Occasions of Identity: The Metaphysics of Persistence,Change, and Sameness

We divide analytic metaphysics into naturalistic and non-naturalistic metaphysics. The latter we define as any philosophical theory that makes some ontological (as opposed to conceptual) claim, where that ontological claim has no observable consequences. We discuss further features of non-naturalistic metaphysics, including its methodology of appealing to intuition, and we explain the way in which we take it to be discontinuous with science. We outline and criticize Ladyman and Ross's 2007 epistemic argument against non-naturalistic metaphysics. We then present our own argument against it. We set out various ways in which intellectual endeavours can be of value, and we argue that, in so far as it claims to be an ontological enterprise, non-naturalistic metaphysics cannot be justified according to the same standards as science or naturalistic metaphysics. The lack of observable consequences explains why non-naturalistic metaphysics has, in general, failed to make progress, beyond increasing the standards of clarity and precision in expressing its theories. We end with a series of objections and replies.     

Effectiveness of peer-led dissonance-based eating disorder prevention groups: Results from two randomized pilot trials

ObjectiveThe present preliminary trials tested whether undergraduate peer leaders can effectively deliver a dissonance-based eating disorder prevention program, which could facilitate broad dissemination of this efficacious intervention.MethodIn Study 1, female undergraduates (N = 171) were randomized to peer-led groups, clinician-led groups, or an educational brochure control condition. In Study 2, which improved a design limitation of Study 1 by using completely parallel outcome measures across conditions, female undergraduates (N = 148) were randomized to either immediate peer-led groups or a waitlist control condition.ResultsIn Study 1, participants in peer- and clinician-led groups showed significantly greater pre–post reductions in risk factors and eating disorder symptoms than controls (M d = .64 and .98 respectively), though clinician- versus peer-led groups had higher attendance and competence ratings, and produced stronger effects at posttest (M d = .32) and at 1-year follow-up (M d = .26). In Study 2, participants in peer-led groups showed greater pre–post reductions in all outcomes than waitlist controls (M d = .75).ConclusionsResults provide novel evidence that dissonance-based eating disorder prevention groups led by undergraduate peers are feasible and produce greater reductions in eating disorder risk factors and symptoms than minimal-intervention control conditions, but indicate that effects are smaller for peer- versus clinician-led groups.     

The emotional Stroop task and emotionality rating of negative and neutral words in late Thai–English bilinguals

The current study investigated how emotions are represented in the lexicon of late Thai–English bilinguals and a comparison group of native English speakers. Two tasks were used. In the emotional Stroop task, which taps into an automatic early lexical level of processing, the bilingual participants did not display the same automatic level of activation in their second language (L2) as in their first language (L1). In the emotionality‐rating task, which involves a later, more in‐depth conscious level of processing than the preceding task, similar results were found in both languages spoken by the bilinguals. These findings are interpreted as indicating that late bilinguals do not automatically respond to the emotional arousal associated with the meanings of L2 words to the same extent as in the L1, and this is likely to be mediated by language proficiency and the context in which the language is learned.     

Income and support during transition from a military to civilian career

This study examined experienced military members (N= 136, average age 51 years) transitioning to a 2nd occupation, specifically K–12 teaching, and revealed correlations between the length of their transition to both perceived support and income. Perceived support from family and friends had a small, positive correlation with transition time (r= .31), while income had a small, negative correlation with transition time (r=?.28). The Career Transitions Inventory ( Heppner, 1991 ), the Satisfaction with Life Scale ( Diener, Emmons, Larsen, & Griffin, 1985 ), demographic questions, and open‐ended questions were used. Implications for career counselors working with transitioning military members are discussed, along with future implications for research and practice.     

A Note on the Relationship Between Task Requirements and the Contextual Interference Effect

Typically, tasks used in past contextual interference experiments had movement, spatial pattern, or timing requirements. The possibility exists that the blocked/random manipulation of only one of these task characteristics contributes to the contextual interference effect. The purpose of the experiment reported here was to test the impact of separate movement and timing tasks on the superior learning of random trained groups. The task for all subjects in the movement condition was to release a start button and knock over a wooden barrier. There were three movement time goals to be learned. Half of the subjects in this condition practiced the three movements in a blocked schedule and half practiced them in a random schedule. The subjects in the no-movement condition estimated the same three times by holding down the start button for the appropriate duration. Similarly, these subjects were divided into random and blocked practice groups. All subjects then performed a retention test. Results showed that for the movement condition, the blocked group performed with less error than the random group during acquisition. In retention, however, the random group performed with less error than the blocked group. Conversely, for the no-movement condition, there were no differences between the two practice schedule groups during acquisition or during retention for any of the dependent measures. These results indicate that experimental tasks must have some type of movement requirement in order to facilitate learning through the use of random practice schedules.     

Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5–18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills—visual-motor coordination and visual-spatial integration—and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.     

Differentiating Psychotic Patients From Nonpsychotic Patients With the MMPI–2 and Rorschach

Rorschach responses of 36 process and 23 reactive schizophrenics have been evaluated for presence of primary and secondary process thinking, and for oral, anal, sex, aggression, and anxiety content. Responses of the process schizophrenics involved more primary process than secondary process thought, whereas the reactive schizophrenics' responses showed more secondary than primary process thinking. A linear trend, parallel for both groups, was noted with regard to frequency of content responses, such that anxiety was greater than aggression, which was greater than oral, which was greater than sex and in turn was greater than anal. In both groups oral content was least invaded by primary process thinking, the remaining categories tended to cluster.     

Interventional Use of the Parent–Child Interaction Assessment–II Enactments: Modifying an Abused Mother's Attributions to Her Son

I. It was hypothesized that male Ss will project more on situations pertaining to the lives of men than on situations pertaining to the lives of women and that female Ss will project more on situations pertaining to the lives of women than on situations pertaining to the lives of men.

II. It was further hypothesized that male Ss and female Ss will not differ with regard to the amount of projection elicited by male and female pictorial figures. Transcendence Indices were used as measures of the amount of projection. Ss were 30 male college students and their wives. Hypothesis I was confirmed for men only. Hypothesis II was confirmed for men and for women.     

Loneliness and the Effects of Life Changes

In this study, factor analysis was used to examine whether men and women experience loneliness differently and how marital status affects the experience of loneliness (especially if the marriage is terminated). The experiences of chronic and situational or event-related loneliness are also compared. Finally, the study is also an investigation of the social stigma that causes people to refuse to admit their loneliness. As a result of this stigma, when questioned for research purposes, individuals usually report a recall of past loneliness rather than a current or ongoing experience. In the present study, the difference between loneliness recalled and loneliness experienced at the time of questioning is investigated.     

Longitudinal Links Between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades

Developmental cascade models linking childhood peer victimization, internalizing and externalizing problems, and academic functioning were examined in a sample of 695 children assessed in Grade 3 (academic only) and Grades 5, 6, 7, and 8. Results revealed several complex patterns of associations in which poorer functioning in one domain influenced poorer outcomes in other areas. For example, a symptom driven pathway was consistently found with internalizing problems predicting future peer victimization. Support for an academic incompetence model was also found— lower GPA in Grade 5, 6, and 7 was associated with more externalizing issues in the following year, and poor writing performance in Grade 3 predicted lower grades in Grade 5, which in turn predicted more externalizing problems in Grade 6. Results highlight the need to examine bidirectional influences and multifarious transactions that exist between peer victimization, mental health, and academic functioning over time.