Peer Effects in Drug Use and Sex Among College Students

Past research suggests that congregating delinquent youth increases their likelihood of problem behavior. We test for analogous peer effects in the drug use and sexual behavior of male (n = 279) and female (n = 435) college students, using data on the characteristics of first-year roommates to whom they were randomly assigned. We find that males who reported binge drinking in high school drink much more in college if assigned a roommate who also binge drank in high school than if assigned a nonbinge-drinking roommate. No such multiplier effect is observed for females, nor are multiplier effects observed for marijuana use or sexual behavior for either males or females. Students who did not engage in these behaviors in high school do not appear to be affected by their roommates high school behavior.     

Context effects on emotional and aesthetic evaluations of artworks and IAPS pictures

In the arts emotionally negative objects sometimes can be positively judged. Defining an object as art possibly yields specific changes in how perceivers emotionally experience and aesthetically judge a stimulus. To study how emotional experiences (joy, anger, disgust, fear, sadness, and shame ratings, plus facial EMG) and aesthetic judgements (liking ratings) are modulated by an art context (“This is an artwork”) as compared to non-art reality context (“This is a press photograph”) participants evaluated IAPS pictures and veridical artworks depicting emotionally positive and negative content. In line with the assumption that emotional distancing is an essential feature of the art experience we found that positive emotional reactions were attenuated (joy, M. zygomaticus activation) in an art compared to non-art context. However, context had little influence on negative emotional reactions (anger, disgust, fear, sadness, shame, and M. corrugator activation) suggesting that these are similar in art and non-art. Importantly, only artworks of emotionally negative content were judged more positively in an art context — thus liked more. This study, in accordance with the assumption of a distanced aesthetic mode, shows that an art context fosters appraisal processes that influence emotional experiences, allowing to judge negative stimuli aesthetically more positively — thus suppressing the immediacy of emotional stimulus content.     

Comparing Fixed-Point and Revision Theories of Truth

In response to the liar’s paradox, Kripke developed the fixed-point semantics for languages expressing their own truth concepts. (Martin and Woodruff independently developed this semantics, but not to the same extent as Kripke.) Kripke’s work suggests a number of related fixed-point theories of truth for such languages. Gupta and Belnap develop their revision theory of truth in contrast to the fixed-point theories. The current paper considers three natural ways to compare the various resulting theories of truth, and establishes the resulting relationships among these theories. The point is to get a sense of the lay of the land amid a variety of options. Our results will also provide technical fodder for the methodological remarks of the companion paper to this one.     

Relevant identity

We begin to fill a lacuna in the relevance logic enterprise by providing a foundational analysis of identity in relevance logic. We consider rival interpretations of identity in this context, settling on the relevant indiscernibility interpretation, an interpretation related to Dunn's relevant predication project. We propose a general test for the stability of an axiomatisation of identity, relative to this interpretation, and we put various axiomatisations to this test. We fill our discussion out with both formal and philosophical remarks on identity in relevance logic.     

The psychosocial effects of rheumatoid arthritis on the patient and the well partner

Rheumatoid arthritis (RA) is a chronic disorder that can have a severe impact on patient's lives. This present study investigated four questions regarding the psychosocial effects on patients and their well partners. First we found that depression for both patients and partners were slightly elevated and 35.7% of patients and 23.3% of well partners had scores above the cut-off for possible clinical depression on the Center for Epidemiological Studies Depression Scale. Second, there was no significant difference between the patients' level of distress and that of the partners. Third, there were moderate positive correlations between patients' and partners' scores on measure of psychological functioning. Fourth, there were no differences in either the patients' or partners' well-being based on the gender of the patient. Finally, an exploratory analysis was conducted to examine the factors which influence the patients' and partners' depression and their view of the relationship.     

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills

The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two authentic narratives. We measured their comprehension of these narratives as well as vocabulary and skills associated with word decoding. The results revealed that even the younger children were sensitive to the underlying structure of the narratives and that this sensitivity increased with age. Measures of narrative comprehension were not consistently correlated with skills associated with word decoding, such as phonological awareness. The results are discussed in terms of theoretical models of comprehension and of reading development. Practical implications of the findings are also explored.     

Soames on Russell’s logic: a reply

In “What is History For?,” Scott Soames responds to criticisms of his treatment of Russell’s logic in volume 1 of his Philosophical Analysis in the Twentieth Century. This note rebuts two of Soames’s replies, showing that a first-order presentation of Russell’s logic does not fit the argument of the Introduction to Mathematical Philosophy, and that Soames’s contextual definition of classes does not match Russell’s contextual definition of classes. In consequence, Soames’s presentation of Russell’s logic misrepresents what Russell took to be its technical achievement and its philosophical significance.