Unification: What is it,how do we Reach and why do we Want it?

This article has three aims. The first is to give a partial explication of the concept of unification. My explication will be partial because I confine myself to unification of particular events, because I do not consider events of a quantitative nature, and discuss only deductive cases. The second aim is to analyze how unification can be reached. My third aim is to show that unification is an intellectual benefit. Instead of being an intellectual benefit unification could be an intellectual harm, i.e., a state of mind we should try to avoid by all means. By calling unification an intellectual benefit, we claim that this form of understanding has an intrinsic value for us. I argue that unification really has this alleged intrinsic value. This revised version was published online in June 2006 with corrections to the Cover Date.     

What is conditionalization,and why should we do it?

Philosophical Studies - Conditionalization is one of the central norms of Bayesian epistemology. But there are a number of competing formulations, and a number of arguments that purport to...     

Susceptibility to memory distortion: how do we decide it has occurred?

When given suggestive information, some people can be led to believe that they had experiences that they did not actually have. For example, they may come to believe falsely that they got sick eating particular foods as children, and as a result of that belief they may avoid the foods. But how do we know that someone has developed a false belief or memory in this research? The criteria we choose when classifying whether someone has fallen for the suggestion are somewhat arbitrary. We reanalyze our prior data, using different criteria for deciding that a person fell for the suggestion (called a "believer") or did not (called a "non-believer"). Changing criteria obviously affects the percentage of people who are called susceptible and could conceivably affect the conclusions reached about that group. Comparisons between false memories and true memories could differ, too, depending on how memories are defined.     

What is educational theory and how to make it?

An analysis is provided detailing the conditions for the appropriate theoretical study of the object of educational science: pedagogy.     

Judging relationships between events: how do we do it?

A decade ago, Allan (1993) concluded that associative models provided the best account of data generated in tasks that require human observers to judge the relationship between binary events. In the intervening years, new data have been reported that provide evidence for higher-order processes. Some have argued that these new data pose a serious threat to the viability of the associative account. The purpose of the present paper is to review this evidence and to assess the severity of this threat.     

What is chaos and how is it relevant for philosophy of mind?

This paper argues, in agreement with Neuringer, Beggs and others, that if we wish to scientifically characterise human choice, we have to work with a probabilistic or chaos-derived model. This has a number of implications for philosophy of mind. Firstly, it is in theory possible to describe human behaviour with some form of law-like equation; it is just a matter of figuring out what equation best captures the states of our central nervous system. Secondly, it means that our choices are not random but are chaotic: deterministic, but just hard to predict due to internal complexity. According to the current research, our actions are most likely caused by ‘precipitated avalanches’ of neural activity, which are difficult to predict due to chaos.     

What constitutes an episode in episodic memory?

The idea of episodic memory implies the existence of a process that segments experience into episodes so that they can be stored in memory. It is therefore surprising that the link between event segmentation and the organization of experiences into episodes in memory has not been addressed. We found that after participants read narratives containing temporal event boundaries at varying locations in the narrative, their long-term associative memory for information across event boundaries was lower than their memory for information within an event. This suggests that event segmentation during encoding resulted in segmentation of those same events in memory. Further, functional imaging data revealed that, across participants, brain activity consistent with the ongoing integration of information within events correlated with this pattern of mnemonic segmentation. These data are the first to address the mechanisms that support the organization of experiences into episodes in long-term memory.     

Adults' beliefs about children and mathematics: how important is it and how do children learn about it?

A series of studies was conducted which focused on US adults' beliefs about the relative importance of acquiring mathematical skills for preschool children and about how children acquire these skills. In Study 1, adults rated general information, reading and social skills as all being more important than mathematical skills. They also claimed that parents have the most influence on preschool children's learning regardless of content area. In Study 2, the parents of kindergarten children also rated reading, general information and social skills as all being more important than mathematics in preparing children for the first grade. The more important parents felt mathematics were, the more they reported engaging in a variety of mathematical-related activities with their children. However, the importance they placed on mathematics was not related to their child's actual mathematical performance. In summary, adults seem to value mathematics less than other skills in preparing young children to enter elementary school. © 1998 John Wiley & Sons, Ltd.     

What is terrorism and can psychology do anything to prevent it?

Terrorism has a long history, which continues to unfold, and takes many forms. Notwithstanding these facts, there is no generally accepted definition of terrorism. I set forth the definitional issues that underlie the current debate about terrorism. By comparing terrorism with various forms of violence, I argue that it is plausible to construe terrorism as crime and, in support of this, I demonstrate why terrorism cannot be morally justified. Next, I cluster various immediate and long-term approaches intended to prevent terrorism, highlighting psychologically based strategies, such as behavioral profiling, teaching tolerance and citizenship, modifying media images of terrorism, and building peace. In order to understand and respond more effectively to 21st-century terrorism, I advocate adoption of a multidisciplinary, contextually sensitive approach.     

What do we owe co-nationals and non-nationals? why the liberal nationalist account fails and how we can do better

Liberal nationalists have been trying to argue that a suitably sanitized version of nationalism—namely, one that respects and embodies liberal values—is not only morally defensible, but also of great moral value, especially on grounds liberals should find very appealing. Although there are plausible aspects to the idea and some compelling arguments are offered in defense of this position, one area still proves to be a point of considerable vulnerability for this project and that is the issue of what, according to the liberal nationalists, we owe both members of our nation, our co-nationals, and what we owe those who are not members of our nation. It is here that we see the project still has some distance to go if a version of liberal nationalism is, indeed, to be morally defensible. In this paper I examine leading liberal nationalist accounts of our obligations to co-nationals and non-nationals. I argue that liberal nationalists have not yet given us an adequate account of our obligations to non-nationals for a number of reasons. For instance, on the issue of the priority we may give co-nationals' interests over non-nationals', the theorists' view show significant tension, they seem to be confused about what their positions entail, the views are unhelpful, ad hoc, or the positions are quite unclear. Liberal nationalists also have a misleading impression that their positions better capture the relation between personal identity and duty, but this turns out to be false. Other defects with their specific projects are highlighted. I go on to offer a more promising method for determining our obligations to non-nationals. Rather than this alternative precluding any scope for nationalism, it actually makes clearer to us how there might be some defensible space for nationalism once our obligations to put in place appropriate institutions and sets of rules have been fulfilled.     

Incarnational Christian psychology and psychotherapy: What do we believe and what do we do?

The following paper proposes a viewpoint regarding the working assumptions, theology and practice for an “incarnational” psychology or “Christian psychology,” particularly with regard to psychotherapy. This essay is primarily meant to be an affirmation and guide for those Christian psychologists and others working in the allied professions. However, both veteran theorists and newcomers to such inquiry will benefit from this essay. Discussion begins with the dynamic of surrendering and receiving a personal relationship with Jesus Christ. The understanding of the unique person as soul: in mind, body, life and spirit is discussed. In addition, the working of the incarnate Holy Spirit is elaborated for both therapist and patient in the regenerative and therapeutic process. Psychopathology is reframed in reference to the Judeo-Christian revelation of sin and evil. In addition, truth, falsity and psychopathology are considered in light of the essentially regenerated man/woman or “new creation” in Christ. Some practical examples for psychotherapeutic intervention are offered, including the unique role of the Christian psychologist and his or her relationship with both patient and Christ. Seven major assumptions of “incarnational” or Christian psychology, which diverge from purely secular (psychological) theory and practice, are presented. Lastly, Christian psychology is distinguished from both “integrated” psychology and theology; and Biblical counseling.

What do we know about how best to assess counsellor competence?

Issues of assessment of counsellor competence are becoming increasingly important as counselling becomes more professionalized and recognizable as a distinct profession. There is, however, a lack of systematic research into competence assessment in this field. The existing literature is discussed in terms of the issues involved in employing different sources of assessment, such as trainers, tutors, managers, supervisors, external assessors, clients, self and peers. Techniques of assessment are reviewed, including questionnaires, video and audiotapes, role play, examinations, learning diaries and computer simulations. Some suggestions are offered for increasing the validity of assessment judgements.     

Information pick-up by infants: what is it, and how can we tell?

Young infants spend the better portion of their 1st year merely looking around, and what they notice can have critical cognitive consequences. Although looking measures are commonly used to predict what information infants pick up about objects and/or their relationship to other objects, these predictions are often ambiguous. Ultimately, that knowledge can be unambiguously revealed only by giving infants an opportunity to directly act on or use it.     

Short-term memory: Where do we stand?

Two empirical challenges to the traditional “modal model” of short-term memory are that neither the Brown-Peterson distractor technique nor the recency effect in recall is well accommodated by that position. Additionally, the status of memory stores as such, has declined in response to proceduralist thinking. At the same time, the concept of coding, on which the modal model is silent, is increasingly central to memory theory. People need to remember things in the short term, but a dedicated store does not need to be the agency.     

Narrative inquiry in sport and exercise psychology: What can it mean,and why might we do it?

ObjectivesNarrative inquiry is one form of qualitative research that is burgeoning within the human sciences. However, in sport and exercise psychology little attention has been given to this approach. In this article, we seek to rectify this situation by offering an understanding of what narrative inquiry can be.ResultsIn order to begin to better understand what narrative inquiry as a methodology can be, and gain some theoretical purchase on a difficult field without aiming for a final answer, we first define narrative. Next, a distillation of guiding assumptions and characteristics are offered. Finally, some reasons as to why narratives may be of benefit for the field of sport and exercise psychology are highlighted.ConclusionNarrative inquiry is a useful and important way of theorising and doing research in the domain of sport and exercise psychology. It should not, however, be taken up or practised simply because it is new or fashionable. Informed, principled, and responsible choices must be made by researchers and applied professionals about why and when they might engage with narrative inquiry should they wish to do so.     

What are we doing to the earth's climate and what are we going to do about it?

Climatic considerations are critical if our planet is to survive. The environment, and in particular the atmosphere, is particularly sensitive to man. The time has come to act in favor of that which gives us life. This is why, in a field which knows no boundaries, only an international strategy can be effective.     

The phonological store of working memory: is it phonological and is it a store?

The phonological store construct of the working memory model is critically evaluated. Three experiments test the prediction that the effect of irrelevant sound and the effect of phonological similarity each survive the action of articulatory suppression but only when presentation of to-be-remembered lists is auditory, not visual. No evidence was found to support the interaction predicted among irrelevant speech, modality, and articulatory suppression. Although evidence for an interaction among modality, phonological similarity, and articulatory suppression was found, its presence could be diminished by a suffix, which is an acoustic, not a phonological factor. Coupled with other evidence--from the irrelevant sound effect and errors in natural speech--the action attributed to the phonological store seems better described in terms of a combination of auditory-perceptual and output planning mechanisms.