Can the Simultaneous Experience of Opposing Emotions Really Occur?

Various investigators have proposed that people may feel simultaneous positive and negative affect. However, experimental evidence from tests of a recent theory about the intensity of emotion (J. W. Brehm, 1999) suggests that even when they are invited by the experimental design, positive and negative emotions do not occur at the same time. When people have been instigated to feel a particular emotion, such as happiness, and then are given a reason (e.g., sad news) for not feeling happy, they report continued happiness but no increase in sadness unless the reason for feeling sad is very great, in which case sadness replaces happiness. The present paper briefly reviews the underlying theory and evidence, and discusses implications.

The effectiveness of and preschoolers' preferences for variations of multiple-schedule arrangements

Multiple schedules of reinforcement have been used to teach children to recruit attention only when it is available, thereby minimizing disruptive requesting during instructional activities. This procedure involves alternating periods of continuous reinforcement (CRF) with periods of extinction and correlating each period with a distinct and continuous discriminative stimulus. The present study evaluated the effectiveness of and children's preferences for multiple schedules in which (a) two different stimuli, one correlated with reinforcement (S+) and another correlated with extinction (S-), were presented; (b) only an S+ was presented (i.e., no stimulus was correlated with extinction), and (c) neither an S+ nor an S- was presented (i.e., a mixed schedule). S+/S- and S+ arrangements were similarly effective for 7 children, but 3 preferred the S+/S- condition and 4 preferred the S+ condition. Correlational analyses suggested that children who responded more effectively given the S- (discrimination indexes were relatively high) preferred the S+/S- condition, whereas children who responded less effectively given the S- preferred the S+ condition. The implications of these findings for arranging multiple schedules for social responses are discussed.     

Causing Students to Choose More Language Arts Work: Enhancing the Validity of the Additive Interspersal Procedure

Research on the additive interspersal procedure was extended by exposing seventh-grade students to curricula-based (e.g., educationally valid) language arts assignments. In Experiment I, each student was given a control language arts assignment containing 20 discrete target items and an experimental assignment containing 24 equivalent target items, plus eight interspersed briefer items. After working on both assignments for 10 minutes, significantly more students chose a new experimental assignment for homework. Individual analysis showed that 85% of the students preferred or chose the assignment associated with higher discrete task completion rates. In Experiment II, students completed both assignments. Results extended previous research by showing that even after expending more effort to complete the 20% more target items plus the additional interspersed items on the experimental assignments, significantly more students chose an experimental assignment for homework. Applied and theoretical implications are discussed along with limitations of the current study and directions for future research.     

The Role of Identity Integration in Enhancing Creativity Among Mixed‐Race Individuals

Identity integration among bicultural individuals refers to the perception that their two cultural identities are compatible. Previous research has shown that identity integration is likely to lead to enhanced creativity. However, this research was conducted among first‐ and second‐generation immigrants, but not among mixed‐race individuals. The current research examined identity integration and creativity among mixed‐race individuals. We also explored the role of integrated identity experiences at home. We found that identity integration was related to increases in creativity; and this was partly mediated via integrated identity experiences at home. Our findings suggest that positive bicultural experiences at home may create a context for the individual to integrate their biracial identities; and this is ultimately beneficial for creativity.     

Intra-limb coordination in karate kicking: Effect of impacting or not impacting a target

This study aimed to investigate the kicking limb coordinative patterns adopted by karate practitioners (karateka) when impacting (IRK), or not impacting (NIRK) a target during a roundhouse kick. Six karateka performed three repetitions of both kicks while kicking limb kinematics were recorded using a stereophotogrammetric system. Intra-limb coordination was quantified for hip and knee flexion–extension from toe-off to kick completion, using the Continuous relative phase (CRP). Across the same time interval, thigh and shank angular momentum about the vertical axis of the body was calculated. For all trials, across all participants, CRP curve peaks and maximum and minimum angular momentum were determined. A RM-ANOVA was performed to test for differences between kicking conditions.The CRP analysis highlighted, during the central portion of both kicks, a delayed flexion of the hip with respect to the knee. Conversely, during the terminal portion of the CRP curves, the NIRK is performed with a more in-phase action, caused by a higher hip angular displacement. The NIRK is characterized by a lower angular momentum which may enhance control of the striking limb. It would seem that the issue of no impact appears to be solved through the control of all segments of the kicking limb, in contrast to the primary control of the lower leg only observed during the IRK.     

Forum: A New Culture of Learning

These brief essays by Mary Hess, Eugene Gallagher, and Katherine Turpin are solicited responses from three different contexts to the provocative book by Douglas Thomas and John Seely Brown, The New Culture of Learning (2011). Mary Hess writes from a seminary context, providing a critical summary of the authors' major concepts and their ramifications, positive and negative, for theological education and the church. Eugene Gallagher writes from a liberal arts setting, identifying characteristics of the face‐to‐face classroom that would go missing in a careless adoption of online learning environments. Finally, Katherine Turpin reports from the classroom, chronicling her experience in a course she redesigned for a graduate theological setting to employ some of the authors' pedagogical principles and strategies. Together, these responses offer critical appreciation and constructive critique of the work Thomas and Seely Brown have done – and point the conversation forward.     

God,Mixed Modes,and Natural Law: An Intellectualist Interpretation of Locke's Moral Philosophy

The goal of this paper is to explicate the theological and epistemological elements of John Locke's moral philosophy as presented in the ‘Essay Concerning Human Understanding’ and ‘The Reasonableness of Christianity’. Many detractors hold that Locke's moral philosophy is internally inconsistent due to his seeming commitment to both the intellectualist position that divinely instituted morality admits of pure rational demonstration and the competing voluntarist claim that we must rely for our moral knowledge upon divine revelation. In this paper I argue that Locke is guilty of no such contradiction. In doing so, I attempt to accommodate Locke's position in the ‘Essay’ that moral principles are demonstrable a priori with his views on the sanctity of Christian revelation. I then consider Locke's conception of moral ideas as a species of mixed modes, or arbitrarily constructed complex ideas, and attempt to navigate the mechanism whereby human understanding can recognize these ideas as conforming to, or straying from, divinely appointed natural law. I conclude that despite Locke's failure to actually provide a full-fledged moral theory, he lays a rationally coherent groundwork for the fulfilment of such a project that accommodates a-priori rational reflection and divine revelation as complementary paths to moral understanding.     

Children's Understanding and Experience of Mixed Emotions: The Roles of Age,Gender, and Empathy

ABSTRACT. The present study examined the development of children's ability report understanding and experiencing allocentric mixed emotions, and explored the relation of gender and empathic ability to these skills. Participants (128 elementary school-aged children [63 boys, 65 girls]) were shown a movie clip with bittersweet themes to elicit mixed emotions. Findings from this study are consistent with prior research (Larsen, To, & Fireman, 2007), supporting a developmental progression in children's ability to both understand and report experiencing mixed emotions, with the two as distinct skills and children reporting understanding earlier than experiencing of emotions. Consistent with previous research, girls performed significantly better on the emotion experience task. Finally, results provided evidence that empathy partially mediates the relationship between age and reports of mixed emotion experience, but no evidence that empathy plays a role in mixed emotional understanding.     

Revisiting the Gain–Loss Separability Assumption in Prospect Theory

A fundamental assumption of prospect theory is gain–loss separability (GLS)—the assertion that the overall utility of a prospect can be expressed as a function of the utilities of its positive and negative components. Violations of GLS may potentially limit the generalization of results from studies of single‐domain prospects to mixed prospects and systematically distort the predictions of the theory. Violations also have implications for how choices with positive and negative components should be presented to decision makers. Previous studies, using different elicitation methods, have documented different rates, and types, of systematic violations of GLS. We discuss the differences between two specific elicitation methods—binary choice and certainty equivalents—and report results of a new study of GLS using both methods and randomly generated prospects. We compare the extent and nature of GLS violations under the two elicitation methods using between‐subject and within‐subject analyses. We find (i) systematic violations of GLS under both methods, (ii) higher rates of violations under choice, (iii) higher sensitivity to the outcomes for the certainty equivalents, which is consistent with the predictions of the scale‐compatibility hypothesis, and (iv) different patterns of violations under the two methods, which are explained by method‐specific preferences. We discuss the psychological mechanisms underlying the findings and the implications for presenting information with gain and loss components. Copyright © 2012 John Wiley & Sons, Ltd.