An intimate connection: Oliver Zangwill and the emergence of neuropsychology in Britain

In this article, the author argues that a number of conditions conspired to place the Cambridge psychologist Oliver Zangwill in a pivotal position for pursuing and promoting neuropsychology in Britain after World War II. In broad terms, these were the background and experience of Zangwill himself, the practical engagement of psychologists with patients with brain damage, neurologists, and psychiatrists, the introduction of medical reform including the establishment of a National Health Service, rekindled interest in cortical localization, and the elite social networks that existed in medicine and university life in postwar Britain. The author claims that the career of Zangwill reveals rather than obscures the importance of these wider conditions and demonstrates an unusually close connection between an individual and the emergence of a subdiscipline.     

Ego depletion and aggressive behavior: Is the inhibition of aggression a limited resource?

If self‐regulation is a limited resource, the capacity to inhibit aggressive behavior should be lower among people who have already exercised self‐regulation. In Experiment 1, participants who had to resist the urge to eat tempting food later reacted more aggressively to an insult than other participants who were allowed to eat as much as they wanted. In Experiments 2 and 3, some participants had to self‐regulate by making themselves concentrate on a boring film and stifling their physical and facial movements, and afterward they, too, responded more aggressively than controls. Experiment 3 also showed that the results were not due to differential moods and that one act of self‐regulation (unrelated to aggression) was sufficient to enhance subsequent aggressive responses toward the experimenter. Copyright © 2006 John Wiley & Sons, Ltd.     

进化发展心理学：发展中的人类本性

进化发展心理学研究社会能力与认知能力发展背后的基因与环境机制,以及基因与环境机制在特定社会文化中的表现。进化发展心理学探讨的主要问题与设计到的主要概念包括：（1）自然选择在毕生发展的早期阶段发挥作用;（2）进化发展心理学特别重视适应在婴儿期及儿童期发展中的作用;（3）儿童期的延长有助于儿童学习人类社会的复杂性;（4）发展背景的方法可以用来理解成人外显行为的进化起源;（5）基因与环境因素相互影响约束个体发展;（6）认知能力与行为活动敏感于早期环境,但二者发展也具有可塑性     

The Knowledge Argument and Objectivity

In this paper I argue that Frank Jackson’s Knowledge Argument is better considered not as an argument against physicalism, but as an argument that objective theories must be incomplete. I argue that despite the apparent diversity of responses to the knowledge argument, they all boil down to a response according to which genuine epistemic gains are made when an individual has an experience. I call this the acquaintance response. I then argue that this response violates an intuitive stricture on the objectivity of theories. Therefore, the knowledge argument does show that objective theories cannot provide a complete understanding of the world. The result, however, is that both objective dualism and objective physicalism are refuted by the argument. In the end it is suggested that the notion of “subjective physicalism” is one that should be pursued.     

How Wittgenstein Defeated Russell’s Multiple Relation Theory of Judgment

In 1913 Wittgenstein raised an objection to Russell’s multiple relation theory of judgment that eventually led Russell to abandon his theory. As he put it in the Tractatus, the objection was that “the correct explanation of the form of the proposition, ‘A makes the judgement p’, must show that it is impossible for a judgement to be a piece of nonsense. (Russell’s theory does not satisfy this requirement,” (5.5422). This objection has been widely interpreted to concern type restrictions on the constituents of judgment. I argue that this interpretation is mistaken and that Wittgenstein’s objection is in fact a form of the problem of the unity of the proposition.     

THE USE OF REBT PRINCIPLES AND PRACTICES IN LEADERSHIP TRAINING AND DEVELOPMENT

Training, coaching, and consulting with people in leadership roles can be a primary consulting function for clinicians. In this paper, the authors describe their model of leadership, and what they believe to be the central personality or character components of leadership necessary for producing extraordinary results. Throughout they will show where and how REBT skills can make a significant contribution.     

Explication Defended

How can formal methods be applied to philosophical problems that involve informal concepts of ordinary language? Carnap answered this question by describing a methodology that he called “explication." Strawson objected that explication changes the subject and does not address the original philosophical problem; this paper shows that Carnap’s response to that objection was inadequate and offers a better response. More recent criticisms of explication by Boniolo and Eagle are shown to rest on misunderstandings of the nature of explication. It is concluded that explication is an appropriate methodology for formal philosophy.