Evaluation of the Recognizing and Responding to Suicide Risk Training

Changes in attitudes, confidence, and practice behaviors were assessed among 452 clinicians who completed the training, Recognizing and Responding to Suicide Risk, and who work with clients at risk for suicide. Data were collected at three time points. Scores on measures of attitudes toward suicide prevention and confidence to work with clients at risk for suicide improved over time. Clinical practice behaviors improved for assessing and formulating suicide risk, developing suicide prevention treatment plans, and responding to vignettes. Results suggest training can improve clinicians’ attitudes toward suicide, confidence to work with clients at risk for suicide, and, most importantly, clinical practice skills.     

The Scarlet Letter,Revised; Or,Vicissitudes of the Utopian Fantasy of “A New Sexual Person”: Commentary on Papers on President Clinton's Impeachment

It is not difficult to suppose that under the domination of a civilized sexual morality the health and efficiency of single individuals may be liable to impairment and that ultimately this injury to them, caused by the sacrifices imposed on them, may reach such a pitch that, by this indirect path, the cultural aim in view will be endangered as well [Freud, 1908, p. 181].     

HOLOCAUST COMMEMORATIONS IN LONDON AND ANGLO‐JEWISH (DIS‐)UNITY

This study of selected episodes of Holocaust commemorations in London (UK) sheds light on the tense and ambiguous relationship between commemoration of the Holocaust and Anglo‐Jewish unity. Many have shared the aspiration for Anglo‐Jewish unity at Holocaust commemorations, but a narrow definition of “unity”, as taken to mean centralization, uniformity and consensus, has been restrictive and has not served the desired end. As these case studies demonstrate, despite the high level of cohesion achieved by the rituals of the ceremony and the collective mourning, Holocaust commemorations have also been occasions of conflict and disunity. It is the recent proliferation of commemorations in the 1990s, taking place in a diverse range of Jewish organizations and institutions rather than one combined memorial gathering, that has led to Anglo‐Jewry’s uniting in common moments of remembrance. These differing approaches to the nature, form and content of Holocaust commemorations should be perceived not only as a positive development for the future of Holocaust remembrance in Britain but also an indication of an increasingly healthy Anglo‐Jewry.     

ELIA: A software application for integrating spoken language and eye movements

We have developed a new software application, Eye-gaze Language Integration Analysis (ELIA), which allows for the rapid integration of gaze data with spoken language input (either live or prerecorded). Specifically, ELIA integrates E-Prime output and/or .csv files that include eye-gaze and real-time language information. The process of combining eye movements with real-time speech often involves multiple error-prone steps (e.g., cleaning, transposing, graphing) before a simple time course analysis plot can be viewed or before data can be imported into a statistical package. Some of the advantages of this freely available software include (1) reducing the amount of time spent preparing raw eye-tracking data for analysis; (2) allowing for the quick analysis of pilot data in order to identify issues with experimental design; (3) facilitating the separation of trial types, which allows for the examination of supplementary effects (e.g., order or gender effects); and (4) producing standard output files (i.e., .csv files) that can be read by numerous spreadsheet packages and transferred to any statistical software.     

Rationality in Action: A Symposium

Abstract

John Searle's forthcoming book ‘Rationality in Action’ presents a sophisticated and innovative account of the rationality of action. In the book Searle argues against what he calls the classical model of rationality. In the debate that follows Barry Smith challenges some implications of Searle's account. In particular, Smith suggests that Searle's distinction between observer-relative and observer–independent facts of the world is ill suited to accommodate moral concepts. Leo Zaibert takes on Searle's notion of the gap. The gap exists between the reasons that we have for acting and our actions. According to Searle, whenever there is no gap, our actions exhibit irrationality. Zaibert points out a certain obscurity in Searle's treatment of the gap, particularly in connection with Searle's notion of ‘recognitional rationality’. Finally, Josef Moural examines the interactions between Searle's theory of institutions and his theory of rationality, with emphasis on the connections between intentionality and Searle's notion of the ‘background’.     

On Two Versions of ‘the Surprise Examination Paradox’

In this paper, I consider a popular version of the clever student’s reasoning in the surprise examination case, and demonstrate that a valid argument can be constructed. The valid argument is a reductio ad absurdum with the proposition that the student knows on the morning of the first day that the teacher’s announcement is fulfilled as its reductio. But it would not give rise to any paradox. In the process, I criticize Saul Kripke’s solution and Timothy Williamson’s attack on a key step of the student’s reasoning. I then consider the condemned prisoner case in W. V. Quine’s paper ‘On a So-Called Paradox’. I argue that the prisoner’s reasoning as conceived by Quine is more relevant and reasonable than the student’s argument in the popular version of the surprise examination case. I also argue that Quine’s criticism of the prisoner’s reasoning is correct, and therefore that the condemned prisoner case, and the surprise examination case as well, would not generate any paradox.     

Numerical predictors of arithmetic success in grades 1–6

Math relies on mastery and integration of a wide range of simpler numerical processes and concepts. Recent work has identified several numerical competencies that predict variation in math ability. We examined the unique relations between eight basic numerical skills and early arithmetic ability in a large sample (N = 1391) of children across grades 1–6. In grades 1–2, children's ability to judge the relative magnitude of numerical symbols was most predictive of early arithmetic skills. The unique contribution of children's ability to assess ordinality in numerical symbols steadily increased across grades, overtaking all other predictors by grade 6. We found no evidence that children's ability to judge the relative magnitude of approximate, nonsymbolic numbers was uniquely predictive of arithmetic ability at any grade. Overall, symbolic number processing was more predictive of arithmetic ability than nonsymbolic number processing, though the relative importance of symbolic number ability appears to shift from cardinal to ordinal processing.