FEELING WITHOUT THINKING: LESSONS FROM THE ANCIENTS ON EMOTION AND VIRTUE-ACQUISITION

Abstract: By briefly sketching some important ancient accounts of the connections between psychology and moral education, I hope to illuminate the significance of the contemporary debate on the nature of emotion and to reveal its stakes. I begin the essay with a brief discussion of intellectualism in Socrates and the Stoics, and Plato's and Posidonius's respective attacks against it. Next, I examine the two current leading philosophical accounts of emotion: the cognitive theory and the noncognitive theory. I maintain that the noncognitive theory better explains human behavior and experience and has more empirical support than the cognitive theory. In the third section of the essay I argue that recent empirical research on emotional contagion and mirroring processes provides important new evidence for the noncognitive theory. In the final section, I draw some preliminary conclusions about moral education and the acquisition of virtue.     

The testing environment as an explanation for unproctored internet‐based testing device‐type effects

Device‐type effects on cognitive tests appear to covary with whether unproctored internet‐based test (UIT) scores were obtained operationally or nonoperationally. The present study examined whether the testing environment and distractions therein—one of three contextual factors identified as plausible explanations—accounts for this covariation. Four‐hundred and twenty‐five college students were randomly assigned to one of three conditions which differed by the testing environment and device used to complete a cognitive test. Test scores did not differ between conditions despite greater distractions reported by those who tested in the distracting environment. Results were replicated within‐study, and suggest that the self‐selection and testing‐stakes hypotheses warrant subsequent empirical examination as explanations for the differences in device‐type effects observed in operational and nonoperational settings.     

大学生非智力因素测查问卷的编制报告

本研究在对非智力因素的结构进行理论探讨的基础上,结合对大学生的访谈资料,确定了10项与大学生学习活动关系比较密切的非智力因素。采用自陈量表编制原理,编制了具有较高信度和实证效度的大学生非智力因素量表。     

Military Enlistment Selection and Classification: Moving Forward

This article places the articles included in this special issue within the larger context of the objectives of a selection and classification system. It examines the full range of individual differences and how, until relatively recently, a focus on training success has led to an emphasis on the cognitive subset of these differences within the military. It describes how, consistent with a greater recognition of the importance of job performance, the research described in this issue has opened the door to expanded coverage of both cognitive and noncognitive attributes. It summarizes the methodological advances that have contributed to the efficacy of new noncognitive measures. It explores how popular approaches to the measurement of classification efficiency have led to unwarranted pessimism regarding the classification potential of multiattribute measures and discusses research indicating how much greater classification efficiency is possible with existing measures. Finally, it examines potentially fruitful areas of future research to better meet military objectives. These include development of an approach to performance measurement and validity transportation that makes future military classification research feasible; exploration of currently untapped individual-difference domains, particularly those that might differentially predict across job groupings; exploration of the interaction between cognitive and noncognitive attributes; and exploration of alternative measurement techniques.