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

Validation of the Littlears Auditory Questionnaire in children with normal hearing

International audienc

Validation of the Littlears Auditory Questionnaire in children with normal hearing

International audienc