Aquinas on Quality

For Kant, Aristotle's categories are arbitrary but brilliant and they do not ultimately correspond to extramental reality. For Aquinas, however, they are rational divisions of extramental being. In this perennial and ongoing dispute, the various positions seem to dissolve upon delving into the particulars of any one category. If, however, the categories are divisions of extramental being, it should be possible to offer plausible accounts of particular categories. I offer Aquinas's unstudied derivation of quality as a test case to see how one could hold, and how Aquinas did hold, to a realism about Aristotle's categories at a highly specific level. Although Aristotle divides quality into four species and some further subspecies, unlike Aquinas, he offers no reasons for these divisions. For Aquinas each accident is a particular mode of existing, that is, it is a particular way that an accident exists in a substance. In the case of quality, this mode of existing follows substantial form and its real extramental causes or effects further divide it into four species. Aquinas's account is both compelling and original, inspired by Aristotle but also un-Aristotelian. The paper concludes by comparing Aquinas's account of quality with the best extant account of Aristotle's quality, namely, Paul Studtmann's.     

Phenomenal characteristics associated with real and imagined events: the effects of event valence and absorption

This study examined the effects of emotional valence of an event and individual differences in absorption on the phenomenal characteristics associated with real and imagined events. Each participant described four events. Two of these were real and two were imagined, with one pleasant and stressful event being generated for each category. Pleasant events (both real and imagined) contained more detail (visual detail, smell, and taste, and more information regarding location, time, etc.) than stressful events. In addition, higher levels of absorption were related to higher ratings for both real and imagined events (for both pleasant and stressful events). Discussion focused on implications for further research in source monitoring and other relevant domains. Copyright © 1999 John Wiley & Sons, Ltd.     

Fear,Anger, and Voting for the Far Right: Evidence From the November 13, 2015 Paris Terror Attacks

The conjecture that negative emotions underpin support for far‐right politics is common among pundits and scholars. The conventional account holds that authoritarian populists catalyze public anxiety about the changing social order and/or deteriorating national economic conditions, and this anxiety subsequently drives up support for the far right. We propose that while emotions do indeed play an independent causal role in support for far‐right parties and policies, that support is more likely built upon the public’s anger rather than fear. This article explores the relative impact of fear and anger in reaction to the 2015 Paris terror attacks on the propensity to vote for the French far‐right party, the Front National, in the 2015 regional elections. Contrary to conventional wisdom, we find that anger is associated with voting for the Front National, while fear is associated with voting against the Front National. Moreover, anger boosts the Front National vote most powerfully among far‐right and authoritarian voters. On the other hand, fear reduces support for the far right among those same groups.     

The dark figure of sexual recidivism

Empirical studies of sexual offender recidivism have proliferated in recent decades. Virtually all of the studies define recidivism as a new legal charge or conviction for a sexual crime, and these studies tend to find recidivism rates of the order of 5–15% after 5 years and 10–25% after 10+ years. It is uncontroversial that such a definition of recidivism underestimates the true rate of sexual recidivism because most sexual crime is not reported to legal authorities, a principle known as the “dark figure of crime.” To estimate the magnitude of the dark figure of sexual recidivism, this paper uses a probabilistic simulation approach in conjunction with the following: (i) victim self‐report survey data about the rate of reporting sexual crime to legal authorities; (ii) offender self‐report data about the number of victims per offender; and (iii) different assumptions about the chances of being convicted of a new sexual offense given that it is reported. Under any configuration of assumptions, the dark figure is substantial, and as a consequence the disparity between recidivism defined as a new legal charge or conviction for a sex crime and recidivism defined as actually committing a new sexual crime is large. These findings call into question the utility of recidivism studies that rely exclusively on official crime statistics to define sexual recidivism, and highlight the need for additional, long‐term studies that use a variety of different measures to assess whether or not sexual recidivism has occurred.     

Envisioning college success: the role of student identity centrality

This paper examines the recently developed construct of student identity centrality, which describes the importance of being a student to a person’s sense of self. The present study uses multiple college student surveys and institutional data to expand upon initial work in several ways. First, it shows that this construct is measured reliably using a single three-item scale. Second, it employs measurement invariance analyses, which indicate that this scale is valid for examining and comparing different groups of students. Third, it provides evidence for convergent and divergent validity through exploring relationships between student identity centrality and relevant psychological and experiential constructs. Fourth, even when controlling for demographics, prior academic achievement, stereotype threat, and grit, it finds that student identity is positively and significantly associated with college credits earned; grades in science, technology, engineering and mathematics coursework; academic confidence; college sense of belonging; and subjective well-being. Implications for future research, assessment, and higher education practice are discussed.