Joint actions often require agents to track others’ actions while planning and executing physically incongruent actions of their own. Previous research has indicated that this can lead to visuomotor interference effects when it occurs outside of joint action. How is this avoided or overcome in joint actions? We hypothesized that when joint action partners represent their actions as interrelated components of a plan to bring about a joint action goal, each partner’s movements need not be represented in relation to distinct, (...) incongruent proximal goals. Instead they can be represented in relation to a single proximal goal – especially if the movements are, or appear to be, mechanically linked to a more distal joint action goal. To test this, we implemented a paradigm in which participants produced finger movements that were either congruent or incongruent with those of a virtual partner, and either with or without a joint action goal (the joint flipping of a switch, which turned on two light bulbs). Our findings provide partial support for the hypothesis that visuomotor interference effects can be reduced when two physically incongruent actions are represented as mechanically interdependent contributions to a joint action goal. (shrink)

BackgroundWe conducted a survey to identify what types of health/medical research could be exempt from research ethics reviews in Australia.MethodsWe surveyed Australian health/medical researchers and Human Research Ethics Committee members. The survey asked whether respondents had previously changed or abandoned a project anticipating difficulties obtaining ethics approval, and presented eight research scenarios, asking whether these scenarios should or should not be exempt from ethics review, and to provide comments. Qualitative data were analysed thematically; quantitative data in R.ResultsWe received 514 responses. (...) Forty-three per cent of respondents to whom the question applied, reported changing projects in anticipation of obstacles from the ethics review process; 25% reported abandoning projects for this reason. Research scenarios asking professional staff to provide views in their area of expertise were most commonly exempted from ethics review ; scenarios involving surplus samples and N-of-1 studies were most commonly required to undergo ethics review. HREC members were 26% more likely than researchers to require ethics review. Need for independent oversight, and low risk, were most frequently cited in support of decisions to require or exempt from ethics review, respectively.ConclusionsConsiderable differences exist between researchers and HREC members, about when to exempt from review the research that ultimately serves the interests of patients and the public. It is widely accepted that evaluative research should be used to reduce clinical uncertainties—the same principle should apply to ethics reviews. (shrink)

The last several decades have witnessed an explosion of new empirical research into representations of the past and the conditions of their production, prompting claims that we have entered a new era in which the past has become more “present” than ever before. Contemplating Historical Consciousness brings together leading historians, ethnographers, and other scholars who give illuminating reflections on the aims, methods, and conceptualization of their own research as well as the successes and failures they have encountered. This rich collective (...) account provides valuable perspectives for current scholars while charting new avenues for future research. (shrink)

Nurses are responsible for the well-being and quality of life of many people, and therefore must meet high standards of technical and ethical competence. The most common form of ethical guidance is a code of ethics/professional practice; however, little research on how codes are viewed or used in practice has been undertaken. This study, carried out in six European countries, explored nurses’ opinions of the content and function of codes and their use in nursing practice. A total of 49 focus (...) groups involving 311 nurses were held. Purposive sampling ensured a mix of participants from a range of specialisms. Qualitative analysis enabled emerging themes to be identified on both national and comparative bases. Most participants had a poor understanding of their codes. They were unfamiliar with the content and believed they have little practical value because of extensive barriers to their effective use. In many countries nursing codes appear to be ‘paper tigers’ with little or no impact; changes are needed in the way they are developed and written, introduced in nurse education, and reinforced/implemented in clinical practice. (shrink)

The ICD-11 personality disorder model is the first fully dimensional assessment of personality pathology. It consists of a personality disorder dysfunction-severity dimension, which encompasses both self- and interpersonal dysfunction, and six optional qualifiers for five prominent personality traits—Negative Affectivity, Detachment, Dissociality, Disinhibition, and Anankastia —plus a borderline pattern that is defined by the criteria of DSM-IV borderline PD. This article reports on the development of a new self-report measure to assess self- and interpersonal dysfunction and the five trait qualifiers. It (...) is the first comprehensive measure of the ICD-11 PD model in that it is the only one to include both PD dysfunction-severity as well as trait scales and because it is based on the Clinical Description and Diagnostic Guidelines, which are more detailed than the “statistical” model description that is currently on the ICD-11 website. The authors wrote 992 items and then reduced the pool to 300 items by eliminating redundancy and selecting the consensus best few items for each subconstruct. Data were collected using an online sample of 383 Prolific workers. Using exploratory factor analysis, seven domain scales were developed, each of which contained two to four scales assessing components of the domain. These preliminary scales’ psychometrics were excellent, as were the domains’ and their components’ convergent and discriminant validity, with a few generally minor exceptions. Structural analyses at the component level revealed a three-factor structure consisting of two moderately correlated Internalizing factors, one centered on Self Dysfunction with two NA components and a DSN component and the other on Interpersonal Dysfunction with DET and ANK components; as well as an Externalizing factor with DSL and a DSN component that was uncorrelated with the other two factors. Two aspects of the results in particular are striking: ANK was not the opposite end of a DSN dimension, but rather contributed to an Internalizing Interpersonal Dysfunction dimension and DSN had both an Internalizing and an Externalizing component. Implications of the findings and study limitations are discussed. (shrink)

This article explores the teaching of Fratelli tutti as an integrating document of the papacy of Francis. Exploring the title as greeting and imperative, the authors make a case for exploring FT as both a development of the themes of earlier social encyclicals and as an attempt to explore an integral humanism for a new age facing economic, environmental, migratory, and social-conflictual challenges. The article lays out a summary of these main themes of Francis’s social teaching. Nonetheless, the authors conclude, (...) the integral planetary humanism that Francis calls for, and is so needed, is itself a radically incomplete project. A common home is not possible without a recognition of a common kinship, yet without deep reflection on women’s experience, the inclusion of women as full subjects and agents of CST, and greater attention to race, the document cannot fully embody the spirit and logic of its own message of gift, inclusion, and co-belonging. (shrink)

Guilt and shame are self-conscious emotions with implications for mental health, social and occupational functioning, and the effectiveness of sports practice. To date, the assessment and role of athlete-specific guilt and shame has been under-researched. Reporting data from 174 junior elite cricketers, the present study utilized exploratory factor analysis in validating the Athletic Perceptions of Performance Scale, assessing three distinct and statistically reliable factors: athletic shame-proneness, guilt-proneness, and no-concern. Conditional process analysis indicated that APPS shame-proneness mediated the relationship between general (...) and athlete-specific distress. While APPS domains of guilt-proneness and no-concern were not significant mediators, they exhibited correlations in the expected direction with indices of psychological distress and well-being. The APPS may assist coaches and support staff identify players who may benefit from targeted interventions to reduce the likelihood of experiencing shame-prone states. (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting (...) narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting (...) narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

Judith Clark looks at fashion exhibition-making alongside Aby Warburg’s Mnemosyne Atlas for her 2011 gallery exhibition entitled The Judgement of Paris. By looking at the three goddesses’ attributes, the reproduced exhibition leaflet wonders about the styling of mannequins and props that are intrinsic to exhibition-making but extrinsic to the exhibited object, which is omitted from the exhibition entirely. The visual essay links Aby Warburg to Anna Piaggi’s monthly collages for Vogue Italia and their idiosyncratic act of recovery.

Opponents of women's education assumed that women were less naturally gifted than men, that education was inappropriate for Christian women, or that it was irrational to educate women because they could not fulfil the civil and ecclesiastical offices for which education was the required preparation. Van Schurman argued against all three assumptions in her Dissertatio . She presented her arguments as syllogisms, which she based on the authority of the Bible, on the Christian churches' understanding of human nature, and on (...) the necessity of knowledge to acquire virtues and to avoid falling into heresy. Van Schurman concluded that education was appropriate for women, in general, for exactly the same reasons as it was appropriate for men. Les opposants à une éducation des femmes considéraient qu'elles étaient naturellement moins douées que les hommes, que l'éducation était quelque chose d'inapproprié pour les femmes chrétiennes, ou qu'il était irrationnel d'éduquer les femmes car elles ne remplissent aucune charges civile ou ecclé siastique, charges pour lesquelles l'éducation constituait une préparation requise. Van Schurman discute ces trois assertions dans sa Dissertatio . Elle présente ses arguments comme des syllogismes, qu'elle fonde sur l'autorité de la Bible, sur la compréhension de la nature humaine par les églises chrétiennes, et sur la nécessité de la connaissance pour acquérir de la vertu et pour éviter de tomber dans l'hérésie. Van Schurman conclut qu'il est approprié que les femmes en général soient éduquées, tout comme cela est approprié pour les hommes. (shrink)

In his paper “Whatever next? Predictive brains, situated agents, and the future of cognitive science,” Andy Clark seminally proposed that the brain's job is to predict whatever information is coming “next” on the basis of prior inputs and experiences. Perception fundamentally subserves survival and self-preservation in biological agents, such as humans. Survival however crucially depends on rapid and accurate information processing of what is happening in the here and now. Hence, the term “next” in Clark's seminal formulation must (...) include not only the temporal dimension (i.e., what is perceivednow) but also the spatial dimension (i.e., what is perceivedhereor next-to-my-body). In this paper, we propose to focus on perceptual experiences that happen “next,” i.e., close-to-my-body. This is because perceptual processing of proximal sensory inputs has a key impact on the organism's survival. Specifically, we focus on tactile experiences mediated by the skin and what we will call the “extended skin” or “second skin,” that is, immediate objects/materials that envelop closely to our skin, namely, clothes. We propose that the skin and tactile experiences are not a mere border separating the self and world. Rather, they simultaneously and inherently distinguishandconnect the bodily self to its environment. Hence, these proximal and pervasive tactile experiences can be viewed as a “transparent bridge” intrinsically relating and facilitating exchanges between the self and the physical and social world. We conclude with potential implications of this observation for the case of Depersonalization Disorder, a condition that makes people feel estranged and detached from their self, body, and the world. (shrink)

The idea that verbal communication involves a species of mindreading is not new. Among linguists and philosophers, largely as a result of Grice’s (1957, 1967) influence, it has long been recognized that the act of communicating involves on the part of the communicator and the addressee mutual metarepresentations of each others’ mental states. In psychology, the coordination of common ground and attention in conversation has been pursued in a variety of studies (e.g. Clark and Marshall, 1981; Bruner, 1983).

Opponents of women's education assumed that women were less naturally gifted than men, that education was inappropriate for Christian women, or that it was irrational to educate women because they could not fulfil the civil and ecclesiastical offices for which education was the required preparation. Van Schurman argued against all three assumptions in her Dissertatio. She presented her arguments as syllogisms, which she based on the authority of the Bible, on the Christian churches' understanding of human nature, and on the (...) necessity of knowledge to acquire virtues and to avoid falling into heresy. Van Schurman concluded that education was appropriate for women, in general, for exactly the same reasons as it was appropriate for men. Les opposants à une éducation des femmes considéraient qu'elles étaient naturellement moins douées que les hommes, que l'éducation était quelque chose d'inapproprié pour les femmes chrétiennes, ou qu'il était irrationnel d'éduquer les femmes car elles ne remplissent aucune charges civile ou ecclé siastique, charges pour lesquelles l'éducation constituait une préparation requise. Van Schurman discute ces trois assertions dans sa Dissertatio. Elle présente ses arguments comme des syllogismes, qu'elle fonde sur l'autorité de la Bible, sur la compréhension de la nature humaine par les églises chrétiennes, et sur la nécessité de la connaissance pour acquérir de la vertu et pour éviter de tomber dans l'hérésie. Van Schurman conclut qu'il est approprié que les femmes en général soient éduquées, tout comme cela est approprié pour les hommes. (shrink)

According to classical theories of language and cognition, human cognition is characterized by strong universal commonalities built around notions such as object, space, agency, number, time, and event (Clark, 1973; Miller & Johnson‐Laird, 1976). Languages select from this prelinguistic conceptual repertoire the concepts that become encoded in their lexical and grammatical stock. Language acquisition, on this view, is a mapping process in which the learner needs to figure out which sounds in the language spoken in the environment correspond to (...) which concepts from the ones already in the mind (Fodor, 1975; Gleitman, 1990; Pinker, 1994). (shrink)

Change blindness experiments had demonstrated that detection of significant changes in natural images is extremely difficult when brief blank fields are placed between alternating displays of an original and a modified scene. On the other hand, research on the visual mismatch negativity component of the event-related potentials identified sensitivity to events different from the regularity of stimulus sequences, even if the deviant and standard events are non-attended. The present study sought to investigate the apparent controversy between the experience under the (...) change blindness paradigm and the ERP results. To this end, the stimulus of Rensink, O’Reagen, and Clark was adapted to a passive oddball ERP paradigm to investigate the underlying processing differences between the standard and deviant stimuli measured in 22 subjects. Posterior negativity within the 280–330 ms latency range emerged as the difference between ERPs elicited by standard and deviant stimuli, identified as visual mismatch negativity. These results raise the possibility that change blindness is not based on the lack of detailed visual representations or the deficiency of comparing two representations. However, effective discrimination of the two scene versions requires considerable frequency differences between them. (shrink)

Desmond M. Clarke presents new translations, from French and Latin, of three of the first feminist tracts to support explicitly the equality of men and women: Marie le Jars de Gournay's The Equality of Men and Women, Anna Maria van Schurman's Dissertation, and François Poulain de la Barre's Physical and Moral Discourse concerning the Equality of Both Sexes. These works transformed the language and conceptual framework in which questions about women's equality were subsequently discussed. This edition includes new translations, (...) from French and Latin, of these three feminist authors, excerpts from their related writings, together with an extensive introduction to the religious and philosophical context within which they argued against the traditional view of women's natural inferiority to men. (shrink)

In the target article, Clark and Fischer argue that little is known about children's perceptions of social robots. By reviewing the existing literature we demonstrate that infants and young children interact with robots in the same ways they do with other social agents. Importantly, we conclude children's understanding that robots are artifacts (e.g., not alive) develops gradually during the preschool years.

This article contributes to the nascent field of Cognitive Sociolinguistics. In particular, we are interested in how usage-based cognitive linguistics and variationist sociolinguistics may enrich each other. We first discuss some of the ways in which variationist insights have led cognitive linguists such as Gries (e.g. Multifactorial analysis in corpus linguistics: A study of particle placement, Continuum, 2003) and Grondelaers et al. (e.g. National variation in the use of er “there”. Regional and diachronic constraints on cognitive explanations, Mouton de Gruyter, (...) 2008) to pay attention to language-external factors (such as medium, region, and register), thereby greatly enhancing the description and understanding of certain grammatical phenomena. The focus then shifts to cognitive linguistic work (by Hollmann and Siewierska, English Language and Linguistics 11: 407–424, 2007 and Clark and Trousdale, English Language and Linguistics 13: 33–55, 2009) which has implications for sociolinguistic theory. The two usage-based concepts that have proved especially relevant in this connection are frequency effects and schemas. The article explores and illustrates the role of these two factors in relation to linguistic variation by means of a new case study on definite article reduction (DAR) in Lancashire dialect, a variety spoken in the North West of England. A twofold conclusion is drawn: first, a symbiotic relation between cognitive and sociolinguistics seems possible, but second, in order for this relation to be truly mutually beneficial variationists should get involved in the Cognitive Sociolinguistic enterprise much more than is currently the case. (shrink)

New Blackfriars, Volume 103, Issue 1103, Page 151-153, January 2022.

This paper proposes a qualitative study exploring anomalous self and world-experiences in individuals with high levels of depersonalization experiences. Depersonalization (DP) is a condition characterized by distressing feelings of being a detached, neutral and disembodied onlooker of one’s mental and bodily processes. Our findings indicate the presence of a wide range of anomalous experiences traditionally understood to be core features of DP, such as disembodiment and disrupted self-awareness. However, our results also indicate experiential features that are less highlighted in previous (...) work, such as faster time perception and blurriness of the self/other boundaries which may play a key role in altering one’s sense of self and sense of presence in the world. Our qualitative study provides an in-depth examination of self-reported disturbances of one’s relatedness to one’s self and the world, thereby shedding further light on the nature of altered subjective experiences in DP. In doing so, this paper draws attention to key aspects yet overlooked that may prove valuable for shedding further light into the phenomenon of depersonalization. We conclude by highlighting limitations of this study and a number of open questions that further work needs to address in the future. (shrink)

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

What makes a measure of well-being valid? The dominant approach today, construct validation, uses psychometrics to ensure that questionnaires behave in accordance with background knowledge. Our first claim is interpretive—construct validation obeys a coherentist logic that seeks to balance diverse sources of evidence about the construct in question. Our second claim is critical—while in theory this logic is defensible, in practice it does not secure valid measures. We argue that the practice of construct validation in well-being research is theory avoidant, (...) favoring a narrow focus on statistical tests while largely ignoring relevant philosophical considerations. (shrink)

The aim of this study was to describe specialist ambulance nurse students’ experiences of ethical conflicts and dilemmas in prehospital emergency care. In the autumn of 2015, after participating in a mandatory lecture on ethics, 24 specialist ambulance nurse students reported experiences and interpretations concerning conflicts and ethical dilemmas from prehospital emergency care. The text consisted of 24 written critical incidents which were interpreted using hermeneutic text interpretation. The text revealed three themes: Not safeguarding a patient’s body and identity; Not (...) agreeing on the care actions; and Not treating the patient with dignity. The SANs experiences ethical dilemmas and conflict of values when they witness how others violate a patient’s dignity. Discussion and reflection is based on ethical conflicts and dilemmas experienced when students see how caregivers do not safeguard the patient’s body or identity. When caregivers have a conflicting will, it results in patients not being treated in an ethical manner. Also, seeing how caregivers put themselves in a power position over patients is described as an ethical dilemma that students experience when they choose not to intervene. (shrink)

In Valuing Health, Dan Hausman argues that well-being is not measurable, at least not in the way that science and policy would require. His argument depends on a demanding conception of well-being and on a pessimistic verdict upon the existing measures of subjective well-being. Neither of these reasons, I argue, warrant as much skepticism as Hausman professes.

This article is both an elaborated critique on the one-sided analysis of the misogynist nature of ballet as a cultural practice, and a contribution to a more embodied feminist theory. Based on empirical material, that was brought together by observing the body practices in ballet and listening to the life stories of dancers, the author explores the contradictions that the body in ballet provokes. In describing the embodied experiences ofprofessional ballet dancers she shows that ballet offers women the possibility to (...) transcend the discontinuity of body, mind and emotions. (shrink)

I identify my priority in teaching Christian ethics as fostering relationality, both in individual and collective contexts. I argue that focusing on the idea of relationality enables us to explore connections that exist or should exist between individuals and groups. For me, fostering relationality involves building an intellectual understanding of moral relationality and embodying this understanding in practical situations. In order to contain the theme of this study, I focus on a specific aspect of relationality, namely the idea of attunement. (...) I propose attentive listening, openness to innovation and fostering the spirit of tranquillity as key components of the ethics of attunement. (shrink)

The establishment of a Research Ethics Committee (REC) is a significant step to ensure the standard procedures in ethics review process that protect human participants. However, in instances when RECs are not yet established, surrogate activities are practiced by some institutions. The objective of this study was to identify prevailing research ethical practices of research directors and faculty researchers in the absence of a research ethics committee in their respective academic institutions. Specifically, it aimed to explore the participants’ 1) experiences (...) in research subject protection and 2) challenges when there is no existing REC in the institution. Participants were selected from universities in Manila City whose institutions did not have RECs at the time of the conduct of this study. Key informant interviews and focus group discussions were used as approaches for data collection. The authors used NVivo to organize data from the transcribed audio-recorded interviews and were analyzed utilizing a basic interpretive qualitative approach. Based on the results, surrogate practices of participants involved (1) providing “informed consent forms” to target participants and the (2) roles of different personalities in the evaluation/conduct of the research paper. Implications of this study and recommendations were likewise discussed in this paper. (shrink)

The human imagination manifests in countless different forms. We dream the possible and the impossible. How do we do this so effortlessly? Why did the capacity for imagination evolve and seem to manifest uniquely in our species? This handbook reflects on such questions by collecting perspectives from leading experts. It showcases a rich and detailed analysis on how the imagination is understood across several disciplines of study, including anthropology, archaeology, medicine, neuroscience, psychology, philosophy and the arts. An integrated theoretical-empirical-applied picture (...) of the field is presented, which informs researchers, students and practitioners about the issues of relevance across the board. With each chapter, human imagination is explained - what it entails, how it evolved, and why it singularly defines us as a species. (shrink)