Leibniz,Pufendorf, and the Possibility of Moral Self-Governance

In his On the Duties of Man and Citizen, seventeenth century natural law theorist Samuel Pufendorf argues that the source of obligation lies in ‘the command of a superior’. This so-called ‘voluntarist’ position was famously criticized by the ‘rationalist’ Gottfried Leibniz. However, I wish to highlight several neglected aspects of the debate. Leibniz implicitly proposes a solution to a central moral problem: how one can be obligated voluntarily. His answer reflects a sort of motivational internalism, whereby the ideas of justice provide some motive cause of action, and virtue provides the rest. In this way, the agent acts voluntarily by making the principles of justice the principles of her action. Secondly, I show how this argument for the principles depends implicitly on his ‘science of right’, established in his earliest writings on jurisprudence. These principles are constituent of the nature of rational substance. It then becomes clear that Leibniz had long developed a foundation for self-governance, similar to Kantian autonomy, consisting in the agent's internal moral power to act (jus) and moral necessity to act (obligation). These points are exposed through a close reading of Leibniz's criticisms of Pufendorf on the end, object and efficient cause of natural law.     

COMPARING TYPES OF COMPREHENSION QUESTIONS FOUND IN FOURTH GRADE READERS

Abstract

This article examines the implications of Dr. Dolores Durkin's recent research on Reading comprehension. The author takes the seminal findings of Dr. Durkin's study and applies these to improving classroom reading instruction.     

The effects of defendant conduct on jury damage awards

Laws of negligence dictate that jurors' decisions about damages be influenced by the severity of plaintiffs' injuries and not by the reprehensibility of defendants' conduct. The authors simulated an automobile negligence trial to assess whether jurors' decisions are in accord with those expectations. Conduct of the defendant and severity of the plaintiff's injuries were manipulated. Jurors listened to the evidence, completed predeliberation questionnaires, deliberated as a jury, and completed postdeliberation questionnaires. Severity of the plaintiff's injury had a strong impact on damage awards, but evidence related to the defendant's conduct was also influential, particularly when the plaintiffs injuries were mild. Here, jurors with any conduct-related evidence gave larger damage awards than jurors with no conduct-related evidence. Findings suggest an effect of defendant conduct on damage awards that may be mediated by judgments that the defendant was negligent.     

Item-cued directed forgetting of related words and pictures in children and adults: selective rehearsal versus cognitive inhibition

The main purpose of this study was to compare the relative importance of selective rehearsal and cognitive inhibition in accounting for developmental changes in the directed-forgetting paradigm developed by R. A. Bjork (1972). In two experiments, children in Grades 2 and 5 and college students were asked to remember some words or pictures and to forget others when items were categorically related. Their memory for both items and the associated remember or forget cues was then tested with recall and recognition. Fifth graders recognized more of the forget-cued words than college students did. The pattern of results suggested that age differences in rehearsal and source monitoring (i.e., remembering whether a word had been cued remember or forget) were better explanatory mechanisms for children's forgetting inefficiencies than retrieval inhibition was. The results are discussed in terms of a multiple process view of inhibition.     

The extralist-feature effect: evidence against item matching in short-term recognition memory

The authors varied the similarity between negative probes and study items in a short-term item-recognition task. Current models treat similarity as a function of the number of occurrences of the probe's features in the study set, a factor that is often confounded with the number of the probe's features occurring in the study set. Unconfounded comparisons showed that performance reflected only the latter factor, with response time a linear function of the number of probe features in the study set. The effect was obtained for both stimuli with manipulated features (colored shapes) and words. Number of presented features is a global property of the study list, but existing global models calculate familiarity by averaging across item matches and cannot readily accommodate the data. The authors proposed that the probe's features are compared with a global representation of the study set's features.     

Applying an exemplar model to an implicit rule-learning task: Implicit learning of semantic structure

Studies of implicit learning often examine peoples’ sensitivity to sequential structure. Computational accounts have evolved to reflect this bias. An experiment conducted by Neil and Higham [Neil, G. J., & Higham, P. A.(2012). Implicit learning of conjunctive rule sets: An alternative to artificial grammars. Consciousness and Cognition, 21, 1393–1400] points to limitations in the sequential approach. In the experiment, participants studied words selected according to a conjunctive rule. At test, participants discriminated rule-consistent from rule-violating words but could not verbalize the rule. Although the data elude explanation by sequential models, an exemplar model of implicit learning can explain them. To make the case, we simulate the full pattern of results by incorporating vector representations for the words used in the experiment, derived from the large-scale semantic space models LSA and BEAGLE, into an exemplar model of memory, MINERVA 2. We show that basic memory processes in a classic model of memory capture implicit learning of non-sequential rules, provided that stimuli are appropriately represented.     

The effect of blinks and saccadic eye movements on visual reaction times

Vision is suppressed during blinks and saccadic eye movements. We hypothesized that visual reaction times (RTs) in a vigilance test would be significantly increased when a blink or a saccade happened to coincide with the stimulus onset. Thirty healthy volunteers each performed a visual RT test for 15 min while their eye and eyelid movements were monitored by a system of infrared reflectance oculography. RTs increased significantly, many by more than 200 msec, when a blink occurred between 75 msec before and up to 150 msec after the stimulus onset. A similar result was observed with saccades that started 75 to 150 msec after the stimulus. Vision or attention was evidently inhibited before each blink and for longer than the saccades lasted. We suggest that visual suppression is involved in this process, which could explain some of the normal variability in RTs over periods of seconds that has not been adequately explained before.     

The Costs of Accepting Gender Differences: The Role of Stereotype Endorsement in Women's Experience in the Math Domain

Two studies were designed to examine the costs of stereotype endorsement for women's self-perceptions, career intentions, and susceptibility to stereotype threat in the math domain. Study 1, a survey of women majoring in math-related fields, revealed that women who believe that status differences between the sexes are legitimate were more likely to endorse gender stereotypes about women's math abilities, which in turn predicted more negative self-perceptions of math competence and less interest in continuing study in one's field. In Study 2, women who tended to endorse gender stereotypes were found to be more susceptible to the negative effects of stereotype threat on their math test performance. The implications of these results for research on stereotype endorsement and women's math achievement are discussed.