Persons,animals, and identity

The paper is concerned with how neo-Lockean accounts of personal identity should respond to the challenge of animalist accounts. Neo-Lockean accounts that hold that persons can change bodies via brain transplants or cerebrum transplants are committed to the prima facie counterintuitive denial that a person is an (biologically individuated) animal. This counterintuitiveness can be defused by holding that a person is biological animal (on neo-Lockean views) if the “is” is the “is” of constitution rather than the “is” of identity, and that a person is identical with an animal in a sense of “animal” different from that which requires the persistence conditions of animals to be biological. Another challenge is the “too many minds problem”: if persons and their coincident biological animals share the same physical properties, and mental properties supervene on physical properties, the biological animal will share the mental properties of the person, and so should itself be a person. The response to this invokes a distinction between “thin” properties, which are shared by coincident entities, and “thick” properties which are not so shared. Mental properties, and their physical realizers, are thick, not thin, so are not properties persons share with their bodies or biological animals. The paper rebuts the objection that neo-Lockean accounts cannot explain how persons can have physical properties. To meet a further problem it is argued that the biological properties of persons and those of biological animals are different because of differences in their causal profiles.     

A Qualitative Approach to Responsible Conduct of Research (RCR) Training Development: Identification of Metacognitive Strategies

Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed.     

Children’s success at detecting circular explanations and their interest in future learning

These studies explore elementary-school-aged children’s ability to evaluate circular explanations and whether they respond to receiving weak explanations by expressing interest in additional learning. In the first study, 6-, 8-, and 10-year-olds (n = 53) heard why questions about unfamiliar animals. For each question, they rated the quality of single explanations and later selected the best explanation between pairs of circular and noncircular explanations. When judging single explanations, 8- and 10-year-olds, and to some extent 6-year-olds, provided higher ratings for noncircular explanations compared to circular ones. When selecting between pairs of explanations, all age groups preferred noncircular explanations to circular ones, but older children did so more consistently than 6-year-olds. Children who recognized the weakness of the single circular explanations were more interested in receiving additional information about the question topics. In Study 2, all three age groups (n = 87) provided higher ratings for noncircular explanations compared to circular ones when listening to responses to how questions, but older children showed a greater distinction in their ratings than 6-year-olds. Moreover, the link between recognizing circular explanations as weak and interest in future learning could not be accounted for solely by individual differences in verbal intelligence. These findings illustrate the developmental trajectory of explanation evaluation and support that recognition of weak explanations is linked to interest in future learning across the elementary years. Implications for education are discussed.     

Does disseminating (mis)information restore social connection during a global pandemic?

The COVID-19 pandemic impeded social interaction, negatively affecting well-being worldwide. To slow virus spread, practices were enacted to minimize face-to-face contact, leading to increased social disconnection. As people turned increasingly to online environments (e.g., social media) to fulfill needs for inclusion and belonging, misinformation regarding COVID-19 simultaneously ran rampant. The purpose of the current study was to examine whether impeded social inclusion may have contributed to the spread of misinformation. We recruited a sample of adult social media users in the United States (N = 431) and randomly assigned them to be either included, ostracized (i.e., ignored), or rejected (i.e., to receive explicitly negative attention). Participants subsequently rated their willingness to share COVID-19 claims via social media (in fact, all claims were false). Participants learned that sharing some claims would likely lead to high expected engagement from others on social media (e.g., “likes”), whereas some claims would likely lead to little expected engagement. While information sharing was low in our sample, participants were more willing to share claims that they believed would lead to higher levels of engagement—consistent with the idea that sharing information is motivated not only by the desire to educate others but also to elicit social connection. However, this behavioral intention was no more common among participants who had been momentarily ostracized or rejected online than among participants who had been included. Future research should continue to explore the link between social exclusion and the motivation to disseminate (mis)information beyond a pandemic-related context.     

Psychometric Properties of the Perceived Stress Scale in Youth with Mental Illness

Journal of Child and Family Studies - The Perceived Stress Scale (PSS) is a widely used measure of psychological stress and has demonstrated robust psychometric properties in adult populations....     

A review of error correction procedures during instruction for children with developmental disabilities

Error correction procedures are remedial strategies presented following an incorrect response that increases the probability that a correct response will occur in the future. Error correction is commonly used during skill acquisition programs for children with developmental disabilities; however, the specific strategy used may differ considerably. Recent comparative studies have examined the effect of numerous error correction procedures on the efficiency of acquisition for children with developmental disabilities. Despite considerable merit, minor procedural differences and unique terms for similar procedures likely affect comparisons across studies. Here, we clarify the procedures and findings of these studies and suggest areas of future research.     

S. C. K. Chu, ‘A goal programming model for crew duties generation’. Journal of Multi‐Criteria Decision Analysis10(3) 2001, 143–151

The original article to which this Erratum refers was published in Journal of Multi‐Criteria Decision Analysis 10(3) 2001, 143–151. No Abstract