Is Mere True Belief Knowledge?

Crispin Sartwell ingeniously defends the provocative thesis that mere true belief suffices for knowledge. In doing so, he challenges one of the most deeply entrenched epistemological tenets, namely that knowledge must be more than mere true belief. Particularly interesting is the way he defends his thesis by appealing to considerations adduced by such prominent epistemologists as William Alston, Laurence BonJour, Alvin Goldman and Paul Moser, each of whom denies that knowledge is merely true belief. In this paper, I argue that the case Sartwell presents for his thesis fails. However, by examining why it fails, we may derive at least four important epistemological lessons: (1) being justified does not entail being able to give a justification; (2) we should distinguish between epistemic justification conceived of as intrinsically conducive to truth and conceived of as extrinsically conducive to truth; (3) we should distinguish between epistemic justification conceived of as an essential criterion of knowledge and conceived of as an accidental criterion of knowledge; and (4) epistemologists need to specify how the telos of inquiry involves more than the acquisition of (merely) true beliefs.Socrates: Then tell me: what definition can we give with the least risk of contradicting ourselves?Theaetetus: The one we tried before, Socrates. I have nothing else to suggest.Socrates: What was that?Theaetetus: That true belief is knowledge. Surely there can at least be no mistake in believing what is true and the consequences are always satisfactory.Theaetetus 200d–e     

Graduate school mentoring in clinical,counselling, and experimental academic training programs: an exploratory study

This study focused on graduate student mentoring within clinical, counselling and experimental psychology programs. A nationwide survey of 336 psychology graduate students indicated that counselling students reported higher levels of socioemotional support in their mentoring relationships, as well as higher overall levels of satisfaction, compared with clinical and experimental students. Clinical and experimental students, however, reported higher levels of selected outcome variables, such as research productivity. The relationships between mentoring qualities and several outcome variables were noted and discussed. This study adds to the developing literature concerning graduate student mentoring within professional psychology training programs.     

Sex and the Statehouse: The Law and the American Same‐Sex Marriage Debate

Abstract : Same‐sex marriage remains a point of contention in American politics. The recent history of this conflict suggests that the Court's attempt to frame issues of sexual politics through paradigms of the right to choose and the tolerance principle, and constitutional ‘liberty’ and ‘equality’ cases raises difficult questions of justice. This article proposes that a Lutheran response, grounded in an understanding of the orders of creation, might interrogate these assumptions, particularly about the appropriate reach of government in sexual and family matters.     

The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students

This study was to assess the moderating roles of intrinsic value in the relation of basic psychological needs support to academic engagement in mathematics. We recruited 246 middle school students by using the Basic Psychological Needs Support Scale, the Intrinsic Value Scale and the Academic Engagement Scale. This study found that both basic psychological needs support and intrinsic value had significant predictions on the three aspects of academic engagement. Moreover, the interaction item between basic psychological needs support and intrinsic value could significantly affect emotional and cognitive engagement, but not behavioural engagement. The findings indicated that except for behavioural engagement, the associations between basic psychological need support and emotional or cognitive engagement could be moderated by intrinsic value. This study provides a special perspective for educators and researchers to recognise the role of intrinsic value in promoting adolescents' higher levels of involvement in mathematics class.     

Many roads lead to Rome: Self‐regulatory strategies and their effects on self‐control

In a self‐control conflict, people face a dilemma between a current goal (e.g., to exercise regularly) and competing impulses, habits, or desires (e.g., to stay on the couch and continue watching TV). To resolve such conflicts in favor of their goals, individuals may capitalize on a variety of self‐regulatory strategies. In this article, we review recent research on the self‐regulatory strategies people use in their daily lives, research on the effectiveness of these strategies, and research on the consequences of self‐regulatory strategy use on well‐being. We furthermore take both an individual‐differences and a situational perspective by linking strategy use to individual differences between people (e.g., in self‐control) and by emphasizing that strategy effectiveness likely depends on situational context (e.g., on current demands). Finally, we introduce ideas and potential future research questions revolving around the role of individual differences in regulatory flexibility (including context‐sensitivity) for determining a person's self‐regulatory success.     

The efficacy of couples-based interventions for panic disorder with agoraphobia

From this systematic literature review it was concluded that panic disorder with agoraphobia (PDA) can sometimes occur in conjunction with marital problems. Couples-based treatments for PDA – partner-assisted exposure and marital therapy – can be an effective treatment for the condition. It is as effective as individually based cognitive behaviour therapy. Involving partners of people with PDA in therapy may be appropriate in some cases, particularly those in which there are marital difficulties. Couple-focused interventions may enhance the maintenance of treatment gains by facilitating interactions that positively reinforce and perpetuate attempts by people with PDA to enter feared situations and cope with these effectively. People with PDA who have good marital relationships show a better response to both individual and couples-based treatment programmes. In some instances effective couples-based treatment leads to improvement in marital adjustment as well as in PDA symptomatology.     

康德关于纯粹实践理性方法论的思想

文章立足于分析康德对“客观的德性法则如何在主观上也成为实践的”这一问题的回答,梳理了康德的纯粹实践理性的方法论思想,提出了两个步骤的理论：判断力的练习与自由的意识;并分析了方法论与实践理性批判的分析论在方法上的统一。康德认为这一方法论思想对道德生活与道德培育具有重要的意义,尤其是自由的意识以及对自己的敬重是道德教育的立足点,因为它们也是人在内心防止心灵的腐败与堕落的惟一守卫者。     

Memory for Related and Unrelated Words: Further Evidence on the Influence of Semantic Factors in Immediate Serial Recall

A number of recent studies have explored the role of long-term memory factors in memory span tasks. The effects of lexicality, frequency, imageability, and word class have been investigated. The work reported in this paper examined the effect of semantic organization on the recall of short lists of words. Specifically, the influence of semantic category on immediate serial recall and the interaction of this variable with articulatory suppression was investigated in three experiments. Experiment 1 compared immediate serial recall performance when lists comprising items from the same semantic category were used (homogeneous condition) with a situation where lists held items from different semantic categories. Experiment 2 examined the same conditions with and without articulatory suppression during item presentation, and Experiment 3 reproduced these conditions with suppression occurring throughout presentation and recall. Results of all three experiments showed a clear advantage for the homogeneous condition. Experiments 2 and 3 showed that the homogeneous category advantage did not depend on the articulatory loop. Furthermore, error analysis indicated that this effect was mainly attributable to better item information recall for the homogeneous condition. These results are interpreted as reflecting a long-term memory contribution to the recall stage of immediate serial recall tasks.     

工作记忆负荷和自动化提取对小学生加法心算策略执行效果的影响

本研究选取43名小学四年级学生(18名男生和25名女生)为实验被试,探究了工作记忆负荷和自动化提取对复杂加法心算策略效果的影响.结果显示:(1)工作记忆负荷对复杂加法心算策略的影响显著,即一项加法心算策略所需的工作记忆负荷越小,该策略的执行效果越好;(2)自动化提取对加法心算策略的影响显著,即一项加法心算策略所需自动化提取的程度越高,该策略的执行效果越好;(3)工作记忆负荷和自动化提取对加法心算策略效果的交互作用显著,表现为在自动化提取水平较高的情况下,工作记忆负荷的大小对心算策略执行效果的影响差异不显著;而在自动化提取水平较低的情况下,工作记忆负荷小的心算策略的执行效果显著优于工作记忆负荷大的心算策略的执行效果.     

Differential Outcomes of Adolescents with Chronically Ill and Healthy Parents

Approximately 10% of children grow up with a parent who has been diagnosed with a chronic medical condition (CMC) and seem to be at risk for adjustment difficulties. We examined differences in behavioral, psychosocial and academic outcomes between 161 adolescents from 101 families with a chronically ill parent and 112 adolescents from 68 families with healthy parents, accounting for statistical dependence within siblings. Children between 10 and 20 years and their parents were visited at home and filled in questionnaires. Multilevel analyses showed that 20–60% of the variance in most adolescent outcomes was due to the family cluster effect, especially in internalizing problem behavior, caregiving variables and quality of parent attachment. Conversely, the variance in stress and coping variables and grade point average (GPA) was mainly due to individual characteristics. Adolescents with parents affected by CMC displayed more internalizing problems than the comparison group and scored higher on frequency of household chores, caregiving responsibilities, activity restrictions, isolation, daily hassles and stress. In addition, their grade point average was comparatively worse. No group differences in externalizing problems, coping skills and quality of parent attachment were found. In conclusion, the family cluster effect largely explains adolescent outcomes and should be accounted for. Adolescents with parents affected by CMC are subject to an increased risk for internalizing problems, adverse caregiving characteristics, daily hassles, stress and a low GPA. According to a family-centered approach, school counselors and health care practitioners should be alert to adjustment difficulties of children with a chronically ill parent.