing behavioral problems in their classes. This study demonstrates how spontaneous and prompted speech were produced in a six-year-old mute by a first-grade teacher and her aide. A reinforcement system for peer-prompted speech and spontaneous speech was employed in three separate school classes in a multiple-baseline fashion. The reinforcement system produced prompted and spontaneous speech in each situation. Postchecks in the second grade indicated the child was still speaking and conversing spontaneously with his peers. This study suggests a method that teachers can use in the classroom to deal with this severely handicapping condition.     

The attentional demands of mnemonic control processes

In order to assess the processing (i.e., attentional) demands of different control processes, subjects were required to perform a secondary choice reaction time task in addition to primary verbal tasks. The performance of the secondary task yielded a measure termedexpended processing capacity (EPC), which was used to infer the attentional demands of the primary tasks. Two factors, mediator type (experimenter-supplied vs. subject-generated) and intentionality (incidental vs. intentional), were varied in a paired-associate situation in an effort to affect the degree of elaboration processing. Only mediator type had an effect on recall accuracy and on EPC during both initial processing and recall. Subject-generated mediators resulted in higher recall and in higher EPC during initial processing, but in lower EPC during recall, than did experimenter-supplied mediators. Implications of these findings are discussed.     

Human responses to various conditions of water temperature

Skin-surface temperatures on thehuman hand were obtained immediately following six exposure times ranging from 5 to 60 sec. for water temperatures varying in 5° increments from 10° to 40°C. The surface of the skin was found to respond rapidly and regularly to both the temperature and time of exposure. In a second study 30 Ss exposed a hand for 5 or 30 sec. to water temperatures ranging from 10° to 45°C. and made ratings on scales of pain and comfort as well as attaching a verbal label (cold, cool, tepid, etc.) to each experience. The experience of cold became more intense over these time intervals while the experience of warmth became less, and with the threshold constant taken into account the sensations of pain and discomfort were found to follow a psychophysical power law. The usefulness of these sorts of data for interpreting the effects of noxious stimuli in basic learning studies is discussed.