Introducing Identity

The best-known syntactic account of the logical constants is inferentialism . Following Wittgenstein’s thought that meaning is use, inferentialists argue that meanings of expressions are given by introduction and elimination rules. This is especially plausible for the logical constants, where standard presentations divide inference rules in just this way. But not just any rules will do, as we’ve learnt from Prior’s famous example of tonk, and the usual extra constraint is harmony. Where does this leave identity? It’s usually taken as a logical constant but it doesn’t seem harmonious: standardly, the introduction rule (reflexivity) only concerns a subset of the formulas canvassed by the elimination rule (Leibniz’s law). In response, Read [5, 8] and Klev [3] amend the standard approach. We argue that both attempts fail, in part because of a misconception regarding inferentialism and identity that we aim to identify and clear up.

     

A low-cost method for digitizing videotaped continuous movements on the Macintosh

We describe an inexpensive means of digitizing videotaped positions of moving points, such as the positions of the joints of a person who is performing an action. Single-frame video images and a Macintosh computer monitor are optically superimposed, using a half-silvered mirror, and the positions of reference points in the video image are manually clicked in by the operator, so that the screen coordinates of the reference points on each frame can be stored in a text file for later analysis. The digitizing program records comments and identifying information along with the position data.     

School activities and work: effects on adolescent self-esteem.

This study investigated the relationship between participation and involvement in school activities, degree of part-time work, and self-esteem in a sample of middle-class urban high school sophomores and juniors. The results indicated that self-esteem was affected by the nature of the school activity and by gender. Within a multivariate context, results indicated no significant correlates of self-esteem among the boys. Among the girls, the significant correlates of self-esteem were hours worked, age, and curricular track. The differential nature of school activities, gender, and the effects of working outside of school are discussed.     

Protection Motivation Theory and Adolescents' Perceptions of Exercise1

Coping strategies endorsed by adolescents in dealing with a potential threat to their health were assessed in a study which investigated components of protection motivation theory. Year 9 and 10 high school students were presented with information about cardiovascular disease risk and the role of exercise in maintaining cardiorespiratory fitness. Three components specified by the theory were manipulated: response efficacy (effectiveness of exercise in preventing cardiovascular disease), response costs (costs associated with taking up a regular program of exercise) and self-efficacy (belief in ability to carry out a program of exercise) in a 2 × 2 × 2 factorial design with two levels (high vs. low) of each variable. It was hypothesized that such information would affect participants' perceptions of response efficacy, response costs, self-efficacy, and their selection of coping strategies. Six dependent variables were investigated: two adaptive coping strategies (behavioral intention to exercise, rational problem solving) and four maladaptive strategies (avoidance, wishful thinking, hopelessness, arid fatalism). Manipulation checks found significant differences between the high and low conditions of each independent variable. Adaptive strategies were strongly endorsed, whereas endorsement of the maladaptive strategies ranged from minimal to complete disagreement. Participants in the high self-efficacy condition indicated stronger intentions to exercise. Students in the low response efficacy condition demonstrated more endorsement of hopelessness and fatalism than did students in the high response efficacy condition. When exercising status was included as a fourth independent variable, it was found that active adolescents endorsed the adaptive coping strategies more strongly than did inactive adolescents. The cognitive coping strategies adopted by adolescents when dealing with perceived threats to their health may be influenced by information on the efficacy of relevant behavior, by perceptions of their ability to perform such behavior, and by their actual involvement with the behavior of concern.     

Mood-states, recall and subjective comprehensibility of medical information in non-patient volunteers

Factors were investigated related to the comprehensibility, recall and retention of medical information, using non-patient volunteers. At the first session, subjective comprehensibility, immediate recall and the mood-states of anxiety, depression and hostility were measured. A week later recall, anxiety, depression and hostility were reassessed. In terms of percentages of idea-units recalled, immediate recall was 44% and delayed recall was 31%. Immediate (though not delayed) recall and also subjective comprehensibility were negatively correlated with both anxiety and depression as measured at the first, but not the second session, thus highlighting the primacy of immediate mood-state in influencing recall. There was no relation between subjective comprehensibility and either of the recall scores. The results imply that subjective comprehensibility and recall are relatively independent, a result apparently inconsistent with Ley's model of compliance, but suggest that both can be influenced by depressed or anxious moods. Taken together with other findings, our results could support a curvilinear relation between anxiety and recall. To maximize recall and comprehensibility, at least within a certain range of anxiety levels, anxiety and depression at the time the instructions are presented should be minimized. In a clinical setting, this may be relevant to improving patient compliance.     

Applying social constructionism to psychotherapy

Social constructionism is the view that many of the abstract quantities, our relations according to these, and the relationships of evelyday life, are human made processes and contexts into which we have been born, or into which we can gain access by our credentials in society. Social constructionism has investigated personhood, male-female gender roles, sexuality, and the dzferent conceptualisations of appropriate social roles and emotional displays. All fields of science, study and debate are seen as historical processes occurring in human contexts of supporters and dissenters who gather round in a complex changing pattern. Explanations are not regarded as indisputable facts or truths, but only approximations, or part of a discourse between schools of thought.