Meaning,Use and Ostensive Definition in Wittgenstein's Philosophical Investigations

In this paper, I argue that the restricted claim in §43a of the Philosophical Investigations is that, for a large class of cases of word meanings, the meaning of a word is its use in the language. Although Wittgenstein does not provide any example of words having uses but no meaning as exceptions to the claim, he does hint at exceptions, which are names being defined, or explained, ostensively by pointing to their bearers, in §43b. Names in ostensive definitions, or explanations, are meaningful, but not being used, and are therefore exceptions to the claim that meaning is use.     

No Time to Waste: Restricting Life‐Span Temporal Horizons Decreases the Sunk‐Cost Fallacy

In three studies, we examined the influence of restricted and expansive temporal horizons on the sunk‐cost fallacy. The sunk‐cost fallacy occurs when prior investments instead of future returns influence decisions about future investments. When making decisions about future investments, rational decision makers base decisions on future consequences, not already‐invested costs that are “sunk” and cannot be recovered. In Study 1, we restricted young adult college students' temporal horizons by instructing them to imagine that they did not have much longer to live; this manipulation decreased the sunk‐cost fallacy. In Study 2, we replicated Study 1 and also found that the consequences of manipulating temporal horizons were most pronounced for prior investments of time and that prior investments of time and money had different implications for the sunk‐cost fallacy, depending on the social or nonsocial decision domain. In Study 3, we manipulated temporal horizons by instructing students to imagine their time as a college student was coming to an end. Results were mostly similar to Study 2 but also suggested that focusing on one's mortality may have unique consequences. Implications of the three studies for understanding age differences in sunk‐cost decisions, interventions to improve sunk‐cost decisions, and the situations in which interventions might be most needed are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

On Two Versions of ‘the Surprise Examination Paradox’

In this paper, I consider a popular version of the clever student’s reasoning in the surprise examination case, and demonstrate that a valid argument can be constructed. The valid argument is a reductio ad absurdum with the proposition that the student knows on the morning of the first day that the teacher’s announcement is fulfilled as its reductio. But it would not give rise to any paradox. In the process, I criticize Saul Kripke’s solution and Timothy Williamson’s attack on a key step of the student’s reasoning. I then consider the condemned prisoner case in W. V. Quine’s paper ‘On a So-Called Paradox’. I argue that the prisoner’s reasoning as conceived by Quine is more relevant and reasonable than the student’s argument in the popular version of the surprise examination case. I also argue that Quine’s criticism of the prisoner’s reasoning is correct, and therefore that the condemned prisoner case, and the surprise examination case as well, would not generate any paradox.     

Type a behavior pattern in mothers of infants: An exploration of associations with attachment,sensitive caregiving,and life-events

Abstract

In the present study. 83 lower- to upper-middle class mothers of first-born, 12-month-old infants were interviewed with the Adult Attachment Interview (George, Kaplan, and Main, 1985), and completed the Groninger Intelligence Test (Luteijn and Van der Ploeg, 1982). Eighteen months after the beginning of the study, 67 mothers (81% of the original sample) were interviewed with the Structured Interview (Rosenman, 1978), and were observed during a brief, semi-structured play session at home with their child - at that time a 2.5-years-old toddler. They also completed a checklist about major life-events that had occurred during the past 18 months. A large majority of these mothers of young children (81%) showed Type A behavior patterns. The job of parenting, indeed, appears to be stressful. Attachment and Type A behaviors, however, did not seem to be related, probably because the influence of attachment is restricted to the regulation of emotions in intimate relationships. Yet, Type A behavior predicted a more sensitive parenting style than Type B did. All mothers who experienced negative life-events or Serious health problems in the recent past showed Type A behavior patterns. Our findings show that the Structured Interview can be applied in a valid manner to mothers of young children passing trough a demanding phase in their lives. Further research is needed to uncover the causes of the high prevalence of Type A behaviors in young mothers.     

Rationality in Action: A Symposium

Abstract

John Searle's forthcoming book ‘Rationality in Action’ presents a sophisticated and innovative account of the rationality of action. In the book Searle argues against what he calls the classical model of rationality. In the debate that follows Barry Smith challenges some implications of Searle's account. In particular, Smith suggests that Searle's distinction between observer-relative and observer–independent facts of the world is ill suited to accommodate moral concepts. Leo Zaibert takes on Searle's notion of the gap. The gap exists between the reasons that we have for acting and our actions. According to Searle, whenever there is no gap, our actions exhibit irrationality. Zaibert points out a certain obscurity in Searle's treatment of the gap, particularly in connection with Searle's notion of ‘recognitional rationality’. Finally, Josef Moural examines the interactions between Searle's theory of institutions and his theory of rationality, with emphasis on the connections between intentionality and Searle's notion of the ‘background’.     

Responsivity to stress in chronic posttraumatic stress disorder due to childhood sexual abuse

The purpose of this study was to investigate psychological, cardiovascular, and neuroendocrine reactivity to standardized stress tests (orthostatic challenge, Stroop Color Word Test) in drug-free adult women with chronic PTSD due to repetitive childhood sexual abuse. At baseline, the 11 patients showed significantly higher mean scores on the Symptom Check List-90 and the Profile of Mood States than 13 healthy female controls, whereas baseline cardiovascular or hormonal parameters showed no differences between the groups. Also, no significant differences were found between the two groups in cardiovascular and hormonal responsivity to the stress tests. Thus, in the presence of robust psychological differences, the patients with chronic PTSD due to childhood sexual abuse did not show alterations in baseline values of neurobiological parameters, nor did they react differently to a physical and mental stress test when compared to healthy controls.     

The fragile nature of the speech-perception deficit in dyslexia: natural vs synthetic speech

A number of studies reported that developmental dyslexics are impaired in speech perception, especially for speech signals consisting of rapid auditory transitions. These studies mostly made use of a categorical-perception task with synthetic-speech samples. In this study, we show that deficits in the perception of synthetic speech do not generalise to the perception of more naturally sounding speech, even if the same experimental paradigm is used. This contrasts with the assumption that dyslexics are impaired in the perception of rapid auditory transitions.     

Knowledge partitioning in categorization: Boundary conditions

Knowledge partitioning refers to the notion that knowledge can be held in independent and nonoverlapping parcels. Partitioned knowledge may cause people to make contradictory decisions for identical problems in different circumstances. We report two experiments that explored the boundary conditions of knowledge partitioning in categorization. The studies examined whether or not people would partition their knowledge (1) when categorization rules were or were not verbalizable and (2) when the to-be-categorized stimuli comprised perceptually separable or integral dimensions. When learning difficulty was controlled, partitioning occurred across all combinations of verbalizability and integrality/separability, underscoring the generality of knowledge partitioning. Partitioning was absent only when the task was rapidly learned and people reached a high level of proficiency, suggesting that task difficulty plays a critical role in the emergence of partitioned knowledge.