Luminosity Guaranteed

This article aims to show that Williamson's anti‐luminosity argument does not succeed if we presuppose a constitutive connection between the phenomenal and the doxastic. In contrast to other luminists, however, my strategy is not to critically focus on the refined safety condition in terms of degrees of confidence that anti‐luminists typically use in this context. Instead, I will argue that, given a certain conception of what Chalmers calls ‘direct phenomenal concepts,’ luminosity is guaranteed even if the refined safety condition in terms of degrees of confidence is taken for granted.     

镜中的阿多诺:一种继承形式理论之绪论

要理解阿多诺首先要弄明白两大生产、接受条件。第一条可以称之为家系学的，即他与被称为批判理论的几代人一脉相承。阿多诺是瓦尔特．本雅明的学生——据我所知，是其第一个学生——很多问题上他也再度误解了本雅明。哈贝尔马斯是阿多诺的学生，在他身上我们也可发现其对先行理论基本部分的误解——例如尼采与法兰克福传统的联系。     

Schreib- und Griffdruckuntersuchungen bei einfachen Hin- und Herbewegungen

Ohne Zusammenfassung     

Hindsight bias: An interaction of automatic and motivational factors?

If subjects are asked to recollect a former response after having been informed about the correct response, their recollection tends to approach the correct response. This effect has been termedhindsight bias. We studied hindsight bias in an experiment requiring numerical responses to almanac-type questions for physical quantities. We varied (1) the time at which the correct information was provided, (2) the encoding of the original responses by asking/not asking subjects to give a reason for the respective response, and (3) the motivation to recall correctly. We found that hindsight is less biased if reasons are given and if the correct information is provided at an earlier time. Motivation had only interactive effects: (1) With high motivation to recall correctly, the time the correct information was provided had no influence. (2) With reasons given, the variation of motivation showed no effect. These results rule out purely motivational and purely automatic explanations.     

Feedback seeking as a means of self-assessment and affect optimization

Previous research on feedback choice found considerable inter- and intraindividual differences. It is proposed here that these differences can in part be explained by personality factors (i.e., anxiety and competence) that influence the informational value of external feedback and the congruence between internally generated and externally provided feedback. Feedback seeking was analyzed in two studies in which subjects, working on long series of tasks, had the opportunity to request various forms of achievement feedback. Since complex tasks were used, feedback only marginally affected learning. Anxiety, competence, and expenses for obtaining feedback served as independent variables. Results showed that subjects intending to optimize their affective state (i.e., reduce anxiety) have a strong preference for external feedback, and use such feedback mainly to neutralize aversive internal feedback. In contrast, persons who tried to use feedback as a means to enhance or assess performance suffered from an increased affective load.     

Common problems and coping strategies II: Findings with adolescent suicide attempters

This study investigated the most common precipitants of adolescent suicide attempts and the strategies used to cope with such problems. Adolescent suicide attempters were compared with both distressed and nondistressed nonsuicidal adolescents on problems reported and coping strategies utilized. All three groups reported four problems as occurring most frequently: school, parents, friends, or boyfriend/girlfriend. The suicide attempters and distressed controls reported problems with parents more frequently than did nondistressed controls, while this latter group reported problems at school more frequently than did suicide attempters or distressed controls. Suicide attempters used social withdrawal, problem solving, and emotional regulation more than did nondistressed controls, but not more frequently than distressed controls. Distressed controls used wishful thinking and resignation more than did suicide atempters. Results are discussed in terms of the similarities between suicide attempters and nonsuicidal distressed adolescents and the need to more closely investigate specific subgroups of suicide attempters.     

Common problems and coping strategies I: Findings with normal adolescents

This study investigated problems commonly experienced by adolescents and the strategies they use to cope with these events. Coping strategies were examined across the subjects' omotional state and their evaluation of the problem. In general, adolescents reported four common Stressors that were similar across age groups and gender. However, males differed from females in the frequency of these problems. Further, while the Stressors were similar, the frequency with which the coping strategies were employed and the efficacy ascribed to them differed across sex and across problem type. These findings are discussed in terms of the stress and coping literature with adults and the implications for clinical assessment and treatment of adolescents.     

Origins of the misplaced confidence effect in collaborative recall

Studies have shown that dyads and groups place significantly more confidence in wrong answers to questions about a jointly witnessed event than do individuals. This experiment was designed to discover whether this misplaced confidence is influenced by prior free collaborative recall of the events in question. The results clearly indicated that prior group remembering lessens the effect, and improves the testimonial validity of both individual and group answers to questions about a jointly witnessed event. Taken in conjunction with other studies, the results imply that two or more witnesses of an event may profitably discuss what happened, but that they may best be interrogated separately in order to maximize the information available to the interrogator and to minimize misplaced confidence.