One Question,Two Answers: Rabbinic Responsa as Legal Advocacy in the Medieval Islamic World

Jewish law has long faced the problem of individual litigants seeking multiple answers to a single halakhic question in order to select what they found to be the most favorable ruling. In this article, I examine the role that forum shopping for legal opinions played in the Jewish community of the medieval Islamic world. Individuals often made recourse to multiple juristic authorities, whether those authorities were leaders serving the geonic academies of Babylonia and the land of Israel or local jurists. I discuss some of the strategies the geonim and local jurists used to reduce competition between judicial rulings and how local judges utilized the various responsa composed on their behalf by these authorities or presented to them by litigants to bolster their case before the Jewish court. In so doing, I aim to refine our understanding of the social and legal role of rabbinic responsa in the medieval Islamic world by suggesting that this literature served as expert testimony to support one side or the other in a particular case rather than as the definitive record of the court’s ruling in that case.     

The Emerging Study of Positive Empathy

Lay intuitions suggest that the ability to share, celebrate, and enjoy others' positive emotions – a phenomenon we term positive empathy – bolsters individual well‐being and relationship strength. However, it is unclear from the current literature whether (i) positive empathy is distinct from highly related constructs and (ii) whether positive empathy is associated with salutary social and personal outcomes. Here, we begin by examining basic evidence suggesting that positive empathy is related to, but independent from, constructs such as general positivity and empathy for others' distress. We then review evidence that positive empathy correlates with increased prosocial behavior, social closeness, and well‐being. Lastly, we discuss open directions for the study of positive empathy, such as investigating the potential role of positive empathy (or its disruption) in psychiatric disorders.     

Incidental regulation of attraction: The neural basis of the derogation of attractive alternatives in romantic relationships

Although a great deal of research addresses the neural basis of deliberate and intentional emotion-regulation strategies, less attention has been paid to the neural mechanisms involved in implicit forms of emotion regulation. Behavioural research suggests that romantically involved participants implicitly derogate the attractiveness of alternative partners, and the present study sought to examine the neural basis of this effect. Romantically committed participants in the present study were scanned with functional magnetic resonance imaging (fMRI) while indicating whether they would consider each of a series of attractive (or unattractive) opposite-sex others as a hypothetical dating partner both while under cognitive load and no cognitive load. Successful derogation of attractive others during the no cognitive load compared to the cognitive load trials corresponded with increased activation in the ventrolateral prefrontal cortex (VLPFC) and posterior dorsomedial prefrontal cortex (pDMPFC), and decreased activation in the ventral striatum, a pattern similar to those reported in deliberate emotion-regulation studies. Activation in the VLPFC and pDMPFC was not significant in the cognitive load condition, indicating that while the derogation effect may be implicit, it nonetheless requires cognitive resources. Additionally, activation in the right VLPFC correlated with participants' level of relationship investment. These findings suggest that the RVLPFC may play a particularly important role in implicitly regulating the emotions that threaten the stability of a romantic relationship.     

What's outside the black box?: The status of behavioral outcomes in neuroscience research

Kievit et al.'s target paper exemplifies a trend in recent years in psychology and neuroscience to focus on internal mental and neural processes without integrating actual behavior. We discuss the theoretical status of behavior in the context of their model, and present an extension of the model that explicitly includes behavior. Several theoretical and methodological issues relevant to integrating behavior into the model are considered, particularly the distinction between behavior as measured in the laboratory along with neural and psychological processes (proximal behavior) and behavior as measured in situ as part of ongoing daily experience (distal behavior). We conclude by describing several studies that integrate neural, psychological, and behavioral indicators and discuss how these kinds of studies can facilitate a better understanding of behavior and contribute to theory development.     

Reality check: A comparison of college students and a community sample of mock jurors in a simulated sexual violent predator civil commitment

Despite concerns about generalizability, past mock trial research has concluded that effects of sample (i.e., students versus representative mock jurors) are negligible. The current study was conducted to explore this conclusion within the conceptual framework of cognitive–experiential self‐theory (CEST). Through a mock civil commitment hearing of a sexually violent predator, responses of student (n = 138) and representative (n = 240) mock jurors were compared. Results revealed several important differences between samples: (a) the student sample scored higher on the rational processing measure (i.e., need for cognition); (b) students' verdicts were also significantly correlated to a measure of their cognitive processing style, an enduring personal characteristic related to the extent to which an individual engages in either effortful/effortless cognition; and (c) the representative sample was more punitive, was more persuaded by clinical expert testimony, and evidenced a greater gender effect in its decisions. Implications for jury decision‐making research are discussed. Copyright © 2009 John Wiley & Sons, Ltd.     

The emergence of social cognitive neuroscience

Social cognitive neuroscience is an emerging interdisciplinary field of research that seeks to understand phenomena in terms of interactions between 3 levels of analysis: the social level, which is concerned with the motivational and social factors that influence behavior and experience; the cognitive level, which is concerned with the information-processing mechanisms that give rise to social-level phenomena; and the neural level, which is concerned with the brain mechanisms that instantiate cognitive-level processes. The social cognitive neuroscience approach entails conducting studies and constructing theories that make reference to all 3 levels and contrasts with traditional social psychological and cognitive neuroscientific research that primarily makes reference to 2 levels. The authors present an introduction to and analysis of the field by reviewing current research and providing guidelines and suggested directions for future work.     

on the acoustic analysis of primate vocalizations

The acoustic theory of speech production relates articulatory maneuvers to acoustic attributes of speech. Some procedures are discussed that make use of this theory to analyze the vocalizations of nonhuman primates. These procedures make use of sound spectrograms, oscillograms, and computer-implemented analogs of the primate vocal apparatus as well as anatomical measurements. The use of these techniques in recent studies of nonhuman primate vocalizations is reviewed. These studies show that nonhuman primates lack the anatomical apparatus that is necessary for the production of the full range of human speech. Some unresolved questions concerning the structure of nonhuman primate utterances are discussed with regard to human linguistic ability.     

Articulating a Freshman Orientation Program with a Social Science Course

The method and outcomes of an experimental linkage of the freshman orientation program to a required freshman liberal arts course is described. The counselor and faculty member teamed in a coordinated effort to enhance total student development. Outcomes included application of academic concepts to student's everyday life, especially career concerns, greater student participation in the orientation sessions, increased counselor awareness of individual student problems ranging from study skills difficulties to personal crises, and greater understanding of the counselor role by the faculty member.