The Stanford Encyclopedia of Philosophy: A Developed Dynamic Reference Work

The present information explosion on the World Wide Web poses a problem for the general public and the members of an academic discipline alike, of how to find the most authoritative, comprehensive, and up-to-date information about an important topic. At the Stanford Encyclopedia of Philosophy (SEP), we have since 1995 been developing and implementing the concept of a dynamic reference work (DRW) to provide a solution to these problems, while maintaining free access for readers. A DRW is much more than a web-based encyclopedia, and its scope far exceeds that of an electronic journal or preprint exchange. In this article we document the progress of the SEP toward full implementation of the DRW concept. We discuss the fiscal challenges posed by our desire to maintain free or low-cost access to the contents of the SEP, and we consider technological challenges posed by the desire to stay abreast of technological developments in document markup while making it easy for authors and subject editors to write and maintain entries representing the very best scholarship.     

The role of network therapy in the treatment of relational disorders: Cults and folie a deux

This article discusses the successful outcome of a network intervention in a case of cult-involvement andfolie a deux. The intervention, specifically designed to help a family in which one member had become involved with an individual who claimed to be the Messiah—an involvement that entailed the exclusion and alienation of all other family members—used a team of network specialists and consisted of a pre-network planning meeting, the network meeting itself which included approximately 70 persons over four hours, and several follow-up meetings with network subgroups.     

Metalexical Awareness: Development, Methodology or Written Language? A Cross-linguistic Comparison

This study explores the ability to access word boundaries of pre-school children, using an on-line methodology (Karmiloff-Smith, Grant, Sims, Jones, & Cockle (1996). Cognition, 58, 197–219.), which has hardly been used outside English-speaking countries. In a cross-linguistic study in the Netherlands and Norway, four and five-year-old children were asked to repeat the last word every time a narrator stopped reading a story. In total 32 target-words were used, both closed and open class words, and both monosyllabic and disyllabic words. The outcomes in both countries were different from those of the original English study (Karmiloff-Smith et al., 1996): four- and five-year-olds were successful in only about 26% of the cases, whereas the success rate in the former English experiment was 75% for the younger and 96% for the older children. No differences were found between age groups and between open and closed class words. This methodology does reveal the ability to access word boundaries, but probably not because of the ease of the on-line methodology in itself, but rather because literacy introduces new representations of language, even in on-line processing. The outcomes implicate that the ability to mark word boundaries does not seem to be a valid indication of who is ready for reading.     

Believe it or not: on the possibility of suspending belief

We present two experiments that cast doubt on existing evidence suggesting that it is impossible to suspend belief in a comprehended proposition. In Experiment 1, we found that interrupting the encoding of a statement's veracity decreased memory for the statement's falsity when the false version of the statement was uninformative, but not when the false version was informative. This suggests that statements that are informative when false are not represented as if they were true. In Experiment 2, participants made faster lexical decisions to words implied by preceding statements when they were told that the statements were true than when the veracity of the statements was unknown or when the statements were false. The findings suggest that comprehending a statement may not require believing it, and that it may be possible to suspend belief in comprehended propositions.     

Interpretations of sex differences in work centrality among kibbutz members

Six intervening clusters of variables are identified as explanations for the recurrent finding that work is a less central domain in the life of kibbutz women as compared to men: (a) education; (b) being part-time workers; (c) family-work conflict; (d) frustration from having degrading jobs; (e) socialization and social influences; and (f) natural dispositions expressed in a biogrammar that emphasizes other domains of life. Since the first three variables are not sex differentiated in the Israeli kibbutz, and data are not available for a good test of the fourth, the kibbutz setting is used to test the validity of the remaining two. Data for five male-female age groups from three kibbutz studies are reanalyzed in order to compare cross-age sex differences in reactions toward work and life, and sex differences in the statistical relationship between variables of the work domain and variables of well-being. A widening sex difference, with age, in the relation between work and well-being would seem to indicate support for explanation e, while a decrease in sex differences would indicate support for explanation f. The results seem to support explanation e. Alternative interpretations of the results are discussed.     

Brain-to-brain coupling: a mechanism for creating and sharing a social world

Cognition materializes in an interpersonal space. The emergence of complex behaviors requires the coordination of actions among individuals according to a shared set of rules. Despite the central role of other individuals in shaping one's mind, most cognitive studies focus on processes that occur within a single individual. We call for a shift from a single-brain to a multi-brain frame of reference. We argue that in many cases the neural processes in one brain are coupled to the neural processes in another brain via the transmission of a signal through the environment. Brain-to-brain coupling constrains and shapes the actions of each individual in a social network, leading to complex joint behaviors that could not have emerged in isolation.     

Western scrub-jays allocate longer observation time to more valuable information

When humans mentally reconstruct past events and imagine future scenarios, their subjective experience of mentally time travelling is accompanied by the awareness of doing so. Despite recent popularity of studying episodic memory in animals, such phenomenological consciousness has been extremely difficult to demonstrate without agreed behavioural markers of consciousness in non-linguistic subjects. We presented western scrub-jays (Aphelocoma californica) with a task requiring them to allocate observing time between two peepholes to see food being hidden in either of two compartments, one where observing the hiding location was necessary to later relocate the food, and another where food could easily be found without watching. Jays first separately experienced these consequences of possessing information in each compartment and subsequently, once given a choice, made more looks and spent more time looking into the compartment where information was necessary than into the compartment where it was unnecessary. Thus, the jays can collect information to solve a future problem. Moreover, they can differentiate sources of information according to their potential value and modify behaviour to efficiently collect important, usable information. This is the first evidence of metacognition in a species that passes the behavioural criteria for both retrospective and prospective mental time travel.     

It really just does not follow,comments on

I discuss points of agreement and disagreement with Francis (2013), and argue that the main lesson from his numerous one-off publication bias critiques is that developers of new statistical tools ought to anticipate their potential misuses and develop safeguards to prevent them.     

Bold analysis and associative dialogue

Free association allows the emergence of novel formulations about self and, along with them, new insights, but it needs to modulate the risks of chaos and the compromising of mental integrity on the one hand and the arrest of growth on the other. Interpretation acts to contain and hold associative pressures and so helps maintain the patient's mental integrity, but it limits associative freedom by being necessarily inferential. In addition, in current interpretative strategies, analytic progress depends on the patient's ability to associate. This ability may be poor for longer or shorter periods during analysis. To help resolve these difficulties, a strategy of associative dialogue is proposed and clinically illustrated. The proposed strategy draws on the associative abilities of the analyst. This paper elaborates the way in which two basic forms of associative dialogue—bold and focused analysis—may facilitate the negotiation between freedom and continuity in analytic discourse.