Attitude, anxiety, and social readjustment toward learning disabilities by student teachers

84 student teachers from undergraduate classes at a western university in Kansas completed a 9-question checklist of learning disabilities before interacting with a behavioral disordered/learning disabilities teacher, a paraprofessional, and a high school learning-disabled student. After the dialog, the student teachers completed a Social Readjustment Rating Scale, Breskin Rigidity Test, the Self-evaluation Questionnaire: State and Trait Anxiety, and the same 9-question checklist with one additional question ("Now that you have seen a learning-disabled student has it affected your opinion of learning disabilities?"). The dialog affected 63% of the students' opinions while 31% stated the presentation did not affect their opinion (6% were missing or not completed). Persons who experienced more life-changes and problems tended to rate or view learning disabilities more negatively. The more trait anxiety experienced by the students, the lower they rated learning disabilities after the presentation.     

Harmony,structure, and force in the Essai analytique sur les facultés de l'âcme of Charles Bonnet

The psychological works of Charles Bonnet of Geneva (1720–1793) have customarily been read as part of the mentalistic traditions of associationism or Leibnizianism. They are better understood as part of a campaign—directed against the radical Enlightenment —to reclaim the human body for religion by the paradoxical strategy of incorporating a materialist conception of the human mind into the framework of divine providence. Bonnet's embodied psychology treats the soul as an intrinsically indeterminate force, and attributes the capacity of the mind to organize experience to highly specialized fibers, providentially constructed to correspond to the created world.     

Speaker’s reference,stipulation, and a dilemma for conceptual engineers

Philosophical Studies - Advocates of conceptual engineering as a method of philosophy face a dilemma: either they are ignorant of how conceptual engineering can be implemented, or else it is...     

A defense of the very idea of moral deference pessimism

Philosophical Studies - Pessimists think that there is something wrong with relying on deference for one’s moral beliefs—at least if one is morally mature. Call this no deference. They...     

Negotiator cognitions: A descriptive approach to negotiators' understanding of their opponents

Substantial evidence exists that negotiators frequently fail to attain readily available and mutually beneficial outcomes. This paper provides a preliminary model of why these failures occur. We assume that negotiators are decision makers, and that their errors derive from cognitive processes ignored by utility-maximization theories. We focus on one part of the model: the systematic tendency to ignore the cognitions of opponent negotiators. Empirical evidence clarifying negotiators' cognitive processes is generated using verbal protocol techniques in a controlled negotiation task. The results show that subjects simplify the negotiation task, in part by ignoring contingencies introduced by the knowledge possessed by their opponents. The discussion focuses on how subjects simplify the task and how the decision-making perspective helps redirect the negotiation literature.