Can Constructive Mathematics be Applied in Physics?

The nature of modern constructive mathematics, and its applications, actual and potential, to classical and quantum physics, are discussed.     

Does the Total Principle have any Repugnant Implications?

On the Total Principle, the best state of affairs ( ceteris paribus ) is the one with the greatest net sum of welfare value. Parfit rejects this principle, because he believes that it implies the Repugnant Conclusion, the conclusion that for any large population of people, all with lives well worth living, there will be some much larger population whose existence would be better, even though its members all have lives that are only barely worth living. Recently, however, a number of philosophers have suggested that the Total Principle does not imply the Repugnant Conclusion provided that a certain axiological view (namely, the 'Discontinuity View') is correct. Nevertheless, as I point out, there are three different versions of the Repugnant Conclusion, and it appears that the Total Principle will imply two of the three even if the Discontinuity View is correct. I then go on to argue that one of the two remaining versions turns out not to be repugnant after all. Second, I argue that the last remaining version is not, as it turns out, implied by the Total Principle. Thus, my arguments show that the Total Principle has no repugnant implications.     

Religion and the five factor model of personality: An exploratory investigation using a Canadian university sample

The purpose of the present study was to examine the relation of religion, defined in terms of religious affiliation, religious involvement and religious orientation, to the five factor model of personality as measured by the NEO Personality Inventory-Revised using a religiously heterogeneous sample of 1129 Canadian university students. Results indicate that NEO-PI-R Agreeableness and Conscientiousness domains are significantly related to and affected by religion as measured across all three operationalizations of the construct used, though some sex differences were observed. Contrary to expectation, Neuroticism was found to differ as a function of religious affiliation with persons, particularly females, reporting No Religion obtaining significantly higher scores than those persons reporting a formal religious institution for their affiliation. Findings involving Extraversion were also inconsistent with hypotheses; Extraversion did not significantly relate to any form of religion measured. Openness was found to be largely unassociated with religion except for a significant negative correlation with a measure of extrinsic religious orientation. The article concludes with a discussion of the implications of the findings in relation to existing literature and Eysenck's hypothesis that religiousness is a function of conditionability and tender-minded attitudes. Limitations of the study and suggestions for future research are also overviewed.     

Historical Origins of Argumentum ad Consequentiam

What are the historical origins of the argumentum ad consequentiam, the argument from (or literally, to) consequences, sometimes featured as an informal fallacy in logic textbooks? As shown in this paper, knowledge of the argument can be traced back to Aristotle (who did not treat it as a fallacy, but as a reasonable argument). And this type of argument shows a spotty history of recognition in logic texts and manuals over the centuries. But how it got into the modern logic textbooks as a fallacy remains somewhat obscure. Its modern genesis is traced to the logic text of James McCosh (1879).     

Profiles of Dialogue for Evaluating Arguments from Ignorance

This investigation uses the technique of the profile of dialogue as a tool for the evaluation of arguments from ignorance (also called lack-of-evidence arguments, negative evidence, ad ignorantiam arguments and ex silentio arguments). Such arguments have traditionally been classified as fallacies by the logic textbooks, but recent research has shown that in many cases they can be used reasonably. A profile of dialogue is a connected sequence of moves and countermoves in a conversational exchange of a type that is goal-directed and can be represented in a normative model of dialogue. Selected case studies are used to probe special features of using the profile technique as applied to arguments from ignorance of a kind that occur frequently in everyday conversational exchanges. One of these special features is the use of Gricean implicature. Another is the need to use negative profiles of argument.     

A new dynamic systems method for the analysis of early socioemotional development

This study reports on a new dynamic systems method for studying infant socioemotional development, using conventional statistical techniques to portray dynamic systems constructs. State space grids were constructed from two ordinal variables, distress intensity and attention to mother, and hypothetical attractors were identified as grid cells with high cumulative duration of behavior. Attractor and state space characteristics were operationalized and tested, first to assess the utility of the method and second to reconceptualize and extend conventional developmental hypotheses. The basin strength and relaxation time of hypothetical attractors demonstrated their ‘attractiveness’ and predicted consistency in attractor location across sessions. Developmental changes and individual continuities in the organization of behavior were also revealed, in ways that would be inaccessible to conventional research methods.     

Distance education: Has technology become a threat to the academy?

Recent discussions regarding technology-assisted distance education have given rise both to enthusiastic predictions about how this form of instruction will transform higher educational institutions and to widespread fears about the threats that this technology poses to the student-teacher relationship and to the profession of university teacher in general. A review of opinions regarding distance education and computer technology in academia suggests a continuum of positions, ranging from the expectation that dramatic and even cataclysmic changes will lead to the eventual dissolution of the university to an envisioning of only minor changes in the academy’s objectives and methods. In the present paper, this continuum is used as an organizing scheme to present the positions of several well-known advocates for and against the use of distance education and information technology. It is argued that the accreditation process will ultimately determine the degree to which distance education replaces traditional classroom instruction and that this process can be influenced by faculty involvement in decisions about the use of technology in the classroom.     

A case study report on integrating statistics, problem-based learning, and computerized data analysis

This paper addresses the pedagogical advantages of teaching statistics not as a stand-alone subject in itself, but rather as a topic integrated into teaching hands-on, problem-based computer-assisted data analysis. For over 10 years, such a two-term course has been taught at Drexel University in lieu of the usual statistics courses formerly taken by undergraduate majors in psychology and sociology. One virtue of the courses as currently implemented is that students seem to learn not just how to perform statistical procedures but how to apply them on their own.     

Teaching practices to save America's schools: The legacy of B. F. Skinner

The research and practices found in behavior analysis and the behavioral models of instruction suggest a common set of effective teaching practices. Implementation of these practices could save our schools. They have implications for the students, parents, teachers, and supervisors in our schools. They are presented herein as standards for effective pedagogy and schooling from the viewpoints of students, parents, teachers, and supervisors. Indeed, they may be the necessary ingredients for adequate schooling. All of these practices are feasible now, and all of the parties involved in schooling stand to benefit from their implementation!     

PEER-MEDIATED PROCEDURES TO INDUCE SWALLOWING AND FOOD ACCEPTANCE IN YOUNG CHILDREN

Two studies demonstrated a functional relationship between a peer modeling procedure and the treatment of feeding disorders with 2 young children. In the first experiment, the use of a peer model treatment package was shown to induce swallowing in a child with dysphagia who had never swallowed food or liquid. In the second experiment, a child who consistently declined food was induced to increase food acceptance as a function of the same peer modeling package. In the latter experiment, a peer-mediated procedure, consisting of rotated opportunities to consume food with a peer, was found to increase consumption more than did modeling alone. The first experiment used a multiple baseline design across solids and liquids, and the second used a multiple treatment design. The results of both experiments are discussed as new and nonaversive treatments for feeding disorders of young children who are imitative.