Being Unimpressed with Ourselves: Reconceiving Humility

I first sketch an account of humility as a character trait in which we are unimpressed with our good, envied, or admired features, achievements, etc., where these lack significant salience for our image of ourselves, because of the greater prominence of our limitations and flaws. I situate this view among several other recent conceptions of humility (also called modesty), dividing them between the inward-directed and outward-directed, distinguish mine from them, pose problems for each alternative account, and show how my understanding of humility captures truths present but exaggerated in several of them. Responding to some problems for my view, including what I call “Driver’s Paradox”(i.e., the strangeness of someone’s proclaiming ‘I’m humble!’), I suggest that some over-ambitious claims about our moral responsibilities may indicate a lack of proper humility. I discuss the relationship of the character trait of humility both to what humiliates and to what humbles, concluding with consideration of the background assumptions against which, and the circumstances in which, humility may reasonably be classified as a moral virtue.

Is face distinctiveness gender based?

Two experiments were carried out to study the role of gender category in evaluations of face distinctiveness. In Experiment 1, participants had to evaluate the distinctiveness and the femininity-masculinity of real or artificial composite faces. The composite faces were created by blending either faces of the same gender (sexed composite faces, approximating the sexed prototypes) or faces of both genders (nonsexed composite faces, approximating the face prototype). The results show that the distinctiveness ratings decreased as the number of blended faces increased. Distinctiveness and gender ratings did not covary for real faces or sexed composite faces, but they did vary for nonsexed composite faces. In Experiment 2, participants were asked to state which of two composite faces, one sexed and one nonsexed, was more distinctive. Sexed composite faces were selected less often. The results are interpreted as indicating that distinctiveness is based on sexed prototypes. Implications for face recognition models are discussed.     

Re-visiting the competence/performance debate in the acquisition of the counting principles

Advocates of the "continuity hypothesis" have argued that innate non-verbal counting principles guide the acquisition of the verbal count list (Gelman & Galistel, 1978). Some studies have supported this hypothesis, but others have suggested that the counting principles must be constructed anew by each child. Defenders of the continuity hypothesis have argued that the studies that failed to support it obscured children's understanding of counting by making excessive demands on their fragile counting skills. We evaluated this claim by testing two-, three-, and four-year-olds both on "easy" tasks that have supported continuity and "hard" tasks that have argued against it. A few noteworthy exceptions notwithstanding, children who failed to show that they understood counting on the hard tasks also failed on the easy tasks. Therefore, our results are consistent with a growing body of evidence that shows that the count list as a representation of the positive integers transcends pre-verbal representations of number.     

Ethnic identity and the academic adjustment of adolescents from Mexican, Chinese, and European backgrounds

The association of adolescents' ethnic identification with their academic attitudes and achievement was examined among a sample of 589 ninth-grade students from Mexican, Chinese, and European backgrounds. Adolescents from all backgrounds chose a variety of ethnic labels to describe themselves, with those from Mexican, Chinese, and immigrant families incorporating more of their families' national origin and cultural background into their chosen ethnic labels. Nevertheless, the strength of adolescents' ethnic identification was more relevant to their academic adjustment than the specific labels that they chose, and it was most important for the extra motivation necessary for ethnic minority students to attain the same level of academic success as their European American peers.     

Primary and Secondary Control Over Age-Related Changes in Physical Appearance

Beliefs about appearance-related changes due to aging were used to test the effects of perceived control and secondary control (acceptance) in a sample of 412 young, early-middle-age, and late-middle-age college-educated adults. Mean difference in aging-related appearance control and hypotheses regarding the adaptiveness of primary and secondary control were examined. Primary control over aging-related appearance was lower in older adults and secondary control was higher. In addition, the results indicated support for the Primacy/Back-Up Model that primary perceived control is important at all levels of actual control. Those with stronger beliefs in their primary control were less distressed. Secondary control served a back-up function in that it was related to less distress only for those who had medium or lower beliefs in primary control. The implications of these findings, that primary control may be advantageous even in low-control circumstances, are discussed.     

The Nuts and Bolts of Behavioral Observation of Marital and Family Interaction

Despite considerable discussion in the literature about the advantages of observational research and the relative benefits of different coding systems and strategies, little is written about the actual implementation of this assessment strategy. This paper presents an overall framework as well as the essential components involved in collecting (selection of task, setting, unit of analysis, and coding system) and coding (transcribing, selecting and training coders, transforming data, and analyzing reliability) of observational data. To achieve success with observational methods, we emphasize several issues, including (a) the research question as the motivator for all decisions, (b) the interrelatedness of tasks, and (c) the implications of decisions early in the process for later stages of analysis and interpretation. Investigators are encouraged to communicate the details of their observational and coding procedures so that these methods are readily accessible for purposes of replication and comparison.     

The Method of Interactive Writing and University Pedagogy

For many years now, specialists in learning have remarked that a specific method of writing is used for the elaboration of interactive multimedia systems. This method of writing, which I qualify as interactive, has a primary objective: facilitating information access for the user. In this paper I propose an analysis of the different elements that characterize this method of writing and, more specifically, the different ways in which this new method can be integrated into the elaboration of magistral university courses without using any added computer technology. The professor would then resemble a multimedia system while the students would be the users of this system. This new method of writing and pedagogical structure would be highly propitious for the stimulation of exchange and interactivity, while leaving students the possibility to choose a structure of the presentation that best fits the group. However, for this to happen we must first envisage the possibility of adapting certain multimedia learning methods, recognized as functional, to the more conventional learning methods that the classroom represents.     

AIDS and condom-related knowledge,beliefs, and behaviors in Mexican migrant laborers

A survey of 87 Mexican migrants (55 males and 32 females) who have lived and worked in the US since 1982 assessed AIDS and condom-related knowledge, beliefs, and sexual practices. Although respondents were highly knowledgeable about major modes of HIV transmission, one-third to one-half believed that HIV could be contracted from mosquito bites, public bathrooms, kissing, and the HIV test. Only 15% knew someone with AIDS. Ever-use of condoms was reported by 70.9% of men and 41.9% of women. Of the 68 subjects who had been sexually active in the year preceding the survey, 20 reported two or more partners. Among sexually active respondents, 16.2% always used condoms with their primary partner, while 43.0% used condoms consistently with occasional partners. 48.9% of men and 57.1% of women never used condoms with their primary partner; with casual partners, these rates were 30.8% and 44.4%, respectively. Worry about contracting AIDS, self-rated on a scale from 1 (very often) to 4 (never), averaged 2.84, with higher worry scores among those 18-31 years of age and with multiple partners. Respondents did not anticipate negative consequences of condom use (e.g., reduced sexual pleasure), but females expressed concern that carrying condoms would cause them to be viewed as promiscuous.     

The intentional and the intended

The paper defends the thesis that for S to V intentionally is for S to V as (in the way) S intended to. For the normal agent the relevant sort of intention is an intention that one's intention to V generate an instance of one's V-ing along some (usually dimly-conceived) productive path. Such an account allows us to say some actions are intentional to a greater or lesser extent (a desirable option for certain cases of wayward causal chains), preserves the intuitive link between intention and intentionally, and supports the common sense view that the concept of intending is more basic than those of acting with an intention and of acting intentionally. The remainder of the paper responds to certain apparent counter-examples offered by Audi, Harman, and Bratman. In the course of this, I discuss connections between intending to V and hoping to V, and I argue that one can intend to do what one doesn't expect to do, and that one always intends what one attempts.