What is non-fregean in the semantics of Wittgenstein'sTractatus and why?

From J.M. Bocheski's Rady starego filozofa [Advice of the old philosopher]: 6. Pytaj sie Zawsze (i) co to znaczy? i (ii) dlaczego? [Ask always (i) what does it mean? and (ii) why?]     

The cognitive interview: is its benefit affected by the level of witness emotion?

This research investigated whether a witness's emotion could influence the accuracy of statements obtained by the use of a cognitive interview. A total of 70 first-year university students viewed a video depicting a road accident. Electrodes were attached to their arms in order to send fictitious electric shocks during the video (high-arousal condition) or to measure physiological signs (low-arousal condition). One week later, they were interviewed using either a cognitive interview (CI) or a structured interview (SI). It was hypothesised that the beneficial effect of the cognitive interview would be amplified by a high level of arousal, particularly concerning central aspects of the video. Results indicated that a CI elicited more correct central and peripheral details recalled, whatever the level of arousal inducted during the encoding of the to-be remembered event. Furthermore, high-arousal participants produced more accurate testimonies concerning peripheral details than participants exposed to a low level of arousal. No interaction between interview and emotion was found. The theoretical and practical implications for interviewing witnesses are described.     

Acute exercise and children’s cognitive functioning: What is the optimal dose of cognitive challenge?

Acute bouts of exercise have the potential to benefit children’s cognition. Inconsistent evidence on the role of qualitative exercise task characteristics calls for further investigation of the cognitive challenge level in exercise. Thus, the study aim was to investigate which “dose” of cognitive challenge in acute exercise benefits children’s cognition, also exploring the moderating role of individual characteristics. In a within-subject experimental design, 103 children (M_age = 11.1, SD = 0.9, 48% female) participated weekly in one of three 15-min exergames followed by an Attention Network task. Exergame sessions were designed to keep physical intensity constant (65% HR_max) and to have different cognitive challenge levels (low, mid, high; adapted to the ongoing individual performance). ANOVAs performed on variables that reflect the individual functioning of attention networks revealed a significant effect of cognitive challenge on executive control efficiency (reaction time performances; p = .014, ƞ²_p = .08), with better performances after the high-challenge condition compared to lower ones (ps < .015), whereas alerting and orienting were unaffected by cognitive challenge (ps > .05). ANOVAs performed on variables that reflect the interactive functioning of attention networks revealed that biological sex moderated cognitive challenge effects. For males only, the cognitive challenge level influenced the interactive functioning of executive control and orienting networks (p = .004; ƞ²_p = .07). Results suggest that an individualized and adaptive cognitively high-challenging bout of exercise is more beneficial to children’s executive control than less challenging ones. For males, the cognitive challenge in an acute bout seems beneficial to maintain executive control efficiency also when spatial attention resources cannot be validly allocated in advance. Results are interpreted referring to the cognitive stimulation hypothesis and arousal theory.     

Attention and the right-ear advantage: What is the connection?

Dichotic listening originally was a means of studying attention. Half a century ago Doreen Kimura parlayed the dichotic method into a noninvasive indicator of lateralized cerebral language representation. The ubiquitous right-ear advantage (REA) for verbal material was accepted as a concomitant of left-sided language lateralization and preferential conduction of right-ear messages to the left hemisphere. As evidence has accumulated over the past 50years showing the REA to be dynamic and modifiable, the concept of attention has become essential for interpreting the findings. Progress in understanding the role of attention has been manifested as a transition from efforts to document attention effects to efforts to characterize their mechanisms. We summarize the relevant evidence, trace the evolution of explanatory models, and outline contemporary accounts of the role of attention in dichotic listening.     

The Question of Questions: What is a Gene? Comments on Rolston and Griffths & Stotz

If the question “What is a gene?” proves to be worth asking it must be able to elicit an answer which both recognizes and address the reasons why the concept of the gene ever seemed to be something worth getting excited about in the first place as well analyzing and evaluating the latest develops in the molecular biology of DNA. Each of the preceding papers fails to do one of these and sufferrs the consequences. Where Rolston responds to the apparent failure of molecular biology to make good on the desideratum of the classical gene by veering off into fanciful talk about “cybernetic genes,” Griffiths and Stotz lose themselves in the molecular fine print and forget to ask themselves why “genes” should be of any special interst anyway.     

The practice of speleology: What is its relationship with spatial abilities?

Cognitive Processing - Given the evidence of motor and exploring activities being related to spatial abilities on different scales, the present study considers the case of speleology, a peculiar...     

Underdetermination and Meaning Indeterminacy: What is the Difference?

The first part of this paper discusses Quine’s views on underdetermination of theory by evidence, and the indeterminacy of translation, or meaning, in relation to certain physical theories. The underdetermination thesis says different theories can be supported by the same evidence, and the indeterminacy thesis says the same component of a theory that is underdetermined by evidence is also meaning indeterminate. A few examples of underdetermination and meaning indeterminacy are given in the text. In the second part of the paper, Quine’s scientific realism is discussed briefly, along with some of the difficulties encountered when considering the ‘truth’ of different empirically equivalent theories. It is concluded that the difference between underdetermination and indeterminacy, while significant, is not as great as Quine claims. It just means that after we have chosen a framework theory, from a number of empirically equivalent ones, we still have further choices along two different dimensions.     

Multi‐Criteria Ratios: What is the Unit?

When Analytic Hierarchy Process ratios are normalized to sum to unity, the unit of measure becomes obscure. This paper investigates this obscurity and whether ratio measurement is possible when there is no prior knowledge of the measurement unit. Initially, we look at ratio scales of tangible attributes of objects with well‐known measures. Then, ratio scales of unknown intangible attributes of objects are analysed. We discover that natural zero and a specific unit of measure are not necessarily used explicitly in deriving ratio scale measures. Nevertheless, the derived scale does have a derived unit of measurement. We conclude that although composite multi‐criteria answers are possible in ratio form, it is important to know that a unit of measure exists if ambiguities are to be avoided. Copyright © 2011 John Wiley & Sons, Ltd.     

What is IPT? The Basic Principles and the Inevitability of Change

Interpersonal Psychotherapy (IPT) is an empirically validated treatment for a number of psychiatric disorders. Like all psychotherapies, IPT can be described by its theoretical foundations and its primary targets, tactics, and techniques. The need for continued creativity in IPT and other treatments is reviewed, and several specific proposals for change in IPT based on clinical observations and theoretical considerations are discussed. A paradigm for collaboration between academic research and clinical observation required for continued creativity is offered. Change is inevitable, and the empirically validated therapies such as IPT will be even more effective as they incorporate and test new and creative elements.

The Nothing and the Ontological Difference in Heidegger's What is Metaphysics?

This essay gives an interpretation of Heidegger's “What is Metaphysics?” lecture in light of passages from his other writings and lecture courses of the period. This exegetical task is important, for interpreters of “What is Metaphysics?” have been confused by puzzling phrases in the lecture without noticing that Heidegger makes the same points in clearer terms elsewhere. In particular, these interpreters ignore Heidegger's crucial distinction between entities and the being of entities. Since Heidegger's “nothing” is an aspect of being, this difference is at the core of Heidegger's lecture. The present interpretation establishes a conditional conclusion: If the ontological difference makes sense, then we have a sound basis for understanding “What is Metaphysics?” and do not need to read Heidegger as an irrationalist who debunks science or rejects the principle of contradiction. This paper does not give independent justification for the ontological difference.     

Does cognitive science show belief in god to be irrational? The epistemic consequences of the cognitive science of religion

The last 15 years or so has seen the development of a fascinating new area of cognitive science: the cognitive science of religion (CSR). Scientists in this field aim to explain religious beliefs and various other religious human activities by appeal to basic cognitive structures that all humans possess. The CSR scientific theories raise an interesting philosophical question: do they somehow show that religious belief, more specifically belief in a god of some kind, is irrational? In this paper I investigate this question and argue that CSR does not show that belief in god is irrational.     

Using principles of cognitive science to improve science learning in middle school: What works when and for whom?

Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands‐on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development, active control with professional development, or business‐as‐usual). Two cohorts of students were followed in each arm for each setting. There were significant benefits of the cognitive science intervention, but the nature of effects varied for the two settings and curricula. For the text‐based curriculum, positive effects of cognitive science modifications were concentrated in classrooms with lower proportions of underrepresented minority students. For the hands‐on curriculum, there were positive effects that were not linked to school composition. Participation in the active control did not significantly improve student learning. Implications for policy and research are discussed.     

Synaesthesia,creativity and art: What is the link?

It has been suggested that individuals with synaesthesia may show heightened creativity as a result of being able to form meaningful associations between disparate stimuli (e.g. colour, sound). In this study, a large sample (N=82) of people with various kinds of synaesthesia were given two psychometric tests of creativity (Remote Associates Test, Alternate Uses Test) and were also asked about the amount of time engaged in creative arts (visual art, music). There was a significant tendency for synaesthetes to spend more time engaged in creative arts and this was, at least in part, dependent upon the type of synaesthesia experienced. For example, synaesthetes experiencing vision from music were far more likely to play an instrument than their other synaesthetic counterparts. There was no relationship between this tendency and the psychometric measures of creativity, but synaesthetes did outperform controls on one of the two psychometric measures (Remote Associates). We conclude that the tendency for synaesthetes to be more engaged in art is likely to have a different mechanism to psychometric measures of creativity, and that there is no direct link between them. Although synaesthetes may well perform better on some measures of creativity, we suggest that synaesthetes have better bottom‐up access to certain associations, but are not necessarily better able to use them flexibly (in divergent thinking).