Formal dominance: the emperor's new clothes?

I previously argued that formal dominance requires the ability to attribute knowledge to other individuals (D. Maestripieri, 1996). Formal dominance is otherwise indistinguishable from the way dominance has previously been conceptualized. For example, the notion that nonhuman primates have social relationships and that 2 individuals express their knowledge about the state of their relationship with signals of dominance and submission is intrinsic to the concept of dominance and not peculiar to formal dominance. Moreover, the claims made by formal dominance supporters that macaque signals such as the bared-teeth display are always displayed unidirectionally to other group members and never directed to predators are incorrect. If the mentalistic terms used to describe formal dominance must not be taken literally, then the interpretation of submissive signals such as the bared-teeth display from a formal dominance perspective remains unclear.     

Quasi-Truth,Supervaluations and Free Logic

The partial structures approach has two major components: a broad notion of structure (partial structure) and a weak notion of truth (quasi-truth). In this paper, we discuss the relationship between this approach and free logic. We also compare the model-theoretic analysis supplied by partial structures with the method of supervaluations, which was initially introduced as a technique to provide a semantic analysis of free logic. We then combine the three formal frameworks (partial structures, free logic and supervaluations), and apply the resulting approach to accommodate semantic paradoxes.     

Productivity of Noun Slots in Verb Frames

Productivity is a central concept in the study of language and language acquisition. As a test case for exploring the notion of productivity, we focus on the noun slots of verb frames, such as __want__, __see__, and __get__. We develop a novel combination of measures designed to assess both the flexibility and creativity of use in these slots. We do so using a rigorously controlled sample of child speech and child directed speech from three English‐speaking children between the ages of 2–3 years and their caregivers. We find different levels of creativity and flexibility between the adult and child samples for some measures, for some slots, and for some developmental periods. We discuss these differences in the context of verb frame semantics, conventionality versus creativity and child errors, and draw some tentative conclusions regarding developmental changes in children's early grammatical representations.     

Psychological Tasks Associated with Divorce: <Emphasis Type="Italic">Eat,Pray, Love</Emphasis> (2010), <Emphasis Type="Italic">An Unmarried Woman</Emphasis> (1978), and <Emphasis Type="Italic">Kramer vs. Kramer</Emphasis> (1979)

The dependency paradox (Feeney) states that independence actually can result from being in a nurturing relationship. Those who divorce often have the opposite notion that independence will occur without a relationship. The movies Eat, Pray, Love, An Unmarried Woman, and Kramer vs. Kramer examine divorce from different angles. The protagonists in all three movies grow through the process of divorce, each achieving a level of autonomy that seemed unattainable within their marriage. This paper aims to explore the concept of divorce in light of the dependency paradox by examining the self-differentiation achieved and the consequences of such independence for both the individual and, in Kramer vs. Kramer, for the child involved.     

Embodied reflexivity: discerning ethical practice through the Six-Part Story Method

Early reflective practice drew on the work of John Dewey and the concept of learning-by-doing involving individual reflection on, and in, action. More recently the practice of reflection has also been taken into a more socially constructed, and emergent, sense of knowing where the individual ‘reflexes’ in, and through, experiences as felt ways of knowing. This concept forms the basis of this article. We will explore a process of learning called the Six-Part Story Method (6PSM). Originally created in the field of dramatherapy as a diagnostic tool to enable child victims of trauma to be supported, Elinor further developed it in 2017 to support education professionals and leaders to enhance their reflective practice and create new opportunities to develop greater self-awareness. Warren then utilized it in teaching a course on ethical practice in a graduate programme; the course’s epistemological underpinning is the concept of ‘ethical know-how’. We then include the work of Helen, a student in the programme, as she explores the story she developed through the 6PSM and then analyzes the effect of it on herself one year later.     

Creation, Co-operation, and Causality: A Reply to Gregersen

Niels H. Gregersen seeks to illuminate the nature of continuing divine action in the world and to show that the classical theistic doctrine of continuous creation is consonant with some recent scientific theories of self-productive ("autopoietic") systems. Central to these theories is the concept of co-operation; central to Gregersen's theological appropriation of these theories is also the notion of structuring causality developed by philosopher Fred Dretske. While supportive of Gregersen's overall aims and emphases, we find significant disanalogies between co-operation as a theological construct and as an evolutionary strategy. We also doubt the utility of Dretske's notion for his project.     

The Epistemic Challenge of Hearing Child’s Voice

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education.     

Beyond logic – entering the realm of mystery: hermeneutic phenomenology as a tool for reflecting on children’s spirituality

This paper suggests hermeneutic phenomenology as a theoretical framework for reflecting, interpreting and gaining insight into children’s spirituality. It describes an episode that took place in a Year 5 classroom involving a 10‐year‐old child and his response to an Australian Aboriginal Dreamtime story. The possibilities this observed incident opens for hermeneutic phenomenology are then explored using van Manen’s notion of lifeworld existentials as guides to reflection upon the life expression of this child. The four lifeworld existentials are lived space (spatiality), lived body (corporeality), lived time (temporality) and lived human relation (relationality). In using these as a means by which to interpret the life expression of this child, it is argued that some insights into his or her spirituality can be gleaned.     

The italian determiner system in normal acquisition, specific language impairment, and childhood aphasia

The paper presents a comparison of the development of the Italian determiner system in three different populations: normally developing children, a child recovering from childhood aphasia from the age of 3 years, 9 months, and 11 specific language impairment (SLI) children. Data from Italian normal children provide evidence for the hypothesis (1) that no prefunctional stage exists as far as the determiner system is concerned and (2) that the syntactic properties of determiners play an essential triggering role early on. The analysis of the determiner system in the aphasic child has a double interest. On the one hand, it may help to shed light on some of the intriguing questions concerning this type of disorder; on the other, it may be relevant for the discussion of the notion of agrammatism. Results of the morphosyntactic analysis reveal that, apart from timing differences, recovery from childhood aphasia shares important features with normal development. Differently from mean length of utterance (MLU)-matched normal controls and the aphasic child, SLI children omit determiners significantly more often than almost any other functional category or free morpheme. We will argue that the reasons for the SLI children's atypical behavior have to be sought in the nonaccessibility to or in the misappreciation of one fundamental syntactic property of determiners: their role as elements that assign argumenthood to nominal expressions (Szabolcsi, 1987; Longobardi, 1994).     

Perspectivity,Intersubjectivity, Normativity: On Malpas’s Place and Experience

ABSTRACT

The publication of the revised edition of Jeff Malpas’s Place and Experience in 2018 gives the opportunity to reconsider this book (originally published in 1999) and the debates that it originally sparked. In this article, I focus on Malpas’s characterization of space as subjective, allocentric, and objective and I approach them in conjunction with other notions and considerations that, I suggest, are useful to expand and complement Malpas’s central theses. I approach the concept of subjective space in conjunction with the notion of coenaesthesis and with Heidegger’s notion of mineness (Jemeinigkeit); the concept of allocentric space by addressing Malpas’s critique of Nagel’s notion of detachment; and the concept of objective space through a discussion of the issue of perspective in light of Merleau-Ponty’s critique of Leibniz’s notion of ‘géométral’ (geometrized projection). These analyses pave the way for a discussion of some possible normative implications of the conception of place and subjectivity that emerges from Malpas’s Place and Experience against the background of Heidegger’s thought, and particularly in relation to Heidegger’s notion of dwelling (Wohnen).     

Absolute Other: Lacan's ‘Big Other’ as Adjunct to Critical Social Psychological Analysis?

Lacanian theory offers a series of promising conceptualization – amongst then the notion of the ‘big Other’– which, despite their obvious analytical value, have been curiously neglected by critical social psychology. This paper concerns itself with an overview of this concept of the ‘big Other’ particularly in reference to how it may benefit critical social psychological analyses. The explanatory value of this notion is introduced via a series of Lacanian paradoxes (the Other as vanishing‐point of inter‐subjectivity that cannot itself be subjectivized; the Other as simultaneously ‘inside’ and ‘outside’; the Other as both embodiment of the social substance and yet also the site of the unconscious). I then move on to show how this notion opens conceptual opportunities for social psychological conceptualizations of the formation of the social. I close by demonstrating what the ‘big Other’ offers critical social psychological analyses of power.     

Formal Ontologies and Coherent Spaces

The paper contains a short summary – oriented by a logical point of view – of a joint work on Formal Ontologies. We shall show how Formal Ontologies correspond to Coherent Spaces, and operations on Formal Ontologies correspond to operations on corresponding Coherent Spaces. So, we are offering a new way to establish the semantics of Formal Ontologies. Surely, we are giving a contribution towards a geometrical treatment of Formal Ontologies (as decidable organizations of digital data).     

Phrasing Effects in Comprehending PP Constructions

The role of prosodic phrasing in sentence comprehension was investigated by means of three different tasks, namely auditory word monitoring (Experiment 1), self-paced reading (Experiment 2) and cross-modal comparison (Experiment 3). In all three experiments a critical prosodic unit or frame comprising a determiner, a noun and a Prepositional Phrase (PP) was preceded or surrounded by two context prosodic units (frames) whose length was varied. The participants’ tendency to interpret the critical sequence as forming a single syntactic constituent (noun–complement interpretation of the PP) as opposed to two distinct syntactic constituents (verb–complement interpretation of the PP) was found to depend on the relative length of the critical and context prosodic units (frames). As a whole these results are consistent with the notion that phrasing effects occur in a retroactive way, after part of the utterance has been processed.     

A Reappraisal of Children’s ‘Potential’

What does it mean for a child to fulfil his or her potential? This article explores the contexts and implications of the much-used concept of potential in educational discourses. We claim that many of the popular, political and educational uses of the term in relation to childhood have a problematic blind spot: interpersonality, and the necessary coexistence for the concept to be receivable of all children’s ‘potentials’. Rather than advocating abandoning the term—a futile gesture given its emotive force—we argue that the concept of children’s potential must be profoundly rethought to be workable as a philosophical notion in education. In an era marked by the unspoken assumption that ‘unlimited potential’ is always a good thing, we argue that it might be necessary to think about the limitations of the notion of individual potential; namely, the moment when it comes into contact with other people’s projects. We propose a conceptualisation of potential as the negotiated, situated, ever-changing creation of a group of individuals, in a process marked by conflict, and which remains essentially difficult.     

From perceptual rags to metaphoric riches--bodily, social, and cultural constraints on sociocognitive metaphors: comment on Landau, Meier, and Keefer (2010)

What leads people to describe some of their interpersonal relationships as "close" and "warm" and others as "distant" and "cold"? Landau, Meier, and Keefer (2010) proposed that conceptual metaphors facilitate social cognition by allowing people to use knowledge from a relatively concrete (source) domain (e.g., physical distance) in understanding a different, usually more abstract (target) concept (e.g., love). We concur that such a notion of metaphors can greatly enrich the field of social cognition. At the same time, we believe it is important to devote greater theoretical attention to the nature of metaphorical representations in social cognition. We believe that Landau et al. place too much emphasis on sociocognitive metaphors as top-down knowledge structures and pay too little attention to the constraints that shape metaphors from the bottom up. In the present contribution, we highlight important bottom-up constraints, imposed through bodily constraints and social scaffolds. Sociocognitive metaphors do not exist just for mental representation but for action as well. We discuss the relevance of grounding sociocognitive metaphors for broader motivational purposes.     

Emotional availability (EA): Theoretical background,empirical research using the EA Scales,and clinical applications

Emotional availability (EA), as a construct, refers to the capacity of a dyad to share an emotionally healthy relationship. The Emotional Availability (EA) Scales assess this construct using a multi-dimensional framework, with scales measuring the affect and behavior of both the child and adult partner (caregiver). The four caregiver components are sensitivity, structuring, non-intrusiveness, and non-hostility. The two child components are the child’s responsiveness to the caregiver and the child’s involvement of the caregiver. We first describe this relationship construct, look at psychometric properties in basic and prevention/intervention efforts, then review the extant empirical literature in order to examine the scope of studies assessing EA by using the EA Scales. We also explore its use in clinical practice. Throughout, we critically evaluate the knowledge base in this area as well as identify areas for further growth.     

Children,childhood, and development in evolutionary perspective

We examine children, childhood, and development from an evolutionary perspective. We begin by reviewing major assumptions of evolutionary–developmental psychology, including the integration of “soft” developmental systems theory with ideas from mainstream evolutionary psychology. We then discuss the concept of adaptive developmental plasticity and describe the core evolutionary concept of developmental programming and some of its applications to human development, as instantiated in life history theory and the theory of differential susceptibility to environmental influence. We then discuss the concept of adaptation from an evolutionary–developmental perspective, including ontogenetic and deferred adaptations, and examine the development of some adaptations of infancy and childhood from the domains of folk psychology and folk physics. We conclude that evolutionary theory can serve as a metatheory for developmental science.     

Controversies about CP: a comparison of language acquisition and language impairments in Broca's aphasia

In both language acquisition research and the study of language impairments in Broca's aphasia there is an ongoing debate whether or not phrase-structure representations contain the Complementizer Phrase (CP) layer. To shed some light on this debate, I will provide data on German child language and on German agrammatic Broca's aphasia. Analyses of subordinate clauses, wh-questions, and verb placement indicate that early child grammars do not generate the CP layer yet, whereas the ability to project the CP layer is retained in agrammatism.     

Global Supervenience, Coincident Entities and Anti-Individualism

Theodore Sider distinguishes two notions of global supervenience: strong global supervenience and weak global supervenience. He then discusses some applications to general metaphysical questions. Most interestingly, Sider employs the weak notion in order to undermine a familiar argument against coincident distinct entities. In what follows, I reexamine the two notions and distinguish them from a third, intermediate, notion (intermediate global supervenience). I argue that (a) weak global supervenience is not an adequate notion of dependence; (b) weak global supervenience does not capture certain assumptions about coincidence relations; (c) these assumptions are better accommodated by the stronger notion of intermediate global supervenience; (d) intermediate global supervenience, however, is also not an adequate notion of dependence; and (e) strong global supervenience is an adequate notion of dependence. It also fits in with anti-individualism about the mental. It does not, however, serve to rebut arguments against coincident entities.