Language, Network Centrality, and Response to Crisis in On-Line Life: A Case Study on the Italian cyber punk Computer Conference

The unobtrusive application of some techniques of research (namely, network analysis and content analysis) permits us to quantitatively identify some aspects of the social 'climate' and context which govern a particular group of people interacting with each other through computers: the Italian cyber punk computer conference has been analyzed over a period of 19 months, through a succession of crises and moments of renewal. Monthly variations in the network measurements observed (density, reciprocity of links, etc.) may be taken as a 'barometer' of the social liveliness of the conference. The analysis of the lexicon used in the messages reveals the presence of an underlying 'analogical' linguistic component and of strategies for the construction of one's own social presence despite the seemingly limited possibilities of expression offered by the net. Used together, both techniques describe the expectations related to the roles of newcomer or leader. Conclusions include: a) a proposed framework to explain the relationship between experiences and friendships acquired on-line and in real life b) considerations about the role of small virtual communities (such as the one analyzed here) in the general organization and development of global on-line society c) comments on the possible impact of off-line, real-world society upon the culture developed so far in cyberspace.     

The concurrent validity of a new intelligence test: The kahn intelligence test (KIT)

The concurrent validity of the KIT was evaluated by correlating it with other tests of intellectual, perceptual, social, linguistic and psycholinguistic functioning, using a sample of 106 retardates. Positive correlations between the KIT and these other measures attest to its potential usefulness as a measure of intelligence.     

Mapping the foundationalist debate in computer ethics

The paper provides a critical review of thedebate on the foundations of Computer Ethics(CE). Starting from a discussion of Moor'sclassic interpretation of the need for CEcaused by a policy and conceptual vacuum, fivepositions in the literature are identified anddiscussed: the ``no resolution approach',according to which CE can have no foundation;the professional approach, according to whichCE is solely a professional ethics; the radicalapproach, according to which CE deals withabsolutely unique issues, in need of a uniqueapproach; the conservative approach, accordingto which CE is only a particular appliedethics, discussing new species of traditionalmoral issues; and the innovative approach,according to which theoretical CE can expandthe metaethical discourse with a substantiallynew perspective. In the course of the analysis,it is argued that, although CE issues are notuncontroversially unique, they are sufficientlynovel to render inadequate the adoption ofstandard macroethics, such as Utilitarianismand Deontologism, as the foundation of CE andhence to prompt the search for a robust ethicaltheory. Information Ethics (IE) is proposed forthat theory, as the satisfactory foundation forCE. IE is characterised as a biologicallyunbiased extension of environmental ethics,based on the concepts of information object/infosphere/entropy rather thanlife/ecosystem/pain. In light of the discussionprovided in this paper, it is suggested that CEis worthy of independent study because itrequires its own application-specific knowledgeand is capable of supporting a methodologicalfoundation, IE.     

Children’s and adolescents’ moral emotion attributions and judgements about exclusion of peers with hearing impairments

Children and adolescents with hearing impairments are at risk of being excluded from activities with hearing peers. Moral emotion attributions may represent important indicators for children’s identification with the moral norm not to exclude peers based on disability. Against this background, we investigated how 10-, 12- and 15-year-olds (N?=?215) feel and judge about social exclusion of peers with hearing impairments. Emotion attributions and moral judgements were assessed using four different hypothetical scenarios about the exclusion of peers with hearing impairments (school vs. leisure time, group vs. dyad). Moreover, children’s and adolescents’ inclusive behaviour was assessed by a peer nomination procedure. Results revealed that moral emotion attributions differed as a function of exclusion context and grade. Moreover, participants with inclusive behaviour attributed moral emotions more often than participants with less inclusive behaviour. Implications of the results for moral education are discussed.     

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson,Simulating Social Worlds,or Dialogic Inquiry?

Educational Psychology Review - Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different...     

Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson,Simulating Social Worlds,or Dialogic Inquiry?

Educational Psychology Review -