Proximal and Distal Defense: A New Perspective on Unconscious Motivation

Death-related thoughts produce different effects on thought and behavior when they are in current focal attention and when they are on the fringes of consciousness. When such thoughts are conscious, people attempt to either remove them from consciousness or push death into the distant future by distorting their beliefs to logically imply that they have many remaining years to live. When such thoughts are highly accessible but outside current focal attention, people increase efforts to view themselves as persons of value living in a meaningful universe. In this way, awareness of the inevitability of death produces diverse effects on human thought and behavior that bear little obvious resemblance to the problem of death.     

Pauperism and poverty: Henry George,William Graham Sumner,and the ideological origins of modern American social science

This paper examines the relationship between the development of industrial capitalism and the development of modern social science in the United States through the writings of two of the best–known writers on social science in the late nineteenth century: Henry George, the apostle of the rights of labor and author of the classic critique of private ownership of land, Progress and Poverty; and William Graham Sumner, the arch defender of the rights of capital and author of a pioneering treatise on Folkways. The paper traces and analyzes their mutual movement away from classical political economy and toward a new social psychology in response to rising economic inequality. © 1999 John Wiley & Sons, Inc.     

Resources,Rules, and Oppression

There is a large and growing literature on communal interpretive resources: the concepts, theories, narratives, and so on that a community draws on in interpreting its members and their world. (They’re also called “hermeneutical resources” in some places and “epistemic resources” in others.) Several recent contributions to this literature have concerned dominant and resistant interpretive resources and how they affect concrete lived interactions. In this article, I note that “using” interpretive resources—applying them to parts of the world in conversation with others—is “a rule‐governed activity”; and I propose that in oppressive systems, these rules are influenced by the rules of oppression. Section I clarifies some rules governing the use of resources. Section II draws on work by Gaile Pohlhaus, Jr. and others to suggest that according to the present rules of our oppressive system, it is permissible for dominantly situated speakers to dismiss interpretive resources developed in marginalized communities. Section III appeals to Charles Mills’s work on White ignorance to propose, further, that our system’s rules make it impermissible and deserving of punishment to use resistant resources. The conclusion enumerates several further points about such rules governing the use of interpretive resources, their social effects, and some philosophical literatures.     

Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages

In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.     

Remote Limb Ischemic Conditioning at Two Cuff Inflation Pressures Yields Learning Enhancements in Healthy Adults

The authors tested whether 2 doses of remote limb ischemic conditioning (RLIC), induced via blood pressure cuff inflation, enhanced motor and cognitive learning to an equal extent, and explored a panel of blood biomarkers of RLIC. Thirty-two young adults were randomized to 3 groups and underwent a 7-day protocol of RLIC/sham followed by motor and cognitive training, with follow-up. Both RLIC groups had greater motor learning and a trend toward greater cognitive learning compared with the sham group. RLIC at the lower inflation pressure was as effective as RLIC with the higher inflation pressure. No significant candidate blood biomarkers were found. RLIC could be a well-tolerated method to enhance learning and improve rehabilitation outcomes in people with neurological conditions.     

“I Hate These Little Turds!”: Science,Entertainment, and the Enduring Popularity of Scared Straight Programs

Americans’ opinions about crime and justice are more often shaped by media coverage than by scientific evidence. A prime example of this phenomenon is Arts and Entertainment (A&E) Network’s Beyond Scared Straight program—a show that has achieved strong ratings despite the large body of empirical evidence demonstrating the ineffectiveness of inmate–juvenile confrontation tactics. To understand the complexity of American citizens’ opinions toward this program, we conducted a qualitative analysis of the online responses to the television series Beyond Scared Straight. The themes that emerged center around beliefs about the effectiveness of Scared Straight, the level of brutality displayed, its inspirational and emotional content, and its authenticity. We discuss these results in terms of the need for scholars to more effectively communicate social science information concerning what does—and does not—“work” to the public and to correctional policymakers.     

In the Vicinity of the Human

Abstract

Beginning with the situated character of the question concerning the human, this paper argues that the problem of the human is itself inextricably bound to the problem of situation or place. Consequently, any genuine philosophical anthropology must take the form of a philosophical topology. This line of argument is developed through the work Abraham Heschel, Martin Heidegger, Martin Buber, and also Helmut Plessner.     

Shame and guilt: A hundred years of apples and oranges

An original model of shame- and guilt-related emotions is proposed and the model's theoretical background discussed. Shame is conceptualized as an affect (i.e., basic emotion), elicited by personal devaluation and evolved by social selection. Guilt is conceptualized as a cognitively assessed condition. In response to awareness of one's own condition of guilt, one may feel a number of affects or no affect. The phrase feeling guilty is a non-specific reference to feeling as one typically feels when in the condition of guilt [Ortony, A. (1987). Is guilt an emotion? Cognition and emotion, 1, 283-298]. Thus, shame as a construct represents a single affect, while feelings of guilt represent multiple affective-cognitive hybrids, which may be associated with the condition of guilt. In terms of levels of categorization [Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Erlbaum], shame, as an affect, is a basic level category with subordinates such as embarrassment and humiliation; in contrast, the multiple feelings of guilt constitute multiple subordinate affective-cognitive hybrids—subordinate to a number of basic level affects. This model integrates a great deal of existing data, suggests a large number of hypotheses, and implies the need for a profile approach to the assessment of guilt. By conceptualizing shame as an affect, and making the distinction between guilt as a state and the multiple affective-cognitive hybrids of guilt, much of the confusion and imprecision in past theory and research may be clarified.     

Neuropsychological impairment as a consequence of football (soccer) play and football heading: a preliminary analysis and report on school students (13-16 years).

Footballers run the risk of incurring mild head injury from a variety of sources, including the intentional use of the head to play the ball, known as heading. This paper presents a preliminary exploratory analysis of data collected to examine whether cumulative incidence of mild head injury, or cumulative heading frequency, are related to neuropsychological functioning in male adolescent footballers. In a quasi-experimental cross-sectional design, neuropsychological test scores of school team footballers were compared with those of similarly aged rugby players and noncontact sport players. Cumulative mild head injury incidence was estimated using self-reports, and cumulative heading was estimated using a combination of observation and self-reports. No participants had sustained a head injury within 3 months of testing. There was no relationship between head injury and neuropsychological performance, and there were no decrements in either the footballers or the rugby players in comparison with the noncontact sport players. Within the footballers, cumulative heading did not predict any of the neuropsychological test scores. These findings indicate the absence of neuropsychological impairment arising due to cumulative mild head injury incidence, or cumulative heading. Although these null findings may be reassuring to players, parents, and football organizers, we stress that they are preliminary. Further data is being collected from the same populations to provide more reliable effect estimates.     

A preliminary study of emotional intelligence, empathy and exam performance in first year medical students

A group of 156 first year medical students completed measures of emotional intelligence (EI) and physician empathy, and a scale assessing their feelings about a communications skills course component. Females scored significantly higher than males on EI. Exam performance in the autumn term on a course component (Health and Society) covering general issues in medicine was positively and significantly related to EI score but there was no association between EI and exam performance later in the year. High EI students reported more positive feelings about the communication skills exercise. Females scored higher than males on the Health and Society component in autumn, spring and summer exams. Structural equation modelling showed direct effects of gender and EI on autumn term exam performance, but no direct effects other than previous exam performance on spring and summer term performance. EI also partially mediated the effect of gender on autumn term exam performance. These findings provide limited evidence for a link between EI and academic performance for this student group. More extensive work on associations between EI, academic success and adjustment throughout medical training would clearly be of interest.