Introduction: Adolescence is the most critical life period for the development of eating disorder symptomatology. Although problems in identity functioning and emotion dysregulation have been proven important risk and maintaining factors of ED symptomatology, they have never been integrated in a longitudinal study.Methods: The present study is part of the Longitudinal Identity research in Adolescence -study and aimed to uncover the temporal interplay between identity functioning, cognitive emotion regulation, and ED symptomatology in adolescence. A total of 2,162 community adolescents participated (...) at three measurement points with 1-year intervals. They reported on identity functioning, cognitive emotion regulation, and ED symptomatology.Results: Cross-lagged paths could be fixed for boys and girls and showed bidirectional associations between both dimensions of identity functioning and both rumination and catastrophizing over time. Similarly, these maladaptive cognitive emotion regulation strategies were bidirectionally related to ED symptomatology over time. Finally, indirect pathways pointed to bidirectional associations between both dimensions of identity functioning and bulimia symptoms through rumination and catastrophizing. Only unidirectional associations emerged for drive for thinness and almost no cross-lagged associations were found with positive reappraisal.Conclusion: The present study demonstrates that identity confusion may contribute to the development of ED symptomatology in adolescence through cognitive emotion dysregulation. It also reveals that these ED symptoms hamper identity development through emotion dysregulation. These results stress the importance of targeting both identity functioning and cognitive emotion regulation in the prevention and intervention of ED symptoms. (shrink)

Embark on a visual journey of self-discovery. In Beaming, Marilyne Verschueren-the artist behind internet sensation @beamingdesign-presents 100 expansive visuals designed to stimulate your mind and awaken your intuition. Messages of hope, resilience, and joy are incorporated into radiant art, with each image offering the reader an opportunity for deep contemplation and introspection. Powerful imagery is paired with 25 guided exercises for mindfulness, journaling, and breathwork to deepen your interactive experience. Full of warmth and positive energy, Beaming is an exquisite (...) companion and a stirring call to follow your truth. (shrink)

L’accès à la grand-parentalité engage des remaniements identitaires profonds du fait notamment de l’inscription dans une nouvelle forme de filiation et de la découverte d’un rôle social et familial inédit. L’ensemble de ces mouvements psychiques reconvoque des liens conscients et inconscients du sujet à lui-même, à ses enfants mais aussi à ses propres parents et grands-parents. Cet article propose d’exposer le cas de Catherine, rencontrée dans le cadre d’une recherche longitudinale auprès de patients migraineux, ceci à titre d’illustration du parcours (...) individuel d’un sujet devenu grand-parent pendant la période de ladite recherche. L’épreuve projective Rorschach lui a été proposée à deux temps différents, au début de la prise en charge de sa symptomatologie migraineuse et huit mois plus tard. Entre temps, la symptomatologie s’est très nettement améliorée et les protocoles Rorschach ont révélé des remaniements psychiques denses sous-tendus par l’accès à la grand-parentalité. (shrink)

Emmanuel Macron voit en lui 'La personne qui m'a le plus marqué, avec ma grand-mère'; malgré cette reconnaissance, Paul Ricoeur reste encore mal connu du public français qui s'en tient à des interprétations de seconde main ne permettant pas d'appréhender la finesse de sa pensée. Cette "biographie philosophique" sans concession vise à éclairer l'évolution de la philosophie de Ricoeur en la confrontant aux péripéties de sa vie dans le siècle. Elle nous éclaire sur les engagements, les erreurs, les avancées et (...) les fausses routes d'un Ricoeur passionné par le dialogue, le compromis et la politique dont les héritiers tentent encore d'appliquer au monde réel les concepts qu'il a développés."--Page 4 of cover. (shrink)

This Special Issue of Journal of Critical Realism (JCR) is dedicated to the 2022 International Association for Critical Realism (IACR) Conference, which was hosted by the International Institute of...

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual bullying moderated these effects. The (...) investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions. Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom. (shrink)

This article starts from the observation of current changes in the nature of a globalizing public sphere for which older structural boundaries have lost much of their relevance. Though the public sphere has traditionally been a topic for social scientists, a redefinition in terms of the realm of publicly accessible meaning, and of struggles over socially and politically important meaning, necessitates a contribution from the humanities. In particular, linguistic pragmatics, providing tools for an analysis of the way in which explicit (...) and implicit forms of meaning interact in the process of generating meanings, is argued to be a useful instrument. The argument is supported with an analysis of the differences in meaning landscapes that emerge even in different-­language versions of the ‘same’ text, illustrating how dependent publicly available meaning is on basic pragmatic processes. The article concludes that a maturing science of language use is therefore needed to understand variations in the accounts of social and political reality that people in a globalizing public sphere live by. (shrink)

Background: Differential learning is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed, Web of (...) Science, and Google Scholar were searched until February 3, 2020. To be included, studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method, studies had to describe the effects on one or more measures of performance in a skill or movement task, and the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase as well as for the retention phase was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found. (shrink)

The present paper focuses on the heuristic selection process preceding the actual transitive reasoning process. A part of the difficulty of transitive reasoning lies in the selection of the relevant problem aspects. Two experiments are presented using the paradigm introduced by Markovits, Dumas, and Malfait (1995), in which children were asked to make “higher than” inferences about arrays of coloured blocks. In order to discriminate between genuine transitive inference and a simple strategy of relative position, Markovits et al. interspersed white (...) blocks with the coloured blocks, such that the relative position strategy leads to erroneous responses. However, we argue that the white blocks cause confusion due to their ambiguity, which interferes with the heuristic selection process. Two methodological adaptations were introduced, which are hypothesised to facilitate the selection process and improve transitive reasoning: (1) the white blocks were replaced by coloured blocks, and (2) a less abstract context was added to the experimental design. The colour manipulation leads to a clear increase in the use of a transitive strategy by 9-year-old children; 8-year-old children mainly used the relative position strategy. When adding a context story, 9-year-old children used the transitive strategy regardless of the colour of the interspersed blocks. The overall performance of 8-year-olds improved slightly. These results are interpreted as support for a dual-process model of transitive reasoning. (shrink)

This encyclopaedia of one of the major fields of language studies is a continuously updated source of state-of-the-art information for anyone interested in language use. The IPrA Handbook of Pragmatics provides easy access - for scholars with widely divergent backgrounds but with convergent interests in the use and functioning of language - to the different topics, traditions and methods which together make up the field of pragmatics, broadly conceived as the cognitive, social and cultural study of language and communication, i.e. (...) the science of language use. The Handbook of Pragmatics is a unique reference work for researchers, which has been expanded and updated continuously with annual installments since 1995. Also available as Online Resource: benjamins.com/online/hop/. (shrink)

We report two studies on the effect of implicitly versus explicitly conveying affirmation and denial problems about conditionals. Recently Evans and Handley (1999) and Schroyens et al. (1999b, 2000b) showed that implicit referencing elicits matching bias: Fewer determinate inferences are made, when the categorical premise (e.g., B) mismatches the conditional's referred clause (e.g., A). Also, the effect of implicit affirmation (B affirms not-A) is larger than the effect of implicit denial (B denies A). Schroyens et al. hypothesised that this interaction (...) is due to uncertainty in the case-wise affirmation of the contrast class of negated elements involved in implicit affirmations. In Experiment 1 we tested this hypothesis by manipulating the set size of the conditional clauses. The results confirm that binary sets, where the contrast class is a singleton, eliminate the differential effect of implicit affirmation and denial. With non-binary sets the interaction is not modulated by the scope of the contrast class (3, 5, 9 elements). Experiment 2 further investigated the role of contrast classes by using class inclusion to construct implicit affirmations (Mammal vs Mammal or Monkey) and implicit denial (No-Mammal vs Mammal or Monkey), in addition to the standard implicit problems mediated by contrast-class inclusion [(No-)Mammal/No-Mammal; Reptile; Snake). Findings indicate that class inclusion (Mammal/Monkey; Reptile/ Snake) only marginally affects performance, and is independent of the type of problem. This would suggest that the implicitness problem-type interaction is dependent on constructing contrast classes. However, the experiment failed to replicate the interaction, even on the subset of problems repeating the abstract letter/number format of Experiment 1. Moreover, with the natural binary set-sizes (vowels/consonants) the implicitness effect was eliminated entirely. (shrink)

The paper explores the semiotic and legal semiotic perspectives related to posthumous digital face. In doing so, the contribution also seeks to explore the complex relationship between AI-generated faces, including deep fakes, mourning, and posthumous rights. The article has five parts. In the introduction, we discuss the challenges of posthumous existence and the issues related to respecting the deceased. We also examine some examples of ‘digital personhood’. In part two, we present three case studies and use semiotics to help us (...) distinguish between posthumous existence and digital resurrection. In part three, we provide a semiotic classification of representation in the context of digital faces and our case studies. We suggest that there is a difference between the phenomenological presence of a hologram and the cognitive value of recreating someone’s identity, including their biography, face, and voice. In part four, we explore the topic of digital spectra and mourning, including the concept of imputability. In part five, we analyse how the law offers new insights into the ontology of the face of the deceased and posthumous existence in hologram form. In the conclusion, we summarise the article’s key findings and highlight open issues and potential future developments. (shrink)

The abrupt shift in learning mode demands students to adjust from the comfort of their homes, as well as the challenges of face-to-face learning. As a result, as the pandemic fades, institutions in the Philippines have begun to reopen their doors to students. Hence, this study employed a correlational design to investigate the relationship between procrastination and academic burnout among 150 first-year college students in a state university. Based on the statistical analysis, the r coefficient of 0.67 indicates a moderate (...) positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between procrastination and academic burnout among first-year college students. Implications and recommendations were discussed in the study. (shrink)

The aftermath of the Second World War represented a major turning point in the history of French and European physical sciences. The physicist's profession was profoundly restructured, and in this transition the role of internationalism changed tremendously. Transnational circulation became a major part of research training. This article examines the conditions of possibility for this transformation, by focusing on the case of the summer school for theoretical physics created in 1951 by the young Cécile Morette (1922–2017), just in front of (...) Mont Blanc, at Les Houches. First I show that ultimately it was only thanks to extremely specific and intertwined social positions and dispositions, in terms of class and gender (derived from her socialization as an expecteddame de la bourgeoisie), and through the interactions between such social attributes and a dramatic life event, that Morette managed to gather a network diverse, powerful and transnational enough to create this institution. Then, following the first years of this school, I show how it became an international model, paving the way to new articulations between the local, the national and the global scales, even beyond the Cold War oppositions. (shrink)

Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers’ responses to bullying. This study investigated the validity of the student-reported Teachers’ Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy and Belgium. Furthermore, associations between student-perceived teachers’ responses and students’ bullying behavior (...) were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers’ responses. (shrink)

Introduction Marina Sbisà University of Trieste 1. Pragmatics and philosophy It is well known that pragmatics – like many branches of the social and even ...

This volume unites various contributions reflecting the intellectual interests exhibited by Professor Herman Parret (Institute of Philosophy, Leuven), who has continued to observe, and often critically assess, ongoing developments in pragmatics throughout his career. In fact, Parret's contributions to philosophical and empirical/linguistic pragmatics present substantive proposals in the epistemics of communication, while simultaneously offering meta-comments on the ideological premises of extant pragmatic analyses. In a lengthy introduction, an overview is provided of his achievements in promoting an integrated, "maximalist" pragmatics, as (...) well as of the links between his own work in philosophy of language and in semiotics and aesthetics. The remaining 12 essays address relevant pragmatic themes or look into the relation between pragmatics and neighboring disciplines. They deal with grammatical deixis (Brisard, Ikegami) and mood (van der Auwera & Schalley), performativity (Harnish, Holdcroft), speech-act types and their praxeological dimensions (Roulet, Van Overbeke), Wittgensteinian language games (Marques, Parisi), cultural and intercultural identities (Vandenabeele, Verschueren), and the visual arts (Wildgen). (shrink)