Objective: Inhibitory control training has shown promise for improving health behaviours, however, less is known about its mediators of effectiveness. The current paper reports whether ICT reduces smoking-related outcomes such as craving and nicotine dependence, increases motivation to quit and whether reductions in smoking or craving are mediated by response inhibition or a devaluation of smoking stimuli.Method: Adult smokers were randomly allocated to receive 14 days of smoking-specific ICT or active control training. Participants were followed up to 3-months post-intervention. This (...) trial was preregistered.Results: There were no significant differences between ICT and active control training groups. Specifically, participants in both groups showed significant reductions in craving, nicotine dependence, motivation and a devaluation of smoking-stimuli up to 3-months follow-up compared to baseline. Inhibition and devaluation of smoking stimuli did not act as mediators. Devaluation of smoking stimuli was an independent predictor of smoking and craving at follow-up.Conclusion: Inhibitory control training was no more effective at reducing smoking-related outcomes compared to the active control group, however, significant improvements in craving, dependence indicators and evaluation of smoking stimuli were observed across both groups. A return to basic experimental research may be required to understand the most effective ICT approach to support smoking cessation. (shrink)

This volume offers a new point of entry into questions about how the law conceives of states and firms. Because states and firms are fictitious constructs rather than products of evolutionary biology, the law dictates which acts should be attributed to each entity, and by which actors. Those legal decisions construct firms and states by attributing identity and consequences to them. As the volume shows, these legal decisions are often products of path dependence or conceptual metaphors like “personhood” that have (...) expanded beyond their original uses. Focusing on attribution, the volume considers an array of questions about artificial entities that are usually divided into doctrinal siloes. These include questions about attribution of international legal responsibility to states and state-owned entities, transnational attribution of liabilities to firms, and attribution of identity rights to corporations. Durkee highlights the artificiality of doctrines that construct firms and states, and therefore their susceptibility to change. (shrink)

Education’s autonomy cannot be found in schooling. For a theory of education to also adequately support education’s autonomy, it must decouple itself from schooling since schooling is a technology of efficiency and acculturation that serves technocratic interests that strip autonomy from education. Using Christer Fritzell’s examination of relative autonomy of schools, Matthew Hayden and William Gregory Harman will show that the ideological domination of schooling by technocratic interests structurally and functionally subordinates schooling. This subordination takes the form of technocratic operationalization (...) of education concepts and schooling practices, resulting in the desublimation of learning. Hayden and Harman conclude that resublimation is required in order to restore the possibility of education’s autonomy in schooling. (shrink)

What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educational philosophy were (...) analyzed to find out what kind of research is being published in the field of philosophy of education. Over 143 different concepts were identified and analyzed from 1,572 articles. The data suggests that philosophy and education, while primarily concerned with theory, teaching, and learning, tackles a diversity of subjects in a slightly narrowing band of thematic topics. (shrink)

Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...) the concepts of strict and moderate cosmopolitanism, empirical and deliberative morality, and structural and dispositional cosmopolitanism to show that the moderate, inclusive and deliberative processes of deliberative dispositional cosmopolitanism are more suited to cosmopolitan education in morality than strong, empirical-focused structural cosmopolitan efforts. Though strong, structural and empirically based forms may be more likely to guarantee preferred outcomes in the learning of specific morals or the implementation of institutional norms, they are also more likely to run afoul of the core components of cosmopolitanism because they will privilege outcomes over processes, and are thus more likely to be less inclusive and more coercive. In contrast, and even though they are less certain to guarantee preferred moral outcomes or actions, moderate, deliberative dispositional forms of cosmopolitan education embody the morality they seek to inform, and are more likely to find sustained internalised support over time. (shrink)

Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...) the concepts of strict and moderate cosmopolitanism, empirical and deliberative morality, and structural and dispositional cosmopolitanism to show that the moderate, inclusive and deliberative processes of deliberative dispositional cosmopolitanism are more suited to cosmopolitan education in morality than strong, empirical-focused structural cosmopolitan efforts. Though strong, structural and empirically based forms may be more likely to guarantee preferred outcomes in the learning of specific morals or the implementation of institutional norms, they are also more likely to run afoul of the core components of cosmopolitanism because they will privilege outcomes over processes, and are thus more likely to be less inclusive and more coercive. In contrast, and even though they are less certain to guarantee preferred moral outcomes or actions, moderate, deliberative dispositional forms of cosmopolitan education embody the morality they seek to inform, and are more likely to find sustained internalised support over time. (shrink)

Despite the diversity of cosmopolitan philosophical thought, two constants remain: the significance of shared humanity and the idea that this fact should shape the way people live with each other. I will argue that Hannah Arendt’s conceptions of the human conditions of plurality, natality, and action offer cosmopolitan educators an improved grounding for their theoretical foundations and crucial points of emphasis for teacher education in opposition to the educationally destructive effects of standardization in education. Cosmopolitan characteristics such as democratic inclusion, (...) openness, and dynamic engagement emerge as embodiments of morality wherein the preservation of the human condition of natality is vital for the public expression (action) of one’s humanity. Arendt’s conditions serve as the ‘is’ to cosmopolitan education’s ‘ought,’ wherein the human conditions of plurality, natality, and action support the creativity, fluidity, and unpredictability of lived lives and frame the context in which cosmopolitan teacher education responds, offering teacher educators a theoretical foundation and language to forestall or reverse the educationally devastating effects of standardization in education. (shrink)

The incorporation of niche construction theory (NCT) and epigenetics into an extended evolutionary synthesis (EES) increases the explanatory power of evolutionary analyses of human history. NCT allows identification of distinct social inheritance and cultural inheritance and can thereby account for how an existing-but-dynamic social system yields variable influences across individuals and also how these individuals’ microlevel actions can feed back to alter the dynamic heterogeneously across time and space. An analysis of Chinese footbinding, as it was ending during the first (...) half of the twentieth century and China was industrializing, illustrates the evolutionary dynamics of niche construction across inheritance tracks and explains regional heterogeneity as well as the persistence of a cultural belief that was socially inaccurate. Incorporating anthropological and sociological insights into an EES with NCT has the potential to proffer source laws for relationships between individual actions and macro-patterns in beliefs, structures, climate, and demography. (shrink)

In their article, Publish yet perish: On the pitfalls of philosophy of education in an age of impact factors, the authors want to bring to our attention the increased use of quantitative metrics to measure scholarly output of academics, that such measurements are not only incomplete, but that they disadvantage philosophy of education scholars in particular, and that an alternative form of evaluation—one that focuses on comparisons of philosophy of education scholars within their own sub-discipline—might be a better option. The (...) case is made by examining journal publishing efforts and evaluation systems in three countries: Netherlands, South Africa, and Norway. The first two countries each represent a different side of the same coin: the complicated nature of isolating impact and value of philosophy of education research given its applicability to multiple disciplines and the lack of an empirically substantiated sub-disciplinary identity, and the recognition that the emphasis .. (shrink)

Using the 1979-2006 waves of the National Longitudinal Survey of Youth, we investigate how the earnings bonus for fatherhood varies by characteristics associated with hegemonic masculinity in the American workplace: heterosexual marital status, professional/managerial status, educational attainment, skill demands of jobs, and race/ethnicity. We find the earnings bonus for fatherhood persists after controlling for an array of differences, including human capital, labor supply, family structure, and wives’ employment status. Moreover, consistent with predictions from the theory of hegemonic masculinity within bureaucratic (...) organizations, the fatherhood bonus is significantly larger for men with other markers of workplace hegemonic masculinity. Men who are white, married, in households with a traditional gender division of labor, college graduates, professional/managerial workers and whose jobs emphasize cognitive skills and deemphasize physical strength receive the largest fatherhood earnings bonuses. (shrink)

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The (...) handbook's focuses include:allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment modelsservice delivery designed to improve competencies of all studentsthe relationship between general cognitive ability and important life outcomesthe development of viable and enduring educational, family, and community systems to support studentsincreasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schoolingoutlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational systemall relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city childrenbuilding a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-beingThe scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come. (shrink)

Repetitive thinking predicts and maintains depression and anxiety, yet the role of RT in the perinatal context has been under-researched. Further, the content and themes that emerge during RT in the perinatal period have been minimally investigated. We recruited an online community sample of women who had their first baby within the past 12 months. Participants completed a battery of self-report questionnaires which included four open-ended questions about the content of their RT. Responses to the latter were analyzed using an (...) inductive thematic analysis approach. Participants reported RT about a range of unexpected emotional responses to becoming a new mother, impact on their sleep and cognitive functioning, as well as the impact on their identity, sense of self, lifestyle, achievements, and ability to function. RT was commonly experienced in first-time mothers, and the themes that emerged conveyed an overall sense of discrepancy between expectations and reality, as well as adjustment to profound change. By providing insight into the content of RT in new mothers, the findings of our study have scope to inform the content of interventions that seek to prevent and treat postnatal mental health problems, particularly those which target key psychological processes such as RT. (shrink)

This article is the lead piece in a special report that presents the results of a bioethical investigation into chimeric research, which involves the insertion of human cells into nonhuman animals and nonhuman animal embryos, including into their brains. Rapid scientific developments in this field may advance knowledge and could lead to new therapies for humans. They also reveal the conceptual, ethical, and procedural limitations of existing ethics guidance for human‐nonhuman chimeric research. Led by bioethics researchers working closely with an (...) interdisciplinary work group, the investigation focused on generating conceptual clarity and identifying improvements to governance approaches, with the goal of helping scholars, funders, scientists, institutional leaders, and oversight bodies (embryonic stem cell research oversight [ESCRO] committees and institutional animal care and use committees [IACUCs]) deliver principled and trustworthy oversight of this area of science. The article, which focuses on human‐nonhuman animal chimeric research that is stem cell based, identifies key ethical issues in and offers ten recommendations regarding the ethics and oversight of this research. Turning from bioethics’ previous focus on human‐centered questions about the ethics of “humanization” and this research's potential impact on concepts like human dignity, this article emphasizes the importance of nonhuman animal welfare concerns in chimeric research and argues for less‐siloed governance and oversight and more‐comprehensive public communication. (shrink)

Although introns in 5′‐ and 3′‐untranslated regions (UTRs) are found in many protein coding genes, rarely are they considered distinctive entities with specific functions. Indeed, mammalian transcripts with 3′‐UTR introns are often assumed nonfunctional because they are subject to elimination by nonsense‐mediated decay (NMD). Nonetheless, recent findings indicate that 5′‐ and 3′‐UTR intron status is of significant functional consequence for the regulation of mammalian genes. Therefore these features should be ignored no longer.

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.

Written memoranda of conversations, or memcons, provide a near‐contemporaneous record of what was said in conversation, and offer important insights into the activities of high‐profile individuals. We assess the impact of writing a memcon on memory for conversation. Pairs of participants engaged in conversation and were asked to recall the contents of that conversation 1 week later. One participant in each pair memorialized the content of the interaction in a memcon shortly after the conversation. Participants who generated memcons recalled more (...) details of the conversations than participants who did not, but the content of recall was equally and largely accurate for both participants. Remarkably, only 4.7% of the details of the conversation were recalled by both of the partners after a week delay. Contemporaneous note‐taking appears to enhance memory for conversation by increasing the amount of information remembered but not the accuracy of that information. These findings have implications for evaluating the testimony of participants on conversations with major political or legal ramifications. (shrink)

In this international and interdisciplinary collection of critical essays, distinguished contributors examine a crucial premise of traditional readings of Plato's dialogues: that Plato's own doctrines and arguments can be read off the statements made in the dialogues by Socrates and other leading characters. The authors argue in general and with reference to specific dialogues, that no character should be taken to be Plato's mouthpiece. This is essential reading for students and scholars of Plato.

Worldwide, antibiotic use is increasing, but many infections against which antibiotics are applied are not even caused by bacteria. Over‐the‐counter and internet sales preclude physician oversight. Regional differences, between and within countries highlight many potential factors influencing antibiotic use. Taking a systems perspective that considers pharmaceutical commodity chains, we examine antibiotic overuse from the vantage point of both sides of the therapeutic relationship. We examine patterns and expectations of practitioners and patients, institutional policies and pressures, the business strategies of pharmaceutical (...) companies and distributors, and cultural drivers of variation. Solutions to improve antibiotic stewardship include practitioners taking greater responsibility for their antibiotic prescribing, increasing the role of caregivers as diagnosticians rather than medicine providers, improving their communication to patients about antibiotic treatment consequences, lessening the economic influences on prescribing, and identifying antibiotic alternatives. (shrink)

Why might it be beneficial for adults to process fractions componentially? Recent research has shown that college-educated adults can capitalize on the bipartite structure of the fraction notation, performing more successfully with fractions than with decimals in relational tasks, notably analogical reasoning. This study examined patterns of relational priming for problems with fractions in a task that required arithmetic computations. College students were asked to judge whether or not multiplication equations involving fractions were correct. Some equations served as structurally inverse (...) primes for the equation that immediately followed it. Students with relatively high math ability showed relational priming both with and without high perceptual similarity. Students with relatively low math ability also showed priming, but only when the structurally inverse equation pairs were supported by high perceptual similarity between numbers. Several additional experiments established boundary conditions on relational priming with fractions. These findings are interpreted in terms of componential processing of fractions in a relational multiplication context that takes advantage of their inherent connections to a multiplicative schema for whole numbers. (shrink)

Empirical data show that members of underrepresented and historically marginalized groups in academia undertake many forms of undervalued or unnoticed labor. While the data help to identify that this labor exists, they do not provide a thick description of what the experience is like, nor do they offer a framework for understanding the different kinds of invisible labor that are being undertaken. We identify and analyze a distinct, undervalued, and invisible labor that the data have left unnamed and unmeasured: ontological (...) labor, the work required to manage one’s identity and body if either or both do not fit into academic structures, norms, and demands. We argue that ontological labor efforts should be understood as a form of labor. We then provide a characterization of ontological labor, detailing the labor as navigating one’s obligations to give and managing entitlements to take. We also highlight the ontological labor that takes place through instances of resistance, such as through complaint or refusals. (shrink)

The android Data from Star Trek admired human emotion whereas Spock viewed emotion as irrational and maladaptive. The theory that emotions fulfil adaptive functions is widely accepted in academic psychology but little is known about laypeople’s theories. The present study assessed the extent to which laypeople share Data’s view of emotion as helpful or Spock’s view of emotion as a hindrance. We also assessed how help and hinder theory endorsement were related to reasoning, emotion regulation, and well-being. Undergraduates completed a (...) stressful timed reasoning task and questionnaires that assessed their theories of emotion, emotion regulation strategies, happiness, and social support. Overall, participants viewed emotion more as a help than a hindrance. The more they endorsed the view that emotion helps, the better their reasoning scores. Endorsing a help theory also predicted the use of reappraisal which, in turn, predicted greater happiness and social support. In contrast, endorsing the view that emotion hinders was associated with emotion suppression and less social support. Thus, people’s theories about the functionality of emotion may have important implications for their reasoning and emotional well-being. (shrink)