Anti-Realist Truth and Truth-Recognition

I will be concerned with the following question: are there compelling arguments for postulating a distinction between the truth of a statement and the recognition of its truth, when truth is conceived along the lines of a suitable generalization of the intuitionistic idea that it should be characterized as the existence of a proof? I will argue that the distinction is not necessary within the conceptual framework of intuitionism by replying to two arguments to the contrary, one based on the paradox of inference, the other on considerations concerning the content of a statement.     

Steigerung des ?empowerment“ bei Angeh?rigen von schizophren Erkrankten

Objective

Enhancing empowerment is one of the aims of psychoeducational family interventions but it has never been examined in psychoeducational groups for relatives led by professionals. This study investigated the knowledge gain and the increase of empowerment of psychoeducational group programs for relatives in a naturalistic setting.

Methods

A total of 54 relatives of persons with schizophrenia or schizoaffective disorders took part in a psychoeducational group program of 8 sessions. A short questionnaire was used to assess the empowerment before and after the group programs. Knowledge gain was measured with the knowledge of illness about schizophrenia questionnaire (WFB).

Results

Among the participants of the psychoeducational groups the level of empowerment was significantly enhanced and the knowledge was significantly increased (p?<?0.01). The improvement of empowerment was independent of the knowledge gain and did not correlate with gender, age, education or group attendance.

Conclusions

Psychoeducational groups for family members not only reduce the rehospitalization rates of the ill relatives but also have additional positive effects on the family members themselves: better knowledge of the illness and enhanced empowerment. The findings emphasize the importance of psychoeducational groups for the relatives of persons with schizophrenia.     

Kant,the Third Antinomy and Transcendental Arguments

In this paper, I consider whether a reading of Kant's solution to the Third Antinomy can offer material for devising a new model of transcendental argument. The problem that this form of argument is meant to address is an antinomy between two apparently contradictory claims, q and ¬q, where we seem equally justified in holding both. The model has the following form: p; q is a necessary condition of p; the only justification we have for q is that it is a necessary condition of p; p is justified only in domain X (where X is a domain of objects of cognition); therefore, q is justified only in domain X. Because the argument shows that our justification for q is valid only in X, it also establishes that there is conceptual space to hold ¬q outside of X.     

Surfing the implicit wave

Implicit learning was investigated in two experiments involving a complex motor task. Participants were required to balance on a stabilometer and to move the platform on which they were standing to match a constantly changing target position. Experiment 1 examined whether a segment (middle third) that was repeated on each trial would be learned without participants becoming aware of the repetitions (i.e., implicitly). The purpose of Experiment 2 was to determine the relative effectiveness of explicit versus implicit learning. Here, two identical segments were presented on each trial (first and last thirds), with participants only being informed that one segment (either first or last) was repeated. The acquisition results from both experiments indicated large improvements in performance across 4 days of practice, with performance on the repeated segments being generally superior to that on the non-repeated segment. On the retention tests on Day 5, errors on the repeated segment(s) were smaller than those on the random segment(s). Furthermore, in Experiment 2, the errors on the repeated-known segment, although smaller than those on the random segment, were larger than those on the repeated-unknown segment. Interview results indicated that participants were not consciously aware that a segment was repeated unless they were informed. These results suggest that implicit learning can occur for relatively complex motor tasks and that withholding information concerning the regularities is more beneficial than providing this information.     

Visual Feeling of Presence

Everyday visual experience constantly confronts us with things we can interact with in the real world. We literally feel the outside presence of physical objects in our environment via visual perceptual experience. The visual feeling of presence is a crucial feature of vision that is largely unexplored in the philosophy of perception, and poorly debated in vision neuroscience. The aim of this article is to investigate the feeling of presence. I suggest that visual feeling of presence depends on the visual representation of a very particular spatial relation with the object we interact with: the visual representation of absolute egocentric depth, which is due to stereoscopic vision.     

Origin and destiny of subjectivity: from professional roles to treatment processes,through an interpretation of the remains of the day by kazuo ishiguro

This reflection addresses a very important topic for care professions, with a special look at psychotherapy. To clarify the role of subjectivity and the birth and maturation of a professional role, I will present an analysis of a literary text through which it will be easier to find out how the identity of a professional role is formed and starts to mature and get codified. In particular, what are the risks associated with its rigid codification to its technical normative? I intend to draw a comparison with some subjectivity building forms that have founded the Western human’s model in its professional articulations over the centuries.