For more than fifteen years, Melissa Ann Pinney has been making photographs of girls and women, from infancy to old age, to portray how feminine identity is constructed, taught, and communicated. Her work depicts not only the rites of American womanhood—a prom, a wedding, a baby shower, a tea party—but the informal passages of girlhood: combing a doll's hair, doing laundry with a mother, smoking a cigarette at a state fair. With each view, we gain a greater understanding of (...) the connections between mother and daughter, and by extension the larger world of family, friends, and society. Pinney's approach to interpreting girlhood became more complicated and complex when her daughter, Emma, was born eight years ago. Emma's childhood evoked in Pinney her own girlhood and gave her work new meaning and purpose. Ultimately, Regarding Emma shares with all of us the incremental and the ritualistic changes that take place in a woman's life over time. Her photographs are artistic and social documents that reveal the subtle and bold aspects of feminine identity—documents whose reach will extend well beyond the walls of America's leading galleries and museums into the hearts and homes of everyday Americans. "Melissa Ann Pinney is making powerful art. In matters of light, color, and composition she is flawless. But these are not simply constructions of elements. These photographs bear witness to the speed at which the little girl becomes the old woman, to the fleeting, breathless beauty of childhood, to life itself, which leaves us stunned in its wake."—Ann Patchett, from the Foreword "Melissa Ann Pinney provides a compelling portrait of American girls as they make their way from infancy to adulthood. Using her daughter's childhood as a point of departure, she traces the complex terrain of adolescence and budding femininity. The results are photographs marked by empathy and grace."—Sylvia Wolf, Sondra Gilman Curator of Photography, Whitney Museum of American Art, New York City "These photographs by Melissa Ann Pinney impart a sense of the special and sacred everyday rituals we take for granted. She appreciates at once the transient nature of what she finds and its gravity. Her pictures describe so well the wonder, and beauty, and centrality of the things we know best and the people we see often."—Sandra S. Phillips, Curator of Photography, San Francisco Museum of Modern Art "Melissa Ann Pinney's record of life with her daughter, Emma, adds a new and touching chapter to our knowledge of the lives of women and girls."—Adam Gopnik, author of Paris to the Moon and a staff writer for The New Yorker "Melissa Pinney's passionate, painstaking investigation of the stages of women's lives is impressive for its rigor and courage. Her themes aren't imposed on the pictures or on the women, men, and children who people them; instead, they arise from her attentive study of particularities— of the ways human lives are etched on the surfaces of faces and the positions of bodies in real spaces and places, mundane but radiant. When she turns from the lives of others to her own life, the shift is seamless but the volume swells, the emotions grow more pointed and the paradoxes more painful, joyous, and direct. This is remarkable work by an artist at the height of her powers."—Peter Bacon Hales, author of William Henry Jackson and the Transformation of the American Landscape. (shrink)

Some participants will get HIV-infected in HIV prevention trials, despite risk reduction measures. The subsequent treatment responsibilities of sponsor-investigators have been widely debated, especially where access to antiretroviral therapy (ART) is not available. In this paper, we explore two accounts of beneficence to establish whether they can shed light on sponsor-investigator responsibilities. We find the notion of general beneficence helpful insofar as it clarifies that some beneficent actions will be obligatory where they can be dispensed without scuppering the trial. We (...) find the notion of specific beneficence helpful insofar as it directs investigators to attend to the needs of trial participants; however the range of interventions that could be provided remains unhelpfully broad. We then examine accounts of the investigator-participant relationship to narrow the range of interventions that investigators should provide, concluding that health-care, and HIV infection, are appropriate foci. We conclude that when investigators are able to meet the ART needs of their participants (e.g. referral, assisted referral or direct provision) without sacrificing trial quality, they must do so. However, there is little of this explicit direction to be found in the account of specific beneficence itself, but rather it is found in accounts of the relationship that are compatible with beneficence. (shrink)

Some participants will get HIV‐infected in HIV prevention trials, despite risk reduction measures. The subsequent treatment responsibilities of sponsor‐investigators have been widely debated, especially where access to antiretroviral therapy (ART) is not available. In this paper, we explore two accounts of beneficence to establish whether they can shed light on sponsor‐investigator responsibilities. We find the notion of general beneficence helpful insofar as it clarifies that some beneficent actions will be obligatory where they can be dispensed without scuppering the trial. We (...) find the notion of specific beneficence helpful insofar as it directs investigators to attend to the needs of trial participants; however the range of interventions that could be provided remains unhelpfully broad. We then examine accounts of the investigator‐participant relationship to narrow the range of interventions that investigators should provide, concluding that health‐care, and HIV infection, are appropriate foci. We conclude that when investigators are able to meet the ART needs of their participants (e.g. referral, assisted referral or direct provision) without sacrificing trial quality, they must do so. However, there is little of this explicit direction to be found in the account of specific beneficence itself, but rather it is found in accounts of the relationship that are compatible with beneficence. (shrink)

Drawing on sixteenth-century Protestant discourse on marriage and sexuality, this essay examines the anxieties permeating Spenser’s two poetical celebrations of his courtship and wedding with Elizabeth Boyle. Though the Reformers’ departure from Rome included an embrace of clerical marriage and an advocacy for the virtues of companionate marriage, revulsion at the sinfulness of sex remained. Through the sonnets of the Amoretti and the stanzas of the Epithalamion, an idea of mutual love is disrupted by a Protestant-tinged sense of innate and (...) pervasive depravity. Special attention is given to sonnets #58 and #84, and to the Epithalamion passages on Maia and Alcema. (shrink)

The proposal by Clarke and Beck offers a new explanation for the association between the approximate number system and math. Previous explanations have largely relied on developmental arguments, an underspecified notion of the ANS as an “error detection mechanism,” or affective factors. The proposal that the ANS represents rational numbers suggests that it may directly support a broader range of math skills.

In lieu of an abstract, here is a brief excerpt of the content:The Eternal Present: Slow Knowledge and the Renewal of TimeDouglas E. ChristieA woman is seated in a chair at the center of a large, light-filled atrium. Across from her sits an adolescent girl, Asian or Asian-American, maybe thirteen years old. They are both perfectly still. They look intently at each other. That is all. Minute after minute passes. Neither of them moves. I look more closely. Utter stillness. Not (...) quite repose, for there is a sense of intentionality to their engagement with each other, but deep stillness and calm. I look around the room and see a hundred or so persons also taking in the scene. Everyone is silent, though there are occasional sounds—shoes shuffling on the floor, a cough, a sigh. It takes me a few minutes to understand what is going on, what I am seeing. I feel my own anxiety to place myself somehow in this scene, to find the appropriate categories for grasping what is unfolding before me. I ask a person nearby; he tells me: it’s Marina Abramovic. She is performing “The Artist Is Present,” part of a retrospective of her work at the Museum of Modern Art in New York City.1 “Oh,” I say, “thanks.” It’s performance art. Got it. But knowing this only helps a little. What are they doing? What is going on here? What is my part, if any, in what is happening? My mind, as usual, is racing ahead trying to figure it out. Which in this moment I cannot do. So, I pause (inwardly), take a step back and try to reorient myself. I take a breath, then another. I look again at the two figures.Their stillness is uncanny. This is part of what is making me anxious, I think. They are absorbed completely in the simple act of gazing at each other. I smile, thinking at first of the “stare-downs” I used to have with my brother when we were kids. Who would flinch (and fall into uncontrollable laughter) first? It was a game of chicken. With the eyes. Usually it was of short duration, and someone had to lose. This is different. The quality of attention, in particular, feels utterly different. These two are not trying to knock each other off their chairs. No one is trying to “win” at anything. They are, it seems, simply giving themselves to the work of beholding and being beheld. Extraordinary. I am not sitting in the chair. But I feel a jolt run through my body as I begin to feel the depth and power of this moment. The sense of nakedness, of naked abandon, of vulnerability. What else? Tenderness. Yes, I sense a certain tenderness passing between these two figures. And not just between them. Also touching those of us gathered in the room watching them. How is that possible? We are all [End Page 13] strangers to one another after all. And yet within this space, for these few moments there is a remarkable and palpable sense of intimacy.I am not sure at how long I stand there. But after a while, I feel the need to move, to get some relief from the intensity of this exchange. I leave the room where the artist and her companion are sitting and walk into a nearby gallery. (Later I learn that anyone visiting the museum can occupy the chair opposite the artist and that over the course of the exhibit many, many people do just that.) I am not ready to look at anything else, not yet. I have to gather myself a little first.Eventually, I do begin to take in some of the other art in the museum. But my mind keeps returning to that room and to those two seated figures. During the next couple of hours, I return to the atrium several more times. Each time I do, I am struck by how still these two figures are, how alive. Also how still and alive I feel entering into that space. Those of us beholding the scene are respectful and quiet but also animated, exchanging brief whispers, glances, smiles. We are captivated, enthralled.Suddenly... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Creating a Learning Space That Is Virtual and ExperientialBette E. Schneiderman (bio)The final product of the Rembrandt Project will be a Web site that is intended primarily for use by middle and high school teachers and their students. It is a celebration of Rembrandt’s work in the contexts of his time, place, and culture and all that may emanate from them. A special feature of the site is the (...) integration of art, aesthetic, and social studies education. Other articles in this issue address the rich content of the project’s work, that is, the artworks themselves, their contextual grounding, and the development of skills that maximize learning. This article looks at the creation of a learning space as a home for the development of the project. It explores issues related to learning spaces and features some of the technologies that can be used within them.The Rembrandt Project will not be a Web site that merely flattens images on a computer screen or conveys facts about Rembrandt and his oeuvre. Rather, it is a portal to a learning place with online features and opportunities for learners to have transformative experiences. Learning may occur online in electronic conversations, in opportunities to view and respond to reproductions in collections that cannot be visited in person, and in the creation and display of learners’ products. Learning is facilitated by access to a range of resources and people. Numerous announcements of activities, events, and products will be posted on the site. Some individuals will work in the space of the works themselves while others might undertake learning activities in museums, galleries, and private homes. In some cases special programs will highlight certain works and relate them to the project. Images of places in the Netherlands will also be presented with accompanying learning opportunities for those who may wish to see the paintings in person or simply ponder their influence from afar. All participants will be encouraged to share creations and reflections on the site. [End Page 38]To provide a sense of what this article is about, three cases are presented, each with two scenarios and a sample online discussion. The purpose of these cases is to draw readers into the experience of a virtual learning space before discussing contemporary learning communities, learning spaces, and technologies. The cases will show how to develop lively democratic conversation that makes communal learning possible. Participants can be of all kinds, from experts to those who simply want to learn. They can be located anywhere and participate at whatever time suits them best.Case A: Two ScenariosScenario 1: Viewing a Masterwork by RembrandtStanding before a work by Rembrandt you are drawn into its space. If you have viewed a Rembrandt in the past, recall your experience. If not, perhaps you might want to travel to a place that has one of his works or access some of his images online.1 Or you might think about a work of art that aroused your interest and prompted you to ponder its import and ask questions. Perhaps you returned to the work many times, experiencing it more deeply and differently upon each visit. What is it, specifically, about the encounter that resulted in a satisfying experience? And what changed the moment you viewed the work in a book reproduction, a slide, or a digitized image on a computer? In pursuing its purposes, the Rembrandt Project explores ways multiple skills can help maximize the experience of a wide range of works both online and off. Case A, Scenario 1, will set the stage for an experience with the work itself.Scenario 2: Viewing a Masterwork OnlineSelect a major work by Rembrandt online.2 What makes experiencing this image worthwhile, despite the fact that certain aspects cannot be captured in this flat digitized space? Upon reflecting on these scenarios, thoughts about experiencing the work may be recorded and discussed with others.3Case B: Two ScenariosScenario 1: An Experience of a LandscapeImagine wandering through an open field, tingled by a gentle breeze, warmed by the sun, refreshed by the aromas of moist grasses, mixed flowers, and the woody smells of trees. A village, visible... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 40.4 (2006) 39-50 MuseSearchJournalsThis JournalContents[Access article in PDF]The Acquisitive AttitudeDavid E. W. FennerAt my university, a small regional university in the south, I teach many "general education" courses in philosophy. The majority of freshmen and sophomores who populate these courses have never seen a dance performance, an opera, a symphony, or a stage play. Many have never been to an art gallery. At (...) this small university we have an active gallery; 1 besides the student and faculty shows each year, we can count on at least a half dozen other exhibitions, either single-artist shows or thematic compilations. Except when prepping for an upcoming show, the gallery is never closed. This means there are ample occasions for me to take my general education students for a visit to the gallery. In preparing them for our little field trip, I try to find a balance between two things. On the one hand, I want to leave the occasion open-ended to promote whatever sorts of personal experiences they may have in connection with viewing the artworks; the idea that they may come out of the gallery thinking this was yet one more meaningless academic exercise they had to endure makes me physically ill (so great is my passion for this opportunity to introduce them to their first art gallery experience). On the other hand, without any structure, many students will walk through the space at a brisk pace and exit quickly. This again would be a serious failure. Therefore, I give them an assignment for their visit, one that is meant to spotlight their potential enjoyment of the gallery while at the same time engaging them critically. The assignment is simple: "choose your favorite piece and be prepared to give some reasons for why this piece is better than the rest; and choose your least favorite piece and be prepared to offer some reasons for why this piece is worse than the rest." The reasons that I get back, in support of both of their judgments, frequently turn on traditional things like the representational quality of the (mimetic) work, the emotional content—either expressed or inspired—and formal considerations like balance and elegance. The conflation between identifying artistic [End Page 39] merit and their own, perhaps fairly naive, reactions is something I do not worry about at this level. This conflation may be warranted in certain theories of artistic worth—and it is something I am sympathetic to—but the real point is to encourage in the students a connection between enjoyment of the experience of viewing art and viewing it with a critical eye. If I can introduce just that one concept, the field trip has been a success. I can build on that later.I take a "critical thinking" approach to art criticism. I believe that the evaluative aspects of art criticism essentially have to do with advancing claims for which arguments and evidence can be offered. If critical thinking means seeking out and being able to advance reasons for the adoption or holding of a position, and this requires the logical skills involved with correct argument formulation and the epistemic skills involved with quality evidence gathering, then art criticism is essentially critical thinking applied to a certain content: art. Art evaluation happens in two arenas. First, there are issues of context and issues of subjectivity (Where did this work come from? Who did it? How does this work relate to other works and other times? How does this work connect to values other than purely aesthetic—or, better, artistic—ones, such as moral ones?). The effects of these sorts of considerations are relative to the viewer, her access and attention to information about the work, and the experience of viewing. The second arena is the one internal to the work itself. This is the formalist arena. Advancing a claim concerning the work's possession of a certain aesthetic feature generally takes the form of evidencing that possession on the basis of the work's possession of certain nonaesthetic, or... (shrink)

We provide an overview of a transdisciplinary project about sustainable forest management under climate change. Our project is a partnership with members of the Menominee Nation, a Tribal Nation located in northern Wisconsin, United States. We use immersive virtual experiences, translated from ecosystem model outcomes, to elicit human values about future forest conditions under alternative scenarios. Our project combines expertise across the sciences and humanities as well as across cultures and knowledge systems. Our management structure, governance, and leadership behaviors have (...) both fostered and constrained our work and must be continuously responsive to changing group dynamics. Our project presents opportunities for substantial contributions to society, including insights and knowledge about complementary ways of knowing, skills training, and professional development, and opportunities for reflexive learning about effective transdisciplinary, translational, and transformative scientific processes. (shrink)

The dual-code proposal of number representation put forward by Cohen Kadosh & Walsh (CK&W) accounts for only a fraction of the many modes of numerical abstraction. Contrary to their proposal, robust data from human infants and nonhuman animals indicate that abstract numerical representations are psychologically primitive. Additionally, much of the behavioral and neural data cited to support CK&W's proposal is, in fact, neutral on the issue of numerical abstraction.

Many prescriptions offered in the literature for enhancing creativity and innovation in organizations raise ethical concerns, yet creativity researchers rarely discuss ethics. We identify four categories of behavior proffered as a means for fostering creativity that raise serious ethical issues: (1) breaking rules and standard operating procedures; (2) challenging authority and avoiding tradition; (3) creating conflict, competition and stress; and (4) taking risks. We discuss each category, briefly identifying research supporting these prescriptions for fostering creativity and then we delve into (...) ethical issues associated with engaging in the prescribed behavior. These four rubrics illustrate ethical issues that need to be incorporated into the creativity and innovation literature. Recommendations for how organizations can respond to the ethical issues are offered based on practices of exemplary organizations and theories of organizational ethics. A research agenda for empirically investigating the ethical impact these four categories of behavior have on organizations concludes the article. (shrink)

Globalization generates new structures of human interdependence and vulnerability while also posing challenges for models of democracy rooted in territorially bounded states. The diverse phenomena of globalization have stimulated two relatively new branches of political theory: theoretical accounts of the possibilities of democracy beyond the state; and comparative political theory, which aims at bringing non-Western political thought into conversation with the Western traditions that remain dominant in the political theory academy. This article links these two theoretical responses to globalization by (...) showing how comparative political theory can contribute to the emergence of new global “publics” around the common fates that globalization forges across borders. Building on the pragmatist foundations of deliberative democratic theory, it makes a democratic case for comparative political theory as an architecture of translation that helps deliberative publics grow across boundaries of culture. (shrink)

This study sought to identify whether or not differences exist between the ethical decisions of male and female managers; and, if they do exist, to identify the areas in which differences occurred. An additional evaluation was conducted to determine how each perceived their counterpart would respond to the same ethical decision making situations.Data were collected from 50 male managers and 50 female managers by means of a self-administered questionnaire. Distinctive demographic characteristics were noted among the segments.

The present study examined whether a dissociation among formats for rational numbers can be obtained in tasks that require comparing a number to a non-symbolic quantity. In Experiment 1, college students saw a discrete or else continuous image followed by a rational number, and had to decide which was numerically larger. In Experiment 2, participants saw the same displays but had to make a judgment about the type of ratio represented by the number. The magnitude task was performed more quickly (...) using decimals, whereas the relation task was performed more accurately with fractions. The pattern observed for percentages was very similar to that for decimals. A dissociation between magnitude comparison and relational processing with rational numbers can be obtained when a symbolic number must be compared to a non-symbolic display. (shrink)

Many prescriptions offered in the literature for enhancing creativity and innovation in organizations raise ethical concerns, yet creativity researchers rarely discuss ethics. We identify four categories of behavior proffered as a means for fostering creativity that raise serious ethical issues: breaking rules and standard operating procedures; challenging authority and avoiding tradition; creating conflict, competition and stress; and taking risks. We discuss each category, briefly identifying research supporting these prescriptions for fostering creativity and then we delve into ethical issues associated with (...) engaging in the prescribed behavior. These four rubrics illustrate ethical issues that need to be incorporated into the creativity and innovation literature. Recommendations for how organizations can respond to the ethical issues are offered based on practices of exemplary organizations and theories of organizational ethics. A research agenda for empirically investigating the ethical impact these four categories of behavior have on organizations concludes the article. (shrink)

According to terror management theory, humans rely on meaningful and permanence-promising cultural worldviews, like religion, to manage mortality concerns. Prior research indicates that, compared to religious individuals, atheists experience lower levels of meaning in life following reminders of death. The present study investigated whether reminders of death would change atheists’ meaning in life after exposure to normative support for atheism. Atheists were either reminded of death or a control topic and exposed to information portraying atheism as either common or rare, (...) and then asked to rate their perceived meaning in life. Results showed that reminders of death reduced meaning in life among atheists who were told that atheism is common. Results were consistent with the view that atheism reflects the rejection of religious faith rather than a meaningful secular terror managing worldview. Discussion considers implications for maintaining healthy existential wellbeing, identifies limitations, and highlights future research directions. (shrink)

Clark and Fischer (C&F) claim that trait attribution has major limitations in explaining human–robot interactions. We argue that the trait attribution approach can explain the three issues posited by C&F. We also argue that the trait attribution approach is parsimonious, as it assumes that the same mechanisms of social cognition apply to human–robot interaction.

Drawing on sixteenth-century Protestant discourse on marriage and sexuality, this essay examines the anxieties permeating Spenser’s two poetical celebrations of his courtship and wedding with Elizabeth Boyle. Though the Reformers’ departure from Rome included an embrace of clerical marriage and an advocacy for the virtues of companionate marriage, revulsion at the sinfulness of sex remained. Through the sonnets of the Amoretti and the stanzas of the Epithalamion, an idea of mutual love is disrupted by a Protestant-tinged sense of innate and (...) pervasive depravity. Special attention is given to sonnets #58 and #84, and to the Epithalamion passages on Maia and Alcema. (shrink)

This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.

After decades of single issue movements and identity politics on the U.S. left, the series of large demonstrations beginning in 1999 in Seattle have led many to wonder if activist politics can now come together around a common theme of global justice. This book pursues the prospects for progressive political movements in the 21st century with case studies of ten representative movements, including the anti-globalization forces, environmental interest groups, and new takes on the peace movement.

Statistical properties in the visual environment can be used to improve performance on visual working memory tasks. The current study examined the ability to incidentally learn that a change is more likely to occur to a particular feature dimension and use this information to improve change detection performance for that dimension . Participants completed a change detection task in which one change type was more probable than others. Change probability effects were found for color and shape changes, but not location (...) changes, and intentional strategies did not improve the effect. Furthermore, the change probability effect developed and adapted to new probability information quickly. Finally, in some conditions, an improvement in change detection performance for a probable change led to an impairment in change detection for improbable changes. (shrink)

L'ouvrage regroupe plusieurs chapitres et les notices et photographies de 170 statues et objets présentés lors de trois expositions dans des musées américains, à Yale en 1996, San Antonio et Raleigh en 1997. Après un premier chapitre sur le « genre » (Gender theory in roman art, N.B. Kampen), concept moderne, fruit de plusieurs décades de travail sur la théorie féministe, qui est un chapitre de réflexions sur l'organisation sociale hiérarchisée, fondée sur les différences sexuelles, ..

L'ouvrage regroupe plusieurs chapitres et les notices et photographies de 170 statues et objets présentés lors de trois expositions dans des musées américains, à Yale en 1996, San Antonio et Raleigh en 1997. Après un premier chapitre sur le « genre » (Gender theory in roman art, N.B. Kampen), concept moderne, fruit de plusieurs décades de travail sur la théorie féministe, qui est un chapitre de réflexions sur l'organisation sociale hiérarchisée, fondée sur les différences sexuelles,...

On a version of consent theory that tempts many, predatory sexual relations involving significant power imbalances (e.g. between professors and students, adults and teenagers, or employers and employees) are wrong because they violate consent-centric norms. In particular, the wronged party is said to have been _incapable_ of consenting to the predation, and the sexual wrong is located in the encounter’s nonconsensuality. Although we agree that these are sexual wrongs, we resist the idea that they are always nonconsensual. We argue instead (...) that it is possible for students, teenagers, employees, etc. to fully consent to sexually predatory encounters; denying as much renders survivors of predation vulnerable to compounding harms. Survivors face a dilemma: give up either their understanding of their experience as wrong, or their self-conception as an agent capable of consenting. We call the latter phenomenon _agential demotion_. (shrink)

Earp, Lewis, and Hart write about the racism entrenched in policies criminalizing drug use and possession and describe the disparate impact that these policies have on certain racialized com...

“What is the structure of thought?” is as central a question as any in cognitive science. A classic answer to this question has appealed to a Language of Thought (LoT). We point to emerging research from disparate branches of the field that supports the LoT hypothesis, but also uncovers diversity in LoTs across cognitive systems, stages of development, and species. Our letter formulates open research questions for cognitive science concerning the varieties of rules and representations that underwrite various LoT-based systems (...) and how these variations can help researchers taxonomize cognitive systems. (shrink)

Many extant theories of placebo focus on their causal structure wherein placebo effects are those that originate from select features of the therapy (e.g., client expectations or “incidental” features like size and shape). Although such accounts can distinguish placebos from standard medical treatments, they cannot distinguish placebos from everyday occurrences, for example, when positive feedback improves our performance on a task. Providing a social-epistemological account of a treatment context can rule out such occurrences, and furthermore reveal a new way to (...) distinguish clinical placebos from standard medical treatments. (shrink)

Medical-legal partnerships connect legal advocates to healthcare providers and settings. Maintaining effectiveness of medical-legal partnerships and consistently identifying opportunities for innovation and adaptation takes intentionality and effort. In this paper, we discuss ways in which our use of data and quality improvement methods have facilitated advocacy at both patient (client) and population levels as we collectively pursue better, more equitable outcomes.

Psychiatry is rapidly adopting digital phenotyping and artificial intelligence/machine learning tools to study mental illness based on tracking participants’ locations, online activity, phone and text message usage, heart rate, sleep, physical activity, and more. Existing ethical frameworks for return of individual research results (IRRs) are inadequate to guide researchers for when, if, and how to return this unprecedented number of potentially sensitive results about each participant’s real-world behavior. To address this gap, we convened an interdisciplinary expert working group, supported by (...) a National Institute of Mental Health grant. Building on established guidelines and the emerging norm of returning results in participant-centered research, we present a novel framework specific to the ethical, legal, and social implications of returning IRRs in digital phenotyping research. Our framework offers researchers, clinicians, and Institutional Review Boards (IRBs) urgently needed guidance, and the principles developed here in the context of psychiatry will be readily adaptable to other therapeutic areas. (shrink)