Capacities, context and moral status of animals

According to a widely shared intuition, normal adult humans require greater moral concern than normal, adult animals in at least some circumstances. Even the most steadfast defenders of animals' moral status attempt to accommodate this intuition, often by holding that humans' higher-level capacities (intellect, linguistic ability, and so on) give rise to a greater number of interests, and thus the likelihood of greater satisfaction, thereby making their lives more valuable. However, the moves from capacities to interests, and from interests to the likelihood of satisfaction, have up to now gone unexamined and undefended. I argue that context plays a morally significant role both in the formation of an individual's capacities, and in the determination of the individual's interests and potential for satisfaction based on those capacities. Claims about an individual's capacities and interests are typically presented as unconditional; but on closer examination, they are revealed to be contingent on tacit assumptions about context. Until we develop an understanding of how to account for the role of context within our moral theories, attempts to defend special moral concern for human beings based on their superior capacities are less firmly grounded than is commonly thought.     

A closer look at preschoolers' freely produced labels for facial expressions

Children's performance on free labeling of prototypical facial expressions of basic emotions is modest and improves only gradually. In 3 data sets (N = 80, ages 4 or 5 years; N = 160, ages 2 to 5 years; N = 80, ages 3 to 4 years), errors remained even when method factors (poor stimuli, unavailability of an appropriate label, or the difficulty of a production task) were controlled. Children's use of emotion labels increased with age in a systematic order: Happy, angry, and sad emerged early and in that order, were more accessible, and were applied broadly (overgeneralized) but systematically. Scared, surprised, and disgusted emerged later and often in that order, were less accessible, and were applied narrowly.     

Academic Achievement of African American Preadolescents: The Influence of Teacher Perceptions

The purpose of this study was to identify the factors associated with the academic success of predominantly, middle-class African American preadolescent students. This study proposed an ecological model that considered the interaction of family environment, teacher perceptions of social skills, and student characteristics. The estimated model explained 58% of the variance in grade point average. Path analysis revealed three direct effects on grade point average, (a) grade level (negative), (b) teacher perceptions of social skills, and (c) academic ability. Findings revealed that teacher perceptions of social skills was a stronger predictor of grade point average than academic ability. Two indirect effects on grade point average were found. The first indirect effect was negative: gender predicted academic ability, which predicted teacher perceptions of social skills, which predicted grade point average. The second indirect effect was positive and it was from ability to teacher perceptions to grade point average. Implications for policy and practice are made that suggest a collaborative model of school counseling designed to promote the social and academic competence of African American students. Interventions that enhance teacher practices are also suggested.     

Illusory Correlations in Perceptions of Obese and Hypertensive Patients’ Noncooperative Behaviors1

This research investigated perceived medical noncompliance between obese and hypertensive patients. An illusory correlation formed between obese patients and their noncooperative behaviors. Participants overestimated the frequency with which obese patients did not cooperate with their physician's advice when these patients appeared infrequently. When hypertensive patients appeared infrequently, however, participants were accurate in their estimates of noncooperation for these patients. These findings suggest that stigmatized patients suffer more from an illusory correlation bias than do nonstigmatized patients, and this effect is exacerbated when people have infrequent contact with stigmatized patients.