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161.
Katerina Clark 《Studies in East European Thought》2018,70(2-3):153-165
The essay concerns the highly controversial pamphlet of Rosa Luxemburg The Russian Revolution (1918/1922), in which Luxemburg criticizes Lenin’s post-revolutionary policies, in particular his dissolution of the Constituent Assembly, an elected body. The essay reviews the history of the text’s publication and the intense debate, which continues to this day, over whether or not Luxemburg changed her mind on its central critique. At stake in the argument is not only Luxemburg’s evaluation of Lenin’s actions but also the correct weighting to be given to the two components in the central Marxist–Leninist dialectic of revolution: spontaneity and consciousness. In elaborating this point the essay brings in examples from the writings of Lukács and Stalin, and also discusses the dialectic’s centrality in socialist realism. 相似文献
162.
Jeffrey Goodman 《Argumentation》2018,32(4):589-602
There is no concept more central to logic and critical thinking than the concept of an argument. I here address the definition of ‘argument’ in the logical sense of the term and defend the claim that many current proposals, once they are interpreted in a way that makes them sufficiently precise, are extensionally inadequate. Definitions found in some contemporary, prominent critical thinking textbooks will serve as a springboard. I claim that each may be interpreted in an absolutist way (i.e., as providing a definition of ‘argument’ simpliciter) or a relativistic way (as providing a definition of ‘argument-for-S’, where S is some agent or group of agents), yet all turn out to be objectionable no matter which route is taken. I finish with a proposal on which the definition of ‘argument’ is an absolutist one, yet one that avoids the problems discussed for the earlier proposals. 相似文献
163.
Michael Böhler 《Journal for General Philosophy of Science》2018,49(4):551-567
The present discussion contribution argues that O. Müller not only suppresses Goethe’s declared intentions with regard to the latter’s Theory of Colors and ignores his place in what in any case is a different scientific culture than his (Müller’s) own or Newton’s, namely a premodern culture of “narrative knowledge” in the sense specified by Lyotard. Moreover, Müller entangles himself in the paradox of wanting on the one hand to back up Goethe on the level of fact when the latter opposes the militant selfrighteousness of the Newtonian school, but doing so on the other hand by constructing an epic-heroic narrative of Newtonian militance, not to say eristic belligerence contradictory to Goethe’s own “tolerant enlightenment” in Lakatos’ sense. Thus, we are confronted with one of those cases where, as Paul de Man puts it, a multidimensional critical reading on the semiological as well as rhetorical levels shows “that the text does not practice what it preaches” (1979, 5). 相似文献
164.
Artemy Magun 《Studies in East European Thought》2018,70(2-3):141-152
Lenin’s State and Revolution is not only a project for imminent revolutionary policy and not only a legitimization argument for a revolutionary dictatorship, but also a theory of state and theory of democracy. Lenin points at the reduplication of state organs that is inherent in a democratic state. While the Russian revolutionary thinks of this reduplication as something transitory, we today increasingly see it as a durable condition coterminous with the late-modern democratic state. I use Lenin’s treatise as a point of inspiration to briefly characterize my dialectical theory of state. 相似文献
165.
166.
Shirag K. Shemmassian Steve S. Lee 《Journal of psychopathology and behavioral assessment》2012,34(1):1-10
Although parents and teachers are valid informants in the assessment of childhood attention-deficit/hyperactivity disorder
(ADHD), there is relatively little systematic research on how these ratings should be optimally combined. We compared four
methods of ADHD assessment to determine how well they identified impaired children: (1) parent only, (2) teacher only, (3)
parent or teacher (‘or rule’), and (4) parent and teacher (‘and rule’). We obtained parent and teacher ratings of ADHD from
the Disruptive Behavior Disorder Rating Scale on 232 5- to 10-year-old children (69% male; 47% Caucasian) with (n = 121) and without (n = 111) ADHD. We used receiver operating characteristic curves (ROC) and seemingly unrelated regression analyses (SUR) to
evaluate how accurately each method identified categorically- and dimensionally-defined measures of functional impairment.
Parent ratings of ADHD optimally identified globally impaired children based on categorical and dimensional measures. However,
teacher ratings of ADHD most accurately identified children who were negatively regarded by peers using categorical, but not
dimensional, measures. No ADHD assessment method effectively identified children with academic difficulties. Although multiple
informants are valuable in the assessment of ADHD, no single method was consistently superior in identifying impaired children
across domains. We consider alternative assessment strategies in ADHD as well as other potential factors that may contribute
to modest agreement among informants. 相似文献
167.
Avital E. Falk Steve S. Lee 《Journal of psychopathology and behavioral assessment》2012,34(2):172-181
There is evidence that negative parenting positively predicts oppositional defiant disorder (ODD) and conduct disorder (CD)
and that children’s callous-unemotional (CU) traits may moderate this association. However, it is largely unknown if CU traits
show similar interactive effects with positive parenting for ODD/CD. 208 ethnically diverse (56% Caucasian) 6–9 year-old children
with and without attention-deficit/hyperactivity disorder (ADHD) were ascertained using multiple methods and informants for
ODD, CD, and CU traits. CU traits, corporal punishment, positive parenting, and each of their interactions with CU traits
were unrelated to parent- and teacher-rated ODD. Corporal punishment and CU traits were similarly unrelated to parent- and
teacher-rated CD. However, positive parenting inversely predicted parent-reported CD symptoms and it was significantly moderated
by CU traits. Positive parenting was negatively associated with CD at low to moderate levels of CU traits, but it was unrelated
to CD at high levels of CU traits. Children with elevated levels of CU traits exhibited significantly higher levels of CD
symptoms that were largely independent of positive parenting behavior. We discuss these findings within a developmental psychopathology
framework to provide further perspectives on reciprocal influences between parenting behavior and CU traits in the development
of ODD and CD. 相似文献
168.
Slower and more variable reaction times to computerized tasks have been documented in children diagnosed with attention deficit/hyperactivity disorder (ADHD). Recent research supports a role for attentional lapses in generating abnormally variable and slow responses. However, given the association between ADHD and impairments in motor control, we hypothesized that slower or more variable reaction times might also correlate with motor development. The aim of this case-control study was to explore the relationship between motor function, reaction speed and variability, and ADHD. After comprehensive educational and clinical assessments, motor skill development was evaluated in 35 children ages 9 to 14 (19 with ADHD) using the Physical and Neurological Examination for Subtle Signs (PANESS) test battery. Finger-sequencing speed and variability were quantified with goniometers. Reaction times were measured with 20 trials each of computerized simple and choice (binary) tasks. Compared to healthy controls, children with ADHD had slower and more variable reaction times, and these findings correlated with impaired motor development (PANESS) and slow and variable finger sequencing (goniometers). Further studies of motor development in ADHD may identify factors influencing speed and variability of reaction times. 相似文献
169.
Gordon L. Flett Abby L. Goldstein Paul L. Hewitt Christine Wekerle 《Current psychology (New Brunswick, N.J.)》2012,31(1):49-64
The current study examined the extent to which an expanded self-punitiveness model could be applied to deliberate self-harm
(DSH) among students making the transition to university. Specific components of the self-punitiveness model included perfectionism,
overgeneralization, self-criticism, and shame. A sample of 319 university students completed a measure of deliberate self-harm
as well as two multidimensional perfectionism measures and measures of self-criticism, overgeneralization, and shame. Correlational
analyses found few significant associations among deliberate self-harm and the self-punitiveness factors among men. In contrast,
among women, deliberate self-harm was associated with dimensions of trait perfectionism such as parental criticism and socially
prescribed perfectionism, as well as with overgeneralization, self-criticism, and both characterological shame and bodily
shame with the strongest associations found with shame. Supplementary analyses found a strong link between overgeneralization
and shame and an association between self-criticism and shame among women. The results support the contention that particularly
among young women making the transition to university, deliberate self-harm behavior is a reflection of a self-punitive personality
orientation with multiple facets and a sense of shame associated with an overgeneralized sense of failing to meet social expectations. 相似文献
170.
Langford AT Resnicow K Roberts JS Zikmund-Fisher BJ 《Journal of genetic counseling》2012,21(3):440-447
To examine the association of 1) race/ethnicity and 2) numeracy with awareness of DTC genetic tests. Secondary analysis of
6,754 Hispanic, black, and white adult respondents to the National Cancer Institute’s 2007 Health Information National Trends
Survey (HINTS). Logistic regression was used to examine sociodemographic predictors of DTC genetic tests awareness including
race/ethnicity, income, education, and gender. Next, two numeracy variables were added to the model. After controlling for
sociodemographic variables, black respondents were significantly less likely to have heard of DTC genetic tests compared to
white respondents (OR = 0.79; CI: 0.65–0.97). When numeracy variables were added to the model, the effect of black race was
no longer significant (OR = 0.84; CI: 0.69–1.04). Hispanic respondents did not significantly differ from white respondents
in awareness of DTC genetic tests. Other significant correlates of DTC genetic tests awareness in the full model included
education, income, age, and numeracy variables including degree to which people use medical statistics and numbers to make
health decisions, and preference for words or numbers when discussing “the chance of something happening.” Although black
respondents were generally less aware of DTC genetic tests than white respondents, this relationship appears to be partially
mediated by numeracy. 相似文献