Asking the Right Questions About g

It is our position that a complete understanding of human intellectual development is of ultimate interest to researchers and of great import to society. In this article, we ask questions that reflect common themes seen in the debate regarding the nature and importance of general cognitive ability (i.e., the g factor), sources of individual and group differences, and the viability of arguments against g theory. We also examine questions reflecting aspects of these debates that are commonly ignored or misconstrued. Our goal is to help researchers and debaters continue or begin to ask clear, critical, and dispassionate questions about g that will stimulate productive research and promote informed public policy.     

What Moore's Paradox Is About

On the basis of arguments showing that none of the most influential analyses of Moore's paradox yields a successful resolution of the problem, a new analysis of it is offered. It is argued that, in attempting to render verdicts of either inconsistency or self-contradiction or self-refutation, those analyses have all failed to satisfactorily explain why a Moore-paradoxical proposition is such that it cannot be rationally believed. According to the proposed solution put forward here, a Moore-paradoxical proposition is one for which the believer can have no non-overridden evidence. the arguments for this claim make use of some of Peter Klein's views on epistemic defeasibility. It is further suggested that this proposal may have important meta-epistemological implications.     

What the Deflationist May Say About Truthmaking

The correspondence theory of truth is often thought to be supported by the intuition that if a proposition (sentence, belief) is true, then something makes it true. I argue that this appearance is illusory and is sustained only by a conflation of two distinct notions of truthmaking, existential and non-existential. Once the conflation is exposed, I maintain, deflationism is seen to be adequate for accommodating truthmaking intuitions.     

What the Humean Should Say About Entanglement

Tim Maudlin has influentially argued that Humeanism about laws of nature stands in conflict with quantum mechanics. Specifically Humeanism implies the principle Separability: the complete physical state of a world is determined by the intrinsic physical state of each space‐time point. Maudlin argues Separability is violated by the entangled states posited by QM. We argue that Maudlin only establishes that a stronger principle, which we call Strong Separability, is in tension with QM. Separability is not in tension with QM. Moreover, while the Humean requires Separability to capture the core tenets of her view, there's no Humean‐specific motivation for accepting Strong Separability. We go on to give a Humean account of entangled states which satisfies Separability. The core idea is that certain quantum states depend upon the Humean mosaic in much the same way as the laws do. In fact, we offer a variant of the Best System account on which the systemization procedure that generates the laws also serves to ground these states. We show how this account works by applying it to the example of Bohmian Mechanics. The 3N‐dimensional configuration space, the world particle in it and the wave function on it are part of the best system of the Humean mosaic, which consists of N particles moving in 3‐dimensional space. We argue that this account is superior to the Humean account of Bohmian Mechanics defended by Loewer and Albert, which takes the 3N‐dimensional space, and its inhabitants, as fundamental.     

What I Talk About When I Talk About Teaching and Learning

In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas’s and Jacques Rancière’s thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.     

What Animated Cartoons Tell Viewers About Assault

Relying upon a content analysis of one specific type of medium to which young people are exposed beginning at an early age, on a regular basis, and for many years (i.e., animated cartoons), the present study examines what types of messages are provided about violence that takes the form of simple assault. Results indicate that assault is fairly prevalent in cartoons and that this prevalence has diminished over time. Most of the time, cartoons show assaults to “land” on their intended victims, but having done so, to cause few if any adverse effects. Moreover, assaults rarely backfire on the perpetrators. Anger, revenge, and inherent mean-spiritedness are the most common reasons implied for why characters commit acts of violent assault.     

什么是幸福

"幸福"是一种生活状态,一种人们对生活经验的主观感受,当然也是一种生活价值的评价.人们对幸福的感受与人们时幸福的追求和心理欲望是相辅相成的.从社会或人际的角度看,幸福是一种可以观察、可以评价的生活状态.创造幸福的过程是痛苦的,但同时享受创造过程本身就是一种幸福体验,要学会创造幸福,学会享受幸福,这种享受不是独享而需要分享.分享有两个好处,就个人来说,与人分享不仅更安全,也更有幸福感.就社会的角度来说,幸福的分享程度越广泛,说明这个社会越公平,秩序越好.国家和社会的发展目标要与公民的幸福目的一致.     

What You Should Know About Behavioral Assessment

The article provides the reader with an introduction to behavioral assessment. The assumptions and methods of behavioral assessment are described and are then compared and contrasted with those of traditional assessment. Recent developments in behavioral assessments are reviewed. Two case examples illustrate many of the principles and methods of behavioral assessment that are discussed.     

What You Told Us About Occupational Justice

No abstract available for this article.     

What Bioethics Needs to Learn About Families

Theoretical Medicine and Bioethics -