On the Reality and Causal Efficacy of Familiar Objects

What caused the event we report by saying “the window shattered”? Was it the baseball, which crashed into the window? Causal exclusionists say: many, many microparticles collectively caused that event—microparticles located where common sense supposes the baseball was. Unitary large objects such as baseballs cause nothing; indeed, by Alexander’s dictum, there are no such objects. This paper argues that the false claim about causal efficacy is instead the one that attributes it to the many microparticles. Causation obtains just where there is an “invariance”, a true generalization to the effect that had things been different with the putative cause, things would have been correspondingly different with the putative effect. But “correspondingly” here requires a rough metric. There must be a fact as to which alternative group events, involving many microparticles, would have departed less from the putative cause of the shattering, and which would have departed more. Surprisingly, there is no such fact.     

Dialectic,the Dictum de Omni and Ecthesis

In this paper, we provide a detailed critical review of current approaches to ecthesis in Aristotle’s Prior Analytics, with a view to motivate a new approach, which builds upon previous work by Marion & Rückert (2016) on the dictum de omni. This approach sets Aristotle’s work within the context of dialectic and uses Lorenzen’s dialogical logic, hereby reframed with use of Martin-Löf's constructive type theory as ‘immanent reasoning’. We then provide rules of syllogistic for the latter, and provide proofs of e-conversion, Darapti and Bocardo and e-subalternation, while showing how close to Aristotle’s text these proofs remain.     

孟子"浩然之气"辨正

"浩然之气"是孟子哲学思想中特有的概念,养"浩然之气"是孟子重要的道德修养方法.孟子由论意志坚定的"不动心"而及"浩然之气",后者是精神心志之气而非生物之气;养"浩然之气"需"配义与道"、"集义而生"、"心勿忘"、勿止勿助,是一长期的道德积累和践履进程而非神秘不测的意志内省;孟子言浩然之气"塞于天地之间"并非意在"以人合天",而是文学夸张、自信张扬.     

Application of the concept of simple structure to Alexander's data

A battery of 20 tests originally analyzed by Alexander (1) was reworked according to the principle of simple structure. His results were sustained in general. Both analyses yielded five factors in the first-order domain. Of these, three factors in the re-analysis (v,X andF) have almost exactly the same loadings as the corresponding factors in the original work, and were interpreted in the same way. The loading pattern of a fourth factor,Z, left uninterpreted in the original study, happened to be more clear in the re-analysis, and an interpretation was attempted. It appears to be a factor of perceptual synthesis, and seems to play an important role in intellectual processes. A fifth factor, not present in Alexander's results, appeared in the new analysis: the reasoning factor, involved in inductive and deductive thinking. All four cognitive factors are related to a general factor that can be thought of as representing abstraction and education of relations and correlates, these processes being, therefore, the essential feature underlying intellectual behavior, at least in that sector surveyed by the tests of the present battery.The analysis of the data was done in the Psychometric Laboratory of The University of Chicago, under a fellowship from The University of Madrid (Junta de Relaciones Culturales). The author wishes to express his gratitude to Professor L. L. Thurstone, whose advice as a scientist and kindness as a friend, have been the principal stimulus for this work.     

Reality Testing and Testing Reality in Group TreatmentPart I: Reality and Reality Testing

This two-part contribution addresses reality, reality testing, and testing reality—how we think about and may technically approach these concepts. Part I provides a topic overview and focuses on reality testing. Part II (in an upcoming issue) focuses on testing reality and how it promotes emergence of new or previously inhibited forms of engagement.

Reality testing and testing reality represent two fundamental, reciprocal manifestations of the drive to know and of tasks of learning: approaching problems and solving them. While testing reality involves approaching reality without necessarily looking for or coming to definition or clarity, reality testing centers on a particular theme or object. It evolves towards organization and rationality, with a goal to define and solve problems—or to avoid them.

Engaging the group and supporting individuals in these two types of approaches to learning requires a well-defined therapeutic focus on process and purpose; at times, different tactics and techniques are appropriate.     

General and Familiar Trust in Websites

When people rely on the web to gather and distribute information, they can build a sense of trust in the websites with which they interact. Understanding the correlates of trust in most websites (general website trust) and trust in websites that one frequently visits (familiar website trust) is crucial for constructing better models of risk perception and online behavior. We conducted an online survey of active Internet users and examined the associations between the two types of web trust and several independent factors: information technology competence, adverse online events, and general dispositions to be trusting or cautious of others. Using a series of nested ordered logistic regression models, we find positive associations between general trust, general caution, and the two types of web trust. The positive effect of information technology competence erases the effect of general caution for general website trust but not for familiar website trust, providing evidence that general trust and self-reported competence are stronger associates of general website trust than broad attitudes about prudence. Finally, the experience of an adverse online event has a strong, negative association with general website trust, but not with familiar website trust. We discuss several implications for online behavior and suggest website policies that can help users make informed decisions about interacting with potentially risky websites.     

Spatial Representations of the Sets of Familiar and Unfamiliar Television Programs

Three experiments explored representations of spaces depicted on long-running television shows. The first two experiments tested representations of the space depicted in the show ER, which is filmed on a multiple-view set that allows the action to be viewed from any vantage point. Participants who had not seen the show, as well as those who had seen it frequently, made judgments about relative directions on the ER set. The experienced viewers were unable to perform this task more accurately than novices. In the third experiment, representations of two multiple-view sets (ER and West Wing) were compared with representations of more traditional constrained-view sets in which camera positions are limited to the region behind a “fourth wall.” Results demonstrated that experience watching the constrained-view shows was much more strongly associated with accurate representations than was experience with the multiple-view shows. In addition, a novel view of a constrained set was tested, and experience again did not facilitate correct responding. These results suggest that long-term spatial memories can result from short-term spatial coding of individual scenes, but only when views are generally consistent.     

Formalization and the Objects of Logic

There is a long-standing debate whether propositions, sentences, statements or utterances provide an answer to the question of what objects logical formulas stand for. Based on the traditional understanding of logic as a science of valid arguments, this question is firstly framed more exactly, making explicit that it calls not only for identifying some class of objects, but also for explaining their relationship to ordinary language utterances. It is then argued that there are strong arguments against the proposals commonly put forward in the debate. The core of the problem is that an informative account of the objects formulas stand for presupposes a theory of formalization; that is, a theory that explains what formulas may adequately substitute for an inference in proofs of validity. Although such theories are still subject to research, some consequences can be drawn from an analysis of the reasons why the common accounts featuring sentences, propositions or utterances fail. Theories of formalization cannot refer to utterances qua expressions of propositions; instead they may refer to sentences and rely on additional information about linguistic structure and pragmatic context.     

Postdiscrimination Gradients With Familiar and Unfamiliar Faces

Discrimination training is often used to improve accuracy in stimulus recognition. However, intradimensional discrimination training with a single positive exemplar and a single negative exemplar may reduce accuracy during a generalization test. More specifically, discrimination training can cause a shift in responding from the positive exemplar to stimuli unlike the negative exemplar. Previous studies have shown that the length of discrimination training affects the degree to which a shift occurs. We sought to determine whether pre-experimental exposure (“familiarity”) to the stimuli would have a similar effect. Twenty participants were trained and tested with two different sets of facial images. Each set of images consisted of stimuli that ranged from the naturally asymmetrical version of the face to a symmetrical version of the face. In one condition, the images were based on the participant’s own face; in the second condition, the images were based on the face of a stranger. In both cases, the median face served as the positive exemplar. In half of the conditions the naturally asymmetrical face served as the negative exemplar, and in the other half, the symmetrical face served as the negative exemplar. Images based on a stranger’s face produced greater generalization than images based on the participant’s own face. A significant gradient shift occurred only with familiar faces.

     

Repetition Priming of the Recognition of Familiar Proper Names

Three experiments examined repetition priming of the recognition of printed proper names of familiar people by the prior exposure of those names in their correct form or with their letters re-arranged as anagrams. Experiment 1 found that, compared with response times to previously unseen names, name familiarity decisions were made more rapidly if the subject had seen and identified the famous name in the pre-training stage, irrespective of whether they saw the intact name or an anagram. Priming was not demonstrated if the name was not recognized in the pre-training stage. The results of Experiment 2 suggested that if anagrams were not solved spontaneously in the pre-training stage, being prompted to their identity by the experimenter would not yield reliable priming at test, a result that reflected previous work using face stimuli (Brunas-Wagstaff, Young, & Ellis, 1992; Johnston, Barry, & Williams, 1996). In Experiment 3, prompts were given for all names and anagrams presented at pretraining. Subsequent priming was demonstrated only for names identified spontaneously, which showed that, as with face recognition, it was the situation in which the prime was given that was critical in determining whether priming of name recognition occurred. The findings are used to develop proposed extensions of the Bruce and Young (1986) model such as that offered by Burton, Bruce, and Johnston (1990).     

An Alternate Form of the Matching Familiar Figures Test

Two studies support the development of an alternate form of the adult Matching Familiar Figures Test (MFFT).     

虚拟与"虚拟实在"

"虚拟"是这个时代的热门词,也是当下文化的关键词.在三亿多的网民中,很多人见面时的问候语从"吃过没有"变为"魔兽了吗"抑或"摘菜了没有",网络虚拟生活已经成为国人乃至世人一种必不可少的生活方式.二十年前美国学者迈克海姆写过一本关于虚拟实在的书,大约十年前引入国内,引发了国内学者关于"虚拟实在"的研究和讨论.但由于当时国内的信息技术尚未普及,网民数量稀少,所以他的书和这场讨论未能引起社会轰动并深入持久下去.如今恰逢读网时代,我们重拾"虚拟实在",重新探讨它的形而上以及与"虚拟"的区别与联系,因为它是我们在谈及当下文化时绝不能回避和忽略的问题.