Is Moral Projectivism Empirically Tractable?

Different versions of moral projectivism are delineated: minimal, metaphysical, nihilistic, and noncognitivist. Minimal projectivism (the focus of this paper) is the conjunction of two subtheses: (1) that we experience morality as an objective aspect of the world and (2) that this experience has its origin in an affective attitude (e.g., an emotion) rather than in perceptual faculties. Both are empirical claims and must be tested as such. This paper does not offer ideas on any specific test procedures, but rather undertakes the important preliminary task of clarifying the content of these subtheses (e.g., what is meant by “objective”? what is meant by “experience”?). Finally, attention is given to the relation between (a) acknowledging that the projectivist account might be true of a token moral judgment and (b) maintaining moral projectivism to be true as a general thesis.     

Theistic Ethics and the Euthyphro Dilemma

It is widely believed that the Divine Command Theory is untenable due to the Euthyphro Dilemma. This article first examines the Platonic dialogue of that name, and shows that Socrates's reasoning is faulty. Second, the dilemma in the form in which many contemporary philosophers accept it is examined in detail, and this reasoning is also shown to be deficient. This is not to say, however, that the Divine Command Theory is true—merely that one popular argument for rejecting it is unsound. Finally some brief thoughts are presented concerning where the real problems lie for the theory.     

Cognitive addition and multiplication: Evidence for a single memory network

In an experiment using verification task procedures, 100 subjects responded to simple and complex problems of addition and multiplication. Identical structural parameters were found to model reaction time accurately to both addition and multiplication problems. Slope estimates for a memory network parameter did not differ significantly between simple and complex problems within an operation or between addition and multiplication problems. Both complex addition and complex multiplication problems were processed columnwise, with column sums or products being retrieved from an interrated memory network. The two types of complex problems included similar processes for carrying and for encoding of single digits, and both were self-terminated when an error in the units column was encountered. Addition and multiplication facts appear to be retrieved from a single interrelated memory network. A conceptual model for this interrelated network is discussed.     

Validation of physical ability tests for high pressure cleaning occupations

This paper describes the development and validation of a physical performance test battery to select high pressure cleaning workers at Tennessee Eastman Company. The research uses a concurrent, criterion-related validation strategy to demonstrate the relationship between test performance and job performance. The study proceeded through four stages, with data collected in one stage used in subsequent stages. The two types of predictor measures included ability tests and work sample simulations. For some analyses, the work sample simulations were also used as criteria. Four samples of incumbents (N=63) were tested on all experimental measures. Using criterion groups of successful incumbents and unsuccessful former incumbents (N=33), all of the work simulation tests and the ability-referenced tests were significant predictors of successful versus unsuccessful job status. In addition, the ability tests predicted performance on the work sample simulations, particularly for those requiring strength and endurance. A battery of three ability tests resulted in R=.68 for job status and in R=.43, .73, .80, and .84, respectively, for each of the work sample simulations. Two of the three ability tests in the final test battery are likely to result in adverse impact against females. However, data collected on female maintenance technicians indicated women, as a group, would not be screened out categorically as a result of implementing the physical ability test battery.     

SEPARATE AND COMBINED EFFECTS OF METHYLPHENIDATE AND A BEHAVIORAL INTERVENTION ON DISRUPTIVE BEHAVIOR IN CHILDREN WITH MENTAL RETARDATION

We investigated the separate and combined effects of a behavioral intervention and methylphenidate (Ritalin®) on disruptive behavior and task engagement in 3 children with severe to profound mental retardation. The behavioral intervention involved differential reinforcement of appropriate behavior and guided compliance. All 3 children demonstrated decreased disruptive behavior and improved task engagement in response to the behavioral intervention. Two of the 3 children demonstrated similar improvement in response to methylphenidate. Although both interventions were highly effective for these 2 participants, the relative efficacy of the interventions varied between the 2 children. There was no evidence of an additive or synergistic effect of the two interventions, but the high efficacy of each intervention alone limited our ability to detect such effects.     

Classical conditioning and retention of the infant's eyelid response: effects of age and interstimulus interval

Independent groups of 10-,20-, and 30-day-old infants were subjected to a classical eyelid conditioning procedure involving either a 500- or a 1500-msec interstimulus interval (ISI). Ten days later, all received a second conditioning session. A reliable increase in conditioned responding was observed at all ages but only by infants receiving the 1500-msec ISI. Although age was not a significant factor in any conditioning measure except final performance level, which was greater for the oldest than for the youngest group, it did influence long-term retention. A reliable memory component was observed in the Session 2 performance of infants initially trained at 20 and 30 days but not at 10 days. These data demonstrate the importance of temporal parameters in the formation of conditioned associations very early in infancy and provide evidence for the long-term behavioral consequences of those associations.     

The Marital Communication Rating Schedule: An instrument for clinical assessment

The Marital Communication Rating Schedule (MCRaS) is presented as an observationally based clinical rating system for assessing verbal behavior in marital communication. Data from 35 response display discussions lasting from 20 to 30 min each, which took place between 11 married couples, were used to examine aspects of the reliability and validity of the instrument. Three raters made independent ratings of 37 MCRaS categories for each husband and wife for each discussion period. Reliability among the raters was shown to be high when calculated within one scale point. Concurrent validity was assessed by comparing MCRaS ratings for four categories with observationally based validation criteria independently coded and measured. Results indicated that for three categories — negative statements, overgeneralizations, and amount of talk — ratings produced results that were similar to those yielded by laborious coding of audiotapes. For one category, opinions requested, a relationship between the ratings and coded data was not found. The validation results were discussed in terms of possible differences in the basis of ratings for the categories subjected to validation. Although further research is needed, it was concluded that MCRaS has many of the desirable qualities needed in a clinically useful, observationally based rating system.This investigation was conducted in connection with the Sociobehavioral Research Project at The University of Michigan when Joyce Borkin and Claude L. Walter were affiliated with the project.     

Tutor-Pupil Relationship and Academic Progress

This study examines the characteristics of the tutor-student relationship in small tutorial groups and the degree of association between this relationship and academic success. Four factors were identified: a general factor of likeableness and factors representing equality, personal involvement, and control in the relationship. The likeableness factor was significantly related to academic success but the other factors were not.