How to Husserl a Quine — And a Heidegger,too

Is consciousness or the subject part of the natural world or the human world? Can we write intentionality, so central in Husserl's philosophy, into Quine's system of ontological naturalism and naturalized epistemology — or into Heidegger's account of human being and existential phenomenology? The present task is to show how to do so. Anomalous monism provides a key.     

How to Lewis a Kripke–Hintikka

It has been argued that a combination of game-theoretic semantics and independence-friendly (IF) languages can provide a novel approach to the conceptual foundations of mathematics and the sciences. I introduce and motivate an IF first-order modal language endowed with a game-theoretic semantics of perfect information. The resulting interpretive independence-friendly logic (IIF) allows to formulate some basic model-theoretic notions that are inexpressible in the ordinary quantified modal logic. Moreover, I argue that some key concepts of Kripke’s new theory of reference are adequately modeled within IIF. Finally, I compare the logic IIF to David Lewis counterpart theory, drawing some morals concerning the interrelation between metaphysical and semantic issues in possible-world semantics.     

How Does It Feel to Be a Star?

Over the past three decades, research on the social dimensions of emotions has grown exponentially, particularly in the area of “emotion management.” In this project, we will attempt to add to this body of research by studying the social aspects of labeling or “instantiating” feelings. The data for the project come from televised red-carpet interviews conducted with celebrities immediately prior to awards ceremonies. By focusing on the generic aspects of the emotional claims-making put forth by interviewers and interviewees, we demonstrate how the labeling of emotions is an interpretive, interactive task.

How to eliminate self-reference: a précis

We provide a systematic recipe for eliminating self-reference from a simple language in which semantic paradoxes (whether purely logical or empirical) can be expressed. We start from a non-quantificational language L which contains a truth predicate and sentence names, and we associate to each sentence F of L an infinite series of translations h ₀(F), h ₁(F), ..., stated in a quantificational language L ^*. Under certain conditions, we show that none of the translations is self-referential, but that any one of them perfectly mirrors the semantic behavior of the original. The result, which can be seen as a generalization of recent work by Yablo (1993, Analysis, 53, 251–252; 2004, Self-reference, CSLI) and Cook (2004, Journal of Symbolic Logic, 69(3), 767–774), shows that under certain conditions self-reference is not essential to any of the semantic phenomena that can be obtained in a simple language.     

How to inhibit a distractor location? Statistical learning versus active,top-down suppression

Recently, Wang and Theeuwes (Journal of Experimental Psychology: Human Perception and Performance, 44(1), 13–17, 2018a) demonstrated the role of lingering selection biases in an additional singleton search task in which the distractor singleton appeared much more often in one location than in all other locations. For this location, there was less capture and selection efficiency was reduced. It was argued that statistical learning induces plasticity within the spatial priority map such that particular locations that are high likely to contain a distractor are suppressed relative to all other locations. The current study replicated these findings regarding statistical learning (Experiment 1) and investigated whether similar effects can be obtained by cueing the distractor location in a top-down way on a trial-by-trial basis. The results show that top-down cueing of the distractor location with long (1,500 ms; Experiment 2) and short stimulus-onset symmetries (SOAs) (600 ms; Experiment 3) does not result in suppression: The amount of capture nor the efficiency of selection was affected by the cue. If anything, we found an attentional benefit (instead of the suppression) for the short SOA. We argue that through statistical learning, weights within the attentional priority map are changed such that one location containing a salient distractor is suppressed relative to all other locations. Our cueing experiments show that this effect cannot be accomplished by active, top-down suppression. Consequences for recent theories of distractor suppression are discussed.     

How to Construct Marxian Thoughts as a Political Philosophy?

Importance of contemporary political philosophy has increased in recent decades. Since the 1970s, studies of Marx’s theories have become an important part of the discussion within contemporary theories of justice. More extensive studies concerning Marxist political philosophy from multiple perspectives are becoming a focal point in other fields of academic research. “How to understand Marx’s political philosophy?” has been a classic question for over a hundred years. Not an academic philosopher himself, Marx seems not to have issued a complete or consistent political philosophy by today’s standards, so it is only natural that his views would be interpreted differently by different scholars. While it is justifiable for us to construct Marx’s political philosophy, we must do it through a comprehensive theoretical reflection, and our construction must take full account of the history of the interpretations of Marx’s political philosophy. This applies especially of his theory of justice—a history which has lasted for more than a century. It is even more important for us to reread the original texts, particularly Marx’s early philosophical writings, and take them as the textual foundation for Marx’s political philosophy.     

How Superduper Does a Physicalist Supervenience Need to Be?

The standard formulations of the supervenience relation present the supervenience of one set of properties on another in terms of property correlations, without placing any constraints on the dependency relation concerned. This does not ensure that properties supervening upon phys-icalistically acceptable base properties are not themselves emergent in a way at odds with materialism. So physicalism needs 'superdupervenience'. I argue that, where supervenient and base properties are instantiated in the same individuals, Horgan's requirement of robust explanation is neither sufficient nor necessary for superdupervenience. His paradigm case is compatible with the supervenient property's being emergent. This and other unacceptable possibilities may be ruled out by means of a metaphysical constraint on the supervenience relation, which must be internal. Each individual causal power in the set associated with a given supervenient property must be numerically identical with a causal power in the set associated with its base property. Satisfying this condition is all that is needed to render supervenience superduper. In fact a wide variety of non-reductive physicalist accounts are implicitly or explicitly designed to meet this condition, and so are more similar than they seem.     

A new vision of a classical question: How to become a mother?

Abstract

This article offers a reflection on conception, pregnancy, and the first mother–infant relationships of mothers with motoric and sensory disabilities. Based on more than 13 years of experience with women with motoric and sensory disabilities who had a desire for a child, the author analyzes this unusual situation from three different points of view: the medical help to procreate, meeting a partner for the mother, and the link with the initial maternal family, i.e. the mother’s mother. The last part concerns the possibility of the development of a mother–infant relationship when bodily function is lacking.     

How Not to Write a Biography… Perhaps: A Preface

Writing a biography can take on a life of its own. The twists and turns of capturing another's personal history often result in the author's deepening sense of the pitfalls and triumphs animating his or her own life. Consequently in a biography can be found much of the biographer. Though sources are the resources informing “the story,” the effort to illuminate decisions and actions casts a shadow inward, prompting questions and concerns, uncertainties and fears about how much can truly be discovered about another we do not know.     

The Issue of Schooling….or How to Tame a Horse

The issue of schooling is being thoroughly analysed by a number of excellent scholars in this special issue. It is a very comprehensive analytical work which I intend to take into a commentary consideration in this brief article. Schooling is a matter of great and recent concern not the least from a political point of view, where schooling seems to take on a specific role that deals with not only schooling as a normativity but also schooling as the absolute forming of students. Despite ongoing disagreements on what kind of schooling may prove the best as well as the correct form of education as a whole, in this paper I argue that relevant science may have a pretty good idea as to how to apply schooling in such a way as to ensure that teaching is applied equally efficient. It is, however, slightly more difficult to see how this very same science and the above mentioned knowledge finds its way into educational policies not to mention finding its way into the classroom. I argue, that schooling is not (surprisingly and not only) society’s tool for data delivery and data interpretation, but also (and perhaps rather) some certain specific actors of society’s tool for culturalization. This thereby changes schooling from being an educational tool only, a mere transfer of data and a formation of students into a political tool, thus creating a notion of schooling being more or less synonymous with a different kind of formation, a formation of a quite specific nature to suit quite specific properties. I claim these properties to be of an economic, market oriented and universalist nature. I therefore wish to draw attention to two aspects of interest: the oddity of science’s position in this matter, where science appears to have plausible answers as to how the best possible schooling looks like, however, at the same time – not surprisingly - also seem to live up to politically phrased demands in accordance with the premise of the competition state. This, off course, give rise to further questions on the necessity of politically independent universities and the pressure they underlie.     

The Dilemma of Normativity: How to Interpret a Rational Reconstruction?

In modern argument theory argumentative practice is often analyzed and evaluated in terms of its correspondences with or deviations from a normative model. Such a methodology implies that there are three moments at which evaluations takes place which are not guided by the norms of the model itself because they imply an interpretation of the model by the analyst. This is demonstrated by an analogy with legal practice. this implies that an evaluation of an argumentative practice is not only relative to choice of the normative model as such, but also relative to the threefold interpretation of the model.     

How much does number matter to a monkey (Macaca mulatta)?

Although many animal species can represent numerical values, little is known about how salient number is relative to other object properties for nonhuman animals. In one hypothesis, researchers propose that animals represent number only as a last resort, when no other properties differentiate stimuli. An alternative hypothesis is that animals automatically, spontaneously, and routinely represent the numerical attributes of their environments. The authors compared the influence of number versus that of shape, color, and surface area on rhesus monkeys' (Macaca mulatta) decisions by testing them on a matching task with more than one correct answer: a numerical match and a nonnumerical (color, surface area, or shape) match. The authors also tested whether previous laboratory experience with numerical discrimination influenced a monkey's propensity to represent number. Contrary to the last-resort hypothesis, all monkeys based their decisions on numerical value when the numerical ratio was favorable.     

How much like a target can a mask be? Geometric, spatial, and temporal similarity in priming: a reply to Schlaghecken and Eimer (2006)

The authors make 3 points in response to F. Schlaghecken and M. Eimer's proposal of self-inhibition as an explanatory factor in the negative compatibility effect: (a) The self-inhibition hypothesis lacks empirical support for its main tenets; (b) considering the roles of geometric, spatial, and temporal similarity of primes and masks makes self-inhibition unnecessary; and (c) the negative compatibility effect occurs even when the main tenets of self-inhibition are violated. The authors propose that understanding what is "relevant" in a masked-priming task applies not only to geometric features that are shared with the target but to spatial and temporal ones as well. Briefly, target-mask similarity determines how motor preparation is accumulated during the prime-mask sequence.     

How does it feel to become a teacher? Emotions in teacher education

Academic emotions are central ingredients in student teachers’ learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in Contemp Educ Psychol 36(1):13–24, 2011). However, until recently the role of emotions in student teachers’ learning has largely been neglected (e.g. Ketonen and Lonka in Proc Soc Behav Sci 69(24):1901–1910, 2012). The study focused on exploring the spectrum of academic emotions experienced by 19 student teachers in different academic activities. The results showed that student teachers experience a wide variety of emotions during their studies. A total of 18 different positive emotions and 20 different negative emotions were reported. They explicated more positive than negative emotions. Further investigations showed that student teachers reported more emotional experiences embedded in individual activities than in social activities. The results implied that the spectrum of academic emotions experienced by student teachers is wider than previous literature suggests, and that student teachers experience a wide range of academic emotions in various academic activities provided by teacher education.     

How are high school studies related to performance in a psychology degree?

The relationship between performance in final high school studies, on which the university entrance system is based, and performance in a psychology major at university is examined. A total of 241 students were identified who completed first year psychology at a regional university, and had started university within two years of completing high school. Their marks in psychology subjects over the 3‐year major program, their University Admission Index (UAI) and Higher School Certificate subject profile were extracted from the university student records system and subjected to a series of analyses. Psychology marks were averaged to produce a score for each of the three year‐levels. UAI correlated with performance at all three levels (.42 – .49) and was the strongest predictor of performance. Having studied mathematics or a creative arts subject, but not a science subject, had a significant impact on performance in the psychology course over and above the influence of UAI score.     

Time,money, and happiness: How does putting a price on time affect our ability to smell the roses?

In this paper, we investigate how the impatience that results from placing a price on time impairs individuals' ability to derive happiness from pleasurable experiences. Experiment 1 demonstrated that thinking about one's income as an hourly wage reduced the happiness that participants derived from leisure time on the internet. Experiment 2 revealed that a similar manipulation decreased participants' state of happiness after listening to a pleasant song and that this effect was fully mediated by the degree of impatience experienced during the music. Finally, Experiment 3 showed that the deleterious effect on happiness caused by impatience was attenuated by offering participants monetary compensation in exchange for time spent listening to music, suggesting that a sensation of unprofitably wasted time underlay the induced impatience. Together these experiments establish that thinking about time in terms of money can influence how people experience pleasurable events by instigating greater impatience during unpaid time.     

How to Understand Communicative Musicality?

Music is to a large extent understood as if it is a language. This is also true when it comes to the recently published book Communicative Musicality edited by Stephen Malloch and Colwyn Trevarthen (2009a). In this essay it is demonstrated that a lingocentric understanding of music is strongly connected to modernity, but also that early experimental psychology presupposed a distinction between music and language. Polyphony, therefore, is here presented as a characteristic for the musical system.