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121.
Nayef Al-Rodhan 《Metaphilosophy》2023,54(1):73-86
Philosophy and science have always striven to make sense of the world, continuously influencing each other in the process. Their interplay paved the way for neurophilosophy, which harnesses neuroscientific insights to address traditionally philosophical questions. Given the rapid neuroscientific and technological advances in recent years, this paper argues that philosophers who wish to tackle intractable philosophical problems and influence public discourse and policies should engage in neuro-techno-philosophy. This novel type of inquiry describes the transdisciplinary endeavor of philosophers, (neuro)scientists, and others to anticipate the societal implications of the impending transformations of subjects and theorizers. While human enhancement is likely to irreversibly change what it means to be human, disruptive technologies might lead to the emergence of artificial intelligent agents and human-machine hybrids. The paper predicts that neuro-techno-philosophy will be indispensable to understanding and engaging with these game-changing innovations and thus play a pivotal role in the future of philosophy. 相似文献
122.
123.
The purpose of this study was to (1) examine the direct association of parent-, coach-, and peer-initiated motivational climate with high school athlete burnout and engagement and (2) evaluate whether peer-initiated motivational climate mediates or moderates the association of coach-initiated motivational climate with burnout and engagement. Athletes (n = 150) completed a survey on their perceptions of parent-, coach-, and peer-initiated motivational climate, burnout, and engagement. Findings supported the mediation model, but not the moderation model. In addition to mastery and performance climate direct effects, significant medium-to-large indirect pathways from coach mastery climate → peer mastery climate → burnout, β = -.15, 95% CI [-.333, −.009], and coach mastery climate → peer mastery climate → engagement, β = .19, 95% CI [.020, .293] were observed. Findings support that a parent, coach, and peer-initiated mastery motivational climate was associated with burnout and engagement while a performance climate was mostly unrelated to these indices of athlete well-being. In addition to direct associations with burnout and engagement, coaches also had an indirect association through peer mastery-initiated motivational climate. Findings advance understanding of how parents, coaches, and peers conjointly shape athlete burnout and engagement. 相似文献
124.
Little work has studied achievement goals in social interaction situations. The present experiment aimed at contributing to
this matter by showing the potential of social interaction (in particular disagreement) to moderate the effects of achievement
goals on learning. Participants were led to think they interacted with a partner, sharing opinions about a text that they
were studying. Mastery and performance goals were manipulated. During the “interaction,” they received either disagreement
or agreement from this bogus partner. Results showed that a condition in which mastery goals were induced led to better learning
than a performance goal condition only when the partner disagreed. No differences between goal conditions were observed when
the partner agreed. Implications for achievement goal research are discussed.
Part of this work was conducted during Céline Darnon’s doctoral dissertation under the supervision of Fabrizio Butera, and
was written during Céline Darnon’s post-doctorate at the University of Wisconsin-Madison, USA, thanks to a Fulbright fellowship. 相似文献
125.
Mental fatigue influence on effort-related cardiovascular response: difficulty effects and extension across cognitive performance domains 总被引:2,自引:0,他引:2
Rex A. Wright Tonia R. Junious Christin Neal Ashley Avello Candace Graham Laura Herrmann Sonia Junious Natasha Walton 《Motivation and emotion》2007,31(3):219-231
Two experiments investigated cardiovascular effects of mental fatigue as a function of (1) the difficulty of the cognitive
challenge with which participants were confronted, and (2) the relevance of that challenge to the activity that instigated
the fatigue. In the first, participants performed an easy (fatigue low) or difficult (fatigue high) counting task and then
were presented an arithmetic challenge (task B relevance high) or a scanning challenge (task B relevance low) with instructions
that they would avoid a noise if they attained a modest performance standard. Analysis of blood pressure responses assessed
during the work periods revealed fatigue main effects, reflecting stronger responses for High Fatigue participants, regardless
of the character of the second task. In the second, the procedure was the same except that it included a high performance
standard and provided the chance to win a prize. Analysis of the pressure data revealed fatigue x work period interactions,
reflecting relatively stronger responses among High Fatigue participants in work period 1, but relatively weaker responses
among these participants in work period 2. Results confirm previous findings and support an analysis of fatigue influence
on effort and associated cardiovascular responses. They also argue against the idea that mental fatigue influence may be confined
to relevant cognitive performance realms.
相似文献
Rex A. WrightEmail: |
126.
We report an experiment on imitation by children between 14 and 26 months in which the presence or absence of an outcome of the procedure to be imitated was varied against whether the procedure was one performed by the experimenter or by a descending arrow. The presence of an outcome did not affect performance positively when the procedure was performed by the experimenter, but it did when it was performed by the descending arrow. When there was an outcome, performance on the experimenter-perform and the arrow-perform conditions did not differ. We argue that this result puts pressure on theories like ‘the theory of common coding’ (W. Prinz) which view the presence of an outcome as being crucial to imitation. 相似文献
127.
This research was designed to investigate Paulhus' communion management (CM) and self‐deceptive enhancement (SDE), socially desirable responding (SDR) scales as measures of general SDR, communal bias and agentic bias. The CM and SDE scales, as well as the Schwartz values survey (SVS), were administered to four samples drawn from different cultures and subcultures (N = 900). Participants completed the questionnaires in ‘honest’ and ‘fake good’ conditions. Although conceptions of which values were desirable varied strongly between samples and instructional sets, the CM scale was consistently related to general SDR and to communal bias. In contrast, the SDE scale was only related to general SDR. Contrary to expectations, neither scale could identify participants who ‘faked good’ under normal instructions. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
128.
Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention 总被引:2,自引:0,他引:2
Donna Gilbertson Joseph C. Witt Lynn LaFleur Singletary Amanda VanDerHeyden 《Journal of Behavioral Education》2007,16(4):311-326
This study examined general education teachers’ implementation of a peer tutoring intervention for five elementary students
referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products
produced by the intervention. Following verbal instructions, intervention implementation by four teachers was consistently
low or exhibited a downward trend whereas one teacher’s moderate implementation co-occurred with student gains. When classroom
training was conducted with four teachers exhibiting low integrity, all teachers improved implementation. After accurately
implementing the intervention for three training sessions with classroom training, response dependent performance feedback
was provided when teachers independently used the intervention below 100% integrity, as determined by review of permanent
products. With response dependent performance feedback, three of the four teachers implemented the intervention at levels
above the verbal training performance, whereas implementation for one teacher increased following discussion of an upcoming
school team meeting. Student math scores improved during intervention. 相似文献
129.
Bolt LL 《Theoretical medicine and bioethics》2007,28(4):285-300
Our knowledge of the human brain and the influence of pharmacological substances on human mental functioning is expanding.
This creates new possibilities to enhance personality and character traits. Psychopharmacological enhancers, as well as other
enhancement technologies, raise moral questions concerning the boundary between clinical therapy and enhancement, risks and
safety, coercion and justice. Other moral questions include the meaning and value of identity and authenticity, the role of
happiness for a good life, or the perceived threats to humanity. Identity and authenticity are central in the debate on psychopharmacological
enhancers. In this paper, I first describe the concerns at issue here as extensively propounded by Carl Elliott. Next, I address
David DeGrazia’s theory, which holds that there are no fundamental identity-related and authenticity-related arguments against
enhancement technologies. I argue, however, that DeGrazia’s line of reasoning does not succeed in settling these concerns.
His conception of identity does not seem able to account for the importance we attach to personal identity in␣cases where
personal identity is changed through enhancement technology. Moreover, his conception of authenticity does not explain the
reason why we find inauthentic values objectionable. A broader approach to authenticity can make sense of concerns about changes
in personal identity by means of enhancement technologies. 相似文献
130.
Several theoretical perspectives in the social psychology literature on helping suggest that people forecast the benefit that
they will receive as a result of helping others, and help only if they determine that it is rewarding to do so. One type of
self-benefit that can be received from helping is an enhancement of positive mood. The major hypotheses of the present study
were: (1) women, to a greater degree than men, would expect to experience enhanced positive mood as a consequence of both
helping and receiving help in a relational context; and (2) those who are high in compassionate love for others would expect
to experience enhanced positive mood from giving and receiving help relative to those who are lower on compassionate love.
Support was found for both hypotheses. In addition, women were more likely than men to rate certain helping behaviors in a
relational context (e.g., providing verbal support) as good examples of “compassionate love acts.” The meaning of the results
with respect to altruism and for gender differences in helping behavior is discussed. 相似文献