Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges/

Background During recent decades, self‐regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self‐regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self‐regulation processes are complemented by socially shared regulation processes. Aims The presented study investigated what kind of socio‐emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. Sample The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Method Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. Results The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self‐regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. Conclusion The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.     

Liberalism and the general justifiability of punishment

I argue that contemporary liberal theory cannot give a general justification for the institution or practice of punishment, i.e., a justification that would hold across a broad range of reasonably realistic conditions. I examine the general justifications offered by three prominent contemporary liberal theorists and show how their justifications fail in light of the possibility of an alternative to punishment. I argue that, because of their common commitments regarding the nature of justification, these theorists have decisive reasons to reject punishment in favor of a non-punitive alternative. I demonstrate the possibility of this alternative by means of a careful examination of the nature of punishment, isolating one essential characteristic—the aim to impose suffering—and showing how this characteristic need not guide enforcement. There is logical space for a forceful and coercive, yet non-punitive method of enforcement. This fact poses difficulties for many classical and contemporary justifications of punishment, but it poses particularly crippling problems for general liberal justifications.

Chronic stress and sex differences on the recall of fear conditioning and extinction

Chronic stress effects and sex differences were examined on conditioned fear extinction. Male and female Sprague–Dawley rats were chronically stressed by restraint (6 h/d/21 d), conditioned to tone and footshock, followed by extinction after 1 h and 24 h delays. Chronic stress impaired the recall of fear extinction in males, as evidenced by high freezing to tone after the 24 h delay despite exposure to the previous 1 h delay extinction trials, and this effect was not due to ceiling effects from overtraining during conditioning. In contrast, chronic stress attenuated the recall of fear conditioning acquisition in females, regardless of exposure to the 1 h extinction exposure. Since freezing to tone was reinstated following unsignalled footshocks, the deficit in the stressed rats reflected impaired recall rather than impaired consolidation. Sex differences in fear conditioning and extinction were observed in nonstressed controls as well, with control females resisting extinction to tone. Analysis of contextual freezing showed that all groups (control, stress, male, female) increased freezing immediately after the first tone extinction trial, demonstrating contextual discrimination. These findings show that chronic stress and sex interact to influence fear conditioning, with chronic stress impairing the recall of delayed fear extinction in males to implicate the medial prefrontal cortex, disrupting the recall of the fear conditioning acquisition in females to implicate the amygdala, and nonstressed controls exhibiting sex differences in fear conditioning and extinction, which may involve the amygdala and/or corticosterone levels.     

The Inner and the Outer: Kant's 'Refutation' Reconstructed

In Skeptical idealism says that possibly nothing exists outside my own conscious mental states. Purported refutations of skeptical idealism – whether Descartes's, Locke's, Reid's, Kant's, Moore's, Putnam's, or Burge's – are philosophically scandalous: they have convinced no one. I argue (1) that what is wrong with the failed refutations is that they have attempted to prove the wrong thing – i.e., that necessarily I have veridical perceptions of distal material objects in space, and (2) that a charitable reconstruction of Kant's 'Refutation of Idealism' in fact provides a sound refutation of skeptical idealism.     

Two Claims about Desert

Many philosophers claim that it is always intrinsically good when people get what they deserve and that there is always at least some reason to give people what they deserve. I highlight problems with this view and defend an alternative. I have two aims. First, I want to expose a gap in certain desert‐based justifications of punishment. Second, I want to show that those of us who have intuitions at odds with these justifications have an alternative account of desert at our disposal – one that may lend our intuitions more credibility.     

A Guide to Thinking about Emergence

A basic survey of the issues that arise in discussing emergence is presented, together with suggestions on how the concept should be approached. Emergence is an alternative to reductionism. The emergence story invites us to see that nothing transcends nature like nature itself; it is a radically new way to think about the natural order, and it reshapes our ideas of matter. Special attention is given to the idea of meaning in life. Three options are discussed for thinking about the meaning of life: that it is fundamental to the nature of things, that it is an illusion, and that it is an emergent property of matter. The third option is favored—that the universe has no telos, and yet makes possible the spontaneous emergence of purpose. Caution is advised against exploiting the idea of emergence. The most important task is to understand the science of emergence and only then to move into interpretations from the humanities and theology.     

Predictors of majority members' acculturation preferences: Experimental evidence

A study was conducted to test experimentally whether majority members' perceptions of which acculturation strategies minority members prefer would causally impact on majority members' own acculturation preferences, especially their preference for integration. Participants (N = 113) were exposed to videos in which actors who posed as Pakistani minority members voiced different acculturation preferences (integration, assimilation, separation or control condition). Their views were presented as representative of their ethnic group. The effect of this on white British majority participants' own acculturation preferences was measured. As expected, perceived acculturation preferences significantly impacted on own acculturation preferences. In line with predictions, participants' level of prejudice significantly moderated these effects.     

The Role of the Therapist's Subjectivity: Using Countertransference in Psychotherapy

No abstract available for this article.     

Cognitive Complexity and Dissociative Identity Disorder

Thirteen patients with dissociative identity disorder (DID), 13 with other mental disorders, and 10 nondiagnosed comparison participants were given individual grids. Results showed that displaying alternate personalities did not portend a more multidimensional level of thinking. Instead, the nonclinical comparison group had the greater degree of complexity in comparison to both clinical groups. A notable clinical observation was that DID patients, as compared to non-DID participants, had a greater understanding and speed in completing the grid. Findings are discussed in terms of the advantages of personal construct theory for conceptualizing the construct of dissociation.