Putting on Virtue Without Putting Off Feminists

Mary Wollstonecraft's account of virtue discourse and formation, which deploys ancient and medieval ethical resources for modern purposes, challenges a prevalent narrative in Christian ethics today. Several prominent Christian virtue ethicists have left the false impression that serious reflection on the virtues depends on pre‐modern traditions and the eschewal of modern resources. Troubled by skeptical quandaries and the difficulty of adjudicating conflicting claims about virtue, they are concerned with securing a pre‐modern court of appeals. Many feminists worry that these appeals unduly constrain because they naturalize what is contingent and fix what should be open to debate. Wollstonecraft does not share the skeptical concerns and so has no need for metaethical appeals. Adapting Edmund Burke's moral philosophy, her use of virtue discourse deploys his metaphor of “the wardrobe of the moral imagination” to more religious, radical, and democratic ends. This way of proceeding signals the possibility of a rapprochement between feminists of various stripes and those interested in deploying the discourse of the virtues for contemporary Christian ethics.     

Is It Worth Lying For? Physiological and Emotional Implications of Recalling Deceptive Affection

This investigation explored the risks of affectionate expressions in romantic relationships by examining the physiological and emotional implications of recalled expressed deceptive affectionate messages to romantic partners. Ninety‐nine participants were assigned to one of three conditions: deceptive affection, honest affection, or plans with a friend (control). Results indicate that individuals' blood pressure and heart rates are not differentially influenced when recalling deceptive affection compared to honest affection or common communication. Similarly, there were no differences in feelings of guilt and shame based on the motive for the deceptive expression. Posthoc analyses compared affectionate conditions (deceptive and honest) to the control condition and revealed no significant physiological differences. Implications for theory, methodological comparisons, and future research are discussed.     

Children's conceptions of mental illness: A naïve theory approach

This paper reports two studies that investigated children's conceptions of mental illness using a naïve theory approach, drawing upon a conceptual framework for analysing illness representations which distinguishes between the identity, causes, consequences, curability, and timeline of an illness. The studies utilized semi‐structured interviewing and card selection tasks to assess 6‐ to 11‐year‐old children's conceptions of the causes and consequences (Study 1) and the curability and timeline (Study 2) of different mental and physical illnesses/ailments. The studies revealed that, at all ages, the children held coherent causal–explanatory ideas about the causes, consequences, curability, and timeline of both mental and physical illnesses/ailments. However, while younger children tended to rely on their knowledge of common physical illnesses when thinking about mental illnesses, providing contagion and contamination explanations of cause, older children demonstrated differences in their thinking about mental and physical illnesses. No substantial gender differences were found in the children's thinking. It is argued that children hold coherent conceptions of mental illness at all ages, but that mental illness only emerges as an ontologically distinct conceptual domain by the end of middle childhood.     

Self‐Priming in Production: Evidence for a Hybrid Model of Syntactic Priming

Syntactic priming in language production is the increased likelihood of using a recently encountered syntactic structure. In this paper, we examine two theories of why speakers can be primed: error‐driven learning accounts (Bock, Dell, Chang, & Onishi, 2007; Chang, Dell, & Bock, 2006) and activation‐based accounts (Pickering & Branigan, 1999; Reitter, Keller, & Moore, 2011). Both theories predict that speakers should be primed by the syntactic choices of others, but only activation‐based accounts predict that speakers should be able to prime themselves. Here we test whether speakers can be primed by their own productions in three behavioral experiments and find evidence of structural persistence following both comprehension and speakers’ own productions. We also find that comprehension‐based priming effects are larger for rarer syntactic structures than for more common ones, which is most consistent with error‐driven accounts. Because neither error‐driven accounts nor activation‐based accounts fully explain the data, we propose a hybrid model.     

Cognitive Offloading: Structuring the Environment to Improve Children's Working Memory Task Performance

Research has shown that adults can engage in cognitive offloading, whereby internal processes are offloaded onto the environment to help task performance. Here, we investigate an application of this approach with children, in particular children with poor working memory. Participants were required to remember and recall sequences of colors by placing colored blocks in the correct serial order. In one condition the blocks were arranged to facilitate cognitive offloading (i.e., grouped by color), whereas in the other condition they were arranged randomly. Across two experiments (total N = 166) the ordered condition improved task performance for children with low working memory ability. In addition, participants in Experiment 2 rated the difficulty of the two arrangements and performed a further condition in which they were given an opportunity to freely arrange the blocks before completing the task. Despite performing better in the ordered condition, children with low working memory ability did not rate the ordered arrangement as easier, nor did they choose an ordered arrangement when given the opportunity to do so. This research shows that cognitive offloading can also be a useful process in populations other than typical adults, and the implications of this work for supporting children with poor working memory are discussed.     

Contextual Integration in Multiparty Audience Design

Communicating with multiple addressees poses a problem for speakers: Each addressee necessarily comes to the conversation with a different perspective—different knowledge, different beliefs, and a distinct physical context. Despite the ubiquity of multiparty conversation in everyday life, little is known about the processes by which speakers design language in multiparty conversation. While prior evidence demonstrates that speakers design utterances to accommodate addressee knowledge in multiparty conversation, it is unknown if and how speakers encode and combine different types of perspective information. Here we test whether speakers encode the perspective of multiple addressees, and then simultaneously consider their knowledge and physical context during referential design in a three‐party conversation. Analyses of referential form—expression length, disfluency, and elaboration rate—in an interactive multiparty conversation demonstrate that speakers do take into consideration both addressee knowledge and physical context when designing utterances, consistent with a knowledge‐scene integration view. These findings point to an audience design process that takes as input multiple types of representations about the perspectives of multiple addressees, and that bases the informational content of the to‐be‐designed utterance on a combination of the perspectives of the intended addressees.