Relative Necessity and Propositional Quantification

Following Smiley’s (The Journal of Symbolic Logic, 28, 113–134 1963) influential proposal, it has become standard practice to characterise notions of relative necessity in terms of simple strict conditionals. However, Humberstone (Reports on Mathematical Logic, 13, 33–42 1981) and others have highlighted various flaws with Smiley’s now standard account of relative necessity. In their recent article, Hale and Leech (Journal of Philosophical Logic, 46, 1–26 2017) propose a novel account of relative necessity designed to overcome the problems facing the standard account. Nevertheless, the current article argues that Hale & Leech’s account suffers from its own defects, some of which Hale & Leech are aware of but underplay. To supplement this criticism, the article offers an alternative account of relative necessity which overcomes these defects. This alternative account is developed in a quantified modal propositional logic and is shown model-theoretically to meet several desiderata of an account of relative necessity.

     

Using Behavioral Skills Training to Teach Interview Skills to Young Adults with Autism

With unemployment rates for adults with autism as high as 85%, it is important for young adults to learn necessary prevocational skills (e.g., interviewing) to help them succeed in their search for employment. There is little research showing that individuals with autism can be taught to respond appropriately during an interview to secure future employment opportunities. We replicated the results of Stocco et al. (J Appl Behav Anal 50:495–510, 2017. https://doi.org/10.1002/jaba.385) who evaluated the effects of behavioral skills training on the interview skills of college students. We used a multiple baseline design across three responses (i.e., asking questions, answering questions and appropriate body language) to extend these results to three young adults with autism. During baseline, responding was low across all three responses for all three participants. Behavioral skills training consisted of role-playing simulated interviews, providing feedback and performance rehearsals. For two of the participants, behavioral skills training alone was effective at increasing all three responses. For the third participant, we added textual cues and reinforcement during behavioral skills training to reach criterion performance. Results demonstrated that adults with autism can benefit from modified behavioral skills training to improve interview skills and employment opportunities. Social validity of responses was assessed by asking community members to rate video-taped segments of the interviews.

     

Representational Consequences of Two Modes of Learning

Two experiments tested the hypothesis that a non-strategic mode of rule learning results in atomic representations. In each case subjects were taught concepts under two different conditions, designed to favour either non-strategic or strategic learning. Following training, subjects demonstrated an equivalent ability to discriminate exemplars from non-exemplars of the concepts acquired under each of these two learning conditions. However, performance on a decompositional inference task, which required access to critical constituent elements within the rule representations, was disproportionately poor for a concept acquired under the training condition that favoured non-strategic learning. These findings lend support to the view that rule acquisition can be mediated by either of two modes of learning, and that the format of knowledge representations is not equivalent across these two learning modes.     

CONSUETUDO CARNALIS IN AUGUSTINE'S CONFESSIONS: Confessing Identity/Belonging to Difference

The political theorist William E. Connolly reads Augustine's Confessions as an exhortation to deny the paradox of identity/difference. The paradox for Connolly is this: if one confesses a true identity, one must be false to difference, but if one is true to difference, one must sacrifice the promise of true identity. I revisit Augustine's Confessions here in order to offer a reading of their paradoxical character that contrasts with Connolly's. I will argue that Augustine's confession does not deny the paradox of identity/difference but exemplifies what it means to struggle within it. I turn to James Wetzel's work on Augustine's idea of free will and Catherine Keller's work on the doctrine of creatio ex nihilo to suggest that treating Augustine's confession as confession reveals this struggle.