Doing philosophy is doing its history

While Curley argues that we need to know the history of philosophy so as not to avoid important alternatives to contemporary proposals, I argue that philosophy is an essentially historical enterprise. Unlike science, philosophy cannot forget its history. Not to know the history of philosophy is not to understand why the questions we seek to answer are worth answering or asking.     

The authority of the moral sense

The Journal of Value Inquiry -     

Peripheral control of drinking: gastrointestinal filling as a negative feedback signal, a theoretical and experimental analysis.

The studies described here investigated the hypothesis that the osmotic postingestional satiety signal proposed by McCleary operates through a mechanism related to gut filling rather than by osmotically induced shifts of fluid from osmoreceptors in the brain. A control theory model is presented, which was designed to make quantitatively explicit the hypothesis under question. The results showed that when mannitol, which is not absorbed from the intestine, is added to a highly palatable saccharin-glucose mixture, the amount of fluid consumed decreased in inverse proportion to the mannitol concentration. Mannitol was also shown to block fluid absorption from the intestine at a low concentration (approximately .070 M) and at higher concentrations to lead to a net flux of fluid into the intestinal lumen. It was also shown that mannitol in concentrations that reduced the intake of the palatable solution did not induce thirst when the animals were in water balance. It did induce thirst, however, when the animals were tested in a state of negative water balance. The results of these studies, considered as a whole, support the view that McCleary's osmotic postingestional satiety signal acts as an intestinal distention signal rather than by inducing thirst. The model is found to be reasonably accurate as a first approximation, and suggestions are made for improvements.     

Mechanical advantage in the size-weight illusion

When a hand-held object is lifted by wrist flexion, the lifting system composed of muscles, bones, and the object lifted constitutes a third-class lever. Therefore, objects require greater lifting force as they are supported further distally The small can of the DeMoors size-weight illusion cans is usually supported further distally than the large one, possibly influencing their relative perceived weight When Ss are required to lift the small can through a shorter lever than the large one, there is a significant shift of judgments toward a reversal of the SWI in a paired-comparison situation. It is concluded that mechanical advantage does influence weight judgments and that biomechanical factors should be considered whenever weight judgments are made.     

A rapid automatic technique for generating operant key-press behavior in rats

Experimentally naive rats were trained to key press on a fixed-ratio 10 schedule of food reinforcement by a completely automatic procedure within a single, 1-hr session. Control procedures demonstrated that the resulting behavior was an operant, under control of the schedule of reinforcement and the specified reinforcing stimulus (food). A simple, combination food-tray operandum, also described, was used as the basis for the training technique.     

ANALYSIS OF THE INTEREST CHECK LIST FOR INDICATIONS OF BIAS

This study was done to find out if there are certain types of bias in the Interest Check List (ICL) used by employment counselors. If one analyzes the ICL in terms of modal Worker Trait Group (WTG) areas, the concern about the frequency of certain WTG areas takes on added importance. The issue is one of validity. Is it valid to say that if one responds positively to a WTG area that has only N=1 as compared to three positive responses for a WTG area that has N=12, the former is not a modal WTG? The exclusion of certain WTG areas from the ICL is discussed. A final issue is the orientation toward data-type jobs rather than people or thing jobs in the ICL.     

The teacher as observer and experimenter in the modification of disputing and talking-out behaviors

Disputing and talking-out behaviors of individual pupils and entire classroom groups in special education classes and regular classes from white middle-class areas and from all black poverty areas ranging from the first grade to junior high school were studied. The classroom teacher in each case acted as the experimenter and as an observer. Various means of recording behaviors were used and reliability of observation was checked by an outside observer, another teacher, a teacher-aide, a student, or by using a tape recorder. Observation sessions varied from 15 min to an entire school day. After baseline rates were obtained, extinction of inappropriate disputing or talking-out behaviors and reinforcement of appropriate behavior with teacher attention, praise and in some cases a desired classroom activity or a surprise at the end of the week brought a decrease in undesired verbalizations. A reversal of contingencies brought a return to high levels of inappropriate talking with a return to low levels when reinforcement for appropriate talking was reinstated. The experiments demonstrated that teachers in a variety of classroom settings could obtain reliable observational records and carry out experimental manipulations successfully using resources available in most schools.