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221.
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Heather J. Gert 《Synthese》1995,105(2):177-190
In §66 ofPhilosophical Investigations Wittgenstein looks for something common to various games and finds only an interconnecting network of resemblances. These are family resemblances. Sympathetic as well as unsympathetic readers have interpreted him as claiming that games form a family in virtue of these resemblances. This assumes Wittgenstein inverted the relation between being a member of a family and bearing family resemblances to others of that family. (The Churchills bear family resemblances to one another because they belong to the same family, they don't belong to the same family because they resemble one another.) A close reading ofInvestigations gives no evidence that Wittgenstein made this mistake. Rather, family resemblances may play a role like the one criteria play for psychological terms. They give excellent but fallible evidence for membership in the extensions of some terms.Don't look only for similarities in order to justify a concept, but also for connexions. The father transmits his name to his son even if the latter is quite unlike him.1
I would like to thank Felicia Ackerman, Donna Summerfield, and the Texas A+M Reading Group for comments on earlier drafts of this paper. And, most of all, I would like to thank Bernard Gert for his help and encouragement. 相似文献
223.
In the acquisition phase, pigeons learned to peck at a changeover key to shorten the duration of S? but not of S+ presented on the food key in a discrimination problem. In the transfer phase, the significance of S+ and S? was changed through extinction of both, equal reinforcement, or discrimination reversal, while the changeover key was not available. Transfer tests then showed appropriate modification of the changeover response. Similar transfer was demonstrated across orthogonal stimulus dimensions. Further analytic studies showed that this transfer of the changeover response did not depend upon mediation due to differential response rates to the food key. This research strategy enriches the study of the “second learning process” by providing an indicator of stimulus control in all phases of the procedure. Direct transfer between different problems also indicates that discriminative stimuli, although physically dissimilar, have the same “psychological value” for the subject. 相似文献
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This study examined the relationships between three sex-related variables (client sex, therapist sex, and dyad matching on sex) and continuation in counseling. 245 college students who were clients at three university counseling centers participated. Consistent with previous studies, women comprised 68.2% of the clients seeking services at these counseling centers. Clients' sex was significantly related to counseling duration, explaining 2.2% of the common variance. Female clients, on the average, attended 1.8 more sessions than male clients. However, neither the therapists' sex nor dyad matching on sex was significantly related to the duration of counseling. None of the sex-related variables correlated with premature termination of counseling. The results have implications for providing counseling and outreach services to male students. Despite relatively equivalent rates in the incidence of mental health problems, female students continue to comprise the majority of clients. Therefore, university counseling centers need to communicate their services better to male students in need of mental health services. 相似文献
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Heather Kim Laura Rendon James Valadez 《Journal of multicultural counseling and development》1998,26(3):166-176
The authors looked at differences among 6 Asian American ethnic groups in terms of student-level and school-level characteristics and examined factors related to their educational aspirations. The authors provided implications for counselors to help Asian American students achieve academic success in secondary and higher education. 相似文献
228.
An experimental examination of alcohol consumption,alcohol expectancy,and self‐blame on willingness to report a hypothetical rape 下载免费PDF全文
This study experimentally examined the role of victim alcohol intoxication, and self‐blame in perceiving and reporting rape to the police using a hypothetical interactive rape scenario. Participants (N = 79) were randomly assigned to consume alcohol (mean BAC = 0.07%) or tonic water before they engaged in the scenario. Alcohol expectancy was manipulated, and participant beliefs about the beverage they thought they had consumed and their feelings of intoxication were measured. Alcohol consumption and expectancy did not affect the likelihood that the nonconsensual intercourse depicted in the scenario was perceived and would be reported as rape. Participants with higher levels of self‐blame were less likely to say they would report the hypothetical rape. Self‐blame levels were higher for participants who believed they had consumed alcohol, and were associated with increased feelings of intoxication. The implications are discussed. 相似文献
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Heather J. Gert 《Philosophia》2018,46(1):131-140
Nagel’s constitutive moral luck is one important type of moral luck, but discussions of it have tended to focus on temperament. Luck in how aware a person is of morally relevant aspects of her situation—awareness luck—though similar in some ways, also raises different issues. Luck in temperament impacts how difficult a person finds it to behave well, while awareness luck impacts whether she even recognizes that the situation is making a moral demand on her. For this reason, awareness luck raises some unique challenges for those who would deny the existence of moral luck. 相似文献
230.
Roderick D. O’Handley Brad A. Dufrene Heather Whipple 《Journal of Behavioral Education》2018,27(3):324-342
The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers’ implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test the effects of a tactile prompting and weekly performance feedback consultation procedure for increasing teachers’ behavior-specific praise. Additionally, this study included data for teachers’ rate of reprimands and their classrooms’ appropriately engaged behavior and disruptive behavior. Results indicated that tactile prompting and weekly performance feedback increased behavior-specific praise for all three teachers. However, a functional relation between tactile prompting and weekly performance feedback and changes in teachers’ reprimands and their classrooms’ appropriately engaged and disruptive behavior was not established. Implications for applied practice, and limitations and directions for future research are discussed. 相似文献