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Rachel Elizabeth Fraser Beau Madison Mount 《Philosophy and phenomenological research》2021,103(3):547-566
There is extensive debate among contemporary philosophers about the possibility of absolutely unrestricted quantification; thus far, the debate been almost entirely logically and metaphysically focused. We argue for a third axis of evaluation: the epistemological. We defend absolutism on epistemological grounds, by showing that one prominent and attractive alternative to absolutism—schematism—is epistemologically unacceptable. First, we spell out and motivate an epistemological desideratum for theories of generality, a desideratum which is easily satisfied by absolutists. Second, we consider five ways the schematist might satisfy this desideratum. We argue that none of the five ways is successful. 相似文献
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Are people who report having forgotten their childhood sexual abuse (CSA) characterised by superior ability to inhibit retrieval of disturbing material? To test this hypothesis, we asked adults reporting either repressed, recovered, or continuous memories of CSA or no history of CSA to participate in a directed forgetting experiment (list method). They rated the emotionality of two consecutive lists of trauma‐related and positive words. After the first list, the experimenter instructed participants to forget these words, and to continue rating the remaining words. A surprise recall task revealed robust directed forgetting and valence effects: All groups recalled more words from the second list than from the first list, and recalled more trauma words than positive ones. Participants reporting either repressed or recovered memories of CSA did not exhibit superior forgetting of trauma versus positive words relative to the other two groups. Finally, a subsidiary analysis revealed that participants exhibiting a “repressor” coping style (low self‐reported anxiety plus high defensiveness) did not exhibit superior directed forgetting of trauma words. 相似文献
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McLure Felicity I. Fraser Barry J. Koul Rekha B. 《Social Psychology of Education》2022,25(2-3):625-648
Social Psychology of Education - Recently, integrated STEM projects have been introduced into school curricula in an attempt to increase students’ understanding and interest in pursuing STEM... 相似文献
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AbstractRecent theories of decision making are characterised by a growing emphasis on understanding the cognitive mechanisms that produce decisions. This has seen a growth in methods that allow for the continuous collection of data during reasoning. Current applications of these methods to complex decision making have been limited in their ability to examine the dynamics of responding across time. In the current study we address this issue by examining the online dynamics of moral decisions. Participants were required to respond to moral dilemmas that differed according to harm or intention by reaching out and touching one of two response panels. Utilitarian and deontological responses to personal moral dilemmas were found to differ across time. Utilitarian decisions did not emerge more slowly overall, but rather emerged across a wider (less consistent) time period. Importantly, this result did not generalise to a set of standardized moral scenarios. Taken together these findings highlight how dilemma-specific variables can significantly influence moral reasoning and emphasize the importance of using well controlled stimuli together with a measure capable of examining decisions as they unfold over time. 相似文献
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Lloyd (2009) contends that climate models are confirmed by various instances of fit between their output and observational data. The present paper argues that what these instances of fit might confirm are not climate models themselves, but rather hypotheses about the adequacy of climate models for particular purposes. This required shift in thinking—from confirming climate models to confirming their adequacy-for-purpose—may sound trivial, but it is shown to complicate the evaluation of climate models considerably, both in principle and in practice. 相似文献