The aim of Russell’s early logicism: a reinterpretation

I argue that three main interpretations of the aim of Russell’s early logicism in The Principles of Mathematics (1903) are mistaken, and propose a new interpretation. According to this new interpretation, the aim of Russell’s logicism is to show, in opposition to Kant, that mathematical propositions have a certain sort of complete generality which entails that their truth is independent of space and time. I argue that on this interpretation two often-heard objections to Russell’s logicism, deriving from Gödel’s incompleteness theorem and from the non-logical character of some of the axioms of Principia Mathematica respectively, can be seen to be inconclusive. I then proceed to identify two challenges that Russell’s logicism, as presently construed, faces, but argue that these challenges do not appear unanswerable.     

What is Said?

It is sometimes argued that certain sentences of natural language fail to express truth conditional contents. Standard examples include e.g. Tipper is ready and Steel is strong enough. In this paper, we provide a novel analysis of truth conditional meaning (what is said) using the notion of a question under discussion. This account (i) explains why these types of sentences are not, in fact, semantically underdetermined (yet seem truth conditionally incomplete), (ii) provides a principled analysis of the process by which natural language sentences (in general) can come to have enriched meanings in context, and (iii) shows why various alternative views, e.g. so‐called Radical Contextualism, Moderate Contextualism, and Semantic Minimalism, are partially right in their respective analyses of the problem, but also all ultimately wrong. Our analysis achieves this result using a standard truth conditional and compositional semantics and without making any assumptions about enriched logical forms, i.e. logical forms containing phonologically null expressions.     

Parental socioeconomic status and child intellectual functioning in a Norwegian sample

Socioeconomic status (SES) in childhood has been linked to cognitive function and future academic and occupational success in studies from several countries. However, previous Nordic studies have shown inconsistent results regarding the strength of this link. We therefore investigated the association between SES and cognitive functioning in a sample of 255 Norwegian children, including 151 typically developing children and 104 children with a psychiatric diagnosis. The third edition of the Wechsler Intelligence Scale for Children (WISC‐III) to assess cognitive function was used. SES was defined from maternal and paternal education and family income of typically developing children and of a subsample of children with a psychiatric diagnosis. Multiple adjusted regression analyses were used to investigate the relation between SES and cognitive functioning. The analyses showed that SES explained a significant part of the variance of the full‐scale WISC‐III score and two WISC‐III indices (Verbal Comprehension and Freedom from Distractibility). Overall, the strength of the relations was weaker than expected from reports from other non‐Nordic countries. Parental education was the only significant individual predictor, suggesting that income was of minor importance as a predictor of cognitive functioning. Further studies should investigate how diverse political and socioeconomic contexts influence the relation between SES and cognitive functioning.     

Mechanisms underlying skilled anticipation and recognition in a dynamic and temporally constrained domain

We examined the mechanisms underlying skilled anticipation and recognition in a dynamic, interactive, and temporally constrained domain. Skilled and less-skilled participants viewed dynamic film stimuli, anticipated event outcome, and provided immediate retrospective verbal reports. Previously viewed and novel sequences were then presented in film or point-light display format. Participants made recognition judgements and again gave retrospective verbal reports on their thought processes. Skilled participants demonstrated superior anticipation accuracy and were more sensitive in distinguishing previously seen from novel stimuli than less-skilled participants. Skilled participants utilised more complex memory representations than less-skilled individuals, as indicated by references in their retrospective reports to more evaluation and prediction statements. The representations activated during anticipation were more complex than those for recognition judgements in both groups. Findings are discussed with reference to long-term working memory theory.     

Rethinking Emancipation,Rethinking Education

In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value.     

BOLD response to motion verbs in left posterior middle temporal gyrus during story comprehension

A primary focus within neuroimaging research on language comprehension is on the distribution of semantic knowledge in the brain. Studies have shown that the left posterior middle temporal gyrus (LPMT), a region just anterior to area MT/V5, is important for the processing of complex action knowledge. It has also been found that motion verbs cause activation in LPMT. In this experiment we investigated whether this effect could be replicated in a setting resembling real life language comprehension, i.e. without any overt behavioral task during passive listening to a story. During fMRI participants listened to a recording of the story “The Ugly Duckling”. We incorporated a nuisance elimination regression approach for factoring out known nuisance variables both in terms of physiological noise, sound intensity, linguistic variables and emotional content. Compared to the remaining text, clauses containing motion verbs were accompanied by a robust activation of LPMT with no other significant effects, consistent with the hypothesis that this brain region is important for processing motion knowledge, even during naturalistic language comprehension conditions.     

The effect of question expectedness and experience on lying about intentions

In recent years researchers have started to focus on lying about intentions (Granhag, 2010). In the present experiment participants were interviewed about their forthcoming trip. We tested the hypothesis that liars (N=43) compared to truth tellers (N=43) would give fewer details to unexpected questions about planning, transportation and the core event, but an equal amount or more detail to expected questions about the purpose of the trip. We also tested the hypothesis that participants who had previously experienced the intention (i.e., they had made such a trip before) would give more detail than those who had never experienced the intended action. The unexpected question hypothesis was supported, whereas the previous experience effect only emerged in interactions. The benefit of using different types of questions for lie detection purposes is discussed.