Frontier Kantianism: Autonomy and Authority in Ralph Waldo Emerson and Joseph Smith

Ralph Waldo Emerson is often seen as the early American prophet of autonomy. This essay suggests a perhaps surprising fellow traveler in this prophetic call: Joseph Smith. Smith opposed religious creeds for the same reason that Emerson denounced them, namely that creeds represent a threat to the autonomy of a person's beliefs. Smith and Emerson also forward similar defenses of individual autonomy in action. Furthermore, they encounter a shared problem: how can autonomy be possible in a society where other individuals hold some kind of authority? I propose that each thinker resolves this tension through an insight with a Kantian echo. A suitably qualified version of authority can sometimes count as an expression of, rather than hindrance to, autonomy. I describe the overlap in Emerson and Smith as a “frontier” version of Kantianism. They favor determining one's own beliefs and actions in a way that looks forward to an open future of possibility.     

Mirror,mirror on the wall … Comments on the chimeric face task used by Roszkowski and Snelbecker (1982)

A critique is presented of the chimeric face task used as a measure of cerebral laterality by M. J. Roszkowski and G. E. Snelbecker (1982, Brain and Cognition, 1, 404–409). Problems arise because the faces used are not true mirror images of each other, but in fact differ in facial details. Data are presented to illustrate that the earlier results are not caused by cerebral laterality but by the fact that the two drawings are not equally happy—even when placed in the same left-right orientation.     

Breakdowns in flexible use of information: Intelligence-related differences in transfer following equivalent learning performance

Groups of retarded and nonretarded children were investigated as they learned three rules underlying problems adapted from the Raven Progressive Matrices Test: rotation, imposition, and subtration. The interest was in evaluating group differences in the ease with which the original set of rules was learned and the flexibility with which these rules were transferred to modified contexts. In the case of either learning or transfer, the metric of performance was the amount of aid, specifically the number of computer-generated graduated hints, needed for each subject to solve the problems. The groups were matched on their entering competence to deal with the rules under scrutiny, and also on mental age. No group differences were obtained as the subjects learned the original set of rules. However, on subsequent occasions when required to make flexible use of those rules, clear group differences emerged; and those differences increased as the similarity of the training and test contexts decreased. The results were seen as consistent with theories that emphasize transfer flexibility as one potential source of individual and comparative differences in intelligence.     

The Vocational Preference Inventory scores and environmental preferences

This study investigated the relationship between vocational interest as measured by the Vocational Preference Inventory and preferences of 175 undergraduates for structured or unstructured environments. Males having clear-cut preferences for structured situations had significantly higher Realistic-Conventional scores than those not having those preferences (p < .05). Additionally, males with structured preferences had significantly lower Social-Artistic scores (p < .025). Results for females were similar, but not statistically significant. Males also had significantly higher (p < .01) Realistic-Conventional scores than females. The significant relationships between VPI scores and preferences for structured and unstructured situations support Holland's contention that interest scores are expressions of personality needs.     

Transfer of training: Effects of successive pretraining of components in a dimension-abstracted oddity task

An experiment was conducted investigating the effects of training two components of a dimension-abstracted oddity problem, oddity responding and attention. All Ss were given a series of three problems. Type of oddity training was manipulated on Problem 1, and Ss learned (1) an oddity response in a problem whose format was the same as the final transfer problem, (2) an oddity response in a problem whose format was different from the final problem, or (3) no oddity response. Attention training was manipulated on Problem 2. The results indicated that Ss given same format oddity training and appropriate attention training were able to integrate that information on the final problem, that the probability of transferring the oddity response learned on Problem 1 to Problem 3 depended upon the similarity of the task formats, and that the two trained components tended to combine in an interactive fashion.     

Habituation,memory, and the evaluative dimension of meaning

Two groups of subjects were exposed to a series of 20 either positively evaluated words (E⁺ group) or negatively evaluated words (E^? group). On the twenty-first trial, half the subjects in E⁺ group (the E^+? group) received a negatively evaluated word while the other half of the subjects received a further positively evaluated word (E⁺⁺ group). A similar subdivision was made with the E^? group to yield E^?+ and E^?? groups. Skin conductance responses to all stimulus words were measured. The responses of the E^+? and E^?+ groups were compared to those of their control groups (E⁺⁺ and E^??) for stimulus words 21 and 22. The results of these analyses, and the data concerning responses prior to stimulus word 21, indicated that subjects habituated to semantic stimuli of the same evaluative meaning. Memory for the words was assessed postexperimentally and its relationship to the orienting response in discussed.     

Developmental changes in the linguistic performance correlates of reading achievement

The present study evaluated the hypothesis that measures of linguistic skills differentially contribute to the variability in reading achievement at different ages. Linguistic skills that develop earlier and are more important for earlier phases of reading were predicted to contribute more to the variability of reading achievement at earlier ages (5–7) than at older ages (10–12). Conversely, linguistic skills that develop later and are more important for later phases of reading were predicted to contribute more to the variability in reading achievement at older ages (10–12) than at younger ages (5–7). To test these developmental hypotheses, measures of language skills with different developmental rates were administered to cross-sectional samples of disabled and nondisabled readers at three mean ages: 5.5, 8.5, and 11 years. Reading group differences were apparent at each age on measures assumed to develop earlier, thus failing to confirm the first prediction. However, these measures may not have been sensitive to linguistic skills important for beginning reading. Reading group differences on measures of later developing language skills were apparent only for older readers, thus confirming the second prediction. The latter age-dependent relationships provided additional evidence for developmental changes in the linguistic correlates of reading achievement.     

The response cost lottery: A time efficient and effective classroom intervention

An ABAB design was used to evaluate the effect of a response cost lottery procedure on the percentage of on-task behavior and accuracy of academic work of three fourth-grade students. Although contingencies were attached primarily to behavior, both on-task behavior and academic performance measures increased in treatment conditions. Teacher reports indicated the intervention was both easy to use and effective.     

A comparative study of later work experience among full-time,part-time,and unemployed male youth

This paper considers the unique contribution of prior labor market status, defined in terms of working time, on later work experience controlling for a number of demographic and work pattern variables. The labor market status variables are established on the basis of trends in a young man's early career experience. Part-time employment is found to be a viable early labor market alternative to the extent of later economic and occupational success. Early career unemployment is not a critical factor in retarding personal economic advancement, relative to educational background and first job experience, but does have negative job attitudinal consequences.     

POPULISM AND ELITISM IN AFRICAN-AMERICAN POLITICAL THOUGHT

African-American political thought finds its premises in European philosophical traditions. But these traditions often challenge African-American humanity which African-American political thought defends. African-American political thought is therefore an extended commentary on the consistency of European philosophical traditions.