Against the complex versus simple distinction

This paper examines three proposals on the difference between complex and simple views about personal identity: Parfit’s original introduction of the distinction, Gasser and Stefan’s definition and Noonan’s recent proposal. I argue that the first two classify the paradigm cases of simplicity as complex, while Noonan’s proposal makes simplicity and complexity turn on features whose relevance for the distinction is questionable. Given these difficulties, I examine why we should be interested in whether a position is complex or simple. I describe two purposes of having a distinction, and show that extant accounts of the complex vs. simple distinction fail to serve these. I argue that unless we find a satisfying account of the difference between complex and simple positions, we should not frame discourses on personal identity in these terms.Publisher PDFPeer reviewe

Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: the impact of severity and gender

Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. The present study examined 868 (47.2% female) 11-13-year-old early adolescent pupils’ bystander responses across a series of hypothetical vignettes based on traditional and cyberbullying events. The vignettes experimentally controlled for severity across mild, moderate, and severe scenarios. The findings showed positive bystander responses (PBRs) were higher in cyberbullying than traditional bullying incidents. Bullying severity impacted on PBRs, in that PBRs increased across mild, moderate, and severe incidents, consistent across traditional and cyberbullying. Females exhibited more PBRs across both types of bullying. Findings are discussed in relation to practical applications within the school. Strategies to encourage PBRs to all forms of bullying should be at the forefront of bullying intervention methods

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

This paper first reviews the literature on computer mediated communication (CMC) to examine whether claims about gender-linked differences in specific attitudes, styles and content in CMC have been validated. Empirical studies were limited, with considerable variation in audiences, tasks, and contexts that was related to varied outcomes. The paper next describes an empirical study on the e-mail communication of elementary school children from ten Dutch classrooms. No gender-linked preference for a person or task-oriented attitude was found. Girls significantly more often employed an elaborate style. Differences between boys and girls on content of communication were subtle rather than robust. The conclusion discusses the functional embedding of CMC and the need to examine jointly antecedents, language acts and consequences. (http://www.springerlink.com/content/28181t88lxg835q2

Testing Babies: You Can Do It! Behavioral Observation Audiometry (BOA)

Behavioral observation audiometry (BOA) is the only test protocol that provides a direct measure of hearing. This valuable technique can be used to monitor hearing and hearing aid benefit in infants who are not yet able to participate in visual reinforcement audiometry (VRA). In this article, I present a carefully developed protocol that uses changes in sucking, resulting in a reliable threshold measures. Key points include Auditory brainstem response (ABR) testing, auditory steady state response (ASSR) testing, and otoacoustic emissions (OAEs) testing provide critical information about the status of the auditory pathways but are not direct measures of hearing. Only behavioral testing provides a direct measure of hearing. Behavioral testing can be used to monitor hearing and performance with hearing technology. When carefully performed, using appropriate criteria including using changes in sucking as an indication of a response, behavioral observation audiometry can be used by clinicians to accurately measure thresholds in infants cognitively less than 6 months of age. </jats:sec