The contribution of Facebook to the 2011 Tunisian revolution: a cyberpsychological insight

The influence of Facebook in social life keeps constantly growing. Recently, the communication of information has been vital to the success of the Tunisian revolution, and Facebook was its main "catalyst." This study examines the key reasons that explain Facebook's contribution to this historical event, as perceived by Tunisian Internet users. To do so, we launched this study 5 days after the fall of the regime using an online questionnaire in which participants (N=333) first rated the importance of Facebook in the Tunisian revolution and then explained the reasons for their ratings. A cluster analysis based on the Euclidean distance between the most frequent words in the participants' text corpus (6,640 words), revealed three main clusters that we interpret as follows: 1: Facebook political function, 2: Facebook informational function, and 3: Facebook media platform function. It is likely that these factors reflect the dynamic of Tunisian cyberspace and the Tunisian Internet users' collective consciousness during the revolution.     

The Influence of Attentional Style and Risk Perceptions on Intentions to Undergo Prophylactic Oophorectomy Among First-Degree Relatives

This study examined the predictors of women's intentions to undergo prophylactic oophorectomy. Eighty female first-degree relatives (FDRs) of ovarian cancer patients completed a measure of attentional style upon enrollment into a Family Risk Assessment Program. Following participation, measures of cancer risk perceptions, perceived benefits and costs of surgery, and intentions to undergo preventive surgery were obtained. Hierarchical regression analyses indicated that a high monitoring attentional style, as well as greater perceived risk of ovarian cancer and greater perceived benefits of the procedure, was associated with greater intentions to undergo prophylactic oophorectomy. In addition, a significant interaction between attentional style and perceived risk revealed that high monitors who felt at increased risk for ovarian cancer were less inclined to undergo surgery, whereas low monitors who perceived themselves to be at increased risk were more inclined to undergo surgery. The implications of the results for the design of counseling interventions are discussed.     

Improving oral reading fluency with a peer-mediated intervention

This study examined the effects of an experimentally derived, peer-delivered reading intervention on the oral reading fluency of a first-grade student who had been referred for poor reading fluency. Same-grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis. Results indicated that reading improvements were obtained and are discussed in terms of selecting efficient interventions for use by peers.     

Deferentialism

There is a recent and growing trend in philosophy that involves deferring to the claims of certain disciplines outside of philosophy, such as mathematics, the natural sciences, and linguistics. According to this trend—deferentialism, as we will call it—certain disciplines outside of philosophy make claims that have a decisive bearing on philosophical disputes, where those claims are more epistemically justified than any philosophical considerations just because those claims are made by those disciplines. Deferentialists believe that certain longstanding philosophical problems can be swiftly and decisively dispatched by appeal to disciplines other than philosophy. In this paper we will argue that such an attitude of uncritical deference to any non-philosophical discipline is badly misguided. With reference to the work of John Burgess and David Lewis, we consider deference to mathematics. We show that deference to mathematics is implausible and that main arguments for it fail. With reference to the work of Michael Blome-Tillmann, we consider deference to linguistics. We show that his arguments appealing to deference to linguistics are unsuccessful. We then show that naturalism does not entail deferentialism and that naturalistic considerations even motivate some anti-deferentialist views. Finally, we set out deferentialism’s failings and present our own anti-deferentialist approach to philosophical inquiry.     

Influence of swimming speed on inter-arm coordination in competitive unilateral arm amputee front crawl swimmers

This study examined the effect of swimming speed on inter-arm coordination and the inter-relationships between swimming speed, inter-arm coordination, and other stroke parameters, in a group of competitive unilateral arm amputee front crawl swimmers. Thirteen highly-trained swimmers were filmed underwater during a series of 25-m front crawl trials of increasing speed. Arm coordination for both arms was quantified using an adapted version of the Index of Coordination. Inter-arm coordination of the amputee swimmers did not change as swimming speed was increased up to maximum. Swimmers showed significantly more catch-up coordination of their affected-arm compared to their unaffected-arm. When sprinting, the fastest swimmers used higher stroke frequencies and less catch-up of their affected-arm than the slower swimmers. Unilateral arm-amputees used an asymmetrical strategy for coordinating their affected-arm relative to their unaffected-arm to maintain the stable repetition of their overall arm stroke cycle. When sprinting, the attainment of a high stroke frequency is influenced mainly by the length of time the affected-arm is held in a stationary position in front of the body before pulling. Reducing this time delay appears to be beneficial for successful swimming performance.     

Improving oral reading fluency by influencing students' choice of instructional procedures: an experimental analysis with two students with behavioral disorders

Choice as an antecedent intervention has been shown to improve student behavior in a variety of ways. This investigation examined whether students could be influenced to choose whether and how to be instructed while directly measuring effects on academic performance. Using a multiple‐probe design, the reading fluency of two middle school students with Behavioral Disorders was measured repeatedly across passages. Students could earn a tangible reward for meeting a pre‐determined performance criterion in passage reading. Prior to reading the criterion passage, each student was told that he or she could choose to be instructed or not be instructed in a similar passage with high content overlap. Both students consistently chose to be instructed (as well as how they would be instructed) and stable increases in oral reading fluency were obtained. Results are discussed in terms of how motivational variables can be used to influence students' choice of instructional procedures in ways that increase their opportunities to respond and measured learning. Copyright © 2006 John Wiley & Sons, Ltd.     

Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes

Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd.     

Review of Ecology of the Brain: The Phenomenology and Biology of the Embodied Mind,Thomas Fuchs

Phenomenology and the Cognitive Sciences -