Suzanne Langer's earlier works on the philosophy of art, particularly her Feeling and Form, are the points of departure for this general study of the phenomena of life and mind which she clearly intends to be her magnum opus. This is the first of two volumes, the second volume as yet unpublished. Her main thesis is that the "departure [of man] from the normal pattern of animal mentality is a vast and special evolution of feeling in the hominoid (...) stock". She opposes all attempts to bifurcate nature into matter and mind, and in this regard aligns herself with the main currents of contemporary thought. But the centrality she gives to the notion of feeling is uniquely her own, separating her views from those of most other contemporary thinkers and providing the most controversial part of her book. In different places throughout the work, the term "feeling" includes within its scope "sensation," "inward tension," "pain," "emotion," "intent," and a number of other phenomena. Critics of the work will no doubt argue that the theory cannot overcome the vagueness engendered by giving this central concept such a wide scope. But before making a final judgment on this point they will have to pay special attention to the second and third parts of this book where her concept of feeling slowly takes shape through reflection on the arts and on the nature of living things. In a second volume she promises to move beyond living things in general to the distinctive features of human consciousness. A second respect in which this work differs from much other writing in the philosophy of mind is the wealth of references and examples from the biological and psychological sciences which display the encyclopedic interests and openness which have always characterized Suzanne Langer's writings.--R. H. K. (shrink)

Suzanne Langer's earlier works on the philosophy of art, particularly her Feeling and Form, are the points of departure for this general study of the phenomena of life and mind which she clearly intends to be her magnum opus. This is the first of two volumes, the second volume as yet unpublished. Her main thesis is that the "departure [of man] from the normal pattern of animal mentality is a vast and special evolution of feeling in the hominoid (...) stock". She opposes all attempts to bifurcate nature into matter and mind, and in this regard aligns herself with the main currents of contemporary thought. But the centrality she gives to the notion of feeling is uniquely her own, separating her views from those of most other contemporary thinkers and providing the most controversial part of her book. In different places throughout the work, the term "feeling" includes within its scope "sensation," "inward tension," "pain," "emotion," "intent," and a number of other phenomena. Critics of the work will no doubt argue that the theory cannot overcome the vagueness engendered by giving this central concept such a wide scope. But before making a final judgment on this point they will have to pay special attention to the second and third parts of this book where her concept of feeling slowly takes shape through reflection on the arts and on the nature of living things. In a second volume she promises to move beyond living things in general to the distinctive features of human consciousness. A second respect in which this work differs from much other writing in the philosophy of mind is the wealth of references and examples from the biological and psychological sciences which display the encyclopedic interests and openness which have always characterized Suzanne Langer's writings.--R. H. K. (shrink)

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide (...) a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied. (shrink)

ABSTRACTThe recognition of emotional facial expressions is often subject to contextual influence, particularly when the face and the context convey similar emotions. We investigated whether spontaneous, incidental affective theory of mind inferences made while reading vignettes describing social situations would produce context effects on the identification of same-valenced emotions as well as differently-valenced emotions conveyed by subsequently presented faces. Crucially, we found an effect of context on reaction times in both experiments while, in line with previous work, we found evidence (...) for a context effect on accuracy only in Experiment 1. This demonstrates that affective theory of mind inferences made at the pragmatic level of a text can automatically, contextually influence the perceptual processing of emotional facial expressions in a separate task even when those emotions are of a distinctive valence. Thus, our novel findings suggest that language acts as a contex... (shrink)

Pediatric palliative care is specialized medical care for children who live with serious and life-limiting illnesses, with the central goal to improve quality of life for both children and their families. Presently, a majority of pediatric palliative care referrals are based on the traditional consultative model, in which primary providers serve as the gatekeepers to palliative care access. It is well-known that racial and ethnic healthcare disparities exist across the continuum of care, fraught with healthcare providers’ biases that impact the (...) care delivered. This includes the referral practices, allocation and utilization of palliative care services, and leaving vulnerable children and families with potentially unmet palliative care needs. We make the moral argument that the establishment of standard referral criteria for pediatric palliative care services is one simple step that must be taken to begin to address and hopefully ameliorate the impact of providers’ biases and disparities that exist within pediatric palliative care. (shrink)

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide (...) a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied. (shrink)

Responsible conduct of research courses are widely taught, but little is known about the purposes or effectiveness of such courses. As one way to assess the purposes of these courses, students were surveyed about their perspectives after recent completion of one of eleven different research ethics courses at ten different institutions. Participants enrolled in RCR courses in spring and fall of 2003 received a voluntary, anonymous survey from their instructors at the completion of the course. Responses were received from 268 (...) participants. Seventy-seven percent of open-ended responses listed specific kinds of information learned; only a few respondents talked about changes in skills or attitudes. The perception that courses did more to provide information than to foster skills or attitudes was verified in quantitative responses. Over 75% of the respondents specifically noted that courses were useful in preparing them to recognize, avoid, and respond to research misconduct. The two principal findings of this multi-institutional study are that respondents reported: a wide variety of positive outcomes for research ethics courses, but that the impact on knowledge was greater than that for changes in skills or attitudes. (shrink)

Based on a framework that integrates job demands-resources theory, social cognitive theory Handbook of personality, Guilford Press, New York, pp 154–196, 1999) and regulatory focus theory, the purpose of this research is to investigate the relationship between perceptions of organizational politics and subsequent moral disengagement and unethical behavior. We conducted a laboratory study and also collected data in two separate surveys 6 weeks apart from 206 individuals working full time to investigate the relationships presented in our model. In both studies, (...) we examined the direct relationship of politics perceptions on unethical behavior in organizations as well as the indirect relationship through the influence of moral disengagement. We investigated the moderating effect of regulatory focus on the relationship between moral disengagement and unethical behavior using the survey data. Results indicated that perceptions of politics were significantly related to our mediator, moral disengagement, which was significantly related to our dependent variable, unethical behavior. However, only prevention-focus moderated the relationships examined. Implications for future research and managerial practice are discussed. (shrink)

We present data from an exploratory qualitative interview-based pedagogical research project on the development of student agency in higher education. Our aim was to respond to Nick Zepke’s claim that what is often missing from the current neoliberal discourse of higher education ‘is students having a voice in what and how they learn and how they can action their voice in the wider community as agentic citizens.’ Informed by Lacanian discourse analysis, our project investigated the opportunities and threats facing some (...) of our undergraduate students as they struggled to exercise agency and develop autonomy in the marketised university. Repeat interviews with final year students focussed on the psychosocial categories of power, affect, intersubjectivity and desire. The analysis was guided by Lacan’s theory of the four discourses, an account of the vicissitudes of agency. We found that students can move between discourses depending on the extent to which their agency was enabled or thwarted. Our critique of the metaphor of the ‘student journey’ addresses the implications for learning and teaching and the university’s mission to develop its students in light of perceived commercial pressures. (shrink)