Anti-realist truth and concepts of superassertibility

Crispin Wright offers superassertibility as an anti-realist explication of truth. A statement is superassertible, roughly, if there is a state of information available which warrants it and it is warranted by all achievable enlargements of that state of information. However, it is argued, Wright fails to take account of the fact that many of our test procedures are not sure fire, even when applied under ideal conditions. An alternative conception of superassertibility is constructed to take this feature into account. However, it is then argued that when this revised concept of superassertibility is taken as the truth predicate of probability statements, statements whose test procedures are paradigmatically not sure fire, then any anti-realist theory of the sense of such probability statements cannot be compositional, in Dummett's sense of compositional.     

Dewey's philosophy and the experience of working: Labor,tools and language

Although Richard Rorty has done much to renew interest in the philosophy of John Dewey, he nonetheless rejects two of the most important components of Dewey's philosophy, that is, his metaphysics and epistemology. Following George Santayana, Rorty accuses Dewey of trying to serve Locke and Hegel, an impossibility as Rorty rightly sees it. Rorty (1982) says that Dewey should have been “Hegelian all the way” (p. 85). By reconstructing a bit of Hegel's early philosophy of work, and comparing it to Dewey's metaphysics and epistemology we can see that Dewey was indeed “Hegelian all the way” and that Rorty has constructed a false dilemma. We also gain some interesting insight into Dewey's philosophy by viewing it in terms of labor, tools and language.     

Science education,conceptual change and breaking with everyday experience

Science educators and those who investigate science learning have tended, for good reason, to focus their attention on students' conceptual development, Such a focus is, however, too narrow to provide full and proper understanding of the complexities of original science learning. Recently developmental cognitive psychologists have called on the work of postpositivistic philosophers of science, especially Thomas Kuhn, to bolster their research into conceptual development in science acquisition. What these psychologists have not recognized is that Kuhn's position is actually a derivative of Wittgenstein's methodological nominalism, a viewpoint far more favorable to behaviorism than cognitive psychology. After drawing out some of the consequences of this fact for the developmental cognitive psychologist program for studying science learning, we suggest our own radical alternative. Drawing on Floden, Buchmann and Schwille's idea of Breaking with Everyday Experience we propose an alternative notion of original science learning in terms of Alfred Schutz's modification of Williams James' many worlds thesis. The many worlds thesis will allow us to better understand students' difficulty in learning idealized worlds such as science, worlds that represent a discontinuous break with ordinary everyday practical experience.     

The study of suicidal behavior in the schools

The studies reviewed indicate that suicidal behavior is infrequent among school children (12%), but increases progressively among junior high (35%), high school (65%), and college students (50-65%). Though considerable, these values are lower than those of similar-age psychiatric populations. Estimates of the rate of actual attempts were 3% for elementary students, 11% for high school students, and 15-18% for college students. Most were low-lethality attempts for which medical or other attention was not sought. Accordingly, the vast majority of suicide attempts will not be uncovered by investigations dealing solely with clinical or medically identified populations. The most commonly identified correlates of suicidal behaviors included depressive symptoms, social problems, family disorganization and problems, life stress, and poor problem-solving skills. Academic problems were not as important. These findings must be interpreted in light of methodological constraints. Response rates have been low, samples have been small, minorities have been underrepresented, nonstudents have been ignored, and volunteers of unreported characteristics have predominated. The representativeness of such groups is questionable. The definition and categorization of behaviors have varied considerably, making between-study comparisons difficult. The differences among thoughts, threats, and attempts (the most frequently used categories) have often not been taken into account. Rather, in analyses, these behaviors have been treated as if they were homogeneous entities and grouped together. Where attempters have been separated from ideators, they too have been treated as a single entity. Many deliberately survived attempts are manipulative and oriented toward the benefits the individual survivors expect. Such attempts probably differ substantially in nature from those attempts where survival is not intended. Understanding of this phenomenon could be enhanced by a comparison of the characteristics of those with high- and low-lethality attempts. Similarly, a third group of behaviors--that of chronic behavior patterns that potentially hasten death (alcoholism, drug abuse, self-mutilation, and risk taking)--has not been adequately addressed in terms of its relationship to more discrete suicidal events. Data have generally been obtained via anonymous self-administered questionnaires. The accuracy of retrospective self-reports on emotionally laden events is suspect. Only in two instances have self-reported questionnaire data been validated via interviews with subjects alone or subjects and their families. The time frames on which the referent behaviors has been collected have included "last week", "last month", "last year", "lifetime", and not specified. The longer the interval between the occurrence of the behavior and the report, the greater the likelihood that some reporting inaccuracies may occur.(ABSTRACT TRUNCATED AT 400 WORDS)     

Evaluating a primary prevention program for children of divorce

The effectiveness of a primary prevention program for children of divorce is evaluated. Subjects included 82 mother-child pairs. Mothers had been separated for 33 months or less and did not have prior histories of using mental health services. Subjects were assigned to one of four conditions: (a) the Children's Support Group alone (CSG), (b) the CSG and the Single Parents' Support Group (SPSG), (c) the SPSG alone, or (d) a no-treatment control group. Data collected before, after, and 5 months following intervention, were analyzed using analyses of covariance with preintervention scores as covariates and pre-post and post-follow-up difference scores as dependent measures. Children in the CSG-alone condition improved most in self-concept and parents in the SPSG-alone condition improved the most in adjustment. Improvements were either maintained or did not change differentially across groups at follow up. Adaptive social skills of CSG-alone children compared to children in the CSG/SPSG groups showed significant post-to-follow-up improvements.     

Incidental learning as a function of anticipated task difficulty

Three experiments were conducted to demonstrate the effects of motivational arousal, due to anticipated task difficulty, on retention of familiar and unfamiliar incidental materials. Brehm, Wright, Solomon, Silka, and Greenberg (1983) have provided evidence that motivational arousal in immediate anticipation of a task is a nonmonotonic function of task difficulty, with difficult tasks producing a relatively higher level of motivational arousal than easy or impossible tasks. It was predicted that increased motivational arousal would facilitate retention of incidentally presented familiar materials (presumably more easily retained) and interfere with retention of incidentally presented unfamiliar materials (presumably less easily retained). In Study 1, subjects anticipating either an easy or a difficult task were exposed to familiar and unfamiliar first names. The predicted interaction between task difficulty and familiarity on recall of the first names was reliably supported. In Study 2, an impossible task condition was added. The results indicated that an effective impossible condition had not been created. In a third study designed as a procedural modification of Study 2, the predicted nonmonotonic interaction was found. Theoretical implications are discussed.These experiments were ably conducted by Ralph Young, whose help is gratefuly acknowledged. We would like to express our gratitude to Jack Brehm for invaluable suggestions concerning this research.