Is Fallibility an Epistemological Shortcoming?

A familiar form of scepticism supposes that knowledge requires infallibility. Although that requirement plays no role in our ordinary epistemic practices, Barry Stroud has argued that this is not a good reason for rejecting a sceptical argument: our ordinary practices do not correctly reflect the requirements for knowledge because the appropriateness-conditions for knowledge attribution are pragmatic. Recent fashion in contextualist semantics for 'knowledge' agrees with this view of our practice, but incorrectly. Ordinary epistemic evaluations are guided by our conception of a person's standing with regard to the reasons that there are for and against the truth of a belief. Thus the objection from our ordinary practices is sound: fallibility is not an epistemological shortcoming, and a convincing sceptical argument must use only requirements which figure in ordinary epistemic practice.     

Behavioral variability as avoidance behavior

This study aimed to investigate whether variable patterns of responses can be acquired and maintained by negative reinforcement under an avoidance contingency. Six male Wistar rats were exposed to sessions in which behavioral variability was reinforced according to a Lag contingency: Sequences of three responses on two levers had to differ from one, two or three previous sequences for shocks to be avoided (Lag 1, Lag 2 and Lag 3, respectively). Performance under the Lag conditions was compared with performance on a Yoke condition in which the animals received the same reinforcement frequency and distribution as in the Lag condition but behavioral variability was not required. The results showed that most of the subjects varied their sequences under the Lag contingencies, avoiding shocks with relatively high probability (≥ 0.7). Under the Yoke procedure, responding continued to occur with high probability, but the behavioral variability decreased. These results suggest that behavioral variability can be negatively reinforced.     

Nudging: A Lesson in the Theatrics of Choice

The aim of this piece is to clarify three key matters: (a) the extent to which, as citizens, our volition is impacted as a result of the implementation of nudges in the health domain; (b) the efficacy of educational campaigns as a means of behavioral change relative to other nudges as well as typical regulatory instruments; and (c) the empirical, theoretical, and practical details that ethical debates concerning nudges might want to consider.     

Believing one’s reasons are good

Is it coherent to suppose that in order to hold a belief responsibly, one must recognize something else as a reason for it? This paper addresses this question by focusing on so-called “Inferential Internalist” principles, that is principles of the following form: in order for one to have positive epistemic status Ø in virtue of believing P on the basis of R, one must believe that R evidentially supports P, and one must have positive epistemic status Ø in relation to that latter belief as well. While such principles and their close relatives figure centrally in a wide variety of recent epistemological discussions, there is confusion in the literature about what, precisely, Inferential Internalism commits one to and whether it is so much as coherent. This paper (1) articulates a broader framework for understanding the notion of epistemic responsibility, (2) motivates Inferential Internalism on the basis of considerations about the basing relation, epistemic responsibility, and parallels with practical deliberation, (3) defends Inferential Internalism against charges of incoherence leveled by James Van Cleve and Paul Boghossian, and (4) shows that contrary to a currently widespread view, Inferential Internalism is coherent even if foundationalism and the a priori are rejected. The paper closes with a preliminary argument for an affirmative answer to the initiating question about the requirements of epistemic responsibility.     

Reciprocal Influences Between Girls’ Conduct Problems and Depression,and Parental Punishment and Warmth: A Six year Prospective Analysis

Although the reciprocal effects of parenting and child behavior have long been recognized, the emphasis of empirical study in the field of developmental psychopathology has been on parenting effects on children. For girls in particular, little is known about unique parenting effects on conduct problems in comparison to depression, or vice versa. In the current study, data from the large-scale (n = 2,451) Pittsburgh Girls Study were used to examine the reciprocal relations between parenting and child behavior over a six year period (child ages 7-12 years). Girls and their caregivers (85% of whom were biological mothers) were interviewed annually in their homes. Girls reported on symptoms of conduct disorder and depression, and caregivers reported on level of parent-child warmth and use of harsh punishment. The results of generalized estimating equation regression models demonstrated that both parenting behaviors were uniquely predictive of changes in girls' conduct problems and depressed mood. When the effects of race and poverty on these associations were controlled for, both parenting effects on girls' conduct problems remained significant, but only low parental warmth remained as a significant predictor of depressed mood. Girls' conduct problems, but not depressed mood, predicted changes in harsh punishment over time. The small effect of girls' depressed mood, on changes in parental warmth, was further weakened when socio-demographic factors were also included in the model.     

The content validity of juvenile psychopathy: an empirical examination

This study examined the content validity of a juvenile psychopathy measure, the Childhood Psychopathy Scale (CPS; D. R. Lynam, 1997), based on a downward translation of an adult instrument, the Hare Psychopathy Checklist-Revised (PCL-R; R. D. Hare, 1991). The CPS was compared with two other indices of juvenile psychopathy: (a) an index derived from expert ratings and (b) an empirical index based on correlations with adult psychopathy. The 100 items of the Common Language Q-Sort (CLQ; A. Caspi et al., 1992) provided a common metric for the comparison. Psychopathy and personality were assessed at age 13 years with the mother-reported CPS and the CLQ. Psychopathy was assessed at age 24 years with the interviewer-rated Psychopathy Checklist: Screening Version (PCL:SV; S. D. Hart, D. N. Cox, & R. D. Hare, 1995). Data from over 250 participants of the middle sample of the Pittsburgh Youth Study were used to examine these relations. Item content analyses demonstrated considerable overlap among the three indices, indicating that the downward translation utilizes criteria similar to those of experts and the empirically-derived measure. In addition, these indices, even after removing overlapping items, demonstrated considerable convergence, also supporting the content validity of the downward translation. These results suggest that the downward translation method is adequate for understanding the juvenile psychopathy construct.     

Parenting and management skills: The mediator role of empathy

The present study aimed to test the effect of sex as well as the experience of parenting at the level of empathy and management skills and the mediating effect of empathy on the relationship between the experience of parenting and management skills. No differences were found between men and women concerning management skills. Women had higher empathy levels than men. Being a father or mother increased management skills and empathy levels. However, the experience of parenting interferes with management skills by increasing levels of empathy only in men. Career counselors need to considerer not only the processes inherent to each management task, but also the variables that intensify these competences, integrating emotional and relational dimensions.     

Epistemic Gradualism and Ordinary Epistemic Practice: Responce to Hetherington

This paper responds to Stephen Hetherington's discussion of my ‘Is Fallibility an Epistemological Shortcoming?’ (2004). The Infallibilist skeptic holds that in order to know something, one must be able to rule out every possible alternative to the truth of one’s belief. This requirement is false. In this paper I first clarify this requirement’s relation to our ordinary practice. I then turn to a more fundamental issue. The Infallibilist holds – along with many non-skeptical epistemologists – that Infallibility is epistemically superior to the epistemic position attained when we have (what we ordinarily call) knowledge. This is false, too, as our ordinary practices show. Ordinary epistemic appraisal does not concern our standing on a scale of evaluation which has Infallibility at its apex. For this reason, even if gradualism is correct, it does not show how Infallibilist skepticism can arise out of our ordinary practice.     

Early sport involvement in young Portuguese basketball players

The purpose of this study was to examine the quantity and type of sporting activities undertaken by young Portuguese basketball players in early stages of athletic development. 750 basketball players aged between 12 and 16 years served as participants, grouped by sex and competitive level. The Skilled group comprised players representing the 9 highly ranked regional teams (n=378) while the Less-skilled group comprised the players representing the remaining 9 regional teams (n=372). All the participants filled out a previously validated questionnaire based on retrospective information linked to the training activities experienced throughout their involvement in sport. Results suggest that the majority of the players started practicing sports preferentially between 6 and 10 years. However, a significant number of players reported a later start, between 11 and 14 years of age. The pattern of sport involvement confirmed important divergences in the path reported by the players by the team's competitive level. The major findings of this study confirmed that players representing the highly ranked teams demonstrated a tendency to extend their training activities during longer periods during the week and throughout each season.