First Persons: On Richard Moran's Authority and Estrangement

Richard Moran's Authority and Estrangement offers a subtle and innovative account of self-knowledge that lifts the problem out of the narrow confines of epistemology and into the broader context of practical reasoning and moral psychology. Moran argues convincingly that fundamental self/other asymmetries are essential to our concept of persons. Moreover, the first- and the third-person points of view are systematically interconnected, so that the expression or avowal of one's attitudes constitutes a substantive form of self-knowledge. But while Moran's argument is wide-ranging and compelling, he relies throughout on an overly intellectualized conception of first-person attitudes as attitudes of reflection or deliberation. That conception is at once implausible and unnecessary to the main current of his argument, whose goal is to demonstrate that our self-conception as persons depends on both the distinctness and the interconnectedness of our first- and third-person perspectives on ourselves.     

The Effect of Perceived Locomotor Constraints on Distance Estimation

Two experiments were conducted to examine the ways in which the visual estimation of distance to a target is affected by constraints perceived to be placed on the subsequent locomotion to the target without vision. We hypothesized that an appraisal of impending effort would play a role in ascertaining the distance to be walked. In Experiment 1, the amount of resistance to walking was variable and unpredictable. One group of subjects performed against relatively low resistance, whereas another group performed against substantially greater resistance. In the low-resistance condition, no significant differences in CE, VE, time to target, or number of steps to target were found between any of the eight combinations of predictable or unpredictable resistances during walking. In the high-resistance condition, however, significant differences were found for CE and number of strides to target when resistance varied unpredictably during walking. Experiment 2 was similar in design but required subjects to walk with combinations of normal or short steps after they had viewed the target knowing only the gait type that would be used to begin locomotion. No differences in CE, VE, or time to target were found between four different combinations of gait type and predictability, under subjectively controlled conditions. When the step constraints were externally imposed, however, differences were found for CE. None of the results from either experiment, in which the number of strides needed to reach the target or the predictability of gait did not change from normal, supported the hypothesis that motor output requirements are necessary in forming a mental representation of the target position that can be used to walk to the target with eyes closed. Whichever locomotor technique was used to walk the estimated distance in these cases, the representation was able to be used independently. When walking mechanics were altered by externally imposed constraints, however, the success at reaching the estimated target position was reduced. These latter results are consistent with those obtained using up, down, and level walking and support the premise that mental representations used in blind walking are linked to the locomotor mechanics afforded by environmental conditions.     

child pornography and the internet: perpetuating a cycle of abuse

Thirteen men convicted of downloading child pornography were interviewed with a view to understanding how these men talked about the photographs and the function such talk played in their accounts. The interviews were informed by earlier work with defended subjects and were analyzed within a discursive framework. Quotations are used from the interviews to illustrate the analysis. Six principal discourses emerged within these accounts in relation to child pornography: sexual arousal; as collectibles; facilitating social relationships; as a way of avoiding real life; as therapy; and in relation to the Internet. These are discussed in the context of previous research. The analysis illustrates the important role that the Internet plays in increasing sexual arousal to child pornography and highlights individual differences in whether this serves as a substitute or as a blueprint for contact offenses. It also draws our attention to the important role that community plays in the Internet and how collecting facilitates the objectification of children and increases the likelihood that in the quest for new images children continue to be sexually abused. Discourses focussing on both therapy and addiction serve to distance the respondent from personal agency and allow for continued engagement with child pornography.     

Problem gambling,gaming and Internet use in adolescents: Relationships with emotional intelligence in clinical and special needs samples

The study examined the relationship between emotional intelligence (EI) and several addiction-related behaviours (gambling problems, Internet abuse, and computer gaming misuse) in two adolescent samples: 270 clinical outpatients (180 males and 90 females) and 256 special needs students (160 males and 96 females). Gambling problems, Internet abuse, and computer gaming misuse were positively inter-correlated in both samples; approximately half of the variability in these addiction-related behaviours could be accounted for by a common dysfunctional preoccupation latent variable. Latent variable path analysis found emotional intelligence to be a moderate predictor of dysfunctional preoccupation in both adolescent samples.     

Training Considerations for MFTs in Couple and Financial Counseling

Evidence suggests that many couples attending marital therapy report that financial concerns have a significant impact on their distress. Despite the complaint, many Marriage and Family Therapy (MFT) training programs do not offer courses that teach therapists how to properly address financial concerns as a part of their training or curriculum, leaving many practitioners unaware of the processes associated with remediating the distress. The authors address the concepts of financial literacy and financial problems, and suggest a training curriculum to guide therapists in decisions about treating financial concerns for couples. Suggestions of future research and core competencies are discussed.     

Impact of Affirmative Action on Beneficiary Groups: Evidence From the 1990 General Social Survey

Earlier studies relying on laboratory experimentation have concluded that affirmative action, at least when it involves preferential selection, can have debilitating social psychological effects on beneficiaries unless special care is taken to avert these risks. We question the applicability of the laboratory findings to real beneficiaries of affirmative action on several counts, primary among them the fact that "set aside" preferential selection, as simulated in the lab experiments, is illegal for all but that small proportion of employers who are under court order to remedy their own past discrimination. This study takes a different approach to assessing the impact of affirmative action on beneficiaries. For White women and African-American employees of both sexes, we use 1990 General Social Survey data to compare workers whose employers practice affirmative action with those employers do not. Data from this national probability sample give no indication that benefiting from affirmative action has negative effects for either group on any social psychological outcome examined. African-American workers did show two positive effects of employment at an affirmative-action firm, with one clearly significant and the other nearly so: Those whose employers practice affirmative action (a) show greater occupational ambition and (b) are more likely to believe that people are helpful. Claims that affirmative action blights the psychological functioning of beneficiaries are not supported by these survey responses from a national probability sample.     

Canada 2001: Alternative futures for the Canadian communities

The global “problématique humaine” is described in terms of the “grand issues” of population, resources, development in the rich and poor countries, and the environment. Three competing paradigms about the future and their implications for the Canadian communities are examined, and a model is offered showing interrelationships between the different Canadian communities, organizational levels, and various societal/environmental activities. A comprehensive programme of future‐oriented studies is proposed.

This article is a shortened version of a monograph to appear as one of a series entitled Queen's Studies of the Future of the Canadian Communities, published by the Institute of Intergovernmental Relations, Queen's University, Kingston, Ontario. The research was funded by the Donner Canadian Foundation.     

Rethinking Middle School Reading Instruction: A Basic Literacy Activity

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermount, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers.