Predicting Political Biases Against the Occupy Wall Street and Tea Party Movements

Accusations of hypocrisy have flown against both supporters and opponents of the Occupy Wall Street (OWS) and Tea Party movements. Integrating the ideologically objectionable premise model (IOPM), a newly devised model of political judgment, with political tolerance research, we find that how the political activities of OWS and Tea Party demonstrators are described determines whether or not biases against these groups emerge among people low and high in right‐wing authoritarianism (RWA). Specifically, people low in RWA were more biased against the Tea Party than OWS regardless of whether the groups engaged in normatively threatening or reassuring political behavior, whereas people high in RWA were more biased against OWS than the Tea Party when the groups engaged in normatively threatening (and therefore objectionable), but not normatively reassuring (and therefore acceptable) behavior. These findings further support the IOPM's contention that premise objectionableness, not right‐wing orientation, determines biases in political judgment.     

Perception of parents as demonstrating the inherent merit of their values: Relations with self‐congruence and subjective well‐being

This study focuses on the parenting practice of inherent value demonstration (IVD), involving parents' tendency to express their values in behaviours and appear satisfied and vital while doing so. Data from Chinese college students (n = 89) confirmed the hypothesis that offspring's perception of their parents as engaged in IVD predicts offspring's subjective well‐being (SWB) through sense of self‐congruence. Importantly, these relations emerged also when controlling for fundamental autonomy‐supportive (FAS) parenting practices such as taking children's perspective, minimising control and allowing choice. These findings are consistent with the view that parents concerned with their children's sense of autonomy may do well to engage in IVD in addition to more fundamental autonomy‐supportive practices. Future research may examine the role of IVD in promoting authentic values that serve as an internal compass that guides children to act in ways that feel self‐congruent.     

药价“虚高”:成因、结果分析与对策探讨

药品价格“虚高”已成为近年来药品市场中的一个突出问题。通过考量药价“虚高”的成因,并从实证的角度分析药价“虚高”的结果———“有效需求人数”和“消费者剩余”的减少,提出一些建议。     

Postmodernism and the parody of argument

Argument, in any full sense of the word, needs resources and assumptions that postmodernism does not provide. Postmodernism is not a phenomenon that emerged after modernism, as it were, to replace it; postmodernism is just an ultimate expression of the nihilistic tendencies of modernism, tendencies which were present from its beginning and have continued to the present. A radical critique of modernism undercuts postmodernism as well and clears the way for a revival of realist foundations for argument and rhetoric.     

The disputation — a special type of cooperative argumentative dialogue

This article consists of three parts, two introductory, in which the limits and the methods of analysis of dialogues are expounded, and the major part, in which the main features of a philosophical theory of disputation are outlined.

The Cross

ABSTRACT

My aim is a philosophical understanding of sacrifice, and especially of the Christian conception of sacrifice. Initially distancing myself a little from the strictly ritual notion of sacrifice, I work with a concept of sacrifice as 1) a voluntary choice (2) to forgo or lose or give away (3) something costly, perhaps supremely costly, (4) as an expressive action, where (5) what is so expressed typically is or includes devotion or loyalty to something exalted. I consider three historical examples of political sacrifices, sacrifices made for a cause, and three literary examples of personal sacrifices, sacrifices made by one person for another. I note that in the Christian context it is very common for sacrifices either political or personal to be taken to be imitations of Jesus’ sacrifice as presented in the New Testament, and ask therefore how we are to understand that. My conclusion is that Jesus’ sacrifice can be seen as involving both a political and a personal aspect—but that in fact, it can only be made as intelligible as may be by understanding it, as the Letter to the Hebrews does, in ritual terms.     

学前数学教法和儿童智能发展的追踪研究

本研究从儿童心理发展的特点和数学学习之间的内在规律出发,综合考查了各类教学法在学前施教的利弊;同时,在活动教法、指导操作法、演示法和讲授法之间做了对比实验,并设计了一整套以指导操作法为主的学前数学教法,以演示为主的数学教法之间进行了长期、深人的跟踪对比实验。结果表明,在其他变量基本被控制的条件下,指导操作法优于其他的教法;实验班儿童的智能发展,特别是数学能力的发展,明显好于对照班的儿童。这个优势一直持续到小学毕业。     

Experience and Theory

N. R. Hanson's discussion of experience is criticized. Experience, though necessary for knowing, is insufficient as a basis for understanding in either science or religion. Experience alone can be misleading. We may begin with experience, but we cannot claim to understand until experience has been mediated by theory. The article is excerpted from Metaphoric Process: The Creation of Scientific and Religious Understanding (Gerhart and Russell 1984), Chapter 2.     

DISCRIMINATION TRAINING FOR PERSONS WITH DEVELOPMENTAL DISABILITIES: A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY

A comparison was made between two procedures for teaching persons with severe handicaps: (a) the task demonstration model, which is based upon a fading procedure and general case programming, and (b) the standard prompting hierarchy, a least-to-most intrusive prompting procedure commonly used to teach these individuals. Five phases were used in comparing the procedures: pretesting, training, two generalization tests, and a 6-month maintenance test. Eight students learned two discrimination tasks by each procedure, with each task involving two- or three-digit numbers. Results showed that under the task demonstration model all 8 subjects had more unprompted correct responses (about 1.5 times as many) in training, all 8 subjects had fewer errors (about 0.6 times as many) in training, all 8 subjects had more correct responding in the generalization test with untrained stimuli in the training room, 6 of 8 subjects had more correct responding with untrained stimuli in another room, a 7th had equivalent amounts, and 7 of 8 subjects had more correct responding on a 6-month maintenance test. Thus, the task demonstration model proved superior to the standard prompting hierarchy in 29 of 32 tests of correct responding. Results are discussed in terms of implications for stimulus control training strategies.     

Teaching Social Interaction Skills Using Cool Versus Not Cool

We evaluated the cool versus not cool procedure to teach social behaviors to three children diagnosed with autism. The researchers demonstrated each targeted behavior four times (two appropriate and two inappropriate demonstrations). Each participant then had to discriminate and state why the demonstration was appropriate or inappropriate. This was followed by the participant role-playing the targeted behavior with the researchers. We utilized a multiple baseline design to evaluate the procedure and the results indicated that the procedure was effective in teaching each targeted social behavior.