Problems for Dogmatism

I argue that its appearing to you that P does not provide justification for believing that P unless you have independent justification for the denial of skeptical alternatives – hypotheses incompatible with P but such that if they were true, it would still appear to you that P. Thus I challenge the popular view of ‘dogmatism,’ according to which for some contents P, you need only lack reason to suspect that skeptical alternatives are true, in order for an experience as of P to justify belief that P. I pursue three lines of objection to dogmatism, having to do with probabilistic reasoning, considerations of future or hypothetically available justification, and epistemic circularity. I briefly sketch a fall-back position which avoids the problems raised.     

古典中国哲学中身体的意义

作者在区分“两极相关论”和“二元对立论”的基础上,从中国先秦哲学文献中梳理出有关身体的观念如“身”、“形”和“体”等概念,认为中国传统的身体观念倾向于用“过程”而不是用实体语言来表达。身心之间是“两极相关”而非“二元对立”的,双方互为必要条件,也只有在互涉的情况下,身心才能够得到理解。“人”被视为一个整体的身心交关的过程。在过程本体论中,每一个特定的个体都是每一个“他者”的结果。每一个特定的个体既是自我决定的,同时又是被每一个其他的特定个体所决定的。那些构成存在的各个个体实际上是“自我”的构成性成分。     

Style and spectral power: processing of abstract and representational art in artists and non-artists

We investigated cortical activity in response to abstract and representational paintings in artists and non-artists. Participants engaged in visual inspection of works of art and recalled them immediately afterwards through mental imagery. Meanwhile, we recorded their EEG, and calculated the power of their alpha band and theta band activity afterwards. In accordance with previous studies, theta band and alpha band power differed between artists and non-artists; these differences were found to depend, however, on the abstract or representational character of the paintings. Differences between abstract and representational art, and between inspection and imagery, occurred in alpha band power for non-artists only and in theta band power for artists. These results were taken to suggest that effects in artists reflect sustained focused attention and perceptual flexibility; in non-artists motivation and engagement with the task. The results were essentially whole-head, despite the local character of the measurement.     

Finishing on time: When do predictions influence completion times?

People typically predict they will finish projects earlier than they do. Whereas previous research has examined the determinants of this prediction bias, the present research explored potential consequences for behavior. In particular, we examined whether and when task completion predictions influence actual completion times. In four experiments we used anchoring manipulations to induce participants to make relatively early or late task completion predictions, and then examined when they started and/or finished the target tasks. As hypothesized, the prediction manipulation influenced completion times under certain conditions defined by the nature of the target task. Manipulated predictions affected completion times of closed tasks, defined as tasks carried out within a single, continuous session but not of open tasks, defined as tasks requiring multiple work sessions. This implies that task completion predictions help to initiate action, but their impact diminishes over the course of extensive, multi-stage projects.     

Long-term Evaluation of Genetic Counseling Following False-Positive Newborn Screen for Cystic Fibrosis

This cross-sectional mixed method study was a long-term follow-up evaluation of families who participated in an earlier survey of their understanding of cystic fibrosis (CF) genetics and their infants’ false-positive CF newborn screening (NBS) results. Thirty-seven of the original 138 parents participated in the follow-up telephone survey. Results showed parents who received genetic counseling at the time of their infants’ diagnostic sweat tests had significantly higher long-term retention of genetic knowledge than those without genetic counseling. However, both groups still had misconceptions and lacked accurate information about the actual risk associated with being a CF carrier. Most parents either had already informed (65%) or planned to inform (19%) their children about the child’s carrier status. Mean child age at the time of disclosure was 9.2 years. Situational prompts were the most common reasons for informing their children. Neither parental knowledge, medical literacy, nor parental education predicted whether parents informed their children about their carrier status. False-positive NBS results for CF were not associated with parental perceptions of child vulnerability 11–14 years after the testing. Although the sample from this study was small, these findings underscore the benefits of genetic counseling at the time of the diagnostic sweat test and offer information that can assist parents in talking with their children about the implications of having one CFTR mutation.     

How to Define Extrinsic Properties

There are, broadly, three sorts of account of intrinsicality: ‘self-sufficiency’, ‘essentiality’ and ‘pure qualitativeness’. I argue for the last of these, and urge that we take intrinsic properties of concrete objects to be all and only those shared by actual or possible duplicates, which only differ extrinsically. This approach gains support from Francescotti’s approach: defining ‘intrinsic’ in contradistinction to extrinsic properties which ‘consist in’ relations which rule out intrinsicality. I answer Weatherson’s criticisms of Francescotti, but, to answer criticisms of my own, I amend his account, proposing that possession of an extrinsic property consists in a relation to one or more actual or possible distinct concrete objects. Finally I indicate ways to avoid some apparent objections to this account.     

The Impact of Constructive Controversy on Moral Development

We examined the effects of a constructive controversy compared with individualistic learning on 3^rd, 4^th, and 5^th‐grade students' (N = 56) moral development, ethical skills, academic achievement, and attitudes toward social interdependence. The results indicated that participating in constructive controversy (compared with individualistic learning) resulted in greater moral development (i.e., moral reasoning, moral motivation, moral character), greater ethical skills (i.e., perspective taking, perception of self as a moral person, rule orientation), higher academic achievement, and more positive attitudes toward competition. These results extend constructive controversy theory, as well as Piagetian and social interdependent theories. They also provide guidance as to how discussions of moral dilemmas and conflicts among students should be structured and conducted.     

Using diffusion models to understand clinical disorders

Sequential sampling models provide an alternative to traditional analyses of reaction times and accuracy in two-choice tasks. These models are reviewed with particular focus on the diffusion model (Ratcliff, 1978) and how its application can aid research on clinical disorders. The advantages of a diffusion model analysis over traditional comparisons are shown through simulations and a simple lexical decision experiment. Application of the diffusion model to a clinically relevant topic is demonstrated through an analysis of data from nonclinical participants with high- and low-trait anxiety in a recognition memory task. The model showed that after committing an error, participants with high-trait anxiety responded more cautiously by increasing their boundary separation, whereas participants with low-trait anxiety did not. The article concludes with suggestions for ways to improve and broaden the application of these models to studies of clinical disorders.     

Knowledge of language and knowledge about the world: A reaction time study of invited and necessary inferences

Necessary inferences (e.g., The jury was not able to deliver its verdict by 3 o'clock. The jury did not deliver its verdict by 3 o'clock.) depend on linguistic knowledge. Invited inferences, (e.g., The jury was able to deliver its verdict by 3 o'clock. The jury delivered its verdict by 3 o'clock) depend on knowledge about the world. Responses were faster to necessary than to invited inferences when subjects verified only one of the two inference types (Experiments 1 and 3). When subjects verified both inference types there was no difference between invited and necessary inferences (Experiments 2 and 4). These data suggest that linguistic and world knowledge are psychologically distinct and that when factual knowledge is not needed in a task it is not processed. In Experiments 3 and 4 incongruent world knowledge slowed response times for both inference types. This suggests that linguistic and factual knowledge are both port of the initial representation of a sentence.