Early Education in Plato's Republic

In this paper, I reconsider the commonly held position that the early moral education of the Republic is arational since the youths of the Kallipolis do not yet have the capacity for reason. I argue that, because they receive an extensive mathematical education alongside their moral education, the youths not only have a capacity for reason but that capacity is being developed in their early education. If this is so, though, then we must rethink why the early moral education is arational. I argue that the reason is rooted in the nature of moral explanations. These sorts of explanations are rooted in the Forms and thus one can only understand those explanations when they have knowledge of the Forms. But this requires preparation – the very sort of preparation that is provided by both the mathematical and moral educations.     

Abstract recall of a happy memory to repair sad mood in dysphoria: A possible link to negative cognition

The capacity to repair sad mood through the deliberate recall of happy memories has been found to be impaired in dysphoric individuals. Rumination, or adopting an abstract processing mode, has been proposed as a possible mechanism underpinning this effect. In low and high dysphoric participants, we examined the relative consequences of adopting an abstract or concrete processing mode during happy memory recall or engaging in distraction for (1) mood repair and (2) cognitive content. Recalling a happy memory in either an abstract or concrete way resulted in greater happiness than distraction. Engaging in abstract recall of a happy memory resulted in high dysphoric participants generating negative evaluations and negative generalisations. These findings raise the interesting possibility that abstract processing of positive memories has the potential to generate negative cognition.     

The Comically Infinite Man1

A long time ago, I procured a little book edited by Soren Kierkegaard entitled The Sickness Unto Death (1849). What is more, I read it. (I must confess to having been first attracted to it solely by its title). For and as a tribute to Alastair Hannay I was inspired to set down in print this brief (altogether too brief, philosophically speaking) and unsystematic reflection. What struck me most palpably was the suggestion that, although our worldly endeavors and thus our publications are, so to speak, temporally limited, our despair is not. I write on the obligations and privileges of that mood.     

Relations between personality,knowledge, and behavior in professional service encounters

We report two studies that tested hypotheses about relations between personality, knowledge about service encounters, and performance in service encounters. A novel method for measuring knowledge was used. In one study, we measured undergraduates' personality, knowledge, and skill in handling service encounters in jobs performed by human factors professionals. The other study reanalyzed data reported by Motowidlo, Crook, Kell, and Naemi about volunteers' personality, knowledge about volunteer service encounters, and job performance. Both studies found that knowledge about service encounters is correlated with effectiveness in service encounters, even when effects of personality are controlled. Conscientiousness was correlated with this knowledge. We discuss implications of personality in the development of knowledge about effective behavior in social situations at work.     

Randomized clinical trial of adapted mindfulness-based stress reduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders

ObjectiveTo compare a mindfulness-based intervention with cognitive behavioral therapy (CBT) for the group treatment of anxiety disorders.MethodOne hundred five veterans (83% male, mean age = 46 years, 30% minority) with one or more DSM-IV anxiety disorders began group treatment following randomization to adapted mindfulness-based stress reduction (MBSR) or CBT.ResultsBoth groups showed large and equivalent improvements on principal disorder severity thru 3-month follow up (ps < .001, d = ?4.08 for adapted MBSR; d = ?3.52 for CBT). CBT outperformed adapted MBSR on anxious arousal outcomes at follow up (p < .01, d = .49) whereas adapted MBSR reduced worry at a greater rate than CBT (p < .05, d = .64) and resulted in greater reduction of comorbid emotional disorders (p < .05, d = .49). The adapted MBSR group evidenced greater mood disorders and worry at Pre, however. Groups showed equivalent treatment credibility, therapist adherence and competency, and reliable improvement.ConclusionsCBT and adapted MBSR were both effective at reducing principal diagnosis severity and somewhat effective at reducing self-reported anxiety symptoms within a complex sample. CBT was more effective at reducing anxious arousal, whereas adapted MBSR may be more effective at reducing worry and comorbid disorders.     

Resolving Power of the Perceptual-and Sensorimotor Systems in 6- to 10-Year-Old Children

Children aged 6 to 10 were tested on their ability to move accurately and to perceptually evaluate their motor response. Subjects performed a directional and an amplitude visuo-manual aiming task without vision of their moving limb. They were asked to correct their error, after completion of their movements, only if they felt they were not accurate. Terminal aiming errors and correction responses (adjustments) were analyzed, and threshold detection was determined relative to terminal aiming error. Action accuracy and evaluation of action accuracy are two abilities that do not develop synchronously. Moreover, the relationship between these abilities depends on whether accuracy and direction or amplitude are required. Amplitude undergoes more corrections than direction, suggesting that the spatial system of reference involved depends more upon the coding of the final position than on direction. Two spatial comparators, operating on the basis of two types of evaluation, seem to have a variably distinct contribution to movement and perception accuracy, according to age.     

Employee Lateness Behavior: The Role of Lateness Climate and Individual Lateness Attitude

The authors investigated the joint influence of contextual factors and individual attitudes on employee lateness in a field setting. Hierarchical regression analyses based on objective lateness data revealed that perceived lateness climate moderated the relationship between individual lateness attitudes and lateness behaviors. Specifically, as hypothesized, individual attitudes toward lateness were stronger predictors of actual lateness frequency in lenient climates. This moderating effect was observed when controlling for key attitudes such as job satisfaction, job involvement, and affective commitment. Thus, climate displayed a unique effect on employee lateness, constraining the influence of individual attitudes in strict climates and allowing more influence in lenient climates. Implications and recommendations for future research are discussed.     

Deviant Workplace Behavior as Emotional Action: Discriminant and Interactive Roles for Work-Related Emotional Intelligence

ABSTRACT

Employees are thought to engage in deviant workplace behaviors (e.g., sabotage, theft) when they are stressed, frustrated, or angry. Given the emotional nature of these actions, individual differences in work-related emotional intelligence (W-EI) should, potentially, be consequential. Three studies (ns = 91, 198, & 147) examined this possibility by assessing variations in emotion perception and management skills with an ability measure specifically designed for the workplace context. Employees who received higher W-EI scores were less prone to both interpersonal deviance and organizational deviance and these relationships displayed discriminant validity as well as meaningful interactive effects with organizational stressors. The investigation extends our understanding of workplace deviance in a way that highlights an important role for work-related variations in emotional intelligence.     

Developmental Progression of Clock Face Drawing in Children

The clock drawing test has been routinely administered by many neuropsychologists as part of their testing battery with the adult population. Our study investigated the development of clock face drawing in normal children ages 6 to 12 years. Conceptualization of time and construction of the clock face were assessed by an adapted scoring system developed as part of the investigation. As a group, the results indicated an upward progression with regard to the concept of time through age 8 and clock construction through age 12. Results further demonstrated that number reversals were more frequent among left-handers but were no longer evident by age 7 regardless of handedness. It also was determined that left visuospatial neglect specific to the upper quadrant was relatively common in 6- and 7-year olds but not evidenced by age 8. Given the pattern of the findings, it is likely that the neglect was secondary to poor planning and not a visuo-spatial deficit. In general, development of clock face drawing most closely paralleled that of frontal lobe maturation. Implications of these findings and the usefulness of clock face drawing with the pediatric population are presented.