What Incompleteness Arguments are and What They are Not

Cappelen and Lepore (2005) maintain that Incompleteness Arguments for context sensitivity are fallacious. In their view, Incompleteness Arguments are non sequitur fallacies whose conclusions are not logically related to premises. They affirm that the conclusions of Incompleteness Arguments are metaphysical claims about the existence of entities that might be constituents of propositions, while their premises concern psychological data about speakers' dispositions to truth evaluate sentences in contexts of utterance. Cappelen and Lepore reject Incompleteness Arguments because psychological data have no bearing on metaphysical issues. I do not dispute Cappelen and Lepore's claim that psychological data have no relevance to metaphysics. Nonetheless, I argue that Cappelen and Lepore's criticism is vitiated by a misunderstanding of the nature of Incompleteness Arguments that makes them overlook the link between semantics and linguistic competence. I try to shed light on the real nature of Incompleteness Arguments by pointing at the failure of Cappelen and Lepore's criticism. My aim is not to defend Semantic Contextualism, but to bring to attention the link between semantics and linguistic competence that should never be overlooked in debates in the field of semantics.     

How School can Teach Civic Engagement Besides Civic Education: The Role of Democratic School Climate

Civic engagement, defined as involvement in community life, is influenced by reciprocal relationships between individuals and contexts and is a key factor that contributes to positive youth development. The present study evaluates a theoretical model linking perceived democratic school climate with adolescent civic engagement (operationalized as civic responsibility and intentions for future participation), taking into account the mediating role of civic discussions and perceived fairness at school. Participants were 403 adolescents (47.9 % male) ranging in age from 11 to 15 years old (mean age = 13.6). Path analysis results partially validated the proposed theoretical model. Higher levels of democratic school climate were associated with higher levels of adolescent civic responsibility; the association was fully mediated by civic discussions and perceived fairness at school. Adolescents’ civic responsibility, then, was positively associated with a stronger intention to participate in the civic domain in the future.     

How do object reference frames and motion vector decomposition emerge in laminar cortical circuits?

How do spatially disjoint and ambiguous local motion signals in multiple directions generate coherent and unambiguous representations of object motion? Various motion percepts, starting with those of Duncker (Induced motion, 1929/1938) and Johansson (Configurations in event perception, 1950), obey a rule of vector decomposition, in which global motion appears to be subtracted from the true motion path of localized stimulus components, so that objects and their parts are seen as moving relative to a common reference frame. A neural model predicts how vector decomposition results from multiple-scale and multiple-depth interactions within and between the form- and motion-processing streams in V1–V2 and V1–MST, which include form grouping, form-to-motion capture, figure–ground separation, and object motion capture mechanisms. Particular advantages of the model are that these mechanisms solve the aperture problem, group spatially disjoint moving objects via illusory contours, capture object motion direction signals on real and illusory contours, and use interdepth directional inhibition to cause a vector decomposition, whereby the motion directions of a moving frame at a nearer depth suppress those directions at a farther depth, and thereby cause a peak shift in the perceived directions of object parts moving with respect to the frame.