In the marketplace of opinions concerning the metaphysics of mind and consciousness panqualityism (PQ) occupies an interesting position. It is a distinct variant of neutral monism, as well as of protophenomenalism, and as such it strives to carve out a conceptual niche midway between physicalism and mentalism. It is also a brand of Russellian monism, advocated by its supporters as a less costly and less extravagant alternative to panpsychism. Being clearly articulated and relatively well-developed it constitutes an intriguing view. Nonetheless, the present paper takes a decisively critical stance towards PQ. In particular, it challenges it on two principal grounds. First, I argue that PQ's analysis of experience, and of the qualities tasked with constituting the phenomenal character of experience, is fundamentally flawed. Second, I argue that PQ's attempt to explain phenomenal consciousness as a function of reflective awareness is equally misguided. Along the way, the paper also points the shortcomings of previously established critiques of PQ. All in all, the discussion identifies some difficulties that are likely to generalize beyond PQ's specific circumstances, raising concerns regarding the viability of a "middle of the road" solution to the mind–body problem.
This article explores associations between mothers’ trait verbal aggressiveness (VA) and maternal and child behavior during playtime interactions. Forty mothers completed a 10‐minute play period with one of their children (range = 3–8 years) and then responded to D. A. Infante and C. J. Wigley’s (1986) trait VA scale. Mothers’ trait VA was associated positively (r = .48) with their rate of directing and inversely (r =?.44) with their child’s rated cooperation. Qualitative analyses of a subset (n = 8) of interactions suggest that mothers high in trait VA used directives to control the choice, rate, and duration of activities, and used physical negative touch along with directives, more than low‐VA mothers. Behaviors associated with trait VA occur even during brief mother–child interactions in which triggers for aggressive behavior largely are absent.相似文献
Tested in a field experiment (N = 647) the hypothesis that perceptions of personal susceptibility are important in decisions to test one's home for radioactive radon gas. Experimental group subjects received a personal telephone call to tell them they lived in a high-risk area and a personal letter to reinforce the telephone message. After the intervention, experimental subjects were significantly more likely than minimal-treatment subjects to acknowledge the possibility of high radon levels in their homes. Perceptions of susceptibility and illness severity were significantly correlated with orders of radon test kits and with testing intentions. Nevertheless, there were no differences between groups in test orders or intentions. Results are discussed in terms of the difficulty of getting people to acknowledge susceptibility and the factors other than risk perceptions that influence self-protective behavior. 相似文献
Journal of Child and Family Studies - The vitality of clinical research and the health of the public relies on continued efforts to engage children in clinical research in a fully protected and... 相似文献
Although affective interactions in the family are important for development, home observational data are sparse. We replicated and extended one such study, Roberts & Strayer (1987, Developmental Psychology, 23, 415). Interactions in 33 two-parent families (mean child age = 4.8 years; 48% girls) were observed for four evenings, from suppertime until the child settled for the night. Parents completed the Child Rearing Practices Q-sort. Peer interactions and friendship networks in preschool were observed over four days. Teachers and observers completed the Preschool Behavior Q-Sort. Based on Q-rated peer competence and aggression, three expected groups of children were identified, one of them high on both aggression and peer competence. Although socially active and accepted by peers, they were, compared with other children, less cooperative with adults, less prosocial with peers, more impulsive, less achievement oriented, less purposive, and less happy (mean η2 = .52). Parenting, especially observed impatience, threats, and use of force when children were emotionally distressed, showed important differences across groups. 相似文献