A total of 229 late adolescents (a large majority 15 to 19 years of age) completed a questionnaire that assesses a broad range of videogame‐relevant experiences, preferences, and attitudes. Videogame playing was found to be a more popular, and a more highly regarded, activity among males than females. Gender differences were also found in participants' ratings of their motivations for playing videogames, their evaluations of particular characteristics of videogames, and their selection of their “most favorite” videogame. The differences between frequent and infrequent videogame players appeared to be limited to differences in the extent to which videogame playing is pursued and evaluated as a positive leisure activity, rather than reflecting broad differences in interest or personality. Some relations were found between participants' self‐reported personality characteristics (i.e., self‐esteem, empathy, conscientiousness, and introversion) and their attitudes toward videogames.

A total of 663 second graders, sixth graders, high school students, and college undergraduates were shown three videotapes depicting a mother's or father's reaction to a daughter or son who had treated peers unkindly. Although the participants generally favored induction over power assertion and love withdrawal, their perceptions of the particular discipline techniques were found to be influenced by their gender and age, as well as the genders of the child-transgressor and parent-disciplinarian. In addition, the evaluation of a given discipline technique (and, among the older participants, the reported intention of using this technique with their own son or daughter in the future) was found to be related to participants' reports of the extent to which their own parents had used the same technique.

We examined the influence of the sex of the subject reacting to the rape victim, the type of rape (stranger vs. acquaintance), the location of the rape (inside vs. outside the victim's home), and the victim's attribution concerning the cause of the rape, on undergraduates' reactions to a rape victim. American undergraduates (264 women, 230 men) read a Rape Crisis Center Intake Form, watched a videotape of a rape victim (an actress) describing her psychological and behavioral reactions to the rape, and completed three questionnaires assessing their reactions to the victim. Women were more supportive of the rape victim than were men, and the stranger rape evoked more chance and characterological attributions than did the acquaintance rape. A rape outside the home evoked more chance attributions than did an "inside" rape. The rape victim was rated as having been more traumatized by the experience if she made any causal attribution than if she made no attribution at all.

The thesis that the self is a story unfolding in prescriptive space is typically embraced by social constructionists as a radical alternative to naturalistic accounts of human development. Yet, the Tree of Knowledge (ToK) System proposed by Henriques (2003) implies that events at multiple levels of analysis (i.e., matter, life, mind, and culture) can be considered as conditions of possibility for the emergence of meaningful personal narratives. Thus, the ToK System represents an opportunity to recast the work of naturalists and social constructionists in a framework that is at once scientific and humanistic.

In his Critique of Pure Reason, Kant (1787/1998) suggested that scientific and humanistic interpretations of human existence can and should be woven into `a single philosophical system' (p. 695). Yet, Kant was well aware of the profound tension between theoretical analyses of the natural order and practical accounts of our experience as moral agents. In this essay, I argue that the Tree of Knowledge System proposed by Henriques (2003, 2004, 2008) has the scope and conceptual power necessary to account for the emergence of the Kantian tension between theoretical and practical reason. Following Kant, however, I maintain that this tension cannot be adequately resolved on a theoretical plane. Rather, a holistic account of the cultural-person-as-a-whole requires the subordination of theoretical to practical reason. Concretely, this implies that the quest for theoretical unification cannot proceed without concomitant evaluations of the various justification systems that guide the work of scholars in the natural sciences, the social sciences, and the humanities.