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91.
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Tomasz Rzepiński 《Theoretical medicine and bioethics》2014,35(4):271-288
The present paper deals with the problem of evaluating empirical evidence for therapeutic decisions in medicine. The article discusses the views of Nancy Cartwright and John Worrall on the function that randomization plays in ascertaining causal relations with reference to the therapies applied. The main purpose of the paper is to present a general idea of alternative method of evaluating empirical evidence. The method builds on data analysis that makes use of rough set theory. The first attempts to apply the method show that it is an interesting alternative to randomized controlled trials. 相似文献
93.
SCIENCE,RELIGION, AND THE MEANING OF LIFE AND THE UNIVERSE: “AMALGAM” NARRATIVES OF POLISH NATURAL SCIENTISTS 下载免费PDF全文
Maria Rogińska 《Zygon》2016,51(4):904-924
This article deals with phenomena occurring at the interface of the existential, the religious, and scientific inquiry. On the basis of in‐depth interviews with Polish physicists and biologists, I examine the role that science and religion play in their narrative of the meaning of the Universe and human life. I show that the narratives about meaning have a system‐related (“amalgam") character that is associated with responses to adjacent metaphysical questions, including those based on scientific knowledge. I reconstruct the typical amalgam questions of Polish scientists and come to a conclusion about the stability of religious and nonreligious amalgams in this group. Critically referring to the thesis concerning the secularizing impact of science, I conclude that science by itself does not have a destructive effect on Polish scientists’ confidence that life and the Universe are meaningful, but is rather an exacerbating factor of the existing worldview system. 相似文献
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Joanna Golińska-Pilarek 《Studia Logica》2016,104(2):209-234
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Tomasz Smoleń Jan Jastrzebski Eduardo Estrada Adam Chuderski 《Memory & cognition》2018,46(8):1315-1330
Cognitive training and brain stimulation studies have suggested that human cognition, primarily working memory and attention control processes, can be enhanced. Some authors claim that gains (i.e., post-test minus pretest scores) from such interventions are unevenly distributed among people. The magnification account (expressed by the evangelical “who has will more be given”) predicts that the largest gains will be shown by the most cognitively efficient people, who will also be most effective in exploiting interventions. In contrast, the compensation account (“who has will less be given”) predicts that such people already perform at ceiling, so interventions will yield the largest gains in the least cognitively efficient people. Evidence for this latter account comes from reported negative correlations between the pretest and the training/stimulation gain. In this paper, with the use of mathematical derivations and simulation methods, we show that such correlations are pure statistical artifacts caused by the widely known methodological error called “regression to the mean”. Unfortunately, more advanced methods, such as alternative measures, linear models, and control groups do not guarantee correct assessment of the compensation effect either. The only correct method is to use direct modeling of correlations between latent true measures and gain. As to date no training/stimulation study has correctly used this method to provide evidence in favor of the compensation account, we must conclude that most (if not all) of the evidence should be considered inconclusive. 相似文献
98.
Studia Logica - The aim in this paper is to define an Abductive Question-Answer System for the minimal logic of formal inconsistency $$\mathsf {mbC}$$ . As a proof-theoretical basis we employ the... 相似文献
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Topoi - Gestural and pantomimic accounts of language origins propose that language did not develop directly from ape vocalisations, but rather that its emergence was preceded by an intervening... 相似文献
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We conducted two naturalistic experiments to investigate preschoolers’ development of event-based prospective memory (PM) and to examine the effects of motivation and interruption of an ongoing task. Children aged 2–6 years were asked to perform familiar PM tasks while engaged in their habitual kindergarten play. PM performance improved systematically across the preschool years. The type of PM response (motor or verbal) did not affect performance. High motivation was necessary for 2-year-olds to perform well, and it remained an important factor that increased performance across the entire preschool age range. The need to interrupt an ongoing activity decreased performance in 3-, 4-, and 5-year-olds, but not in children aged 2 or 6 years. The pattern of results is consistent with explanations for interruption effects that highlight the role of inhibitory control. 相似文献