Using a parallel mixed-methods design, the current study examined university students’ perceptions of academic cheating through collecting and analyzing both the quantitative and qualitative data. Our quantitative findings corroborate previous research that male students have engaged more in academic cheating than females based on students’ self-reports, and that undergraduate students are less willing to discuss issues on academic cheating as compared with their graduate counterparts. Five themes emerged from the thematic analysis of the qualitative data: flexible definitions for cheating, environmental (...) promotion of cheating, the moral transgression of cheating, cheating as an ambiguous justification, and cheating as a conscious decision making process. The mixed-methods findings indicate that there is no relationship between students’ gender or classification and their endorsements of the qualitative themes. However, non-White students are more likely to endorse the theme “cheating as an ambiguous justification.” Implications for reducing and preventing academic cheating at the university level are discussed. (shrink)

The results of four experiments provide evidence for controlled processing in the absence of awareness. Participants identified the colour of a neutral distracter word. Each of four words was presented in one of the four colours 75% of the time or 50% of the time . Colour identification was faster when the words appeared in the colour they were most often presented in relative to when they appeared in another colour, even for participants who were subjectively unaware of any contingencies (...) between the words and the colours. An analysis of sequence effects showed that participants who were unaware of the relation between distracter words and colours nonetheless controlled the impact of the word on performance depending on the nature of the previous trial. A block analysis of contingency-unaware participants revealed that contingencies were learned rapidly in the first block of trials. Experiment 3 showed that the contingency effect does not depend on the level of awareness, thus ruling out explicit strategy accounts. Finally, Experiment 4 showed that the contingency effect results from behavioural control and not from semantic association or stimulus familiarity. These results thus provide evidence for implicit control. (shrink)

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour . In Experiment 1, half of the participants were told the word-colour contingencies in advance and half were not . The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be (...) aware of these contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning. (shrink)

Recent studies show that when words are correlated with the colours they are printed in , colour identification is faster when the word is presented in its correlated colour than in an uncorrelated colour . The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect is already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly. Two reanalyses of data from Schmidt, Crump, Cheesman, (...) and Besner ruled out an account of the effect in terms of stimulus repetitions. Experiment 2 demonstrated that participants who carry a memory load do not show a contingency effect, supporting the hypothesis that limited-capacity resources are required for learning. Experiment 3 demonstrated that memory resources are required for both storage and retrieval processes. (shrink)

Les sociétés occidentales modernes sont souvent caractérisées comme « plurielles » et « pluralistes ». Cependant, cela n’exclut pas un consensus intégrateur sur les valeurs.Au contraire, le pluralisme fait lui-même partie d’un système de valeurs communément reconnu : l’éthique démocratique, avec son présupposé fondamental d’une dignité inhérente à la personne humaine en tant que telle et de « droits inaliénables » qui en découlent. La dignité humaine est l’équivalent séculier du symbole chrétien de l’« image de Dieu ». Le Christianisme (...) a influencé et continue à influencer le monde occidental, explicitement par la présence des Églises, implicitement par les orientations qu’il a instillées dans l’esprit occidental en matière de valeurs. Ces valeurs sont à ce point admises que leur origine chrétienne est largement oubliée.Qu’ils soient croyants ou non, les femmes et les hommes du monde occidental devraient prendre conscience des éléments chrétiens intégrés dans leur identité culturelle et apprécier leur importance. Modern Western societies are often styled as « plural » and « pluralistic ». Yet they do not lack an integrating value consensus.On the contrary : Pluralism is itself part of a commonly held value system : the democratic ethos with its basic assumption of a dignity inherent in the human person as such and of « inalienable rights » flowing from it. Human dignity is the secular equivalent of the Christian symbol of the « image of God ». Christianity has influenced and keeps influencing the Western world, explicitly by the presence of the churches, implicitly by the value orientations it has instilled into the Western mind. These values are so much taken for granted that their Christian origin is largely forgotten.Whether believers or not, Western men and women should know about and appreciate the Christian elements integrated into their cultural identity. (shrink)

This article focuses on the interaction between recipes unearthed from tombs datable to the Han dynasty and the early history of the materia medica. We observed that the two medicographic media, i.e. the materia medica and the recipes, share the following logical structure: [Substance] A [produces] → [effect] B Our arrow indicates a variety of relations, which the present article tries to categorize.

The pull to coordinate with other individuals is fundamental, serving as the basis for our social connectedness to others. Discussed is a dynamical and ecological perspective to joint action, an approach that embeds the individual’s mind in a body and the body in a niche, a physical and social environment. Research on uninstructed coordination of simple incidental rhythmic movement, along with research on goal‐directed, embodied cooperation, is reviewed. Finally, recent research is discussed that extends the coordination and cooperation studies, examining (...) how synchronizing with another, and how emergent social units of perceiving and acting are reflected in people’s feelings of connection to others. (shrink)

A translation based on the Latin text of the Leonine edition. The Quaestiones Disputatae de Veritate constitutes Aquinas's most extended treatment of any single topic. Volume I discusses the nature of truth and divine and angelic intellects. Volume II deals with truth and human intellect. Volume III investigates the operation of the will.

IntroductionThe objectives of this study are to assess and compare differences in the intensity, frequency, and overall severity of moral distress among a diverse group of healthcare professionals.MethodsParticipants from within Baylor Health Care System completed an online seven-point Likert scale (range, 0 to 6) moral distress survey containing nine core clinical scenarios and additional scenarios specific to each participant’s discipline. Higher scores reflected greater intensity and/or frequency of moral distress.ResultsMore than 2,700 healthcare professionals responded to the survey (response rate 18.14 (...) percent); survey respondents represented multiple healthcare disciplines across a variety of settings in a single healthcare system. Intensity of moral distress was high in all disciplines, although the causes of highest intensity varied by discipline. Mean moral distress intensity for the nine core scenarios was higher among physicians than nurses, but the mean moral distress frequency was higher among nurses. Taking into account both intensity and frequency, the difference in mean moral distress score was statistically significant among the various disciplines. Using post hoc analysis, differences were greatest between nurses and therapists.ConclusionsMoral distress has previously been described as a phenomenon predominantly among nursing professionals. This first-of-its-kind multidisciplinary study of moral distress suggests the phenomenon is significant across multiple professional healthcare disciplines. Healthcare professionals should be sensitive to situations that create moral distress for colleagues from other disciplines. Policy makers and administrators should explore options to lessen moral distress and professional burnout that frequently accompanies it. (shrink)

In this article the role of comparative studies of music education within the globalized world is discussed by looking at a particular initiative in the general education field called “Didaktik and/or curriculum.” By drawing on the characteristics and issues of this particular initiative, as well as on some critical perspectives that those characteristics and issues entail, the potential of comparative studies in the field of music education is addressed. In the course of drawing on those connections, the challenges of comparative (...) studies that arise from globalization and “glocalization” are discussed, along with three levels of such studies that emerge when regarding them as meeting places for ideas, experiences, and competences. This discussion will suggest some possible benefits of future comparative studies of music education. (shrink)