Therapeutic approaches to families of young Israeli soldiers

This paper presents a set of family interventions performed in a civilian psychiatric unit with patients who were young Israeli soldiers. The work was done with a psychoanalytic orientation coupled with special attention to the general cultural characteristics of the surrounding society as well as to the particular ones of the families themselves. An experience of group therapy with the soldiers' parents will also be described in detail.     

Real knowledge

Philosophers have sought to characterize a type of knowledge — what I call real knowledge — which is significantly different from the ordinary concept of knowledge. The concept of knowledge as true, justified belief — what I call knowledge simpliciter — failed to depict the sought after real knowledge because the necessary and jointly sufficient conditions of knowledge simpliciter can be felicitously but accidentally fulfilled. Real knowledge is knowledge simpliciter plus a set of requirements which guarantee that the truth, belief and justification conditions are not accidentally conjoined. Two of those requirements have received considerable attention in recent literature by the defeasibility theorists and the causal theorists. I argue that a third requirement is needed to block the merely coincidental cosatisfaction of the belief and justification conditions and to capture our intuitions about the epistemic agent who possesses real knowledge. That condition ascribes a disposition to the real knower to believe all and only justified propositions in virtue of his/her belief that the propositions are justified. Two consequences of that requirement are discussed: (1) if S really knows that p, then S knows simpliciter that S knows simpliciter that p and (2) the iterative feature of real knowledge mentioned in (1) provides a basis for the rejection of a particularly pernicious form of scepticism.     

Women and Natural Hierarchy in Aristotle

In this paper, I examine the frame of reference in Aristotle's Politics within which he makes claims about women and their place in his conception of politics.     

Against a role for attentional disengagement in the gap effect: A friendly amendment to Tam and Stelmach (1993)

Saccadic reaction time (RT) is reduced when the fixation point is removed shortly before target onset. Although Tam and Stelmach (1993) argued that thisgap effect could not be explained solely by the idea that fixation offset disengaged visual attention and preferred an explanation based on disengagement of the oculomotor system, they felt that they could not rule out a hybrid model in which both oculomotorand attentional disengagement contribute to the gap effect. Our analysis of the dual response experiment (Experiment 4), upon which this hybrid model was based, shows that manual and saccadic responses were likely compromised by a grouping or delay strategy and that subjects may not have been attending as instructed. On these grounds, we argue that Tam and Stelmach (1993), like Kingstone and Klein (1990; 1993a) provide no evidence that attentional disengagement contributes to the gap effect. An alternative proposal (Klein & Kingstone, 1993), that motor preparation and oculomotor disengagement combine additively to produce the gap effect, is consistent with the data from Tam and Stelmach’s Experiments 1–3, is similar to the explanation that they prefer, and has been strongly supported when directly tested (Kingstone, Klein, & Taylor, 1994).     

The evidence for a temporal processing deficit linked to dyslexia: A review

The existence of a phonemic deficit that is predictive of, and probably causal to, many cases of reading difficulty is well established. Tallal (1984) has suggested that this phonemic deficit is in fact a symptom of an underlying auditory temporal processing deficit. Our purpose in this paper is to evaluate the plausibility of this hypothesis. The various components that might constitute sequential (or temporal) processing are described. Our review of the literature reveals considerable evidence for a deficit in dyslexics in stimulus individuation tasks (e.g., gap detection) and temporal order judgments in both the auditory and visual modalities. The possibility that a general temporal processing deficit is associated with dyslexia, as suggested by Tallal (1984), is explored, and possible etiologies for such a deficit are discussed. The possibility of a causal link between temporal processing deficits and some reading disabilities is demonstrated, and converging evidence from morphological studies is reviewed. It is concluded that a temporal processing deficit does appear to be present in many developmental dyslexics, and strategies are suggested for further research aimed at evaluating the hypothesis that this deficit may be the root cause of a number of cases of dyslexia itself.     

On the causes and effects of inhibition of return

Unpredictive visual transient cues have a biphasic effect on reaction times (RTs) to peripheral onset targets. At relatively short (e.g., 150-msec) cue-target stimulus onset asynchronies (SOAs), RTs to targets at cued versus uncued locations are facilitated, whereas at relatively long SOAs (e.g., beyond 300 msec), they are inhibited. The present review explores the conditions under which this latter, inhibitory, effect-referred to as inhibition of return (IOR; Posner & Cohen, 1984)—is revealed and those conditions under which it is generated. We argue that the extant literature converges on the view that IOR reflects a motor response bias that is generated by the activation of an oculomotor program to fixate the cue. However, we reveal that current conceptualizations of IOR are based on a limited sampling of possible tests of the generation and measurement of IOR and indicate where further experimental research is critical.     

An Excel macro for transformed and weighted averaging

An Excel macro is presented for averaging spreadsheet data. The macro has several special features: (1) The data are weighted by the inverse variance of each datum to decrease the contribution-of noisy outliers. (2) There is a provision for a power or a log transform of the data before averaging. The rationale for transforming the data before averaging is discussed (3) The output includes the average value, its standard error, and the reduced chi-square that measures the goodness of fit (4) The standard error is corrected by a heterogeneity factor based on the reduced chi-square The averaging of data is rarely done properly, and the intent of this article is to clarify the issues and provide a tool that allows researchers to improve their averaging techniques.