Explanation classification depends on understanding: extending the epistemic side-effect effect

Our goal in this paper is to experimentally investigate whether folk conceptions of explanation are psychologistic. In particular, are people more likely to classify speech acts as explanations when they cause understanding in their recipient? The empirical evidence that we present suggests this is so. Using the side-effect effect as a marker of mental state ascriptions, we argue that lay judgments of explanatory status are mediated by judgments of a speaker’s and/or audience’s mental states. First, we show that attributions of both understanding and explanation exhibit a side-effect effect. Next, we show that when the speaker’s and audience’s level of understanding is stipulated, the explanation side-effect effect goes away entirely. These results not only extend the side-effect effect to attributions of understanding, they also suggest that attributions of explanation exhibit a side-effect effect because they depend upon attributions of understanding, supporting the idea that folk conceptions of explanation are psychologistic

Ethnic Conflict: An Organizational Perspective

To talk about the behavior of others is to generalize especially if that behavior is perceived to be negative. As researchers who have studied ethnic discrimination and ethnic conflict for close to two decades, we have noticed, anecdotally at least, that this penchant for generalization is rampant in discussions of ethnic politics. Journalists and academics tend to talk about one or another ethnic group’s involvement in violence without specifying a political organizational agent. This kind of generalization is a serious obstacle to understanding conflicts and identifying solutions because it prevents policymakers and academics from getting at the messy reality of ethnic politics—especially when they become contentious or violent. This article explores how organizations often change their policies and shift back and forth between violent and nonviolent strategies, occasionally adopting both at the same time. In the process, this article provides a counter-balance to generally accepted wisdom concerning the relationship between ethnicity and conflict

Explanation classification depends on understanding: extending the epistemic side-effect effect

Our goal in this paper is to experimentally investigate whether folk conceptions of explanation are psychologistic. In particular, are people more likely to classify speech acts as explanations when they cause understanding in their recipient? The empirical evidence that we present suggests this is so. Using the side-effect effect as a marker of mental state ascriptions, we argue that lay judgments of explanatory status are mediated by judgments of a speaker’s and/or audience’s mental states. First, we show that attributions of both understanding and explanation exhibit a side-effect effect. Next, we show that when the speaker’s and audience’s level of understanding is stipulated, the explanation side-effect effect goes away entirely. These results not only extend the side-effect effect to attributions of understanding, they also suggest that attributions of explanation exhibit a side-effect effect because they depend upon attributions of understanding, supporting the idea that folk conceptions of explanation are psychologistic

A MULTILEVEL ANALYSIS OF CONTEXT EFFECTS ON ADOLESCENT CIVIC ENGAGEMENT: THE ROLE OF FAMILY, PEERS, SCHOOL, AND NEIGHBORHOOD

The relations between multiple contexts of influence and adolescents' civic engagement were examined in order to facilitate understanding of how adolescents are being prepared for citizenship. This study extends previous research by simultaneously examining the family, peer, school, and neighborhood contexts, including how contexts are interrelated in their influence, and by employing multilevel regression techniques. The purpose of the study was to understand how contexts interact to produce positive outcomes for adolescents, especially those deemed at risk for poor civic outcomes. Utilizing data from the 1999 Civic Education Study and the 2000 U.S. Census, I examined a nationally representative sample of 2,729 14-year-olds from 119 schools in the United States. Access to the zip-codes for each school that participated in the study enabled the connection between neighborhood characteristics and schools and students within schools. Given the multifaceted nature of civic engagement, the current study considered context effects on four different aspects of civic engagement: civic knowledge, support for the rights of ethnic minorities, anticipated voting behavior, and anticipated community participation. Predictors pertain to adolescents' demographic characteristics, political discourse with parents and peers, civic experiences in school, and the demographic composition of the neighborhood. Political discourse with parents was positively related to civic knowledge, attitudes, and anticipated behavior, indicating the consistency with which socialization occurs in the home. Across the contexts examined, student measures of civic experiences in school (or civic learning opportunities) had the most consistently positive relationships with students' civic outcomes. Civic experiences in school include student confidence in the effectiveness of school participation, perception of a classroom climate that is open for discussion, and learning about ideal civic practices. Interactions between the school and neighborhood contexts indicate that higher levels of civic learning opportunities particularly make a difference for students attending schools in impoverished neighborhoods, sometimes substantially improving their civic outcomes. Schools, although implicated in the existence of a civic engagement gap, have the potential to narrow the gaps. Civic experiences in schools contribute to the preparation of youth for active citizenship and full access to these experiences reduces civic engagement gaps between students of different demographic groups

Food Regulation in Biblical Law

Everyone needs to eat, yet most societies and many world religions limit the available food supply by practicing some form of dietary restriction. However, biblical law presents a special case because "few [societies] systematically define all animals as permitted or forbidden and invoke divine authority for the instructions." For at least two thousand years, people have wondered why such a complex and comprehensive system of food regulation as is found in biblical law would fail to offer any sort of explanation of its underlying purpose. None of the proposed answers to this question has gained uniform acceptance, and this paper will not attempt to solve this age old puzzle. Instead, I will describe the Bible's food laws and then discuss the various theories that try to answer the question of why these laws were created

Negotiating Agency and Control: Theorizing Human-Machine Communication from a Structurational Perspective

Intelligent technologies have the potential to transform organizations and organizing processes. In particular, they are unique from prior organizational technologies in that they reposition technology as agent rather than a tool or object of use. Scholars studying human-machine communication (HMC) have begun to theorize the dual role played by human and machine agency, but they have focused primarily on the individual level. Drawing on Structuration Theory (Giddens, 1984), we propose a theoretical framework to explain agency in HMC as a process involving the negotiation of control between human and machine agents. This article contributes to HMC scholarship by offering a framework and research agenda to guide future theory-building and research on the use of intelligent technologies in organizational contexts