The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist-reasoning and fact recall ability in 556 public middle-school students (grades seven and eight), versus a sample of 357 middle school students who served as a comparison group, to determine if changes in gist-reasoning and fact (...) recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist-reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist-reasoning varied as a function of gender and grade-level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist-reasoning after training regardless of socioeconomic status. There were no significant increases in gist-reasoning or fact recall ability for the 357 middle school students who served in the comparison group. We postulate that cognitive training in middle school is efficacious for improving gist-reasoning ability and fact recall in students from all socioeconomic levels. (shrink)

The structure of people’s conceptual knowledge of concrete nouns has traditionally been viewed as hierarchical (Collins & Quillian, 1969). For example, superordinate concepts (vegetable) are assumed to reside at a higher level than basic‐level concepts (carrot). A feature‐based attractor network with a single layer of semantic features developed representations of both basic‐level and superordinate concepts. No hierarchical structure was built into the network. In Experiment and Simulation 1, the graded structure of categories (typicality ratings) is accounted for by the flat (...) attractor network. Experiment and Simulation 2 show that, as with basic‐level concepts, such a network predicts feature verification latencies for superordinate concepts (vegetable ). In Experiment and Simulation 3, counterintuitive results regarding the temporal dynamics of similarity in semantic priming are explained by the model. By treating both types of concepts the same in terms of representation, learning, and computations, the model provides new insights into semantic memory. (shrink)

The collection presents a variety of promising new directions in Royce scholarship from an international group of scholars, including historical reinterpretations, explorations of Royce's ethics of loyalty and religious philosophy, and contemporary applications of his ideas in psychology, the problem of reference, neo-pragmatism, and literary aesthetics.

Children’s understanding of status and group norms influence their expectations about social encounters. However, status is multidimensional and children may perceive status stratification differently across multiple status dimensions. The current study investigated the effect of status level and norms on children’s expectations about intergroup affiliation in wealth and popularity contexts. Participants were randomly assigned to hear two scenarios where a high- or low-status target affiliated with opposite-status groups based on either wealth or popularity. In one scenario, the group expressed an (...) inclusive norm. In the other scenario, the group expressed an exclusive norm. For each scenario, children made predictions about children’s expectations for a target to acquire social resources. Novel findings indicated that children associated wealth status to some extent, but they drew stronger inferences from the wealth dimension than from the popularity dimension. In contrast to previous evidence that children distinguish between high- and low-status groups, we did not find evidence to support this in the context of the current study. In addition, norms of exclusion diminished children’s expectations for acquiring social resources from wealth and popularity groups but this effect was more pronounced between wealth groups. We found age differences in children’s expectations in regards to norms, but not in regards to status. The implications of how these effects, in addition to lack of effects, bear on children’s expectations about acquiring resources are discussed. (shrink)

Essays in Memory of Richard Helgerson: Laureations brings together new essays by leading literary scholars of the British and European middle ages and early modern period who have been influenced by the groundbreaking scholarship of Richard Helgerson. The contributors evince the ongoing impact of Helgerson's work in critical debates including those of nationalism, formal analysis, and literary careerism.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Asian PhilosophiesJames McRaeAsian Philosophies. By John M. Koller. Fourth edition. Upper Saddle River, NJ: Prentice-Hall, 2001. Pp. xxi+ 361.John M. Koller's Asian Philosophiesprovides an excellent overview of many of the major traditions of Eastern thought. It is divided into three parts, each representing a broad field of Asian philosophy: Indian Philosophy, Buddhism, and Chinese Philosophy (Japanese thought is briefly examined in a chapter on Zen Buddhism in the (...) second section). Each part begins with a historical overview that provides important contextual information for the philosophical systems it examines (a feature added since the third edition).Part 1, concerning India, gives detailed summaries of the Vedas and Upanishads, Jainism, the Bhagavad Gita, Samkhya-Yoga, Nyaya-Vaisheshika, Mimamsa and Vedanta (a section expanded since the last edition), and Theism. This section also includes chapters on Islamic thought and modern Indian philosophy. Koller does not simply give a bare-bones overview of these traditions; rather, he takes great care to quote from and analyze the primary sources of the traditions examined.Part 2, on India, contains chapters that focus on Siddhartha Gautama's life and thought, the doctrine of pratitya samutpada, Sarvastivada (with new material added since the third edition), Mahayana (a new chapter), Madhyamaka and Nagarjuna (also with new material), and Yogacara. A final chapter on Zen Buddhism is included in this section, although no other schools of Japanese Buddhism are discussed.Part 3, on Chinese thought, contains chapters on Confucianism, Taoism, and Neo-Confucianism, with a final chapter that examines modern Chinese philosophy (Koller uses Wade-Giles romanization for Chinese terms throughout the text).Asian Philosophiesalso contains many helpful appendixes: maps; pronunciation guides for Sanskrit, Chinese, and Japanese terms; a brief glossary; a detailed bibliography and suggestions for further reading; and timelines for each tradition (added since the third edition).Koller's book offers a clearly written and well-organized summary of the thought of most of the major Asian traditions. It is accessible to undergraduates, but rich enough to serve as a reference for graduate students studying Asian or comparative philosophy. It would provide a clear, concise introduction to Eastern thought for upper-level undergraduate philosophy courses. However, professors interested in teaching Japanese philosophy would need to supplement the text with information on non-Zen philosophy (such as Shin and Kegon Buddhism) and on modern Japanese philosophy (such as the Kyoto School).Copyright © 2005 University of Hawai'i Press. (shrink)

Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems on students' mental health and academic outcomes.Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five (...) school districts. School clinicians are randomized to either MATCH or usual care treatment conditions. The target sample includes 168 youths referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health.Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board. We plan to publish the findings in peer-reviewed journals and present them at academic conferences.Clinical Trial Registration:ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016. (shrink)

While rooted in careful study of Mead’s original writings and transcribed lectures and the historical context in which that work was carried out, the papers in this volume have brought Mead’s work to bear on contemporary issues in metaphysics, epistemology, cognitive science, and social and political philosophy.

The partnership between a visually impaired runner (VIR) and sighted guide runner (SGR) constitutes a unique sporting dyad. The quality of these partnerships may profoundly impact the sport and physical activity (PA) experiences of visually impaired (VI) people, yet little is known about the experiences of VIRs and SGRs. This study aimed to explore qualitatively the running experiences of VIRs and SGRs. Five VIRs and five SGRs took part in in-depth, semi-structured interviews (M length = 62 minutes) exploring their running (...) journeys and perceptions of running-together. We analysed the dataset using reflexive thematic analysis. Four themes were generated, comprising: becoming and being a running team; a multifaceted intercorporeal experience; running-together promotes change; and disabling social interaction within running. Participants were generally positive about their running experiences, highlighting a range of benefits derived from the activity. Nevertheless, some examples of barriers to participation were also identified. Although the positive experiences described by the runners suggest guided running holds promise to increase PA in VI people, our findings illustrate the importance of directing attention towards developing high-quality relationships between VIRs and guides, alongside reinforcing the need for further change to promote inclusivity. (shrink)

i am proud to honor the legacy of Frank M. Oppenheim. This legacy is broad and deep. First, Oppenheim has played a major role in remedying the neglect of the life and work of Josiah Royce. He has done so with probing articles on central concepts in Royce’s philosophy and with a series of longer studies that delineated unexpected developments in Royce’s thought and life, demonstrating how Royce, throughout his career, refined and rethought his central philosophical ideas and created entirely (...) unique and new directions of philosophical reflection. With superb interpretive and mediating skills, Oppenheim has provided the scholarly world with a finely nuanced picture of the context of Royce’s thought in terms of his... (shrink)

Relative Energy Deficiency in Sport (RED-S) is a syndrome of impaired health and performance that occurs as a result of low energy availability (LEA). Whilst many health effects associated with RED-S have been widely studied from a physiological perspective, further research exploring the psychological antecedents and consequences of the syndrome is required. Therefore, the aim of this study was to qualitatively explore athlete experiences of RED-S. Twelve endurance athletes (female n= 10, male n= 2; M age = 28.33 years) reporting (...) past or current experiences of RED-S, associated with periods of LEA, took part in semi-structured interviews designed to explore: contexts and mechanisms underpinning the onset of RED-S; the subjective experience of RED-S; and contexts and mechanisms influencing “recovery” from RED-S. Regardless of how RED-S was initiated, all athletes experienced a multitude of physiological impairments, accompanied by significant psychological distress. This paper contributes novel understanding of the complex interplay between physiological and psychological components of RED-S from the perspective of information-rich cases. The findings suggest that system-wide educational prevention and awareness interventions are vital for athletes and support personnel, such as coaches, parents, dieticians, psychologists, and sports medicine staff. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Asian PhilosophiesJames McRaeAsian Philosophies. By John M. Koller. Fourth edition. Upper Saddle River, NJ: Prentice-Hall, 2001. Pp. xxi+ 361.John M. Koller's Asian Philosophiesprovides an excellent overview of many of the major traditions of Eastern thought. It is divided into three parts, each representing a broad field of Asian philosophy: Indian Philosophy, Buddhism, and Chinese Philosophy (Japanese thought is briefly examined in a chapter on Zen Buddhism in the (...) second section). Each part begins with a historical overview that provides important contextual information for the philosophical systems it examines (a feature added since the third edition).Part 1, concerning India, gives detailed summaries of the Vedas and Upanishads, Jainism, the Bhagavad Gita, Samkhya-Yoga, Nyaya-Vaisheshika, Mimamsa and Vedanta (a section expanded since the last edition), and Theism. This section also includes chapters on Islamic thought and modern Indian philosophy. Koller does not simply give a bare-bones overview of these traditions; rather, he takes great care to quote from and analyze the primary sources of the traditions examined.Part 2, on India, contains chapters that focus on Siddhartha Gautama's life and thought, the doctrine of pratitya samutpada, Sarvastivada (with new material added since the third edition), Mahayana (a new chapter), Madhyamaka and Nagarjuna (also with new material), and Yogacara. A final chapter on Zen Buddhism is included in this section, although no other schools of Japanese Buddhism are discussed.Part 3, on Chinese thought, contains chapters on Confucianism, Taoism, and Neo-Confucianism, with a final chapter that examines modern Chinese philosophy (Koller uses Wade-Giles romanization for Chinese terms throughout the text).Asian Philosophiesalso contains many helpful appendixes: maps; pronunciation guides for Sanskrit, Chinese, and Japanese terms; a brief glossary; a detailed bibliography and suggestions for further reading; and timelines for each tradition (added since the third edition).Koller's book offers a clearly written and well-organized summary of the thought of most of the major Asian traditions. It is accessible to undergraduates, but rich enough to serve as a reference for graduate students studying Asian or comparative philosophy. It would provide a clear, concise introduction to Eastern thought for upper-level undergraduate philosophy courses. However, professors interested in teaching Japanese philosophy would need to supplement the text with information on non-Zen philosophy (such as Shin and Kegon Buddhism) and on modern Japanese philosophy (such as the Kyoto School).Copyright © 2005 University of Hawai'i Press. (shrink)

Courteously, Professor Jacquelyn Kegley, in her helpful and balanced book Josiah Royce in Focus, allocates her summary of responses to my 1976 hypothesis.2 My hypothesis stated that Royce’s intellectual development from 1875 to 1916 was aptly imagined as a triple-peaked affair.3 The jagged line of the Sierras’ peaks with its three highest may unduly distract from the emphasis also needed on the continuity and unique identity of the whole course of Royce’s thought and of the entire range of the (...) Sierras in the United States.Kegley draws upon Royce’s own image of new growth with distinct yet consistent additions.4 I now see both of these starting images as helpful yet limited for the whole of... (shrink)

The recent literature has seriously challenged, and in my view defeated, the traditional representationalist interpretation of Descartes. One contributor to it, John Yolton, has recently extended its arguments to argue that the traditional representationalist interpretation of Locke must be relinquished as well, that Locke, following the Cartesian path of Arnauld, held a semiotic theory of ideas which “de-ontologized” them and construed them as signs or cues in the direct perception of physical objects. The Cartesian support for this view, especially in (...) La Dioptrique, has been questioned by R.F. McRae, who argues that “if Locke accepts Descartes' theory of vision, then Descartes' conception of sensations as signs provides no support for the direct realist interpretation of Locke.” My aim here is not to resolve the representationalism issue, but to show the irrelevance to it of the kinds of questions the Yolton-McRae exchange raises concerning sense perception. I shall try to show that there stems from Descartes a single account of those questions the essentials of which are embedded in theories falling on both sides of the representationalism issue. That single account involves a theory of judgment and vision, especially of distance, which in the case of Malebranche and Berkeley, even involves the same confusions. (shrink)

A brief, systematic exposition of the positions of seven classical thinkers on the subject of the logical and/or methodological unity of human knowledge. McRae writes methodically and accurately on a difficult subject.--R. G. M.

A brief, systematic exposition of the positions of seven classical thinkers on the subject of the logical and/or methodological unity of human knowledge. McRae writes methodically and accurately on a difficult subject.--R. G. M.

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

Historically, the nomadic traditions of pastoralists have been alternately attacked and romanticized. In fact, pastoral groups represent a range of production systems with wide variations in pastoral and cultivation activities. Given this range and the ecological and sociopolitical constraints facing pastoralists today, agroforestry interventions appear not only feasible, but perhaps imperative for some pastoral groups. However, their design and implementation must be carried out with keen awareness and respect for the unique ecological and cultural position traditionally nomadic pastoral people hold. (...) A review of the sociopolitical and natural resource management literature on existing sylvopastoral and agrosylvopastoral technologies points to the importance of social issues such as gender, land and tree tenure, equity, and cultural context. These provide the basis for discussing the feasibility of agroforestry interventions in terms of their aims, potentials, and risks for pastoral groups. (shrink)

Both Stoic and Buddhist ethics are deeply concerned with the ethical dangers of attachments. Three dangers stand out: (1) the destructive consequences of overwhelming emotionality, brought on by attachment, both for oneself and others, (2) the dangers to one's agency posed by strongly held, but ultimately unstable, attachments, and (3) the threat to virtuous emotional engagement with others caused by one's own attachment to them. The first two kinds of moral dangers have informed Stoic models of detachment (see Wong (2006). (...) In this paper I draw on Buddhist texts to present a model of detachment that responds primarily to the third moral danger of attachment, the danger of not loving well. (shrink)

Information posted by youth in online social media contexts is regularly accessed, downloaded, integrated, and analyzed by academic researchers. The practice raises significant social justice considerations for researchers including issues of representation and equitable distribution of risks and benefits. Use of this type of data for research purposes helps to ensure representation in research of the voices of youth who participate in these online contexts, at times discussing issues that are also under-represented. At the same time, youth whose data are (...) harvested are subject to the risks associated with this research, while receiving little if any direct benefit from the work. These risks include the potential loss of online social community as well as threats to participant rights and wellbeing. This paper explores the tension between the social justice benefit of representation and considerations that would suggest caution, the latter including inequitable distribution of research-related costs and benefits, and the traditional ethics concerns of participant autonomy and privacy in the context of youth participation in online discussions. In the final section, we propose guidelines and considerations for the conduct of online social media research to assist researchers to balance and respect representational and participant rights or wellbeing considerations, especially with youth. (shrink)

In recent years, calls have been made to address the relative dearth of qualitative sociological investigation into the sensory dimensions of embodiment, including within physical cultures. This article contributes to a small, innovative and developing literature utilizing sociological phenomenology to examine sensuous embodiment. Drawing upon data from three research projects, here we explore some of the ‘sensuousities’ of ‘intense embodiment’ experiences as a distance-running-woman and a boxing-woman, respectively. Our analysis addresses the relatively unexplored haptic senses, particularly the ‘touch’ of heat. (...) Heat has been argued to constitute a specific sensory mode, a trans-boundary sense. Our findings suggest that ‘lived’ heat, in our own physical-cultural experiences, has highly proprioceptive elements and is experienced as both a form of touch and as a distinct perceptual mode, dependent upon context. Our analysis coheres around two key themes that emerged as salient: (1) warming up, and (2) thermoregulation, which in lived experience were encountered as strongly interwoven. (shrink)

In this article, I draw on research carried out in Europe, primarily in Germany, on patients’ and scientists’ perspectives on mitochondrial replacement techniques in order to explore some of the complexities related to collective representation in health governance, which includes the translation of emerging technologies into clinical use. Focusing on observations, document analyses, and interviews with eight mitochondrial disease patient organization leaders, this contribution extends our understanding of the logic and meanings behind the ways in which patient participation and collective (...) representation in health governance initiatives take shape. My findings highlight the ways in which a commitment to a global mitochondrial disease patient community and a sense of patient solidarity influence expressions of support with regard to legalizing mitochondrial replacement techniques. My analyses illustrate how normative practices and expectations of participatory governance potentially foreclose opportunities for sustained collective patient engagement with the complex ethical, social, and political dimensions of emerging technologies and may silence diverse and potentially dissenting embodied and lived responses to the prospects of particular technological developments. (shrink)