The Enhanced Agentic Diversity Perspective (EADP): An appeal for Co-creating an accommodative social space so that diversity unlocks innovativeness rather than problems

We propose in this article an Enhanced Agentic Diversity Perspective (EADP), which is derived from the concept of agentic resources in social relational theory. EADP recognizes that all human beings are equally agents, that agentic expressions differ due to variation of individual access to power resources (individual, relational and cultural) and that the current social conditions serve to promote agentic diversity by enhancing all the three domains of power resources. In addition, EADP comprises a proposal for the development of accommodative social spaces. We argue that only in an accommodative social space can diversity unlock innovation; otherwise, it serves as a source for conflict. A constructive, nonhierarchical account of diversity, such as EADP is needed under current social conditions for the optimal becoming of idiosyncratic human agents as well as human society as a whole.     

Experiencing Buddhist practices promotes nonbelievers’ preference for future rewards in intertemporal choices

Religious individuals often prefer future rewards more in intertemporal decision-making than nonreligious individuals, but the reasons behind this preference remain under-investigated. Focusing on decision-making in Buddhist culture, the current study aimed to examine three potential mechanisms: Buddhist practices, self-control and belief in future-oriented concepts. In five studies, we consistently found that nonbelievers’ preference ratings for Larger and Later (LL) options increased after visiting a temple (Study 1, n = 99) or participating in Buddha name chanting (Studies 2–5, n = 314). We also found in Studies 3 and 4 that this effect was mediated by the individual's level of self-control, but no evidence was found to support the mediation of belief in future-oriented concepts. These results contribute to the work attesting to the effect of religious practices on individuals (especially nonbelievers). They also provide a mechanism (self-control) for the positive correlation between individuals’ religiousness and preference for future rewards in intertemporal decision-making.     

THE USE OF AN ENHANCED SIMPLIFIED HABIT-REVERSAL PROCEDURE TO REDUCE DISRUPTIVE OUTBURSTS DURING ATHLETIC PERFORMANCE

An enhanced simplified habit-reversal procedure was used with a 14-year-old boy who presented with a long history of disruptive, angry outbursts during tennis matches. Initial treatment involved simplified habit-reversal procedures delivered in a multiple baseline design across settings. Modest results led to additional supporting contingencies, including response cost. Results showed elimination of disruptive outbursts during both nontournament and tournament matches and highlight the importance of adding additional supporting contingencies to simplified habit reversal for some self-control problems.     

Commitment using punishment.

Experimental parameters were adjusted so that pigeons' pairwise choices among three alternatives reflected the following order of preference: (a) a smaller-sooner reinforcer, (b) a larger-later reinforcer, and (c) the smaller-sooner reinforcer followed by a punishment (consisting of an extended blackout period). After this order of preference was established, the pigeons were exposed to a two-link, concurrent-chain-like choice procedure. One terminal link consisted of a choice between the smaller-sooner and the larger-later reinforcer; the other terminal link was identical to the first except that the smaller-sooner reinforcer was followed by blackout punishment. The pigeons' preference (in their initial-link choice) for the terminal link with the punished smaller-sooner alternative increased as the delay between the initial and terminal links increased. By choosing this terminal link, the pigeons are said to have "committed" themselves to obtaining the larger-later reinforcer. However, unlike prior studies of commitment (e.g., Rachlin & Green, 1972), it was still possible after making the commitment for the pigeons to choose the smaller-sooner reinforcer and undergo the punishment. The pigeons did in fact occasionally make this highly deleterious choice.     

铁路装卸系统人力资源组合的研究

依据管理心理学的理论提出了人力资源优化组合的两阶段假设,使之形成可控制的操作程序。在铁路苏州装卸车间进行实验处理并选择情况相似的Ｎ站为比较组。实验前后苏州装卸车间和比较组之间都发生了明显的变化,运用《班组群体社会心理气氛调查表》测试职工的成就感、温暖感、舒适感等心理感受与劳动态度有关因素的认知水平等各项指标实控两组都有较其显著性差异。优化组合的企业职工的经济收入有了较大幅度地增加,企业的社会效益和经济效益明显提高。     

SELF-REINFORCEMENT EFFECTS: AN ARTIFACT OF SOCIAL STANDARD SETTING?

Two studies were conducted to identify mechanisms responsible for observed "self-reinforcement" effects. In Experiment 1, using a studying task, self-reinforcement procedures did not work when they were private (i.e., when others are not aware of the goals or contingencies), but did work when they were public. Self-delivery of consequences added nothing to the effectiveness of the procedure. The data suggested that public goal setting was the critical element in the procedure's effectiveness. In Experiment 2, an applied extension, goal setting alone was effective in modifying over a long time period studying behaviors of people with significant studying difficulties, but only when the goals were known to others. Overall, the two experiments make more plausible the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. The procedure itself functions as a discriminative stimulus for stringent or lenient social contingencies. The application of this mechanism to other problems of applied significance is briefly discussed.     

Shaftesbury on Liberty and Self-Mastery

ABSTRACT

The aim of this paper is to show that Shaftesbury’s thinking about liberty is best understood in terms of self-mastery. To examine his understanding of liberty, I turn to a painting that he commissioned on the ancient theme of the choice of Hercules and the notes that he prepared for the artist. Questions of human choice are also present in the so-called story of an amour, which addresses the difficulties of controlling human passions. Jaffro distinguishes three notions of self-control that are present in the story of an amour. Although I agree with many aspects of Jaffro’s interpretation, I question his conclusion that self-control in the Stoic sense is best reserved for ‘moral heroes.’ I propose an alternative developmental interpretation, according to which all human beings are on an intellectual journey aimed at personal and moral improvement. My interpretation takes seriously that for Shaftesbury philosophy is meant to be practical and help improve our lives. I end by arguing that rather than trying to situate Shaftesbury’s concept of liberty within debates among compatibilists and incompatibilists it is more promising to understand it in terms of self-mastery and thus regard it as a version of positive liberty.     

Examining the importance of academic-specific self-compassion in the academic self-control model

ABSTRACT

The aim of this investigation was to determine whether an academic-specific self-compassion scale would share stronger bivariate relationships with academic-focused variables, act as a stronger unique predictor of university adaptation than a general measure of self-compassion, and moderate the relationship between general and academic resourcefulness. A convenience sample of 422 undergraduates completed measures assessing general learned resourcefulness, academic self-efficacy, failure attributions, academic goal focus, academic resourcefulness, academic self-compassion, and university adaptation. As hypothesized, academic self-compassion shared a stronger relationship with academic resourcefulness than a general measure of self-compassion; academic self-compassion independently predicted university adaptation along with academic resourcefulness and expected GPA; and, unlike general self-compassion, academic self-compassion did not moderate the relationship between general and academic resourcefulness, providing support for academic self-compassion being a type of academic self-control that is “emotion-oriented.” The value of using academic-specific versus global constructs when assessing academic outcomes is discussed.