Perceiving Nonhumans: Human Moral Psychology and Animal Ethics

There are currently very few discussions of moral psychology in the animal ethics literature. This dissertation aims to fill this void. My main contention is that many theories in animal ethics hold mistaken views about the moral psychology of human beings. These mistaken moral psychological views, I argue, limit these theories’ ability to act as a guide in people’s treatment of animals. To develop my argument, I propose five criteria by which to assess the psychological plausibility of ethical theories, drawing from numerous recent developments in empirical moral psychology. I also draw a comparison between cases of physical impossibility in the “ought implies can” literature and cases of psychological difficulty, primarily as they arise in the literature on moral ideals. In both cases, I argue, limitations in individual resources constrain what ethical theories can ask of individuals. I then investigate three different topics relevant to human moral psychology and normative evaluation of animals: attributing mental states to animals, the status of animals as disgust elicitors, and our empathic responses to animals. With respect to mental state attribution, I argue that the best research to date indicates that phenomenal mental states, like pain, determine our judgments of the moral considerability of animals. I also argue that the behavioral triggers we possess for attributing phenomenal states to animals are quite narrow—primarily animals that look and act like human beings. With respect to disgust, I examine research suggesting animals elicit disgust-based avoidance. I draw from research on dehumanization to argue that one way we cope with animals, despite their disgust-evoking powers, is by attributing them mental states that evaluate them positively but simultaneously cement their status as inferior beings. In the case of empathy, I argue against the idea that empathy is psychologically central to expressing moral concern for animals. I examine six empirical claims made about empathy in the animal ethics literature and argue that all six are problematic to varying degrees. I conclude by making suggestions for overcoming specific psychological obstacles identified throughout the dissertation. I also outline a research plan for constructing psychologically plausible theories in animal ethics

Estudo de associação do genoma inteiro em camundongos para descoberta de genes através de emissões otoacústicas por produtos de distorção em amplitude supraliminar antes e após a exposição ao ruído

Resumo não disponíve

Social Evaluations of 7- and 8-Month-Old Infants

A landmark experiment by Kiley Hamlin, Karen Wynn, and Paul Bloom demonstrated that infants as young as 6 months old possess previously unrecognized abilities to form social evaluations. In the experiment, infants were shown a shape that was made to appear as if it was climbing a hill. In one event, another shape helped the climber up the hill, while in a separate event, a different shape prevented the climber from reaching the top. When offered a choice between the helping and hindering shapes, both 6- and 10-month-olds chose the helping shape over the hindering shape, showing that they had evaluated the actions and preferred the helper as a result. In an additional test, the climber was made to appear as if it was "choosing" the helping shape or the hindering shape. Infant looking times were measured in order to assess which "choice" was more surprising. Interestingly, the 6-month-olds looked equally for both events, while the 10-month-olds looked longer when the hinderer was approached. This demonstrated that the 10-month-olds were attributing preferences to the climber, and expected that the climber would prefer the helper just as they had. This ability was apparently beyond that of the 6-month-olds, but no assessment or explanation has been offered for why this would be. The current study attempted to remedy this problem by replicating this experiment with 7- and 8-month-olds. The 7-month-olds in this experiment performed as expected, preferring the helper over the hinderer. The 8-month-olds, however, showed no clear preference. This was unexpected and not easily explainable. Neither age showed a difference in looking time whether the climber approached the helper or the hinderer. These looking time data suggest that 7- and 8-month-olds are closer to 6-month-olds in their ability to attribute evaluations to other agents, indicating that these abilities do not develop until later infancy, around 9 or 10 months. However, lack of significant results on the looking time test need not indicate a lack of social knowledge, and may instead stem more directly from developing theory of mind abilities. Options for future studies pitting social knowledge against theory of mind are explored

Student teachers' perceptions of important characteristics of cooperating teachers

A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, âÂÂDo you plan to teach agricultural science when you graduate?â accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education

Genetic Data Aren't So Special: Causes and Implications of Reidentification

Genetic information is widely thought to pose unique risks of reidentifying individuals. Genetic data reveals a great deal about who we are and, the standard view holds, should consequently be treated differently from other types of data. Contrary to this view, we argue that the dangers of reidentification for genetic and nongenetic data—including health, financial, and consumer information—are more similar than has been recognized. Before different requirements are imposed around sharing genetic information, proponents of the standard view must show that they are in fact necessary. We further argue that the similarities between genetic and nongenetic information have important implications for communicating risks during consent for health care and research. While patients and research participants need to be more aware of pervasive data-sharing practices, consent forms are the wrong place to provide this education. Instead, health systems should engage with patients throughout patient care to educate them about data-sharing practices