When sentimental rules collide: "norms with feelings" in the dilemmatic context

According to a recently prominent account of moral judgment, genuine moral disapprobation is a product of two convergent vectors of normative influence: a strong negative affect that arises from the mere consideration of a given piece of human conduct and a (socially acquired) belief that this conduct is wrong (Nichols, 2002). The existing evidence in favor of this “norms with feelings” proposal is rather mixed, with no obvious route to an empirical resolution. To help shed further light on the situation, we test a previously unexamined prediction that this account logically yields in a novel dilemmatic context: when individuals are faced with a moral dilemma that pits two or more “affectively-charged” moral norms against each other, the norm underwritten by the strongest feeling ought to determine the content of dilemmatic resolution. Across three studies, we find evidence that directly challenges this prediction, offering support for a Kolhberg-style “rationalist” alternative instead. More specifically, we find that it is not the participants’ degree of norm-congruent emotion (whether situationally or dispositionally assessed) or its correlates, but rather their appraisal of the relative costs associated with various alternative courses of action that appears to be most predictive of how they resolve the experimentally induced moral conflict. We conclude by situating our studies within an overarching typology of moral encounters, which, we believe, can help guide future research as well as shed light on some current controversies within this literature.     

Where science starts: spontaneous experiments in preschoolers' exploratory play

Probabilistic models of expected information gain require integrating prior knowledge about causal hypotheses with knowledge about possible actions that might generate data relevant to those hypotheses. Here we looked at whether preschoolers (mean: 54 months) recognize “action possibilities” (affordances) in the environment that allow them to isolate variables when there is information to be gained. By manipulating the physical properties of the stimuli, we were able to affect the degree to which candidate variables could be isolated; by manipulating the base rate of candidate causes, we were able to affect the potential for information gain. Children’s exploratory play was sensitive to both manipulations: given unambiguous evidence children played indiscriminately and rarely tried to isolate candidate causes; given ambiguous evidence, children both selected (Experiment 1) and designed (Experiment 2) informative interventions.     

Discovering forgiveness through empathy: implications for couple and family therapy

This article explores the concept of forgiveness in the context of couple and family therapy. Forgiveness is described as a complex psychological and relational process that is more a discovery via understanding and empathy than an act of will. Empathy is related to emotional intelligence, and the developmental and relational benefits of both are discussed. A rationale for viewing forgiveness in a contextual (family of origin), historical and relational attachment paradigm is offered. Relevant clinical cases illustrate the process of forgiveness as discovery in the context of an empathic relational environment where ambivalence is anticipated and respected.     

A cross-cultural study of reference point adaptation: Evidence from China,Korea, and the US

We examined reference point adaptation following gains or losses in security trading using participants from China, Korea, and the US. In both questionnaire studies and trading experiments with real money incentives, reference point adaptation was larger for Asians than for Americans. Subjects in all countries adapted their reference points more after a gain than after an equal-sized loss. When we introduced a forced sale intervention that is designed to close the mental account for a prior outcome, Americans showed greater adaptation toward the new price than their Asian counterparts. We offer possible explanations both for the cross-cultural similarities and the cross-cultural differences.     

"THEISTIC PSYCHOLOGY AND PSYCHOTHERAPY": A THEOLOGICAL AND SCIENTIFIC CRITIQUE

I take the APA publication A Spiritual Strategy for Counseling and Psychotherapy (Richards and Bergin 2005), along with a devoted issue of Journal of Psychology and Theology (Nelson and Slife 2006), as a paradigmatic example of a trend. Other instances include the uncritical use of "Eastern" philosophy in Humanistic and Transpersonal Psychology, almost normative appeal to the "Sacred" within the psychology of spirituality, talk of "God in the brain" within neurological research, the neologism entheogen referring to psychedelic drugs, and calls for new specializations such as neurotheology and theobiology. In response to the legitimate ethical requirements of respect and openness regarding clients' religious worldviews, the trend is to make God an essential component in psychological theory. The argument is that God is active in the universe and especially in human affairs to such an extent that any accurate account of strictly psychological matters, not just a comprehensive, interdisciplinary purview that could include a distinct theological dimension, must include God as an explanatory factor. Less nuanced than standard theological thought about divine intervention—including a range of opinions from supernaturalism, to occasionalism, to providential and deistic naturalism—this trend would blur the epistemological differences between religion and science by appeal to claimed knowledge sources such as inspiration and revelation and thus undermine the achievements of evidence-based science and establish particularistic religious beliefs as standard explanatory accounts. The concern to include a spiritual, in contrast to a religious or theist, dimension in psychological theory is welcome; but elaborated approaches, such as my own and those of Roberto Assagioli, Viktor Frankl, and Ken Wilber, open to varied theological applications, already exist.     

Behaving as expected: Public information and fairness norms

What is considered to be fair depends on context‐dependent expectations. Using a modified version of the Ultimatum Game, we demonstrate that both fair behavior and perceptions of fairness depend upon beliefs about what one ought to do in a situation—that is, upon normative expectations. We manipulate such expectations by creating informational asymmetries about the offer choices available to the Proposer, and find that behavior varies accordingly. Proposers and Responders show a remarkable degree of agreement in their beliefs about which choices are considered fair. We discuss how these results fit into a theory of social norms. Copyright © 2009 John Wiley & Sons, Ltd.     

Public good provision in inter‐team conflicts: Effects of asymmetry and profit‐sharing rule

A fundamental problem in organizations is designing mechanisms for eliciting voluntary contributions from individual members of a team who are entrapped in a social dilemma. To solve the problem, we utilize a game‐theoretical framework that embeds the traditional within‐team social dilemma in a between‐team competition for an exogenously determined prize. In equilibrium, such competition enhances the incentive to contribute, thereby reducing free‐riding. Extending existing literature, we focus on asymmetric competitions between teams of unequal size, and competitions between more than two teams. Comparing two protocols for sharing the prize—egalitarian and proportional profit‐sharing rules—we find that (i) free‐riding diminishes and (ii) team members contribute more toward their team's effort when they belong to the larger team and when the profit‐sharing rule is proportional. (iii) Additionally, under the egalitarian profit‐sharing rule team members contribute more than predicted by the equilibrium solution. We discuss implications of our findings for eliciting contributions in competitive environments. Copyright © 2009 John Wiley & Sons, Ltd.     

Predicting academic success with the Big 5 rated from different points of view: Self‐rated,other rated and faked

Self‐ratings of personality predict academic success above general intelligence. The present study replicated these findings and investigated the increment of other‐ratings or intentionally distorted self‐ratings. Participants (N = 145) had to compile a personality questionnaire twice. First they were given neutral instructions. The second time they were asked to imagine a specific applicant setting. Furthermore, two peers rated each participant. Additionally, verbal, numerical and figural reasoning scores were obtained. Grades on a statistics exam obtained 2 months later served as the criterion. Results replicated prior findings and showed incremental validity for self‐ and other‐rated personality, which was stable after controlling for intelligence. Faking had no impact on the domain‐score level, but results on the facet‐score level were less encouraging. Copyright © 2010 John Wiley & Sons, Ltd.     

教师成就目标的测量及其与学校目标结构的关系

首先,依据Elliot关于成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。浙江省内外十多所中小学523份有效调查数据的探索性和验证性因素分析的结果表明,教师成就目标由6个因素构成,即:绝对-回避目标、个人-回避目标、参照-回避目标、个人-接近目标、参照-接近目标、绝对-接近目标。然后,利用浙江省内外另外十多所中小学625份调查问卷的结果,采用结构方程模型技术对教师成就目标和学校目标结构之间的关系进行了分析。结果表明,掌握目标结构对绝对-接近目标、个人-接近目标具有显著正效应,对绝对-回避目标具有显著负效应;成绩目标结构对绝对-接近目标、参照-接近目标、个人-回避目标和参照-回避目标具有显著正效应。     

同象数别义理:《太玄》与孟京易学

易学史上对《太玄》与孟京易学关系的探究,受到两个有争议问题的影响:一是《易纬.稽览图》和孟京《易》的先后关系,一是《太玄》源于孟京《易》还是源于《易纬》。本文以《太玄》为基点,在尝试解决"争议"的基础上,具体探究《太玄》象数构建如何取于孟、京卦气说,其义理阐释又如何别于孟、京灾异说。