The metaphysics of rule-following

This paper proposes a causal–dispositional account of rule-following as it occurs in reasoning and intentional agency. It defends this view against Kripke’s (Wittgenstein on rules and private language, Harvard University Press, Cambridge, 1982) objection to dispositional accounts of rule-following, and it proposes a solution to the problem of deviant causal chains. In the first part, I will outline the causal–dispositional approach. In the second part, I will follow Martin and Heil’s (Philos Perspect 12:283–312, 1998) realist response to Kripke’s challenge. I will propose an account that distinguishes between two kinds of rule-conformity and two kinds of rule-following, and I will defend the realist approach against two challenges that have recently been raised by Handfield and Bird (Philos Stud 140:285–298, 2008). In the third part, I will turn to the problem of deviant causal chains, and I will propose a new solution that is partly based on the realist account of rule-following.     

Broome on reasoning and rule-following

Philosophical Studies - John Broome’s Rationality Through Reasoning is a trail-blazing study of the nature of rationality, the nature of reasoning and the connection between the two. But it...     

One strand in the rule-following considerations

I argue that a target of the rule-following considerations is the thought that there are mental episodes in which a consciously accessible item guides me in my decision to respond in a certain way when I follow a rule. I contend that Wittgenstein’s position on this issue invokes a distinction between a literal and a symbolic reading of the claim that these processes of guidance take place. In the literal sense he rejects the claim, but in the symbolic sense he sees nothing wrong with it. I consider some arguments that Wittgenstein deploys against the literal sense of the claim.     

Self-instructions as discriminative cues for rule-breaking or rule-following

This experiment examined the relationship between self-instructions and subsequent instruction-following performance, as a function of the history of the consequences for correspondence or noncorrespondence. Subjects were two groups of elementary school children (ages 7 and 8 years). In training, the two groups were exposed to different histories of congruence or noncongruence between self-instructions and consequences for performance. In the Congruent group, subjects were exposed to a series of stimuli to which they were trained to give self-instructions to make, or not to make, a key-pressing response. Reinforcement was given for self-instructing, and responding in accord with the self-instruction. Subjects in the Noncongruent group were trained to give the same self-instructions for the same stimuli, but reinforcement was given for counter-compliance. Subsequently, in a temptation situation, the experimenter gave an instruction not to press for a test stimulus; and subjects were trained to give the inhibitory self-instruction for this stimulus. Subjects in the Noncongruent group showed a high rate of rule-breaking. The effects on behavior of self-delivered instructions depend on the past relations between these events and the consequences for instruction-following. Implications are discussed for moral behavior and cognitively oriented therapy.     

Logic in the study of psychiatric disorders: executive function and rule-following

Executive function has become an important concept in explanations of psychiatric disorders, but we currently lack comprehensive models of normal executive function and of its malfunctions. Here we illustrate how defeasible logical analysis can aid progress in this area. We illustrate using autism and attention deficit hyperactivity disorder (ADHD) as example disorders, and show how logical analysis reveals commonalities between linguistic and non-linguistic behaviours within each disorder, and how contrasting sub-components of executive function are involved across disorders. This analysis reveals how logical analysis is as applicable to fast, automatic and unconscious reasoning as it is to slow deliberate cogitation.

Wittgenstein's rule-following paradox: How to resolve it with lessons for psychology

Four assumptions about rule-learning in mathematics continue to be central to psychology—mathematical rules are clear and exact, their applications are well defined, their learning is typically through social experiences, whose mechanisms are causal. All four are contradicted in Wittgenstein's analysis of the rule-following paradox (RFP) one of whose essential features is the normativity of mathematical rules. Although RFP is alive well in 21st century philosophy, it has received scant attention in psychology. My argument is in four parts—a brief review of rule-learning in psychology under the four assumptions; a substantial review of RFP in which they are invalidated; a confirming re-analysis in Piaget's developmental epistemology (DE) with its research-program for an empirically based interpretation of normativity; and four implications for psychology about the limits of causal models, constructivism and rules, rules and networks, novelty as inherent in mental functioning throughout human development.     

Assessing Interpersonal Aspects of Schizoid Personality Disorder: Preliminary Validation Studies

In 2 studies, we examined the reliability and validity of an interpersonal measure of schizoid personality disorder (SZPD) based on nonverbal behaviors and interpersonal interactions occurring during interviews. A total of 556 male jail inmates in the United States participated in Study 1; 175 mentally disordered offenders in maximum security hospitals in the United Kingdom participated in Study 2. Across both samples, scores on the Interpersonal Measure of Schizoid Personality Disorder (IM–SZ) exhibited adequate reliability and patterns of correlations with other measures consistent with expectations. The scale displayed patterns of relatively specific correlations with interview and self-report measures of SZPD. In addition, the IM–SZ correlated in an expected manner with features of psychopathy and antisocial personality and with independent ratings of interpersonal behavior. We address implications for assessment of personality disorder.     

Wittgenstein on the duration and timing of mental phenomena: episodes,understanding and rule-following

ABSTRACT

Wittgenstein’s later works are full of questions about the timing and duration of mental phenomena. These questions are often awkward ones, and Wittgenstein seems to take their awkwardness to be philosophically revealing, but if we ask what it is that these questions reveal then different interpretations are possible. This paper suggests that there are at least six different ways in which the timing of mental phenomena can be awkward. By identifying these we can give sense to some of Wittgenstein’s more cryptic remarks, and doing this enables us to clarify some obscure elements in his picture of the mind, including the distinction between sensations and feelings, and his account of the rational status of those processes out of which rule-following is built.     

Schizoid phenomena,psychobiology, and psychiatric paradigms: A proposed integrative model

The history and theoretical basis of schizoid phenomena, as described by the British Object-Relations theorists, are explored as a necessary philosophic paradigm to augment the biomedical model currently dominant in Western psychiatry. A modular model of the mind that includes the notion of multiple selves, is presented. A shift in paradigms from the nineteenth century, mechanistic concept of ego, to the quantum model of the self, is seen as being more in line with contemporary science. Examples are provided from metapsychology, neurobiological brain studies, quantum mechanics and contemporary philosophy. Two clinical vignettes are presented as an illustration of the need for a philosophical framework in which to understand psychological phenomena.     

Cluster A Personality Disorders: Schizotypal,Schizoid and Paranoid Personality Disorders in Childhood and Adolescence

Cluster A personality disorders (PD), including schizotypal personality disorder (SPD), paranoid personality disorder (PPD), and schizoid PD, are marked by odd and eccentric behaviors, and are grouped together because of common patterns in symptomatology as well as shared genetic and environmental risk factors. The DSM-IV-TR describes personality disorders as representing stable and enduring patterns of maladaptive traits, and much of what is understood about Cluster A personality disorders in particular stems from research with adult populations. Less in known about these disorders in children and adolescents, and controversy remains regarding diagnosis of personality disorders in general in youth. The current paper reviews the available research on Cluster A personality disorders in childhood and adolescence; specifically, we discuss differentiating between the three disorders and distinguishing them from other syndromes, measuring Cluster A disorders in youth, and the nature and course of these disorders throughout childhood and adolescence. We also present recent longitudinal data from a sample of adolescents diagnosed with Cluster A personality disorders from our research laboratory, and suggest directions for future research in this important but understudied area.     

Exploring a Training IRAP as a single participant context for analyzing reversed derived relations and persistent rule-following

Rule-governed behavior and derived stimulus relations have always shared strong conceptual links within behavior analysis. However, experimental analysis linking the two domains remains limited. The current study consisted of three experiments that aimed to continue to bridge this experimental gap. The first experiment sought to establish the extent to which a training version of the implicit relational assessment procedure (IRAP) could be used to establish and successfully reverse experimentally established derived relations. The results suggested that the Training IRAP could successfully produce derived reversals. Experiments 2 and 3 explored the extent to which reversed derived relations would control rule-governed behavior when the contingencies for rule-following competed with the rule. In Experiment 2, the task contingencies were immediately in opposition to the (reversed) derived rule, and participants generally responded in accordance with the task contingencies, rather than the rule. In Experiment 3, the task contingencies were initially rule-consistent before a contingency reversal that later made them rule-inconsistent. Here evidence of rule-persistence emerged. The results of the research are considered within the context of a recent framework that has emerged out of RFT for analyzing the dynamics involved in derived relational responding.     

Klein and Lacan Meet 21st Century Schizoid Man: Fairy Stories for the Modern Era

Melanie Klein invited us into the phenomenology of the schizoid dilemma through her depictions of the paranoid?schizoid position. By inserting his recursive arrows, Bion extended this conceptualization, showing us the folly of believing that we can ever entirely move beyond the frightening fantasies and realities of social exclusion and isolation. The 21st century has brought, along with the explosion of technology, an expulsion from the social order of many children who have found refuge from isolation and humiliation in the more accessible and less terrifying world of media and technological invention. What may look like narcissism can mask a terrible underlying schizoid failure to enter into the human race. This is the realm of fantasy run amok, where desire becomes alien and alienated such that one is haunted and hunted down by its very possibility. In this universe, conceptualizations from Klein, Bion, and Lacan help us to locate the individual who has become caught in a massive psychic retreat such that there is no subject because there are no objects. To illustrate, I describe my work with a young man who is living in a terrible “zombie zone” where people are not real and therefore are incomprehensible and terribly dangerous. The poignancy of his dilemma is heartbreaking. Perhaps that is one lesson we can still take from our old fairy tales: when one’s heart can be broken by another’s plight, then comes the possibility of a healing, an entry through that piercing of what had been impenetrable.