Supposition as Quantification versus Supposition as Global Quantificational Effect

This paper follows up a suggestion by Paul Vincent Spade that there were two Medieval theories of the modes of personal supposition. I suggest that early work by Sherwood and others was a study of quantifiers: their semantics and the effects of context on inferences that can be made from quantified terms. Later, in the hands of Burley and others, it changed into a study of something else, a study of what I call global quantificational effect. For example, although the quantifier in ¬xPx is universal, it can be seen globally as having an existential effect; this is because the formula containing it is equivalent to x¬Px. The notion of global effect can be explained in terms of the modern theory of normal forms. I suggest that early authors were studying quantifiers, and the terminology of the theory of personal supposition is a classification of kinds of quantifiers. In this theory, to say that a term has distributive supposition is to say, roughly, that it is quantified by a universal quantifying sign. Later authors turned this into a theory of global quantificational effect. In the later theory, to say that a term has distributive supposition is to say that the overall effect is as if the term were universally quantified with a quantifier taking (relatively) wide scope. The difference between these two approaches is illustrated by the fact that the term man is classified as having distributive ("universal") supposition in Not every man is running in the earlier theory, whereas in the later theory that term does not have distributive supposition; it has determinate ("existential") supposition. In the paper I explain these options, and I argue from several texts that the earlier and later medieval theories actually worked like this. In an appendix I make further efforts to clarify the obscure early accounts, as well as the nineteenth century "doctrine of distribution". The last section of the paper discusses the "purpose(s)" of supposition theory.     

First steps in family therapy: a personal construct analysis

This article describes the career of a small multi-disciplinary group undergoing a training in family therapy. It is a personal tale attempting to give the 'inside story' on the trainee's struggle to become an effective family therapist. The group's experience, both corporately and individually, is described using the theoretical framework and research methodology of Personal Construct Psychology.     

Modality-specific interference with overt mediation by pigeons in a delayed discrimination task

Pigeons were trained on a delayed discrimination task in which they were rewarded for pecking a white terminal stimulus (TS) presented 5 sec after a green initial stimulus (IS) and for not pecking the white TS when it followed a red IS. Each bird bridged the memory interval (MI) with overt mediational behaviors. Nevertheless, sustained retroactive interference (RI) effects were produced by houselight illumination (Experiments 1 and 3), and mild shock pulses (Experiment 5) but not white noise (Experiment 2) presented during the MI. Although the magnitude of the light-induced RI effect was proportional to the duration of houselight illumination (Experiment 4), the beginning-end effect described by W. A. Roberts and D. S. Grant (Journal of Experimental Psychology: Animal Behavior Processes, 1978, 4, 219–236) was not observed. These results not only attest to the between-task robustness of both light-induced RI and modality-specific effects with pigeons, but also support the hypothesis that RI effects result from the disruption of mediational activities possibly analogous to rehearsal. The results further demonstrate that an event interpolated within the MI need not be unexpected or novel to produce RI. Furthermore, the interpolated event can produce modality-specific RI effects even though it effects a different sense than do the IS and TS.     

An analysis of a performance feedback system: the effects of timing and feedback, public posting, and praise upon academic performance and peer interaction

In the first experiment, after establishing baseline composition rates in each classroom, timing (announcing time limits) and feedback (student self-scoring) were introduced followed by the introduction, removal, and reintroduction of public posting of highest scores. Timing and feedback improved story writing performance and public posting of highest scores improved performance even further in both classrooms. Teacher praise produced further improvement in one classroom but had no effect on performance in the other. Changes in on-task behavior paralleled changes in writing rate. Comments made by children concerning their own work or work of their peers were recorded throughout the experiment. Although the baseline rate of performance comments was almost zero, the introduction of each variable markedly increased the rate of performance comments. In the second experiment, baseline rates on reading and language exercises were established in a fifth-grade classroom. The entire performance feedback system was introduced on a multiple baseline across the two behaviors and then removed during the final phase of the experiment. Introducing the system improved performance on both tasks. These results further increased the generality of some of the findings of the previous experiment and of previous research on the efficacy of the experimental package of timing, feedback, public posting, and praise.     

Occupational mobility as measured by Holland's theory of career selection

This study examined the occupational mobility of men ages 45–59 as measured by Holland's theory of career selection and its relationship to men in the work force. Stability was discussed in two distinct ways: (1) stability within a job, and (2) stability in the kind of work a man does over a career. In his research Holland concluded that Realistic and Investigative personality types would change personality type less often and have more stable job choices in comparison to other personality types. The results of this study supported these findings to some extent, but also concluded that stability in a personality type was strongly influenced by the number of jobs available in a particular personality type and the structure of the labor market demand. In addition the results showed that psychological concepts seem to be more important in changing jobs than in selecting initial jobs.     

Imagined spatial transformation of one's body

This study examined two related phenomena: (a) the judgment of whether a human body part belongs to the left or right half of the body and (b) the imagined spatial transformation of one's body. In three experiments, observers made left-right judgments of a part of a body whose orientation differed from their own by a rotation about one of 13 axes. To do so, they imagined themselves passing to the orientation of the stimulus. Time for (a) left-right judgments and (b) accompanying imagined spatial transformations depended on the extent of the orientation difference (OD) between the observer and stimulus. More important, time for phenomena (a) and (b) depended strongly, and in the same way, on the direction of OD. Further results showed that the rate of imagined spatial transformations can vary strongly for different axes and directions of rotation about an axis. These and other results (e.g., Parsons, 1987a) suggest that temporal and kinematic properties of imagined spatial transformations are more object-specific than could be previously assumed.     

Family therapy: the rest of the picture

The specialist literature on family therapy naturally tends to focus only on the special features of what is a much larger body of skills and knowledge. To redress the balance this paper outlines the rest of the picture in various ways. About 90 separable component parts of family therapy are described. Some implications of this analysis are identified.