Mindfulness,sport and the body: the justification of physical education revisited

This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain how physical activity can satisfy the analytic philosopher of education R.S. Peters’ requirement that for an activity to be educationally worthwhile, it must possess ‘wide-ranging cognitive content’. We conclude that physical activity and sport are justifiable on Petersian grounds: physical activity can broaden understanding mostly inaccessible to the kinds of theoretical activities (science and/or philosophy) that Peters argued are exemplary. We then assess the implications for this argument in terms of how such an account can inform physical educators’ understanding of the place of physical education and sport in their teaching practice.     

Latent inhibition in within-subject designs: The roles of masking, schizotypy, and gender

Latent inhibition (LI) is defined as poorer associative learning with a previously exposed, irrelevant stimulus than with a non-preexposed, novel stimulus. This study examined how type of within-subject procedure, class of schizotypal symptoms, and gender modulate LI. Two within-subject procedures were examined, one excluding, and one including a masking task. The former yielded a stronger stimulus preexposure effect than the latter. However, the stimulus preexposure effect was attenuated by total schizotypy score in the masked, but not in the non-masked procedure. The results with schizotypy factors (positive and negative symptoms) as well as with schizotypy factors × gender interactions were inconsistent with those of other studies. It was suggested that in addition to LI, interference and novel pop-out effects were also produced by the procedures, particularly in the non-masked condition.     

Beyond the Tools of the Trade: Heidegger and the Intelligibility of Everyday Things

In everyday life, we constantly encounter and deal with useful things without pausing to inquire about the sources of their intelligibility. In Div. I of Being and Time, Heidegger undertakes just such an inquiry. According to a common reading of Heidegger's analysis, the intelligibility of our everyday encounters and dealings with useful things is ultimately constituted by practical self‐understandings (such as being a gardener, shoemaker, teacher, mother, musician, or philosopher). In this paper, I argue that while such practical self‐understandings may be sufficient to constitute the intelligibility of the tools and equipment specific to many practices, these “tools of the trade” are only a small portion of the things we encounter, use, and deal with on a daily basis. Practical self‐understandings cannot similarly account for the intelligibility of the more mundane things—like toothbrushes and sidewalks—used in everyday life. I consider whether an anonymous self‐understanding as “one,” “anyone,” or “no one in particular” —das Man—might play this intelligibility‐constituting role. In examining this possibility, another type of self‐understanding comes to light: cultural identities. I show that the cultural identities into which we are “thrown,” rather than practical identities or das Man, constitute the intelligibility of the abundance of mundane things that fill our everyday lives. Finally, I spell out how this finding bears on our understanding of Heidegger's notion of authenticity.     

Callous-Unemotional Traits and Effortful Control Mediate the Effect of Parenting Intervention on Preschool Conduct Problems

Parenting intervention (PI) is an effective treatment for children’s conduct problems (CP) that has been shown to be mediated by improved parenting practices and parenting self-efficacy. Recently, Hitkashrut’s randomized controlled trial demonstrated that ineffective parenting (IP) mediated effects on callous-unemotional (CU) traits and effortful control (EC), while controlling for more general treatment effects on CP. These temperament and personality-based features predict the formation of early-onset antisocial trajectories with poor long-term prognosis. The objective of this study was to use Hitkashrut’s 3-wave dataset to test posttreatment EC and CU mediation of treatment effect on 1-year follow-up CP, and to determine whether mediation by each child-level potential mediator remains significant when tested concurrently with the parenting mediator. Parents of 209 3–5 year-old preschoolers (163 boys; 46 girls), with subclinical-clinical range CP were assigned to 14-session co-parent training groups (n?=?140 couples), or to minimal intervention control groups (n?=?69 couples). Assessments were based on both parents’ questionnaires. An intent-to-treat analysis showed that EC and CU traits simultaneously mediated treatment effects on CP in one EC/CU mediational model. The concurrent testing of child- and parent-level mediators showed mediation by IP and CU traits in the CU/IP model, and IP mediation in the EC/IP model. Similar results were obtained in mediational analyses that controlled for the shared variance between the mediators and CP at T2. Overall, the findings support an intervention model of coaching parents of high-CP children to promote moral self-regulatory competencies while concurrently applying behavioral methods that directly target CP.     

Negative priming reduces affective ratings

The mere exposure effect is the commonly observed increase in pleasantness ratings of stimuli that have been given prior exposure. According to the fluency attribution account of the mere exposure effect, repeated presentations of a stimulus lead to increased ease of processing, which in turn is attributed to pleasantness. If so, processing fluency manipulated by means other than repetition should influence liking. In the present experiment, processing fluency was manipulated using a negative priming procedure, and its influence on affective judgement was examined. Previously ignored stimuli were responded to slower (negative priming) and were rated as less pleasant than controls. It was concluded that decreased processing fluency decreases liking of previously ignored stimuli.