Are There Stable Factors in Preadolescent Girls’ Externalizing Behaviors?

Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.

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Towards a New Epistemology of Mathematics

In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology, connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.

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Phenomenology and the Third Generation of Cognitive Science: Towards a Cognitive Phenomenology of the Body

Phenomenology of the body and the third generation of cognitive science, both of which attribute a central role in human cognition to the body rather than to the Cartesian notion of representation, face the criticism that higher-level cognition cannot be fully grasped by those studies. The problem here is how explicit representations, consciousness, and thoughts issue from perception and the body, and how they cooperate in human cognition. In order to address this problem, we propose a research program, a cognitive phenomenology of the body, which is basically motivated by the perspective of Merleau-Ponty. We find a substantial clue in developmental psychological studies on the body and language.

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Smarter Regulations

In the United States a rapidly increasing regulatory burden for life scientists has led to questions of whether the increased burden resulting from the Select Agent Program has had adverse effects on scientific advances. Attention has focussed on the regulatory “fit” of the Program and ways in which its design could be improved. An international framework convention to address common concerns about biosecurity and biosafety is a logical next step.

Nanoregulation—Filtering Out the Small Stuff

Whilst there are not yet laws specifically relating to nanotechnology and its products in any country, the technology and its products are not unregulated. Regulatory frameworks created for conventional technologies and products will be expected to apply to nanotechnology and its products. For example, new medicines are regulated in Australia by the Therapeutic Goods Administration. If a new medicine incorporates nanotechnology, then it should still be regulated as a medicine. However, whether the expectation that pre-existing regulatory frameworks will apply is correct and, if so, whether the application of such frameworks is adequate are important issues to be answered. This paper considers these questions, drawing on lessons learnt from significant regulatory reviews undertaken in the United Kingdom, United States and Australia.

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.

Sosa in perspective

Ernest Sosa draws a distinction between animal knowledge and reflective knowledge, and this distinction forms the centerpiece of his new book, A Virtue Epistemology. This paper argues that the distinction cannot do the work which Sosa assigns to it.

Participatory sense-making

As yet, there is no enactive account of social cognition. This paper extends the enactive concept of sense-making into the social domain. It takes as its departure point the process of interaction between individuals in a social encounter. It is a well-established finding that individuals can and generally do coordinate their movements and utterances in such situations. We argue that the interaction process can take on a form of autonomy. This allows us to reframe the problem of social cognition as that of how meaning is generated and transformed in the interplay between the unfolding interaction process and the individuals engaged in it. The notion of sense-making in this realm becomes participatory sense-making. The onus of social understanding thus moves away from strictly the individual only.

Mr. Magoo’s mistake

Timothy Williamson has famously argued that the (KK) principle (roughly, that if one knows that p, then one knows that one knows that p) should be rejected. We analyze Williamson’s argument and show that its key premise is ambiguous, and that when it is properly stated this premise no longer supports the argument against (KK). After canvassing possible objections to our argument, we reflect upon some conclusions that suggest significant epistemological ramifications pertaining to the acquisition of knowledge from prior knowledge by deduction.

Gert on Subjective Practical Rationality

The purpose of this paper is to consider Joshua Gert’s novel view of subjective practical rationality in his book Brute Rationality. After briefly outlining the account, I present two objections to his view and then consider his own objections to a rival approach to understanding subjective rationality which I take to be much more plausible.

Die Geschichte der „Stellungnahme zur psychoanalytischen Therapie“

Ohne Zusammenfassung

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On what will be: reply to Westphal

Jonathan Westphal’s recent paper attempts to reconcile the view that propositions about the future can be true or false now with the idea that the future cannot now be real. I attempt to show that Westphal’s proposal is either unoriginal or unsatisfying. It is unoriginal if it is just the well-known eternalist solution. It is unsatisfying if it is instead making use of a peculiar, tensed truthmaking principle.

Bootstrapping and knowledge of reliability

This is a critical discussion of a paper on the problem of bootstrapping by Jose Zalabardo.

Why Even a Believer Should Not Believe That God Answers Prayers

Recent studies provide some support for the idea that prayer has curative powers. It is argued that even if prayers are effective in these kinds of cases it cannot be because God is answering them. While many have challenged theological explanations for the efficacy of prayer on epistemic grounds, the argument presented here concludes that the theological explanation conflicts with the standard conception of God. In particular, if God answers prayers in these kinds of cases then God is immoral.

Reflections on the Incompatibilist’s Direct Argument

The Direct Argument for the incompatibility of determinism and moral responsibility is so christened because this argument allegedly circumvents any appeal to the principle of alternate possibilities – a person is morally responsible for doing something only if he could have avoided doing it – to secure incompatibilism. In this paper, I first summarize Peter van Inwagen’s version of the Direct Argument. I then comment on David Widerker’s recent responses to the argument. Finally, I cast doubt on the argument by constructing counterexamples to a rule of inference it invokes.

Carl Friedrich von Weizsäcker

Ohne Zusammenfassung

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Knowledge and credit

A widely accepted view in recent work in epistemology is that knowledge is a cognitive achievement that is properly creditable to those subjects who possess it. More precisely, according to the Credit View of Knowledge, if S knows that p, then S deserves credit for truly believing that p. In spite of its intuitive appeal and explanatory power, I have elsewhere argued that the Credit View is false. Various responses have been offered to my argument and I here consider each of these objections in turn. I show that none succeeds in undermining my argument and, thus, my original conclusion stands—the Credit View of Knowledge is false.

What Makes a Basic Structure Just?

In his multi-faceted attack on Rawls’s account of justice, G.A. Cohen has argued that the notion of basic structure is necessarily insensitive to the importance of informal social norms to social justice. The paper argues that the most plausible account of the basic structure is not blind to informal social norms in any meaningful sense. Whereas informal, non-legally coercive institutions are not part of the basic structure as such, their careful consideration is necessary for the assessment of whether the basic structure itself is indeed just. This claim is based on an account of what it means for normative principle to apply to institutions, which I expound in detail throughout the paper. Principles apply to institutions, I argue, not in that they restrain their conduct, but in that they indicate which social conditions they should bring about.

Visualizations in Mathematics

In this paper we discuss visualizations in mathematics from a historical and didactical perspective. We consider historical debates from the 17th and 19th centuries regarding the role of intuition and visualizations in mathematics. We also consider the problem of what a visualization in mathematical learning can achieve. In an empirical study we investigate what mathematical conclusions university students made on the basis of a visualization. We emphasize that a visualization in mathematics should always be considered in its proper context.

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Response to Selinger on Dreyfus

My claim is clear and unambiguous: no machine will pass a well-designed Turing Test unless we find some means of embedding it in lived social life. We have no idea how to do this but my argument, and all our evidence, suggests that it will not be a necessary condition that the machine have more than a minimal body. Exactly how minimal is still being worked out.