Making noises in counterpoint or chorus: Putnam''s rejection of relativism

Putnam's internal realism entails the simultaneous rejection of metaphysical realism and (anything goes or total or cultural) relativism. Putnam argues, in some places, that relativism is self-contradictory, and in others, that it is self-refuting. This paper attempts the exegetical task of explicating these challenging arguments, and the critical task of suggesting that a full-blown epistemological relativism may be capable of surviving the Putnam attack.     

The role of cosmetics in attributions about sexual harassment

The purpose of this study was to investigate the effect of cosmetics use on attributions concerning the likelihood of provoking sexual harassment and of being sexually harassed. Subjects were 85 female and 76 male undergraduate volunteers. The study was a 3×2 between-subjects design with three levels of cosmetics use (heavy, moderate, no cosmetics) and two levels of sex of subject (male, female). Each subject viewed one of three colored photographs of a model wearing either heavy, moderate, or no cosmetics, and then indicated how likely the model was to provoke sexual harassment and to be sexually harassed. Data were analyzed using analyses of variance and the Newman-Keuls test. When the model wore heavy cosmetics, she was rated as more likely to provoke sexual harassment than when she wore moderate cosmetics. Similarly, when the model wore moderate cosmetics, she was rated as significantly more likely to provoke sexual harassment than when she was not wearing cosmetics. When the model wore either heavy or moderate cosmetics, she was also rated as more likely to be sexually harassed than when she did not wear cosmetics. In addition, male subjects rated the model as more likely to provoke and to be sexually harassed than did female subjects. Results are discussed in terms of sex role spillover.     

Personality diagnostic questionnaire-revised (PDQ-R) personality disorder scores and negative life events independently predict changes in hopkins symptom checklist (SCL-90) Psychopathology Scores

The present study employed a prospective design to investigate whether Personality Diagnostic Questionnaire—Revised (PDQ-R) scores and/or Hassles Scale—Revised (HS-R) scores predict changes in Axis I psychopathology levels over 1 month, in a nonclinical sample of young adults. The PDQ-R, HS-R, and Hopkins Symptom Checklist (SCL-90) were administered to a mixed-sex sample of 100 undergraduate students on two occasions separated by 1 month. Hierarchical multiple regression analyses indicated that (1) time 1 PDQ-R composite scores predicted changes in scores on 11 SLC-90 scales; (2) time 1 PDQ-R impairment/distress index scores predicted changes in SCL-90 general symptom index scores; (3) only one of the individual PDQ-R personality disorder subscales—the schizotypal personality disorder subscale—predicted changes in SCL-90 general symptom index scores; (4) HS-R scores predicted changes in scores on 9 SCL-90 scales; and (5) in only 3 of the 27 analyses conducted did the statistical interaction between PDQ-R and HS-R scores predict changes in SCL-90 scores. These findings indicate that personality disorder symptomatology and negative life events may independently predict changes in Axis I psychopathology levels and, thus, support the continued inclusion of Axis II and Axis IV in future versions of the Diagnostic and Statistical Manual of Mental Disorders.     

Issues and options in literacy training

When was the last time you saw a job application with no spelling or grammatical errors? Basic skill deficiencies among people at all levels of business are forcing companies to develop innovative ways of compensating for and correcting the problem. What follows is a summary of literacy training strategies and suggestions for implementation.     

Evidence for the self as an imaginal prototype

This study investigated recognition memory of self-photographs which had been previously rated by subjects for their degree of reference to an imaginal prototype of “real self.” The number of false alarms to NEW photographs was found to increase with degree of self-reference to the imaginal prototype with the exception of photographs rated highest in self-reference. Females were reliably superior to males in self-recognition. Males and females also differed in nonverbal behaviors reflecting differences in their image of real self. Results were interpreted as supporting an hypothesis that the self functions as a cognitive prototype which has both imaginal and verbal characteristics.     

A study of hyperlexia

Twelve children with early intense reading and superior word recognition skills coupled with disordered language and cognitive behavior are described. Cognitive, linguistic, and reading measures evidenced a generalized cognitive deficit in forming superordinate schemata which was not specific to visual or auditory modalities. Positive family histories for reading problems were present for 11 of the 12 children, suggesting a relationship between hyperlexia and dyslexia.     

The effects of two conditions of client-centered consultation on student teacher problem descriptions and remedial plans

Nineteen trained consultants implemented two conditions of client-centered consultation and a control condition with 42 student teacher subjects. The dependent measures were skills in describing classroom problems and generating appropriate remedial plans. Both conditions of consultation were effective in improving problem identification skills. Consultation with observation seemed to be related to a faster improvement than was consultation with no observation. Skills in developing remedial plans were not affected by treatment.     

Constant errors donot occur in the matched reproduction of angles

MacRae and Loh (1981) reported that when observers attempt to match angles, whether simultaneously or successively, and regardless of whether the angles have the same orientation or not, acute angles generally are set too large and obtuse angles, too small. Without presenting data, they argued indirectly that starting-position effects in their adjustment procedure could not have accounted for the errors. In four experiments, we have demonstrated that effects similar to MacRae and Loh’s do occur when their starting positions are used and that no such effects occur when psychophysical methods that minimize or eradicate starting position effects are used.     

Direct and continuous measurement of relational learning in human pavlovian conditioning

Three experiments were conducted employing a continuous measure of conditional stimulus/unconditional stimulus (CS/US) contingencies as perceived by the subject (i.e., subjective contingency or SC). It is argued that direct measurement of relational learning, as indexed by SC, can lead to a better understanding of Pavlovian conditioning processes. The first two experiments applied this approach to a methodologic controversy, raising the debate from a procedure-based argument to testing what the subject actually learns about CS/US relationships. While the issue was not resolved, testable hypotheses for future research were generated from the data. The third experiment contrasted the contingency stimulus-stimulus (S-S) account of Pavlovian conditioning with an earlier stimulus-response (S-R) continguity-reinforcement account. In this experiment, both SC and skin resistance were measured. Evidence for the existence of both cognitive-propositional and response-learning processes in conditioning was obtained.