Doxing Racists

The Journal of Value Inquiry -     

Reply to critics

Philosophical Studies - I reply to commentaries by Justin Bruner, Robert Sugden and Gerald Gaus. My response to Bruner focuses on conventions of bargaining problems and arguments for characterizing...     

A Parsons Tale: Tractarian Reflections on a Semantical Paradox

According to Charles Parsons, a liar sentence does not express a proposition at the level of its primary use but does at the level where it is subjected to semantic interpretation. Thus, richer ontological resources unavailable at the level of primary use are available at the level of interpretation. In response to the objection that the correct semantic interpretation of a liar sentence is thereby distorted, I explain how Wittgenstein’s repudiation of “logical objects” and the Tractarian notion of an intrinsically iterative operation show that the liar sentence’s primary use anticipates but does not presuppose the richer interpretive ontology.     

Real-world implications of high-performance competencies and strategic management simulation technology

The construct and criterion-related validity of 11 High-Performance Competencies (H-PC) are explored through data collected by three highly reliable methods: work shadowing, assessment centres, and Strategic Management Simulation Technology. A large international managerial sample indicates that some H-PC are more highly developed than others. This suggests that managers may have a restricted capacity to co-operatively address the multidimensional issues that loom large today. Strategic Management Simulation Technology is discussed as a way of developing a more balanced leadership capability profile and enhancing desirable real-world outcomes.     

Cognitive and Behavioural Attention in Children with Low-Moderate and Heavy Doses of Prenatal Alcohol Exposure: a Systematic Review and Meta-analysis

Neuropsychology Review - Attention problems are thought to be a hallmark feature of prenatal alcohol exposure (PAE). Despite decades of research however, these findings have never been pooled to...     

A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities

Journal of Behavioral Education - The aim of this study was to investigate the effect of a precision teaching (PT) framework on the mathematical ability of students with intellectual and...     

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

In current classification systems, selective mutism (SM) is included in the broad anxiety disorders category. Indeed, there is abundant evidence showing that anxiety, and social anxiety in particular, is a prominent feature of SM. In this article, we point out that autism spectrum problems in addition to anxiety problems are sometimes also implicated in SM. To build our case, we summarize evidence showing that SM, social anxiety disorder (SAD), and autism spectrum disorder (ASD) are allied clinical conditions and share communalities in the realm of social difficulties. Following this, we address the role of a prototypical class of ASD symptoms, restricted and repetitive behaviors and interests (RRBIs), which are hypothesized to play a special role in the preservation and exacerbation of social difficulties. We then substantiate our point that SM is sometimes more than an anxiety disorder by addressing its special link with ASD in more detail. Finally, we close by noting that the possible involvement of ASD in SM has a number of consequences for clinical practice with regard to its classification, assessment, and treatment of children with SM and highlight a number of directions for future research.

     

From Ousia to Sophia: The Patristic and Classical Background to Twentieth‐Century Essentialism and Personalism

Both Classical Greek philosophy and the early Christian theology that often drew upon it reflected a tension in their understanding of essence (ο?σ?α). Was it a concrete thing, something that could assume agency and be related to, or did it refer only to the shared characteristics that reflect things and persons of a common kind? In this article I first establish that this question pertains, mutatis mutandis, to the Platonic forms, as well as to Christian concepts of essence and nature. I then argue that the Christian theology of the conciliar period sided against the reification of essence/nature, noting that their misplaced concreteness resulted in problematic doctrines. In conclusion I briefly explore how this same dynamic plays out in twentieth‐century Orthodox theology, as expressed by Sergius Bulgakov, Vladimir Lossky and John Zizioulas.     

Assessing interactional competencies: The early social-communication scales

Interactional competencies that develop in the first two years of life provide a foundation for all further social and communicative developments. Their normal acquisition, especially in the handicapped, can not be taken for granted. If delays in social-communicative development can be identified early in life and changes made in how the social environment interacts with the child, intervention may effectively facilitate social development. However, to accomplish this, both a model for describing and an instrument for assessing interactional competencies are needed. A recently developed set of scales, organized according to a cognitive-developmental framework and drawing upon recent research literature, is described in terms of its organization and content. Results that support the cognitive model underlying the set of scales are reported. The paper concludes with a consideration of potential criticisms that may apply to such a theoretically based instrument.     

Showing-off behaviour of nursery children

Assertive behaviours like showing-off have an important role for a child in getting attention from other children in a class without being aggressive. This study presented the showing-off behaviour in an English nursery school, and later it was discussed in comparison with that in the German kindergartens reported by Hold-Cavell. As a result, the English children performed showing-off behaviours at only one-half the frequency of German children. No sex difference was seen in either showing-off or physical aggression in the nursery class. The frequency of showing-off did not correlate with that of physical aggression; this result is discussed in terms of Hinde's motivational postulate. Showing-off behaviour is deserving of the further studies cross-culturally and onto-genetically.