Emotional intelligence can be defined as the ability to identify, express, understand, manage, and use emotions. EI has been shown to have an important impact on health, relationships, and wor...

This article offers a critical assessment of Cristina Bicchieri and Jon Elster’s recent attempt to distinguish between social, moral, and quasi-moral norms. Although their typologies present interesting differences, they both distinguish types of norms on the basis of the way in which context, and especially other agents’ expectations and behavior, shapes one’s preference to comply with norms. We argue that both typologies should be abandoned because they fail to capture causally relevant features of norms. We nevertheless emphasize that both Bicchieri (...) and Elster correctly draw attention to important and often neglected characteristics of the psychology of norm compliance. (shrink)

Rips et al.'s proposition cannot account for the facts that (1) a historical look at the word number systems suggests that the concept of natural numbers has been progressively elaborated; (2) people from cultures without an elaborate counting system do not master the concept of natural numbers; (3) children take time to master natural numbers; and (4) the competing advantage of the postulated math schema in the natural selection process is not obvious.

Purpose: This experimental cross-sectional research study examined the emotional reactivity and emotion regulation in preschool-age children who do and do not stutter by assessing their psychophysiological response during rest and while viewing pictures from the International Affective Picture System.Method: Participants were 18 CWS and 18 age- and gender-matched CWNS. Participants' psychophysiological responses were measured during two baselines and two picture viewing conditions. Skin conductance level and heart rate were measured to assess emotional reactivity. Respiratory sinus arrhythmia was measured to assess (...) emotional regulation. Participants' shyness and executive function were assessed via parent report and considered for their effects on participants' psychophysiological responses.Results: First, CWNS and CWS did not differ in their initial baseline SCL, heart rate, or RSA, but all participants had higher SCL and lower RSA in the second baseline, subsequent to the first challenge condition, compared to the first baseline. Second, during the challenge conditions, CWS did not differ from CWNS in their SCL, but showed a significantly higher heart rate than CWNS. Third, CWS exhibited a significantly lower RSA during the challenge conditions compared to CWNS. Lastly, the temperamental quality of shyness was associated with preschool-age children's SCL, such that participants who were rated higher in shyness had a higher SCL during the challenge conditions. Participants' executive function had a marginally significant effect on the RSA, such that the participants who had higher executive function composite scores exhibited lower RSA during the challenge conditions.Conclusions: Our findings suggest that CWS and CWNS did not differ in their emotional reactivity and emotional regulation abilities at rest. During challenge conditions, however, CWS tended to be more emotionally reactive, as indicated by a higher heart rate, and also employed more emotional regulation, indexed by a greater decrease in RSA, compared to CWNS. Preschool-age children's behavior is largely dominated by reactivity, but there is the emergence of regulation, which can help children adjust to various contextual demands. For CWS who are more emotionally reactive, regulatory skills may be particularly critical to their prognosis and treatment. (shrink)