Epistemic expressivism and the argument from motivation

This paper explores in detail an argument for epistemic expressivism, what we call the Argument from Motivation. While the Argument from Motivation has sometimes been anticipated, it has never been set out in detail. The argument has three premises, roughly, that certain judgments expressed in attributions of knowledge are intrinsically motivating in a distinct way (P1); that motivation for action requires desire-like states or conative attitudes (HTM); and that the semantic content of knowledge attributions cannot be specified without reference to the intrinsically motivating judgments that such attributions express (P2). We argue that these premises entail a version of ecumenical expressivism. Since the argument from motivation has not been explicitly stated before, there is no current discussion of the argument. In this paper we therefore consider and reject various objections that one might propose to the argument, including some that stem from the idea that knowledge is factive, or that knowledge involves evidence that rules out relevant alternatives. Other objections to (P1) specifically might be derived from cases of apparent lack of epistemic motivation considered in in Kvanvig (The value of knowledge and the pursuit of understanding, 2003) and Brown (Nous 42(2):167–189, 2008), as well as from general forms of externalism about epistemic motivation. We consider these and find them wanting. Finally, the paper offers some critical remarks about the prospect of denying (P2).     

‘Who's the Thief?’ The Influence of Knowledge and Experience on Early Detection of Criminal Intentions

Our study investigates if people are able to recognize thieves based on their nonverbal behavior prior to committing the crime. We implemented authentic closed‐circuit television footage from thefts committed at an international airport into a computer‐based test. Five groups of participants (students, police recruits, inexperienced police officers, experienced police officers, and criminal investigators) were studied. The results show that criminals display nonverbal behavior that can be used by observers for early recognition of criminal intentions. In addition, early recognition seems to benefit from knowledge about the criminals' modi operandi (criminal investigators performed best), which renders early recognition teachable and trainable. Further, all participants seem to be biased towards innocence, but this bias was less pronounced in police officers than in students. These findings are discussed in relation to the well‐documented truth‐bias and investigator‐bias in lie detection research as well as taking our measurement method into account.Copyright © 2015 John Wiley & Sons, Ltd.     

Conditional Ranking Revision

In the context of a general framework for belief dynamics which interprets revision as doxastic constraint satisfaction, we discuss a proposal for revising quasi-probabilistic belief measures with finite sets of graded conditionals. The belief states are ranking measures with divisible values (generalizing Spohn’s epistemology), and the conditionals are interpreted as ranking constraints. The approach is inspired by the minimal information paradigm and based on the principle-guided canonical construction of a ranking model of the input conditionals. This is achieved by extending techniques known from conditional default reasoning. We give an overview of how it handles different principles for conditional and parallel revision and compare it with similar accounts.     

A Meta-Analysis of Research on Hindsight Bias

We conducted a meta-analysis of research on hindsight bias to gain an up-to-date summary of the overall strength of hindsight effects and to test hypotheses about potential moderators of hindsight distortion. A total of 95 studies (83 published and 12 unpublished) were included, and 252 independent effect sizes were coded for moderator variables in 3 broad categories involving characteristics of the study, of measurement, and of the experimental manipulation. When excluding missing effect sizes, the overall mean effect size was Md = .39 with a 95% confidence interval of .36 to .42. Five main findings emerged: (a) effect sizes calculated from objective probability estimates were larger than effect sizes calculated from subjective probability estimates; (b) effect sizes of studies that used almanac questions were larger than effect sizes of studies that used real-world events or case histories; (c) studies that included neutral outcomes resulted in larger effect sizes than studies that used positive or negative outcomes; (d) studies that included manipulations to increase hindsight bias resulted in significantly larger effect sizes than studies in which there were no manipulations to reduce or increase hindsight bias; and (e) studies that included manipulations to reduce hindsight bias did not produce lower effect sizes. These findings contribute to our understanding of hindsight bias by updating the state of knowledge, widening the range of known moderator variables, identifying factors that may activate different mediating processes, and highlighting critical gaps in the research literature.     

Competitive Fighting between Mice with Different Hereditary Backgrounds

It was hypothesized that Piaget's argument on behalf of the reorganization of cognitive processes would gain empirical support from a color/form, matching similar objects problem for 52 (29 boys, 23 girls) 6-year-olds from a variety of socioeconomic backgrounds. The instrument had 32 frames, each of which had three red or blue objects, some of regular and some of irregular shape. After color or form dominance for each child was established, frames were presented in which the dominant dimension could be chosen only through cognitive reorganization. Indications of cognitive reorganization for form-processing children included switching to color choices when all three objects were of identical shape, taking significantly (p < .05) greater time to make a choice for irregularly shaped objects, and having judges find indications of the use of parts of irregularly shaped objects for matches in verbal explanations by each child.     

The development of work discussion groups in educational settings

This paper describes the application and development of the work discussion method within educational settings. In the first section of the paper, I outline some key contextual factors that are important to consider when setting up work discussion groups within schools. A number of case examples are then described, illustrating a range of central issues that can emerge. By developing a deeper understanding about the meaning of behaviour and the emotional factors that impact on teaching and learning, I hope to demonstrate how work discussion groups can help teachers to develop their capacity to manage the challenges of their work, role and relationships with pupils. More broadly, I hope to illustrate how these groups can help to promote a learning environment for all, in which development and growth is promoted at a personal, professional and whole school level.     

Client and therapist variability in clients' perceptions of their therapists' multicultural competencies

This study examined therapist differences in their clients' ratings of their therapists' multicultural competencies (MCCs) as well as tested whether therapists' who were rated as exhibiting more MCCs also had clients who had better therapy outcomes (N = 143 clients and 31 therapists). All clients completed at least 3 sessions. Results demonstrated that therapists accounted for less than 1% of the variance in their clients' Cross-Cultural Counseling Inventory–Revised (CCCI-R; T. D. LaFromboise, H. L. K. Coleman, & A. Hernandez, 1991) scores, suggesting that therapists did not differ in terms of how clients rated their MCCs. Therapists accounted for approximately 8.5% of the variance in therapy outcomes. For each therapist, their clients' CCCI-R scores were aggregated to provide an estimate of therapists' MCCs. Therapists' MCCs, based on aggregate CCCI-R scores, did not account for the variability in therapy outcomes that were attributed to them. Additionally, clients' race/ethnicity, therapists' race/ethnicity, or the interaction of clients'–therapists' race/ethnicity were not significantly associated with clients' perceptions of their therapists' MCCs.     

How do depressed and healthy adults interpret nuanced facial expressions?

This study investigates the discrimination accuracy of emotional stimuli in subjects with major depression compared with healthy controls using photographs of facial expressions of varying emotional intensities. The sample included 88 unmedicated male and female subjects, aged 18-56 years, with major depressive disorder (n = 44) or no psychiatric illness (n = 44), who judged the emotion of 200 facial pictures displaying an expression between 10% (90% neutral) and 80% (nuanced) emotion. Stimuli were presented in 10% increments to generate a range of intensities, each presented for a 500-ms duration. Compared with healthy volunteers, depressed subjects showed very good recognition accuracy for sad faces but impaired recognition accuracy for other emotions (e.g., harsh, surprise, and sad expressions) of subtle emotional intensity. Recognition accuracy improved for both groups as a function of increased intensity on all emotions. Finally, as depressive symptoms increased, recognition accuracy increased for sad faces, but decreased for surprised faces. Moreover, depressed subjects showed an impaired ability to accurately identify subtle facial expressions, indicating that depressive symptoms influence accuracy of emotional recognition.