Individual Differences in Attachment and Reproductive Strategies: Commentary on Buss & Greiling

Buss and Greiling cite individual differences in attachment as a principal illustration of adaptive individual differences. This particular example, however, is a highly controversial one: Many if not most relationship researchers assume (implicitly or explicitly) that insecure attachment patterns reflect some kind of malfunction of the attachment system in modern environments rather than evolved facultative strategies. I therefore review some of the arguments and evidence on both sides of this issue, along with the closely related topics of mating/reproductive strategies and parental investment. In the end I support the Buss-Greiling position, but for reasons not discussed in their article.     

Cross-language positive priming disappears, negative priming does not: Evidence for two sources of selective inhibition

The authors used a unilingual and bilingual primed lexical decision task to investigate priming effects produced by attended and ignored words. In the unilingual experiment, accelerated lexical decisions to probe target words resulted when the word matched the preceding target word, whereas slowed lexical decisions to probe target words resulted when the word matched the preceding ignored nontarget word. In the bilingual (English-Spanish) experiment, between-language, rather than within-language, priming manipulations were used. Although the ignored repetition negative priming effect replicated across languages, cross-language attended repetition positive priming did not. This dissociation of priming effects in the inter- versus intralanguage priming conditions contradicts episodic retrieval accounts of negative priming that deny the existence of selective inhibitory processes. On the other hand, these results support an extension of inhibition-based accounts of negative priming, because they indicate that inhibition can operate at two levels of abstraction--local word and global language--simultaneously.     

Holism in Cartesianism and in Today's Philosophy of Physics

The aim of this paper is to contribute to a more balanced judgement than the widespread impression that the changes which are called for in today's philosophy of physics and which centre around the concept of holism amount to a rupture with the framework of Cartesian philosophy of physics. I argue that this framework includes a sort of holism: As a result of the identification of matter with space, any physical property can be instantiated only if there is the whole of matter. Relating this holism to general relativity, I maintain that this holism cannot be directly applied to today's philosophy of physics consequent upon the failure of geometrodynamics. I show in what respect precisely the holism in quantum physics amounts to a revision of the holism within Cartesianism. This revised version was published online in August 2006 with corrections to the Cover Date.     

Argumentation as Rule-Justified Claims: Elements of a Conceptual Framework for the Critical Analysis of Argument

The paper outlines a conceptual framework for the critical assessment of argumentation which differs in some of its core characteristics from conventional approaches: it is resolutely semantic rather than formal in its method; it centers on obligations rather than beliefs; and its analytical focus is on the contingent necessity of conclusions, rather than on their persuasiveness or formal validity. The paper briefly illustrates the applications of this conceptual framework by reanalyzing a couple of examples taken from the argumentation analysis literature.     

Further Support for a Hierarchical Model of Affect: Reply to Green and Salovey

Green and Salovey agree with us that happiness and sadness are strongly bipolar, and that Positive and Negative Activation are not. However, Green and Salovey subscribe to the two-dimensional circumplex, a model we find wanting. Actually, the problems they discuss arise from the limitations of the circumplex rather than from issues fundamental to affective structure. And they do not consider the evidence, reported in our target article, that supports an alternative to the circumplex: a three-level hierarchical model. In this reply, we take a closer look at the empirical findings supporting this model, and we emphasize its heuristic promise.     

"I" Value Freedom, But "We" Value Relationships: Self-Construal Priming Mirrors Cultural Differences in Judgment

The distinction between relatively independent versus interdependent self-construals has been strongly associated with several important cultural differences in social behavior. The current studies examined the causal role of self-construal by investigating whether priming independent or interdependent self-construals within a culture could result in differences in psychological worldview that mirror those traditionally found between cultures. In Experiment 1, European-American participants primed with interdependence displayed shifts toward more collectivist social values and judgments that were mediated by corresponding shifts in self-construal. In Experiment 2, this effect was extended by priming students from the United States and Hong Kong with primes that were consistent and inconsistent with their predominant cultural worldview. Students who received the inconsistent primes were more strongly affected than those who received the consistent primes, and thus shifted self-construal, and corresponding values, to a greater degree.     

Acquisition of Related and Unrelated Factual Information Delivered by a Teacher Within an Inclusive Setting

Two secondary students with moderate disabilities (one per classroom) attended Advanced English classes with peers without disabilities in a rural high school. In additional to conducting planned daily instruction, each English teacher also systematically presented three sets of information (two facts per set) to each student with disabilities during the course of the class using a parallel treatments design. Each set of information included a fact related to the English class (e.g., Begin each sentence with a capital letter.) and a fact not related to the English class (e.g., The governor of Kentucky is Paul Patton.). The special education teacher conducted daily probe sessions to document acquisition. Of the six facts presented to each student with disabilities, one student acquired two related facts and one unrelated fact, while the other student acquired two related and two unrelated facts. This investigation implies that students who are fully included can acquire information presented by the regular classroom teacher during the course of a typical class and that teachers can facilitate learning by planning to present such information in a systematic fashion.     

Health care as an essential building block for a free society: the convergence of the Catholic and secular American imperative

As the twentieth century closes, marked by triumphal strides in medical advances, the American society has yet to ensure that each person has access to affordable health care. To correct this injustice, this article calls on the nation's political and corporate leaders, providers, and faith-based groups to join all Americans in a new national conversation on systemic health care reform. The Catholic faith tradition is one that compels both a proclamation to ministry values and a commitment to speak out against the challenges or threats to what are essential to the well-being of individuals and society. The Catholic health ministry must therefore be both a voice for the voiceless and an agent of transformation. The nation's goal should be to "reposition" health care from its status as an important, but ultimately optional building block to one that is essential.     

Reinventing the University: From Institutions to Communities of Higher Education

This article responds to three questions: What if the primary mission of the university is to (i) nourish the intellect, (ii) commit to the sacredness of all life, and (iii) foster spirituality? Responses examine multiple forms of literacy, instruction that is ecologically valid and thus oriented toward the unity of knowledge, and teaching as a moral activity. The suggestion here is that meaningful reform will emphasize education of the whole person in relation to the physical, symbolic, and social environments. Curricula focused on forms of representation, modes of treatment, and syntactic structure, adaptive understandings, constructed meanings, critical thinking, real problems, connected knowing, creativity, inspiration, service learning, and the development of declarative procedural and poetic knowledge are discussed.