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201.
Joshua May 《European Journal of Philosophy》2011,19(1):39-58
Abstract: Roughly, psychological egoism is the thesis that all of a person's intentional actions are ultimately self‐interested in some sense; psychological altruism is the thesis that some people's intentional actions are ultimately other‐regarding in some sense. C. Daniel Batson and other social psychologists have argued that there are experiments that provide support for a theory called the ‘empathy‐altruism hypothesis’, which entails the falsity of psychological egoism. However, several critics claim that there are egoistic explanations of the data that are still not ruled out. One of the most potent criticisms of Batson comes from Elliott Sober and David Sloan Wilson. I argue for two main theses in this paper: (1) we can improve on Sober and Wilson's conception of psychological egoism and altruism, and (2) this improvement shows that one of the strongest of Sober and Wilson's purportedly egoistic explanations is not tenable. A defense of these two theses goes some way toward defending Batson's claim that the evidence from social psychology provides sufficient reason to reject psychological egoism. 相似文献
202.
H. Luz McNaughton Reyes Vangie A. Foshee May S. Chen Susan T. Ennett 《Journal of aggression, maltreatment & trauma》2013,22(9):1130-1150
This study identified heterogeneous patterns of peer and dating aggression and victimization among boys and girls and examined their relation to risk and protective correlates. Girls (n = 1648) and boys (n = 1420) in grades 8–10 completed surveys assessing 14 indicators of violence involvement. Latent class analyses indicated a four-class solution, though a test of measurement invariance indicated the nature of the classes differed by sex. Among boys and girls, three classes emerged: Uninvolved (45% of girls, 61% of boys), Peer Aggressor-Victims (23% of girls, 21% of boys), and Cross-Context Aggressor-Victims (CCAV) (12% of girls, 5% of boys). Those in the Peer Aggressor-Victims class were likely to report involvement in peer aggression only; however, girls in this class were likely to be involved only in moderate violence, whereas boys were likely to be involved in moderate and severe violence. Those in the CCAV class were likely to report involvement in all forms of violence except sexual and controlling aggression, which was likely only among boys. Among girls, but not boys, a Verbal Dating Aggressor-Victims class (21% of girls) emerged that was characterized by involvement in occasional verbal dating aggression only. Among boys, but not girls, a Cross-Context Physical Victims class (13% of boys) emerged that was characterized by being only a victim of moderate physical peer and dating violence. Unique and shared risk and protective factors distinguished class membership for girls and boys. Findings suggest the pathways leading to violence may differ by sex and result in different patterns of violence involvement. 相似文献
203.
How do humans discover causal relations when the effect is not immediately observable? Previous experiments have uniformly demonstrated detrimental effects of outcome delays on causal induction. These findings seem to conflict with everyday causal cognition, where humans can apparently identify long-term causal relations with relative ease. Three experiments investigated whether the influence of delay on adult human causal judgements is mediated by experimentally induced assumptions about the timeframe of the causal relation in question, as suggested by Einhorn and Hogarth (1986). Causal judgements generally decreased when a delay separated cause and effect. This decrease was less pronounced when the thematic context of the causal relation induced participants to expect a delay. Experiment 3 ruled out an alternative explanation of the effect based on variations of cue and outcome saliencies, and showed that detrimental effects of delay are reduced even more when instructions explicitly mentioned the timeframe of the causal relation in question. Knowledge thus mediates the impact of delay on human causal judgement. Implications for contemporary theories of human causal induction are discussed. 相似文献
204.
205.
Important findings are often a balance between the rigor of the experimental design and innovativeness of the experimental question. One broad topic area that has received a great deal of discussion, but little empirical study, is the evaluation of educational systems. Experimental designs that permit the analysis of practices used by state education agencies, local education agencies, and schools have the potential for yielding socially significant findings that could improve education. In this article we discuss the use of nonconcurrent multiple baseline designs as an option for studying the activities and effects of educational programs. Nonconcurrent multiple baseline designs stagger the timing of baseline-to-intervention changes across various entities, but the baselines and intervention phases are not contemporaneous across each of the tiers. Although considered less rigorous than concurrent multiple baseline designs, nonconcurrent designs have a degree of flexibility that may allow for their use in studying complex social contexts, such as educational settings, that might otherwise go unanalyzed. 相似文献
206.
Selected literature related to statistical testing is reviewed to compare the theoretical models underlying parametric and nonparametric inference. Specifically, we show that these models evaluate different hypotheses, are based on different concepts of probability and resultant null distributions, and support different substantive conclusions. We suggest that cognitive scientists should be aware of both models, thus providing them with a better appreciation of the implications and consequences of their choices among potential methods of analysis. This is especially true when it is recognized that most cognitive science research employs design features that do not justify parametric procedures, but that do support nonparametric methods of analysis, particularly those based on the method of permutation/randomization. 相似文献
207.
Much has been written recently about the Deleuzian concept of becoming. Most of that writing, especially in feminist criticism, has drawn from the later collaborations with Guattari. However, the concept of a becoming arises earlier and appears more consistently across the trajectory of Deleuze's work than the discussion of specific becomings might lead one to believe. In this paper, I trace the concept of becoming in Deleuze's work, and specifically in the earlier works. By doing so, I hope to shed some light on the specific becomings that are the focus of the collaborative work with Guattari, and to deepen an understanding of the concept in general. 相似文献
208.
May A 《Trends in cognitive sciences》2011,15(10):475-482
Contrary to assumptions that changes in brain networks are possible only during crucial periods of development, research in the past decade has supported the idea of a permanently plastic brain. Novel experience, altered afferent input due to environmental changes and learning new skills are now recognized as modulators of brain function and underlying neuroanatomic circuitry. Given findings in experiments with animals and the recent discovery of increases in gray and white matter in the adult human brain as a result of learning, the old concept of cognitive reserve, that is the ability to reinforce brain volume in crucial areas and thus provide a greater threshold for age-dependent deficits, has been reinforced. The challenge we face is to unravel the exact nature of the dynamic structural alterations and, ultimately, to be able to use this knowledge for disease management. Understanding normative changes in brain structure that occur as a result of environmental changes and demands is pivotal to understanding the characteristic ability of the brain to adapt. 相似文献
209.
May‐Britt Solem Knut‐Andreas Christophersen Monica Martinussen 《Infant and child development》2011,20(2):162-180
This study examined the effects of child characteristics and parent coping practices on parenting stress, based on a sample of parents of 64 boys with behavioural problems and a comparison group with parents of 128 boys. All parents completed questionnaires about stress, length of education, child characteristics, social support, sense of coherence and coping practices, in addition to interviews in their home about daily activities and relations with the child. A hierarchical regression model for predicting parenting stress was tested, and the results showed that having a child with behavioural problems predicted 57% of the variance in parenting stress. Social support and parental resources and strategies added to the prediction of parenting stress after controlling for family demographics and child characteristics. The parents in the clinical group (with boys referred to psychiatric units) were more often single parents with lower education, more often unemployed, less content with social support, and had lower scores on comprehensibility. These parents were significantly more stressed than parents in the comparison group. All these risk factors might be barriers against establishing a protective frame around a child. These parents, with a difficult child‐rearing situation, who perceived less support and had fewer material benefits, seemed to be more vulnerable. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
210.
Chan KK Hui CL Tang JY Chiu CP Chan SK Lam MM Chen EY 《Perceptual and motor skills》2011,112(1):91-103
Random number generation with a written response mode provides a potentially appealing marker for executive processes. Impaired performance on written random number generation tasks has been reported in chronic schizophrenic patients. However, no study has investigated whether such a deficit occurs in early schizophrenia and whether its profile and severity are similar to those in patients with chronic illness. This study investigated the ability to generate random numbers in patients with early schizophrenia (n = 44) and a healthy control group (n = 48). Patients were less able to maintain several production strategies and generated more stereotyped response sequences, whereas their abilities to identify randomness with an even-handed treatment of digits and to monitor the equality of occurrence of single digits appeared to remain intact. These results provide evidence that some aspects of the deficits in random number generation among chronic schizophrenic patients are also present at early psychotic episode, while some other aspects are relatively less affected in the early years. 相似文献