Correction to: Introduction: New Perspectives on Philosophical Thought Experiments

Topoi - The e-mail address of the second author was incorrectly published in the original article. The author’s correct e-mail address is given in this correction.     

Thomas Schramme: Theories of health justice: just enough health

Theoretical Medicine and Bioethics -     

Passive and active processes in visuo-spatial memory: double dissociation in developmental learning disabilities

The distinction between passive and active visuo-spatial memory has been useful to interpret various pattern of deficits reported in individual differences studies. However, this interpretation raises the issue of task difficulty, since active tasks could be failed simply because more complex and the corresponding deficit could reflect a reduced capacity of the system. We describe two children with Nonverbal Learning Disability whose performance provides evidence of a dissociation between passive and active memory processes. One of the children showed a selective impairment in passive tasks and performed flawlessly in active tasks, whereas the second child displayed the opposite pattern. These data suggest that a qualitative difference between passive and active processes does exist and that differences in performance do not reflect a lower/higher level of task difficulty. Further, these data underlie the importance of formulating theoretical models of visuo-spatial memory including both material-related (i.e., visual vs spatial) and process-related (i.e., passive vs active) distinctions.     

Against Cognitivism About Supposition

A popular view maintains that supposition is a kind of cognitive mental state, very similar to belief in essential respects. Call this view “cognitivism about supposition”. There are at least three grades of cognitivism, construing supposition as (i) a belief, (ii) belief-like imagination or (iii) a species of belief-like imagination. I shall argue against all three grades of cognitivism and claim that supposition is a sui generis form of imagination essentially dissimilar to belief. Since for good reasons (i) is not supported in the literature, I shall dwell on (ii) and (iii). Without further explanation supposition has been very often merely postulated as being nothing but belief-like imagination—that is, (ii). I shall show that at least two considerations undermine (ii). First, supposition and belief-like imagination are governed by different norms, more precisely the former is freer than the latter and requires minimal or no mental effort. Second, contrary to belief-like imagination, supposition is “cold”, in that it is typically dissociated from emotional reactions. Proponents of (iii) face the pressure of explaining these differences between supposition and belief-like imagination too. I shall argue that they have not sufficiently motivated the claim that supposition is belief-like. In particular they fail to accommodate precisely the dimensions of supposition pertaining to its normativity and emotionality. I shall close with a sketch of a new account of supposition.     

Two neglected moral emotions in university settings: some data on pride and shame

Pride and shame, two moral emotions partially neglected by the literature, can also be categorised as achievement emotions, because of their salience within everyday school and academic life. Our aims were to explore whether they are organised in a setting-specific manner and whether they differ in two settings, learning exam-relevant material and taking exams. Five hundred and forty university students evaluated pride and shame related to the two settings. A confirmatory multitrait-multimethod analysis (MTMM) indicated higher salience of type of emotion rather than type of setting; however, the structure of pride and shame was best explained when also type of setting was accounted for. A repeated-measure analysis of variance revealed higher levels of the positive emotion compared to the negative emotion, with the latter higher for the evaluative setting. Findings are discussed in light of their theoretical and applied relevance.     

Arithmetic difficulties in children with visuospatial learning disability (VLD).

Eighteen children with visuospatial learning disability (VLD) were compared to normal control children on a series of numerical and calculation tasks. Oral and written (dictated) calculation was assessed and operations differed not only in terms of the type of number processing requirements but also in terms of their visuospatial demand. The aim was to disentangle errors due to visuospatial processing failure from those deriving from incorrect knowledge of calculation procedures. Results showed that all children had relatively good knowledge of numerical facts and there was no statistical difference between the groups. No group difference was found in the overall performance in oral calculation, but a significant difference was present when the children were required to complete the operations in writing, with the VLD group achieving poorer performance than the controls. Furthermore, VLD children had greater difficulties when operations required borrowing or carrying; this was particularly problematic in subtractions. The results indicate that VLD children do not have a generalised problem with calculation per se or number manipulation in general. Rather their problems concern dealing with some processes that govern calculation especially those loading on visuospatial abilities.     

Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma-based bullying among schoolchildren

We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was operationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Solidarity across group lines: Secondary transfer effect of intergroup contact,perceived moral distance,and collective action

We tested, in three studies, whether the generalization of contact effects from primary to secondary outgroups—the secondary transfer effect (STE)—occurs for collective action. The results supported a serial mediation model: contact with immigrants by advantaged group members (Italians: Study 1, N = 146, 121 females, M_age = 28.31 years; Study 3, N = 406, 239 females, M_age = 36.35; British people, Study 2, N = 160, 113 females, M_age = 32.31) was associated with lower perceived moral distance toward primary outgroups, which in turn was associated with more positive attitudes and greater collective action intentions toward primary outgroups, and lower perceived moral distance toward secondary outgroups. Lower perceived moral distance toward secondary outgroups and stronger collective action intentions toward the primary outgroup were associated with higher collective action intentions toward secondary outgroups (results were inconsistent for attitudes). We discuss the findings with a focus on how a consideration of perceived moral distance extends current theorizing, and the relevance of generalized prejudice for the STE.