Prenatal and Posthumous Non-Existence: A Reply to Johansson

We have argued that it is rational to have asymmetric attitudes toward prenatal and posthumous non-existence insofar as this asymmetry is a special case of a more general (and arguably rational) asymmetry in our attitudes toward past and future pleasures. Here we respond to an interesting critique of our view by Jens Johansson. We contend that his critique involves a crucial and illicit switch in temporal perspectives in the process of considering modal claims (sending us to other possible worlds).     

Eine erfolgreiche Behandlunsgkette bei Zwangsstörung

Obsessive-compulsive disorder (OCD) belongs to a group of disorders with an estimated lifetime prevalence of 2?%, associated with a high socio-economic burden and the risk of chronification. In the latest version of the DSM-5, OCDs were detached from the chapter of anxiety disorders, similar to the ICD-10. Consequently, the fifth revision of the DSM highlights the fact that scientific results so far, like the overactivation of basal-ganglia thalamocortical circuits, basically support a common model for OCDs. Although in the past, OCDs have been ignored as a diagnostic entity, in the DSM-5, the concept of obsessive–compulsive spectrum disorders according to Hollander was partly realized. The present case report outlines an example of a successful therapeutic chain in the treatment of a severe case of OCD with a 90?% reduction of symptoms throughout a calendar-year, emphazising the importance of efficient treatment chains within psychiatric disorders.     

Orangutans (Pongo abelii) and a gorilla (Gorilla gorilla gorilla) match features in familiar and unfamiliar individuals

Great apes can perceive images as representative of corresponding real-life objects. Coupled with the potential advantages of identifying specific members of one’s species and mounting evidence for individual recognition in other non-humans, it seems likely that great apes would have the ability to identify conspecifics in photographs. The ability of four orangutans and a gorilla to match images of individuals of their own and a closely related but unfamiliar species was examined here for the first time. First, the subjects matched photographs of familiar conspecifics taken at various time points in a delayed matching-to-sample procedure (Experiment 1). Second, they matched different photographs of unfamiliar individuals of a different species (Experiment 2) at above chance levels. These results suggest that the subjects matched photographs by matching physical features, not necessarily by recognizing the identity of the individuals depicted. However, they also quickly learned to select photographs of familiar individuals when these photographs were paired with photographs of unfamiliar individuals of their own species (Experiment 3), and three subjects showed transfer to novel images of familiar and unfamiliar individuals. Thus, the findings support the idea that subjects attended to physical features to identify individuals that they could categorize on the basis of familiarity.     

Spiritual sensitivity in the classroom: a teaching experiment in Finnish upper secondary religious education

The interest to research spirituality in the classroom has been constant over the last decade. However, empirical research into classroom pedagogy and the lived experience of religious education has been scarce. This study describes a small-scale intervention that aimed to promote students’ spiritual reflection in Finnish upper secondary school RE classes by using stimulating tasks. One class (N?=?23) of upper secondary school students (16–18?years of age) participated in the study. Analysis of students’ responses after the silent reflection moments suggested that the tasks were successful in eliciting some level of spiritual reflection for most of the students. In this article, we describe the experiment and the content and nature of this reflection, as well as discuss the advantages and challenges of spiritually sensitive teaching methods in a classroom of heterogeneous worldviews.     

On Certainty,Change, and “Mathematical Hinges”

Annalisa Coliva (Int J Study Skept 10(3–4):346–366, 2020) asks, “Are there mathematical hinges?” I argue here, against Coliva’s own conclusion, that there are. I further claim that this affirmative answer allows a case to be made for taking the concept of a hinge to be a useful and general-purpose tool for studying mathematical practice in its real complexity. Seeing how Wittgenstein can, and why he would, countenance mathematical hinges additionally gives us a deeper understanding of some of his latest thoughts on mathematics. For example, a view of how mathematical hinges relate to Wittgenstein’s well-known river-bed analogy enables us to see how his way of thinking about mathematics can account nicely for a “dynamics of change” within mathematical research—something his philosophy of mathematics has been accused of missing (e.g., by Robert Ackermann (Wittgenstein’s city, The University of Massachusetts Press, Amherst, 1988) and Mark Wilson (Wandering significance: an essay on conceptual behavior, Oxford University Press, Oxford, 2006). Finally, the perspective on mathematical hinges ultimately arrived at will be seen to provide us with illuminating examples of how our conceptual choices and theories can be ungrounded but nevertheless the right ones (in a sense to be explained).

     

The structure of executive functioning in 11 to 14 year olds with and without special educational needs

The structure and development of executive functioning (EF) have been intensively studied in typically developing populations, with little attention given to those with Special Educational Needs (SEN). This study addresses this by comparing the EF structure of 132 adolescents (11–14 years-old) with SEN and 138 adolescents not requiring additional support (Non-SEN peers). Participants completed verbal and non-verbal assessments of key components of EF: inhibition, working memory and switching. Confirmatory Factor Analysis on each group tested one-, two- and three-factor models of EF. In both groups, there was statistical support for the fit of one- and two-factor models with no model being clearly better than the others; there was little support for three-factor models. Parsimony suggests that the one-factor model best represents the structure of EF. In light of our results, the implications for the nature of EF in early adolescence in both SEN and Non-SEN groups are discussed.     

Third Conference of the GWP (2019)

Journal for General Philosophy of Science -     

Minding the ($500,000) Gap: Accounting for the Gender-Driven Gap in Executive Severance Agreements

Journal of Business and Psychology - As the number of women in leadership positions continues to rise, it is important to closely examine the gender pay gap at the executive level. Prior studies...     

ADHD Behaviors and Social Functioning in Preschool Children: The Moderating Role of Emotion Recognition

This study examined the moderating role of emotion recognition on the association between preschoolers’ ADHD behaviors and social functioning outcomes. Sixty preschoolers (48.3% female; M_age?=?3.94, SD_age?=?.56) were recruited from Head Start-affiliated classrooms. Teacher-rated ADHD behaviors and an objective measure of children’s emotion recognition were assessed at the beginning of the school year. Teacher ratings of social functioning outcomes were obtained approximately three months after the start of school. Hierarchical regressions examined the unique and interactive effects of ADHD behaviors and emotion recognition on preschoolers’ social functioning outcomes (i.e., oppositional behaviors, peer behavior problems, and social-emotional school readiness). The interaction between ADHD behaviors and emotion recognition predicted oppositional behaviors, peer behavior problems and social-emotional school readiness such that higher levels of emotion recognition appear to buffer the negative association between ADHD behaviors and adaptive social functioning. Preliminary considerations for interventions aimed at promoting preschoolers’ social functioning are discussed.