Lorsque la logique rencontre l'argumentation

It is well known that classical logics are able to represent only some aspects of ordinary reasoning. In particular, by accepting the law of obversion, they remove the possibility of defining any but a propositional negation; certain natural uses of negation thus elude them. Logical theories do exist, however, that are exempt from such limitations. Among these theories are those of S. Leniewski, which differ profoundly from classical formal systems. Unlike the latter, they do not have a determined list of functors of syntactical-semantical categories. Due to formalized directives for definitions, the logics of Leniewski are constructed progressively, making new theses and consequently functors of new syntactical-semantical categories accessible. In this article we use some of these theses-definitions to define a principle of appropriateness. With this principle it is possible to represent certain logical subtleties that are used quite naturally but are neglected due to the law of obversion.

---

Lorsque la logique rencontre l'argumentation

     

Psychological self-defense jury instructions: Influence on verdicts for battered women defendants

Ewing (1987) has proposed a new legal doctrine called ‘Psychological Self-Defense,’ which is intended to provide a legal justification for a killing committed under the threat of extremely serious psychological injury. This study examines the effect of such an affirmative defense on the verdict in two vignette cases in which a battered woman killed her abuser. One-hundred ninety-six subjects issued verdicts after reading the case vignettes and a series of jury instructions which varied by self-defense instruction (Psychological Self-Defense Only, Physical Self-Defense Only, Psychological and Physical Self-Defense, or none of these). Only Psychological Self-Defense instructions significantly influenced verdict patterns, primarily by shifting would-be voluntary manslaughter convictions to acquittals.     

Response amendments during manual aiming movements to double-step targets

The present paper reports a double-step analysis of a discrete aiming movement. A second target step was presented during the trajectory of the response to an initial step and represented an artificially induced movement error signal. Two stimulus patterns involving steps in the same direction (an undershoot error signal) and opposite direction (an overshoot error signal) to the initial step were examined. Moreover, in a random error condition the subject had no advance information regarding the direction of the error. In a deliberate error condition the subject knew in advance whether any subsequent error would be an undershoot or overshoot. Response parameters were considered as a function of the interstep interval which was randomly varied across trials. In terms of movement time, the standard deviations and a constant amendments score of double-step trials, subjects could respond more appropriately and effectively to a deliberate rather than a random error, and an undershoot error rather than an overshoot error. These results are discussed in terms of a mixed-mode of visuo-spatial error updating and related to the generalized motor program hypothesis.     

Developmental differences in a coincident timing task under speed and time constraints

The present study examines the effects of speed constraints (target velocity) and time constraints (target duration) on performance on a coincident timing task by 5-, 7- and 9-year-old children and adults. The results showed that the young children significantly improved their performance (per cent of hits) and response accuracy CE, |CE| when given longer time to perform the task. The adults were just as successful for both durations. All subjects showed better performance (per cent of hits) with slower targets, however, for the children this effect was only noticeable with targets of long duration. Target duration also revealed development changes in response control and execution, with the younger children producing different response patterns for IRT, MT and IP measures. The developmental differences at this task are discussed in terms of the control mechanisms involved and the use of strategies in responding.     

Effects of Grammatical Categories on Letter Detection in Continuous Text

The present study focuses on the interplay between the linguistic principles and the psycholinguistic processes involved in reading. Results from 56 participants on a letter detection task reveal that readers do not process all function words in the same manner. Omission rates were highest for function words occupying the head of maximal projections such as complementizers and determiners. Prepositions were shown to occupy an intermediary position between content and function words, with omission rates varying depending on their semantic load. Together these results appear to bolster and offer a finer grained picture of the role of function words within the framework of both the Guidance Organization (Greenberg et al. in Psychon Bull Rev 11(3):428–433, 2004) and Attentional Disengagement (Roy-Charland et al. in Percept Psychophys 69(3):324–337, 2007) reading models. The results of the present study are discussed using an X-bar theory approach with the goal of refining the structural account of letter detection errors.     

Project DyAdd: Visual attention in adult dyslexia and ADHD

In this study of the project DyAdd, three aspects of visual attention were investigated in adults (18–55 years) with dyslexia (n = 35) or attention deficit/hyperactivity disorder (ADHD, n = 22), and in healthy controls (n = 35). Temporal characteristics of visual attention were assessed with Attentional Blink (AB), capacity of visual attention with Multiple Object Tracking (MOT), and spatial aspects of visual attention with Useful Field of View (UFOV) task. Results showed that adults with dyslexia had difficulties performing the AB and UFOV tasks, which were explained by an impaired ability to process dual targets, longer AB recovery time, and deficits in processing rapidly changing visual displays. The ADHD group did not have difficulties in any of the tasks. Further, performance in the visual attention tasks predicted variation in measures of phonological processing and reading when all of the participants were considered together. Thus, difficulties in tasks of visual attention were related to dyslexia and variation of visual attention had a role in the reading ability of the general population.     

Incomplete understanding of complex numbers Girolamo Cardano: a case study in the acquisition of mathematical concepts

In this paper, I present the case of the discovery of complex numbers by Girolamo Cardano. Cardano acquires the concepts of (specific) complex numbers, complex addition, and complex multiplication. His understanding of these concepts is incomplete. I show that his acquisition of these concepts cannot be explained on the basis of Christopher Peacocke’s Conceptual Role Theory of concept possession. I argue that Strong Conceptual Role Theories that are committed to specifying a set of transitions that is both necessary and sufficient for possession of mathematical concepts will always face counterexamples of the kind illustrated by Cardano. I close by suggesting that we should rely more heavily on resources of Anti-Individualism as a framework for understanding the acquisition and possession of concepts of abstract subject matters.     

The effect of visual complexity and word frequency on eye movements during Chinese reading

Eye movements of native Chinese readers were monitored when they read sentences containing single-character target words orthogonally manipulated for frequency and visual complexity (number of strokes). Both factors yielded strong main effects on skipping probability but no interaction, with readers skipping visually simple and high frequency words more often. However, an interaction between frequency and complexity was observed on the fixation times on the target words with longer fixations for the low frequency, visually complex words. The results demonstrate that visual complexity and frequency have independent influences on saccadic targeting behaviour during Chinese reading but jointly influence fixation durations and that these two factors differently impact fixation durations and saccade targeting during reading.