According to previous research, threatening people’s belief in free will may undermine moral judgments and behavior. Four studies tested this claim. Study 1 used a Velten technique to threaten people’s belief in free will and found no effects on moral behavior, judgments of blame, and punishment decisions. Study 2 used six different threats to free will and failed to find effects on judgments of blame and wrongness. Study 3 found no effects on moral judgment when manipulating general free will beliefs (...) but found strong effects when manipulating the perceived choice capacity of the judged agent. Study 4 used pretested narratives that varied agents’ apparent free will and found that perceived choice capacity mediated the relationship between free will and blame. These results suggest that people’s general beliefs about whether free will exists have no impact on moral judgments but specific judgments about the agent’s choice capacity do. (shrink)

Moral judgments about an agent's behavior are enmeshed with inferences about the agent's mind. Folk psychology—the system that enables such inferences—therefore lies at the heart of moral judgment. We examine three related folk-psychological concepts that together shape people's judgments of blame: intentionality, choice, and free will. We discuss people's understanding and use of these concepts, address recent findings that challenge the autonomous role of these concepts in moral judgment, and conclude that choice is the fundamental concept of the three, defining (...) the core of folk psychology in moral judgment. (shrink)

People’s concept of free will is often assumed to be incompatible with the deterministic, scientific model of the universe. Indeed, many scholars treat the folk concept of free will as assuming a special form of nondeterministic causation, possibly the notion of uncaused causes. However, little work to date has directly probed individuals’ beliefs about what it means to have free will. The present studies sought to reconstruct this folk concept of free will by asking people to define the concept (Study (...) 1) and by confronting them with a neuroscientific claim that free will is an illusion (Study 2), which invited them to either reconcile or contrast free will with determinism. The results suggest that the core of people’s concept of free will is a choice that fulfills one’s desires and is free from internal or external constraints. No evidence was found for metaphysical assumptions about dualism or indeterminism. (shrink)

We argue that although E-Z Reader does a good job in simulating many basic facts related to readers' eye movements, two phenomena appear to pose a challenge to the model. The first has to do with word length mediating the way compound words are identified; the second concerns the effects of initial fixation position in a word on eye behavior.

This article explores several entanglements between human judgments of intentionality and morality (blame and praise). After proposing a model of people’s folk concept of intentionality I discuss three topics. First, considerations of a behavior’s intentionality a ff ect people’s praise and blame of that behavior, but one study suggests that there may be an asymmetry such that blame is more affected than praise. Second, the concept of intentionality is constitutive of many legal judgments (e.g., of murder vs. manslaughter), and one (...) study illustrates people’s subtle considerations of intentionality in making those judgments. Third, controversial recent studies suggest that moral considerations can affect judgments of intentionality, and an asymmetry may exist such that blame a ff ects those judgments more than praise. I report two new studies that may shed light on these recent findings, and I discuss several theoretical models that might account for the impact of moral considerations on intentionality judgments and for the relationship between the two more generally. (shrink)

The human ability to represent, conceptualize, and reason about mind and behavior is one of the greatest achievements of human evolution and is made possible by a “folk theory of mind” — a sophisticated conceptual framework that relates different mental states to each other and connects them to behavior. This chapter examines the nature and elements of this framework and its central functions for social cognition. As a conceptual framework, the folk theory of mind operates prior to any particular conscious (...) or unconscious cognition and provides the “framing” or interpretation of that cognition. Central to this framing is the concept of intentionality, which distinguishes intentional action (caused by the agent’s intention and decision) from unintentional behavior (caused by internal or external events without the intervention of the agent’s decision). A second important distinction separates publicly observable from publicly unobservable (i.e., mental) events. Together, the two distinctions define the kinds of events in social interaction that people attend to, wonder about, and try to explain. A special focus of this chapter is the powerful tool of behavior explanation, which relies on the folk theory of mind but is also intimately tied to social demands and to the perceiver’s social goals. A full understanding of social cognition must consider the folk theory of mind as the conceptual underpinning of all (conscious and unconscious) perception and thinking about the social world. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Introduction The goal of this project was to develop and validate a new tool to evaluate learners' knowledge and skills related to research ethics. Methods A core set of 50 questions from existing computer-based online teaching modules were identified, refined and supplemented to create a set of 74 multiple-choice, true/false and short answer questions. The questions were pilot-tested and item discrimination was calculated for each question. Poorly performing items were eliminated or refined. Two comparable assessment tools were created. These assessment (...) tools were administered as a pre-test and post-test to a cohort of 58 Indian junior health research investigators before and after exposure to a new course on research ethics. Half of the investigators were exposed to the course online, the other half in person. Item discrimination was calculated for each question and Cronbach's α for each assessment tool. A final version of the assessment tool that incorporated the best questions from the pre-/post-test phase was used to assess retention of research ethics knowledge and skills 3 months after course delivery. Results The final version of the REKASA includes 41 items and had a Cronbach's α of 0.837. Conclusion The results illustrate, in one sample of learners, the successful, systematic development and use of a knowledge and skills assessment tool in research ethics capable of not only measuring basic knowledge in research ethics and oversight but also assessing learners' ability to apply ethics knowledge to the analytical task of reasoning through research ethics cases, without reliance on essay or discussion-based examination. These promising preliminary findings should be confirmed with additional groups of learners. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Extant models of moral judgment assume that an action’s intentionality precedes assignments of blame. Knobe (2003b) challenged this fundamental order and proposed instead that the badness or blameworthiness of an action directs (and thus unduly biases) people’s intentionality judgments. His and other researchers’ studies suggested that blameworthy actions are considered intentional even when the agent lacks skill (e.g., killing somebody with a lucky shot) whereas equivalent neutral actions are not (e.g., luckily hitting a bull’s-eye). The present five studies offer an (...) alternative account of these provocative findings. We suggest that people see the morally significant action examined in previous studies (killing) as accomplished by a basic action (pressing the trigger) for which an unskilled agent still has sufficient skill. Studies 1 through 3 show that when this basic action is performed unskillfully or is absent, people are far less likely to view the killing as intentional, demonstrating that intentionality judgments, even about immoral actions, are guided by skill information. Studies 4 and 5 further show that a neutral action such as hitting the bull’s-eye is more difficult than killing and that difficult actions are less often judged intentional. When difficulty is held constant, people’s intentionality judgments are fully responsive to skill information regardless of moral valence. The present studies thus speak against the hypothesis of a moral evaluation bias in intentionality judgments and instead document people’s sensitivity to subtle features of human action. (shrink)

The human ability to represent, conceptualize, and reason about mind and behavior is one of the greatest achievements of human evolution and is made possible by a “folk theory of mind” — a sophisticated conceptual framework that relates different mental states to each other and connects them to behavior. This chapter examines the nature and elements of this framework and its central functions for social cognition. As a conceptual framework, the folk theory of mind operates prior to any particular conscious (...) or unconscious cognition and provides the “framing” or interpretation of that cognition. Central to this framing is the concept of intentionality, which distinguishes intentional action (caused by the agent’s intention and decision) from unintentional behavior (caused by internal or external events without the intervention of the agent’s decision). A second important distinction separates publicly observable from publicly unobservable (i.e., mental) events. Together, the two distinctions define the kinds of events in social interaction that people attend to, wonder about, and try to explain. A special focus of this chapter is the powerful tool of behavior explanation, which relies on the folk theory of mind but is also intimately tied to social demands and to the perceiver’s social goals. A full understanding of social cognition must consider the folk theory of mind as the conceptual underpinning of all (conscious and unconscious) perception and thinking about the social world. (shrink)

Features of gait are determined at multiple levels, from the selection of the gait itself (e.g. walk or run) through the specific parameters utilized (stride length, frequency, etc.) to the pattern of muscular excitation. The ultimate choices are neurally determined, but what is involved with that decision process? Human locomotion appears stereotyped not so much because the pattern is predetermined, but because these movement patterns are good solutions for providing movement utilizing the machinery available to the individual (the legs and (...) their requisite components). Under different circumstances the appropriate solution may differ broadly (different gait) or subtly (different parameters). Interpretation of the neural decision making process would benefit from understanding the influences that determine the selection of the appropriate solution in any set of circumstances, including that of normal conditions. In this review we survey an array of studies that point to energetic cost as a key input to the gait coordination system, and not just an outcome of the gait pattern implemented. We then use that information to rigorously define the construct proposed by Sparrow and Newell (1998) where the effects of environment, organism and task act as constraints determining the solution set available, and the coordination pattern is then implemented under a pressure for energetic economy. Environment is defined in terms of affordances based on the ecological psychology definition of the concept and organism is defined as classic morphology and physiology based capabilities. We rely on a novel conceptualization of task that recognizes that the task goal needs to be separated from the mechanisms that achieve the goal if the motivation behind the selection of the mechanism strategy is to be exposed and understood. This reformulation of the Sparrow and Newell construct is then linked to the proposed pressure for economy by considering it as an optimization problem, where the most readily selected gait strategy will be that which achieves the task goal at (or near) the energetic minimum. (shrink)

This article deals with frames and schemata in news reporting. It distinguishes frames and schemata in newsroom discourse and news reports. On the individual cognitive level, a frame is defined as a set of schemata for different aspects of reality. They emerge in newsroom discourse and in exchange with other discourses, i. e., they are not idiosyncratic but shared among those working in a newsroom. It is supposed that news report structures correspond to these newsroom frames and schemata. The article (...) discusses these considerations in regard to related explanations of news production, especially attitudinal approaches such as news bias. While the latter assume that journalists prefer information consistent with their own attitudes or that news reporting is ‘synchronized’ with editorial tendencies, the framing approach proposes that information in routine news reports correspond to newsroom frames. In this study I will use xenophobia as an example to identify newsroom frames in a qualitative frame analysis. In the second part of the study, quantitative analysis of news framing examines whether news report information correlates with newsroom frames. Finally, I will present empirical evidence that shows that newsroom frames play a role in news reporting. (shrink)

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of (...) responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. (shrink)

Der Aufsatz verfolgt die Frage, welche Bedeutung Literatur im Sinne von künstlerischem Sprachgebrauch für Sprache überhaupt zukommt. Inwiefern ist für Sprache und sprachliches Verstehen künstlerischer Sprachgebrauch konstitutiv? Ich mache den Vorschlag, diese Frage durch die Unterscheidung von sprachlicher Artikulation (von Strukturen der Welt) und sprachlicher Explikation (der sprachlichen Thematisierung von Sprache) zu beantworten. Diese Unterscheidung versetzt uns in die Lage, die Irreduzibilität von Explikation für Sprache zu begreifen. Auf dieser Grundlage kann dann künstlerischer Sprachgebrauch als eine spezifische Form von Explikation (...) verstanden werden, der eine besondere Relevanz für Sprache insgesamt zukommt. Diese besondere Relevanz lässt sich mit der These umreißen, dass literarische Texte eine Distanzierung von artikulativen Zusammenhängen in der Sprache eröffnen. So erweist sich Literatur als eine dem Medium der Sprache eingeschriebene Form der Freiheit. The paper addresses the question of how to determine the significance of literature – i.e. the artistic use of language – for language. Is the artistic use of language constitutive for language and linguistic understanding more generally? I seek to answer these questions by, first, distinguishing between linguistic articulation (of structures in the world) and linguistic explication (understood as the linguistic thematization of language itself). This makes it possible to, second, view linguistic explication as an irreducible dimension of language. Against this background, we can conceive the artistic use of language as a specific type of explication that has genuine relevance for the use of language more generally, because literary texts enable us to distance ourselves from the structures of articulating language. In this sense, literature has to be understood as a means of realizing freedom that is inscribed into language as such. (shrink)

RESUMO:Os estudiosos vêm se dividindo acirradamente sobre a relevância da política e da história de Genebra na filosofia política de Rousseau. Eu busco chegar a uma visão coerente do compromisso de Rousseau com Genebra, uma que rejeita tanto a ideia de que ela é simplesmente irrelevante ao núcleo das doutrinas políticas do autor, quanto a que essencialmente lê tudo como uma intervenção na política genebrina. Nenhuma dessas concepções parece correta. De fato, Genebra, como Rousseau a concebeu, é uma presença constante (...) que informa seu pensamento de modos diferentes. Rousseau não foi tão ingênuo a ponto de pensar que Genebra encarnava seus princípios, mas também não viu a verdadeira natureza da cidade como uma oligarquia hereditária. Ele a julgou defeituosa, porém remediável, uma avaliação talvez marcada pela aversão ao conflito civil, ao menos até que a realidade genebrina colidisse com suas ilusões. ABSTRACT:Scholars have been sharply divided over the relevance of Genevan politics and history to Rousseau’s political philosophy. In this article, I try to achieve a coherent view of Rousseau’s engagement with Geneva, one that rejects the idea that Geneva is simply irrelevant to his core political doctrines, but that also rejects the view that essentially reads everything as a political intervention in Genevan politics. Neither of these views seem accurate. Rather, Geneva is a constant presence that informs his thinking in different ways. Rousseau was not so naive as to think that Geneva incarnated his principles, but neither did he see its true nature as a hereditary oligarchy. He judged it flawed but remediable, a judgement perhaps informed by a loathing of civil conflict, at least until Genevan reality collided with his illusions. (shrink)

Neuere Sprachphilosophien schenken dem Unterschied von gesprochener und geschriebener Sprache keine große Rücksicht. Ich behaupte allerdings, dass die Schrift einen Einblick in die irreduzible Verbindung von Sprache und Selbstbewusstsein erlaubt. Sprachliches Verstehen weist, so wird dargelegt, grundsätzlich eine explikative Dimension auf. Vor diesem Hintergrund lässt Schrift sich als eine Form der Explikation von Sprache begreifen.

The ERN-Ne of the event-related potential indicates error monitoring. Even though enlarged ERN-Ne amplitudes have often been related to higher anxiety scores, a recent meta-analysis provided very small effect sizes for the association of trait-anxiety with the ERN-Ne. Conditions modulating this association were investigated in the present study: The generality of the trait-anxiety factor, gender, and experimental conditions, i.e., worry induction and error aversiveness. Participants completed a flanker task. Worries were induced before the task by giving participants a bogus feedback (...) claiming their responses were slower than the average responses of participants, whereas other participants got the feedback that they responded as fast as other participants. Aversiveness of errors was varied by playing sinus tones after too slow responses in one part of the task and aversive screams after too slow responses in another part. Increased ERN-Ne amplitudes of response time errors occurred for individuals higher on trait-anxiety in the condition with induced worries and screams. A multiple group model for women and men indicated that women are more sensitive to conditions altering the association of trait-anxiety with the ERN-Ne. (shrink)

In this paper I will accept Georg Bertram’s criticism against what he calls the “autonomist paradigm” in philosophy of art and I will follow his theoretical suggestion: a coherent, informed, and accomplished philosophy of art should consider not only the specific nature of art, but also its value for the human practices and as one of the human practices. However, I will show the connection between human practices and art in a different, although related, way. Instead of beginning from (...) a reflection focused on art, I will rather move from the human practices, showing that “art” may be a particular way to look at and to develop human practices. I shall argue that the theoretical link between human practices and art can be provided by the notion of improvisation. Improvisation is not only a particular artistic technique. Rather, improvisation can be more generally understood as the paradigm of art, in the interesting sense, defended by Bertram, of incorporating and showing in a genetic way, on the one hand, the autonomous art specificity and, on the other hand, the value of art, that is, the link between human practices and art as a specific human practice. In this sense, art both derives from and is a particular way to improvise the human practices, i.e. to develop them in ways that can be valuable. Accordingly, improvisation as a specific artistic procedure will be understood as that kind of artistic production in which the human practice underlying art comes, as it were, to the fore. (shrink)

First published in 1918, Ernst Bertram's _Nietzsche: Attempt at a Mythology_ substantially shaped the image of Nietzsche for the generation between the wars. It won the Nietzsche Society's first prize and was admired by luminous contemporaries including André Gide, Hermann Hesse, Gottfried Benn, and Thomas Mann. Although translated into French in 1932, the book was never translated into English following the decline of Nietzsche's and Bertram's reputations after 1945. Now, with Nietzsche's importance for twentieth-century thought undisputed, the work (...) by one of his most influential interpreters can at last be read in English. Employing a perspectival technique inspired by Nietzsche himself, Bertram constructs a densely layered portrait of the thinker that shows him riven by deep and ultimately irresolvable cultural, historical, and psychological conflicts. At once lyrical and intensely probing, richly complex yet thematically coherent, Bertram's book is a masterpiece in a forgotten tradition of intellectual biography. (shrink)

This book is about the nature of sensory perception. Contributions focus on five questions, i.e.: (1) What distinguishes sensory perception from other cognitive states? Is it true, for instance, that perceptual content, in contrast to the phenomenal content of sensations like pain, always depends on the perceivers conceptual resources? (2) How do we have to explain the intentionality of perceptual states? (3) What is the nature of perceptual content? (4) In which sense do the objects of sensory perception depend on (...) the constitution of the perceiver? How, for instance, do secondary qualities like colours, sounds and smells depend on the perception of human subjects? (5) How can we account for the intentionality of misperceptions? These questions are addressed through the interpretation of classical historical texts as well as in the context of systematical reflections. With contributions by Margaret Atherton, Michael Ayers, Peter Baumann, Martha Brandt Bolton, Thomas Grundmann, Gary Hatfield, Rolf-Peter Horstmann, Andreas Kemmerling, Bertram Kienzle, Martine Nida-Rümelin, Dominik Perler, Jay F. Rosenberg, Katia Saporiti, Ralph Schumacher, Gerald Vision, and Russell Wahl. (shrink)

This volume presents the first comprehensive survey of the entire corpus of John Dewey’s work—almost one thousand items—and groups all these writings in twelve logical categories, so that the user can gain insight into_ _interrelationships among areas of Dewey’s thought and into Dewey’s total contribution to American letters. By arranging and analyz­ing_ _the complete body of Dewey’s published writings within the twelve areas, each with an introductory essay and bibliography, the book thus combines a thorough study of Dewey’s thought with (...) valuable reference material. The distinguished scholars contributing essays to the volume are: Herbert W. Schneider, Lewis E. Hahn, Gail Kennedy, Darnell Rucker, Wayne A. R. Leys, Bertram Morris, S. Morris Eames, Horace L. Friess, William W. Brickman, George E. Axtelle, Joe R. Burnett, Max H. Fisch, and Ou Tsuin-chen. (shrink)