Emotional Disclosure in Day-to-Day Living and Subjective Well Being

There is a large body of empirical research on emotional disclosure and its relationship to health and well being. However, emotional disclosure has been examined largely in the context of illness or trauma. Beneficial outcomes of emotional disclosure in day-to-day living have not been consistently observed in non-experimental studies, although a large proportion of individuals do report perceived benefits. The present study aimed at exploring the association of emotional disclosure with selected intrapersonal and interpersonal variables and their role in prediction of subjective well being in day-to-day living. The sample comprised of 209 adults who did not report presence of any major stressor in the recent past. In hierarchical regression analysis, lower affect intensity, higher emotional clarity, lower trait rumination, higher perceived support and higher emotional disclosure predicted higher subjective well being. In addition, trait rumination emerged as a significant moderator of the relationship between emotional disclosure and subjective well being.     

Communicative Reason and Religion: The Case of Habermas

Although Jürgen Habermas has a strong argument to link reason and philosophy, he also thinks that religion has a legitimate place in the (rational) public sphere. The question, though, is: what does this legitimate place entail? Is the power of religious language due to the fact that modern culture is not sufficiently secularized, that is, not yet sufficiently philosophic? Or is the power of religious language due to the fact that it successfully articulates certain widely shared moral (and substantive) intuitions? In addressing these questions, this contribution has four parts. In the first section the issue of Critical Theory and religion will be briefly examined. The point here is that where religion (like aesthetics) plays a more central role amongst the thinkers of the first movement of Critical Theory (theorists such as Horkheimer, Adorno, Marcuse, and Benjamin), this is not the case with Habermas (the leading exponent of the second movement). In the second section, this aspect is further explored by reconstructing Habermas’s intellectual project (with its religious implications) in six steps. Finally (in the third and fourth sections) some critical remarks (inter-paradigmatic and extra-paradigmatic) will be made on Habermas’s view of religion.     

Probability logic,logical probability,and inductive support

This paper seeks to defend the following conclusions: The program advanced by Carnap and other necessarians for probability logic has little to recommend it except for one important point. Credal probability judgments ought to be adapted to changes in evidence or states of full belief in a principled manner in conformity with the inquirer’s confirmational commitments—except when the inquirer has good reason to modify his or her confirmational commitment. Probability logic ought to spell out the constraints on rationally coherent confirmational commitments. In the case where credal judgments are numerically determinate confirmational commitments correspond to Carnap’s credibility functions mathematically represented by so—called confirmation functions. Serious investigation of the conditions under which confirmational commitments should be changed ought to be a prime target for critical reflection. The necessarians were mistaken in thinking that confirmational commitments are immune to legitimate modification altogether. But their personalist or subjectivist critics went too far in suggesting that we might dispense with confirmational commitments. There is room for serious reflection on conditions under which changes in confirmational commitments may be brought under critical control. Undertaking such reflection need not become embroiled in the anti inductivism that has characterized the work of Popper, Carnap and Jeffrey and narrowed the focus of students of logical and methodological issues pertaining to inquiry.     

Latent Class Analysis of Antisocial Behavior: Interaction of Serotonin Transporter Genotype and Maltreatment

To improve understanding about genetic and environmental influences on antisocial behavior (ASB), we tested the association of the 44-base pair polymorphism of the serotonin transporter gene (5-HTTLPR) and maltreatment using latent class analysis in 2,488 boys and girls from Wave 1 of the National Longitudinal Study of Adolescent Health. In boys, ASB was defined by three classes (Exclusive Covert, Mixed Covert and Overt, and No Problems) whereas in girls, ASB was defined by two classes (Exclusive Covert, No Problems). In boys, 5-HTTLPR and maltreatment were not significantly related to ASB. However, in girls, maltreatment, but not 5-HTTLPR, was significantly associated with ASB. A significant interaction between 5-HTTLPR and maltreatment was also observed, where maltreated girls homozygous for the short allele were 12 times more likely to be classified in the Exclusive Covert group than in the No Problems group. Structural differences in the latent structure of ASB at Wave 2 and Wave 3 prevented repeat LCA modeling. However, using counts of ASB, 5-HTTLPR, maltreatment, and its interaction were unrelated to overt and covert ASB at Wave 2 and only maltreatment was related to covert ASB at Wave 3. We discuss these findings within the context of sex differences in ASB and relevant models of gene-environment interplay across developmental periods.     

Notes on Italian Philosophy,Peer-Reviews and “la corruttela”

The paper offers a critical review of Roberto Farneti’s paper “a minor philosophy. The state of the art of philosophical scholarship in Italy”, recently published in Philosophia. It is argued that overall the status and interest of philosophy as practiced nowadays in Italy is less disappointing than Farneti makes out. It is also maintained that submitting papers to peer-refereed international journals can help cure the moral and sociological disease that besets the Italian academia, but that, as such, it is less likely to improve the scientific quality of contributions in philosophy than Farneti claims. In passing, a few recommendations both to the philosophical community at large and to the Italian Government are put forward.     

Testing Factorial Structure and Validity of the PCL:SV in Lithuanian Prison Population

This study examined the factorial structure and validity of the Hare Psychopathy Checklist: Screening Version (PCL:SV) in a European forensic context. A random sample of 257 criminal offenders from the Lithuanian prison population were administered the PCL:SV (Hart et al. 1995). The pattern of validity coefficients in this sample was comparable to other North American and non-North American samples. Several theoretical factorial structures for the PCL:SV were tested and compared. The two-factor model was not supported, while three- and four-factor models provided an acceptable fit to Lithuanian data. The four-factor model showed significantly better fit compared to the two-factor model. Correlations between PCL:SV factors and demographic variables confirm construct validity. However in the four-factor model, when controlling for correlations of the remaining three factors, only the Antisocial factor significantly correlated with variables related to criminal activity. It was concluded that the overall results of the PCL:SV in a male sample of Lithuanian offenders support cross-cultural generalizability of the construct of psychopathy as measured by the PCL:SV.     

Cross-Category Friendships and Postformal Thought among College Students

Theories of postformal thought (PFT) suggest that cognitive development is enhanced by social interactions where differences must be negotiated. Friendships provide the potential for complex social interactions and are an ideal context in which to explore the relation between cognitive development and the negotiation of social differences. The present research is the first to directly explore the relation between close cross-category friendships and level of postformal cognitive reasoning among college students. Participants from two universities completed questionnaires assessing PFT and friendship characteristics. Results indicate that individuals reported more same-category versus cross-category friendships. This was true for sex, ethnicity, social class, sexual orientation, and age. In addition, individuals high in PFT had more social category differences in their existing close friendships than individuals low in PFT.     

Adolescents’ Life Satisfaction During the Transition to Post-Comprehensive Education: Antecedents and Consequences

The present four-wave longitudinal study, conducted in Finland, investigated the extent to which life satisfaction changed among adolescents during the transition from comprehensive school to an academic or a vocational track. The participants were 15-year-old adolescents (Time 1: N = 687, Time 2: N = 642, Time 3: N = 818, Time 4: N = 749) who filled in the Diener et al. (J Pers Assess 49: 71–75, 1985). Satisfaction With Life Scale twice during their final term of comprehensive school and twice after the transition either to upper secondary or vocational education. At comprehensive school they reported their academic achievement, expected educational track, educational aspirations, self-esteem, and background information, while at the last measurement point they reported their school engagement and attained educational track. Latent Growth Modeling showed, first, that life satisfaction increased during the educational transition. Second, the higher the adolescents’ academic achievement and self-esteem, the higher the level of their life satisfaction during the transition. Third, among girls, the lower their self-esteem, the more their life satisfaction increased during the educational transition. Fourth, among both boys and girls, a high level of life satisfaction during the transition predicted academic track and school engagement at the last measurement point. Finally, among girls, an increase in life satisfaction during the transition predicted school engagement and an academic track. The results support the stage-environment fit theory according to which the nature of the educational environment is more important than the transition per se for changes in adolescents’ life satisfaction (see Eccles and Midgley in Research on motivation in education. Academic Press, New York, pp. 139–186, 1989).