Social Norms from a Goal-System Point of View: Contributions of Activity Analysis

In this article, we used a social injunctive norm to incentivize the elaboration of energy-efficient projects within a building renovation simulation application. We manipulated the norm saliency (presence on the interface) and compared its effect to that of an arbitrary set goal and a no-goal condition (control). Results show that both an injunctive norm and an explicit goal, when salient, led to more energy-efficient designs. Furthermore, participants exposed to the salient injunctive norm identified important parameters more quickly, were more efficient, and were more consistently focused on energy (vs. furnishing). Implications for theory and methodology for further experiments are discussed.     

The use of Tholos software for combining measures of mental workload: Toward theoretical and methodological improvements

Mental workload is a concept central to a range of disciplines (including cognitive psychology and ergonomics) that has given rise to various theoretical and methodological debates. As a result, researchers have used a number of techniques for measuring mental workload. Traditionally, three categories of measurement technique have been recognized: performance measures (e.g., the dual-task paradigm), subjective measures (e.g., rating scales), and physiological measures (e.g., heart, respiration, and blink rates). Each technique has advantages and limitations; however, some limitations may prevent an accurate evaluation of the mental workload. In this article, we focus on the benefits of combining multiple measures of mental workload. However, because combining several techniques is a very complex process, we have developed the Tholos software in an attempt to reduce this complexity. This software package uses measures from each of the three categories: a dual-task paradigm with auditory signals; the National Aeronautics and Space Administration task load index (NASA-TLX) scale and its simplified version, the “raw” task load index (RTLX); and physiological (such as pupil-dilation) measurements with which our software can merge results from the dual-task paradigm. To illustrate the benefits of using Tholos, we describe a puzzle-solving experiment in which we combined multiple measures of mental workload. The results indicate the importance of combining multiple measures to build upon the theoretical and methodological foundations of mental workload.     

Visual monitoring of goal-directed aiming movements

Goal-directed movements are subject to intrinsic planning and execution variability, which requires that the central nervous system closely monitor our movements to ensure endpoint accuracy. In the present study, we sought to determine how closely the visual system monitored goal-directed aiming movements. We used a cursor-jump paradigm in which a cursor was unexpectedly translated soon after movement initiation. Some of the trials included a second cursor jump, and the cursor remained visible for different durations. The results indicate that seeing the cursor for only 16?ms after the second cursor jump was sufficient to influence the movement endpoint, which suggests that the visual system continuously monitored goal-directed movements. The results also suggest that the perceived position/trajectory of the effector was likely to have been averaged over a period of approximately 70?ms.     

Knowability and bivalence: intuitionistic solutions to the Paradox of Knowability

In this paper, I focus on some intuitionistic solutions to the Paradox of Knowability. I first consider the relatively little discussed idea that, on an intuitionistic interpretation of the conditional, there is no paradox to start with. I show that this proposal only works if proofs are thought of as tokens, and suggest that anti-realists themselves have good reasons for thinking of proofs as types. In then turn to more standard intuitionistic treatments, as proposed by Timothy Williamson and, most recently, Michael Dummett. Intuitionists can either point out the intuitionistc invalidity of the inference from the claim that all truths are knowable to the insane conclusion that all truths are known, or they can outright demur from asserting the existence of forever-unknown truths, perhaps questioning—as Dummett now suggests—the applicability of the Principle of Bivalence to a certain class of empirical statements. I argue that if intuitionists reject strict finitism—the view that all truths are knowable by beings just like us—the prospects for either proposal look bleak.     

The Expanded Version of the Inferential Confusion Questionnaire: Further Development and Validation in Clinical and Non-Clinical Samples

The current study represents the further development and validation of an expanded version of the Inferential Confusion Questionnaire (ICQ-EV) in non-clinical and clinical samples. Inferential confusion seems to be particularly relevant to Obsessive-Compulsive Disorder (OCD) and is defined as a failure to recognize the unrealistic nature of obsessions due to a subjective form of reasoning. Factor analysis of the item-set of the ICQ-EV indicated a one-dimensional solution in non-clinical and clinical samples. It was hypothesized that inferential confusion as measured by the ICQ-EV would be particularly relevant to participants with OCD. Results confirmed convergent validity with strong relationships between the ICQ-EV and obsessive-compulsive symptoms in all samples independent of other cognitive domains and general distress. In addition, those with OCD scored higher on the ICQ-EV than non-clinical controls and a mixed anxiety disorder group so confirming group-criterion validity. Finally, the ICQ-EV also showed clinical validity with change in ICQ-EV scores during treatment significantly related to successful treatment outcome.     

Intrinsic,identified, and controlled types of motivation for school subjects in young elementary school children

Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. Aims. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self‐determination theory. First, we tested whether children self‐report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self‐report differentiated types of motivation across school subjects. Sample. Participants were 425 French‐Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results. Results show that, for a given school subject, young elementary students self‐report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self‐report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. Conclusion. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.     

Just do it? When to do what you judge you ought to do

While it is generally believed that justification is a fallible guide to the truth, there might be interesting exceptions to this general rule. In recent work on bridge-principles, an increasing number of authors have argued that truths about what a subject ought to do are truths we stand in some privileged epistemic relation to and that our justified normative beliefs are beliefs that will not lead us astray. If these bridge-principles hold, it suggests that justification might play an interesting role in our normative theories. In turn, this might help us understand the value of justification, a value that’s notoriously difficult to understand if we think of justification as but a fallible means to a desired end. We will argue that these bridge-principles will be incredibly difficult to defend. While we do not think that normative facts necessarily stand in any interesting relationship to our justified beliefs about them, there might well be a way of defending the idea that our justified beliefs about what to do won’t lead us astray. In turn, this might help us understand the value of justification, but this way of thinking about justification and its value comes with costs few would be willing to pay.     

La force normative du contrôle ordinal des contrats conclus par les médecins

Professional contracts concluded by physicians are specific. Indeed, these contracts must be compliant with ethical standards of the profession. As a professional authority, the College of physicians introduces obligations under which professionals have to stipulate several specific clauses and transmit their written contracts to the College, which controls their conformity. However, the normative power of these obligations is weak. To ensure the respect of ethical standards in professional contracts, soft law is more and more used by the College.     

SAFE START: AN EARLY CHILDHOOD MENTAL HEALTH PROGRAM IN A TERTIARY HEALTHCARE SETTING—A CRITICAL REVIEW

Early childhood mental health programs are vital for the current and future mental health and brain development of infants, toddlers, and preschoolers. Founded in 2014, Safe Start is the only early childhood mental health program in Beirut, Lebanon. It aims at being the prototype of such services at the national level. A retrospective analysis of the outcomes of the first year of operations has resulted in important findings about the age of the participants, their diagnoses, previous therapies that the participants have undergone, types of referrals recommended, and the number of participants who were lost to follow‐up. This first analysis pointed at the need for more in‐depth research to encompass the gaps and benefits of such services. It shows the pivotal importance of designing awareness strategies about the importance of early childhood mental health services and care; to move from a diagnostic seeking behavior to commitment to psychotherapy and follow‐up interventions.     

Drawing conclusions: The effect of instructions on children's confabulation and fantasy errors

Drawing is commonly used in forensic and clinical interviews with children. In these interviews, children are often allowed to draw without specific instructions about the purpose of the drawing materials. Here, we examined whether this practice influenced the accuracy of children's reports. Seventy-four 5- and 6-year-old children were interviewed one to two days after they took part in an interactive event. Some children were given drawing materials to use during the interview. Of these children, some were instructed to draw about the event, and some were given no additional instructions at all. Children who were instructed to draw about the event, or who were interviewed without drawing, made few errors. In contrast, children who drew without being given specific instructions reported more errors that were associated with both confabulation and fantasy. We conclude that, to maximise accuracy during interviews involving drawing, children should be directed to draw specifically about the interview topic.