Calibration of sensory and cognitive judgments: Two different accounts

The purpose of this study was to test predictions of two recent theories of realism of confidence. Ecological approaches to realism of confidence in one's general knowledge (Gigerenzer et al. , 1991; Juslin, in press a ; Björkman, in press) predict good calibration or, in the case of poor cognitive adjustment, overconfidence, within the cognitive domain. The subjective distance theory of confidence in sensory discriminations (Björkman et al. , 1992) predicts a pervasive underconfidence bias for sensory discriminations. Empirical data are reported showing that: (a) Calibration for sensory judgments is considerably poorer than calibration for well adapted cognitive judgements, a difference that can be entirely traced to underconfidence in the sensory domain. (b) While an initial overconfidence bias in the cognitive domain is removed by outcome feedback, the bias observed in sensory discriminations is unaffected even by a prolonged feedback session. It is suggested that the nature of confidence in sensory discriminations is different from the nature of confidence in cognitive judgments.     

Hearing Metaphor: An Approach to Working with Family-Generated Metaphor

This article presents a step-by-step approach to working with family-generated metaphor in family therapy. Although the use of therapist-generated “therapeutic metaphors” has been widely advocated and practiced for many years now, less attention has been paid to the metaphors used by family members. We argue that the family's metaphors are a neglected linguistic resource in family therapy. Highlighting and validating these metaphors produces a therapeutic conversation in which the voices of family members are heard more clearly by the therapist, and the families' own imaginative energies are engaged in defining and pursuing the goals of therapy. Several case examples illustrate the use of this approach with children of various ages.     

English,Engineering, and Creativity

An analysis of creativity in English and Engineering Departments in the University, which suggests that the quest for academic respectability has forced the teacher of English in his research to pursue the goal of analysis, a goal which he in fact denies in his teaching. His teaching remains flexible in its attempts to elicit a creative response on the part of the student, while his research (if it is to be publishable) must adhere to a fairly rigid pattern of orthodoxy. The physicist is often driven in his teaching (simply by the demands of the very bulk of physical knowledge) to emphasise the analytical, the instrument-nature of knowledge, while in his research he remains—or tries to remain—essentially creative, far less rigid than in his teaching. The engineer, who has only recently learned to lionise the analytical and essentially rigid aspects of his work (he has only recently, after all, become a member of the University), is perhaps in fact more creative both in his teaching and his research than either of the others, though there is an increasing pressure in the University to make him conform to standards of “respectability”.     

Contextualism and the Factivity Problem

Epistemological contextualism - the claim that the truth-value of knowledge-attributions can vary with the context of the attributor - has recently faced a whole series of objections. The most serious one, however, has not been discussed much so far: the factivity objection. In this paper, I explain what the objection is and present three different versions of the objection. I then show that there is a good way out for the contextualist. However, in order to solve the problem the contextualist has to accept a relationalist version of contextualism.     

Age‐related variations and sex differences in gender cleavage during middle childhood

Gender cleavage, the segregation of the sexes, is a powerful phenomenon affecting socialization during childhood, but its developmental trajectory is far from clear. Sociometric responses by 299 boys and girls in Grades 3 to 6 from a group preference record were used to investigate age‐related variations and sex differences in gender cleavage. Moreno's (1953) developmental model of gender cleavage was examined in the light of sociocultural changes, as well as advances in the theory and measurement of gender cleavage. Sex differences were found in same‐gender preference, with older elementary girls showing greater same‐gender preference than boys of the same age. However, this finding, plus the absence of gender differences in cross‐gender evaluations, did not support more recent developmental accounts of gender cleavage. Linear trend analyses contradicted Moreno's basic precept of increasing same‐gender preference between Grades 3 and 6. While same‐gender acceptance and rejection were relatively similar regardless of grade level, cross‐gender acceptance was greater in higher than in lower grades and the reverse was true for rejection. Furthermore, weaker gender cleavage effects in rejection data than in acceptance data suggested that strong same‐gender liking does not infer equally robust cross‐gender dislike. Gender cleavage appears to be relative rather than absolute. A more complex model is proposed incorporating sex differences as well as rejection evaluations     

BRINGING THINGS TOGETHER: DEVELOPING THE SAMPLE SURVEY AS PRACTICE IN THE LATE NINETEENTH CENTURY

The first sample surveys in the latter parts of the 19th century were an intellectual social movement. They were motivated by the intention to improve the economic and political conditions of workers. The quantitative survey was considered an ideal because it would present data about the workers as facts, i.e. establish a scientific authoritative truth. In a case study from Denmark, the paper shows how the first survey – a study of seamstresses – was carried out by bringing several cognitive and organizational elements together: a network of researchers, a method for sampling, the construction of a questionnaire, a procedure for coding, and analyzing the data. It was a trial and error process where the researchers lacked relevant concepts and methods but relied on their intuition and on inspiration from abroad.     

Tough love: The behavior control justice motive facilitates forgiveness in valued relationships

When individuals in valued relationships are transgressed against, how are they able to protect the relationship while at the same time restore justice for themselves? Study 1 (N = 137) employed a recall design to demonstrate that when victims restore justice, the well‐established association between relationship value and forgiveness can be explained indirectly through a motivation to control future behavior. Studies 2 (N = 122) and 3 (N = 115) replicated this finding using experimental designs, manipulating two distinct facets of valued relationships: the fact that they are continuing and close. There were no indirect effects for two alternative justice motives, just deserts and revenge. We discuss implications for relations between justice and forgiveness in the context of interpersonal relationships.     

Phenomenal Concepts and Higher-Order Experiences

Relying on a range of now-familiar thought-experiments, it has seemed to many philosophers that phenomenal consciousness is beyond the scope of reductive explanation. (Phenomenal consciousness is a form of state-consciousness, which contrasts with creature-consciousness, or perceptual -consciousness. The different forms of state-consciousness include various kinds of access-consciousness, both first-order and higher-order–see Rosenthal, 1986; Block, 1995; Lycan, 1996; Carruthers, 2000. Phenomenal consciousness is the property that mental states have when it is like something to possess them, or when they have subjectively-accessible feels; or as some would say, when they have qualia (see fn. l below).) Others have thought that we can undermine the credibility of those thought-experiments by allowing that we possess purely recognitional concepts for the properties of our conscious mental states. This paper is concerned to explain, and then to meet, the challenge of showing how purely recognitional concepts are possible if there are no such things as qualia –in the strong sense of intrinsic (non relational, non-intentional) properties of experience. It argues that an appeal to higher-order experiences is necessary to meet this challenge, and then deploys a novel form of higher-order thought theory to explain how such experiences are generated.