Dimensions of “uniquely” and “non‐uniquely” human emotions

Emotion scientists often distinguish those emotions that are encountered universally, even among animals ( “primary emotions”), from those experienced by human beings ( “secondary emotions”). No attempt, however, has ever been made to capture the lay conception about this distinction and to find the criteria on which the distinction is based. The first study presented in this paper was conducted in three countries involving four languages, so as to allow for cross‐cultural comparisons. Results showed a remarkable convergence. People from all samples not only differentiated between “uniquely human” and “non‐uniquely human” emotions on a continuum, but they did so on the same basis as the one used by emotion scientists to distinguish between “primary” and “secondary” emotions. Study 2 focused on the implicit use of such a distinction. When confronted with a human (animal) context, participants reacted faster to secondary (vs primary) emotions. The implications of the human uniqueness of some emotions within the social and interpersonal contexts are discussed.     

It Only Looks the Same From a Distance: How U.S., Finnish,and Irish Schools Support Struggling Readers

This study examined how U.S., Finnish, and Irish educators identified and supported struggling readers. Using Johnston's (2011) framework for evaluating reading interventions and activity theory (Engeström, 1999), we interviewed educators in four U.S., three Irish, and three Finnish schools. In the United States, the adoption of three beliefs—reductionist reading philosophy, difficulties as cognitive and remediated through instruction, and reading problems as unexpected phenomena—reinforced a skills-driven approach. Irish and Finnish educators adopted a more holistic view of reading, and teachers used formative assessment to support struggling students over extended periods while working collaboratively with other staff. Discussion focuses on how these beliefs influenced divisions of labor, roles and responsibilities, and the urgency with which difficulties were addressed.     

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying questions, attending to evidence, identifying patterns, making controlled comparisons, interpreting increasingly complex data, supporting claims, and drawing justified conclusions. Retaining awareness of inquiry objectives and integrating influences of multiple variables in predicting outcomes were two areas that remained challenging. A comparison group of seventh graders who had not been involved in the program displayed strikingly different approaches to an inquiry task, indicating that the skills identified here are not ones that develop in the absence of appropriate kinds of educational experiences.     

Advertising,perversions, neurosis

Abstract

This paper discusses the influence of advertising on today's social pathologies. Everywhere, advertising images invite people to enjoy unlimited pleasures. “No limits” orders the advertising master to the consumers and admirers of Nike. “Be a tiger” says another advertisement. The author believes that contemporary society is perverted by the orders of the advertising master, whom individuals gently obey, just as a hysterical woman lets her perverse master instrumentalize her.

Kehl MR. Werbung, Perversionen, HysterieDiese Arbeit diskutiert den Einfluß von Werbung auf die heutigen sozialen Pathologien. Überall laden Werbe-Bilder die Menschen zu unbegrenzten Vergnügungen ein. “Ohne Grenzen” fordern die Werbe-Meister von den Verbrauchern und Bewunderern von Nike.

“Sei ein Tiger”, sagt eine andere Werbung. Der Autor ist der Auffassung, daß die heutige Gesellschaft durch die Anweisungen der Werbe-Chefs pervertiert ist, dem die Menschen sachte gehorchen, wie eine hysterische Frau sich von ihrem perversen Meister instrumentalisieren läßt.

Kehl M.R. Publicidad, perversiones, histeria.Este trabajo discute la influencia de la publicidad en las patologías actuales. En todas partes las imágenes de publicidad invitan a la gente a conseguir placeres ilimitados. “Sin limites”, ordena la publicidad a los consumidores y admiradores de Nike. “Sé un tigre”, dice otro anuncio. El autor piensa que la sociedad contemporánea está pervertida por las ordenes de la publicidad maestra, que los individuos obedecen poco a poco, como una mujer histérica permite a su perversión maestra instrumentalizarla.     

Is There Still Time?

In this article we intend to discuss the psychoanalysis of elderly patients and, also, to review certain prejudices that are based upon the psychoanalytic technique and theory.     

The Development of Family Therapy and Systemic Practice in Europe: Some Reflections and Concerns

This paper outlines the development of pan European systemic thinking and practice. This development has been enabled and supported with the establishment of the European Family Therapy Association (EFTA). EFTA has evolved over the last decade from an organisation of individual members to an organisation of organisations—representing also national associations of family therapy and family therapy training institutes across 28 European countries. There are three sections to this paper: (1) a brief summary of the development of family therapy practice in Europe; (2) a brief summary of the work of the national associations of family therapy in EFTA; and (3) a brief summary of current concerns of some senior family therapists and family therapy trainers within the EFTA organisation.     

Investigating a socially anxious‐impulsive subgroup of adolescents: A prospective community study

Previous research has identified a subgroup of socially anxious adults who are both anxious and impulsive. To date, however, this subgroup has not been identified in adolescence. Therefore, in this study we aimed to identify this subgroup in a sample of adolescents. In addition, we hypothesized that this subgroup would be higher on problem behaviors, and that these processes would be moderated by gender. We used longitudinal data from 714 adolescents who were in the 7th and 8th grades at Time 1. They were followed annually for three years. Cluster analyses identified an anxious‐inhibited subgroup as well as an anxious‐impulsive subgroup in early adolescence (Time 1). The socially anxious‐impulsive adolescent boys were generally higher on both intoxication frequency and delinquency compared with all other adolescents in all clusters at each time point. Findings suggest that social anxiety subgroups may differ on problem behavior, and that early detection of an anxious‐impulsive subgroup may be important to prevent maladjustment, especially for adolescent boys.     

Are emotional intelligent workers also more empathic?

This paper analyzes whether emotional intelligence and self‐monitoring are related to empathy among a sample of workers in both the public and private employment sectors. Two hundred and forty‐two employees (42.5% men and 57.5% women) with a mean age of 35.21 years (SD = 10.07, range 18–61) completed a questionnaire that measured the variables of interest. The results showed that emotion regulation, a dimension of emotional intelligence, accounts for most of the variance of empathy, followed by the ability to understand emotions and the management of others' emotions. Furthermore, gender did not yield any moderator effect on the relations among emotional intelligence, self‐monitoring and empathy. We conclude that the intrapersonal aspects of emotional intelligence, in particular, emotion regulation, help explain the empathy of workers. The implications of these findings are discussed herein.     

Knowing whether A or B

The paper examines the logic and semantics of knowledge attributions of the form “s knows whether A or B”. We analyze these constructions in an epistemic logic with alternative questions, and propose an account of the context-sensitivity of the corresponding sentences and of their presuppositions.