WAYS OF DISCOURSE AND WAYS OF LIFE

In book X of the Republic, Plato famously reports “a quarrel between poetry and philosophy.” The present essay examines this quarrel in book X, along with other relevant parts of the Republic, by understanding “philosophy” and “poetry” as rival ways of life and rival ways of discourse. The essay first explains why, in Plato’s view, poetic discourse weakens one’s power to reason and is at odds with philosophic discourse. Then it shows how poetic discourse is bound up with a way of life that champions the value of freedom. Such a life forms a contrast with the philosophic life, which is marked more by stability and unity than by freedom. The quarrel, however, is not a simple antagonism. The essay hence concludes by discussing why, despite the opposition between the two, philosophy cannot do without poetry.     

Neuroticism as the intensity,reactivity, and variability in day-to-day affect

Neuroticism has been linked to typical levels of affect, affect reactivity to negative events, and variability in affect over time. However, the intercorrelations among these characteristics make it unclear whether neuroticism reflects unique variance in each of these aspects of emotional life. Data from two daily-diary samples revealed that neuroticism was associated with average levels and variability of positive and negative affect and reactivity of negative affect to stressors, but was only uniquely related to mean levels of positive and negative affect. Findings highlight the substantial overlap in affect indices, suggesting that mean levels of affect, at the very least, are at the core of neuroticism, and reveal the need for further research using more nuanced approaches.     

Stability of developmental status and risk of impairment at 24 and 36 months in late preterm infants

BackgroundFew studies investigated whether late preterm infants might have developmental delays in several domains in early life and how stable the lag in developmental status might be.AimWe aimed to examine the stability of potential delays across developmental domains at 24 and 36 months of age in late preterm (34°-36⁶ weeks) and term (≥37 weeks) children and whether the risk of delays remained high at 36 months.Study design, subjects, and outcome measureWe conducted a prospective cohort analysis of the children of pregnant women participating in the Vitamin Antenatal Asthma Reduction Trial (VDAART). 652 children who were prospectively followed up and had parent-completed Ages Stages Questionnaires (ASQ-3) questionnaires at both 24 and 36 months were analyzed to assess their domain-specific developmental status.Results6.61 % (42/635) of children had a late preterm birth. Developmental delays were stable between 24 and 36 months on all 5 domains for the children born preterm and on 4/5 domains for those born at term. The developmental domains with the status stability at 24 and 36 months in both late preterm and term children were the gross motor, communication, personal-social skills, and problem-solving. Late preterm children compared with term children remained at higher risk of delays at 36 months for gross motor, communication, and problem-solving skills (aOR = 4.54, 95 %CI: 1.81−10.79; aOR = 8.60, 95 %CI: 3.10−23.28 and aOR = 3.80, 95 %CI: 1.58−8.73, respectively).ConclusionLate preterm birth is associated with suboptimal development and stability in several domains at both 24 and 36 months and compared with term birth, requiring early monitoring and assessment of the developmental lag to avoid potential long-term implications.     

Goal-related unethical behaviors and meaning in life: The moderating role of goal state

The process of goal pursuit provides a unique opportunity to investigate real-life psychological implications of unethical behaviors. In two studies, we had participants recall the frequency of engaging in unethical behaviors during goal pursuit and report current experience of negative affect and meaning in life, during different goal states (i.e., ongoing vs. completed). Both studies revealed that meaning in life was negatively associated with unethical behaviors implemented in the process of pursuing a goal only after but not prior to goal completion. Negative affect, however, was positively associated with unethical behavior frequencies in both goal states. The current research helps integrate studies on personal goals and unethical behaviors, and sheds light on the dynamic consequences of engaging in unethical behaviors.     

The influence of biased exposure to forgone outcomes

After making decisions, we often get feedback concerning forgone outcomes (what would have happened had we chosen differently). Yet, many times, our exposure to such feedback is systematically biased. For example, your friends are more likely to tell you about a party you missed if it was fun than if it was boring. Despite its prevalence, the effects of biased exposure to forgone outcomes on future choice have not been directly studied. In three studies (five experiments) using a simplified learning task, we study the basic influence of biased exposure to forgone outcomes in the extreme case in which decision makers can easily infer the missing information such that the biased exposure carries almost no informational value. The results in all studies suggest that nevertheless, the biased exposure to forgone outcomes affected choice. Exposure to forgone outcomes only when they were better than the obtained outcomes (Only-Better-Forgone) increased selections of the forgone option compared with exposure to forgone outcomes only when they were worse than the obtained outcome (Only-Worse-Forgone). Moreover, relative to an unbiased exposure to all forgone outcomes, the effect of exposure to Only-Worse-Forgone was larger than the effect of exposure to Only-Better-Forgone feedback. However, these effects were not universal: In environments that include rare negative events (“disasters”), biased exposure to forgone outcomes had very little effect. We raise potential explanations and further discuss implications for marketing and risk awareness.     

熊十力《新唯识论》的易学渊源与理论创新

研究《周易》生命哲学,单向度地从宇宙论演绎太极阴阳变化,或从心性论凸显易道生命实践的主体能动性,都无法实证宇宙大生命一体贯通的诚明合一之境。在熊十力哲学多元文化渊源和思想元素中,《周易》无疑是其哲学创新的最深邃的理论源泉和精神根基。宇宙本体与生命主体圆融为一,以生生之道涵化主体心灵,用主体心灵担当天地之情,成为熊十力《新唯识论》生命哲学理论突破的关键所在。     

Sticking to common values: Neighbourhood social cohesion moderates the effect of value congruence on life satisfaction

This article aims to explicate the role of social cohesion in the relationship between adherence to common values and life satisfaction. Shared values are often assumed to be a constitutive element of social cohesion and are used in measurement of the concept. However, sociopsychological theory of values sees social cohesion rather as a moderator of the link between value congruence and life satisfaction, not as a constituent of value congruence. Based on a representative survey of the city of Bremen, Germany (N = 2605), we predict life satisfaction from person‐group value congruence and neighbourhood social cohesion. We find no relationship between value congruence and social cohesion, but a significant positive moderating effect of social cohesion on the relationship between value congruence and life satisfaction. The findings suggest that sticking to common values does not increase social cohesion, but that positive effects of value congruence are more pronounced in high‐cohesion neighbourhoods.     

L’affaire Lambert et la Convention internationale relative aux droits des personnes handicapées (CIDPH)

While the Conseil d’État once again confirmed the legality of the medical decision to stop treatment of Vincent Lambert, the Cour de Cassation held that the French State is not required to suspend the execution of the said decision pending the opinion of the Committee on the Rights of Persons with Disabilities, a United Nations’ body. Nevertheless, the High jurisdiction does not directly pronounce itself on the question of the binding force of the provisions of the Convention on the Rights of Persons with Disabilities and its additional protocol, nor on the scope of these texts.     

« Conciliation vie privée vie professionnelle » : plusieurs termes pour une même réalité ? Proposition de modélisation à travers l’usage français

The aim of this paper is to define the vocabulary used about interactions between people's work and their private lives. Several terms exist and are used as synonyms despite of their slightly different meanings are different: balance, conflict, interaction, enrichment; personal life, family life… Based on an analysis of 45 French articles in psychology, management and human resources, we notice that the terms used are rarely defined. In a thematic analysis of these articles, we suggest a model which defines all words usually used.     

Life skills development in physical education: A self-determination theory-based investigation across the school term

ObjectivesGrounded in self-determination theory (SDT), the main aim of this study was to examine the longitudinal associations between teacher autonomy support, students’ basic psychological need satisfaction and life skills development in physical education (PE).DesignThis study employed a two-wave longitudinal research design.MethodStudents (N = 266, Mage = 12.94 years, SD = 0.70) completed measures assessing perceived autonomy-supportive teaching, need satisfaction (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Data collections took place during week 6 (timepoint 1; T1) and week 15 (timepoint 2; T2) of the autumn school term.ResultsCross-lagged panel analyses showed that T1 teacher autonomy support did not significantly predict students’ three basic psychological needs, total need satisfaction or life skills development at T2. Students’ T1 total need satisfaction positively predicted their development of all eight life skills at T2. Additionally, students’ T1 autonomy satisfaction positively predicted their teamwork, social skills, emotional skills, leadership, and interpersonal communication skills at T2, T1 competence satisfaction positively predicted students’ teamwork skills at T2, and students’ T1 relatedness satisfaction positively predicted their social skills at T2.ConclusionsProviding partial support for SDT, the findings highlighted that satisfaction of students’ three basic psychological needs had some positive effects on students’ life skills development in PE. As such, a climate that satisfies students’ basic psychological needs should help to develop their life skills in PE.