Leibniz's complete propositional logic

Conclusion I have shown (to my satisfaction) that Leibniz's final attempt at a generalized syllogistico-propositional calculus in the Generales Inquisitiones was pretty successful. The calculus includes the truth-table semantics for the propositional calculus. It contains an unorthodox view of conjunction. It offers a plethora of very important logical principles. These deserve to be called a set of fundamentals of logical form. Aside from some imprecisions and redundancies the system is a good systematization of propositional logic, its semantics, and a correct account of general syllogistics. For 1686 it was quite an accomplishment. It is a pity that Leibniz himself did not fully appreciate what he had achieved. It does seem to me that this was due in part, as the Kneales urge (Note 4), to his having kept the focus of his attention on traditional syllogistics. It is a great pity that he did not polish GI 195–200 for publication. The publication of GI 195, 198, and 200 would have most likely promoted further research.This paper was conceived in a Seminar on the Generales Inquisitiones offered by Professor Klaus Jacobi at the University of Freiburg during the 1987 winter semester. I am grateful to him for having allowed me to participate in that exciting seminar. I am grateful to all the seminar participants, especially to Professor Jacobi, Professor Klaus Erich Kaehler, Doctor Helmut Pape, and Herr Hans-Peter Engelhart for sustained and illuminating discussions of some passages of the GI. Jacobi was extremely kind in reading the second version of this paper with a highly refined comb. I am most grateful to him for having pointed out typos, stylistic infelicities, and conceptual obscurities. He also provided advice on the translation, and, most generously and cooperatively, offered suggestions for improving the exposition and the arguments.     

Depression in children: Parent,teacher, and child perspectives

Depressed and nondepressed children were found to differ in the types of behavior problems manifested at home and at school. Children rated as depressed by their parents on the Personality Inventory for Children evidenced significantly more conduct problems, anxiety, impulsive hyperactivity, learning problems, psychosomatic problems, perfectionism, and muscular tension at home than children rated as nondepressed. Depressed children were rated by their teachers as displaying more inattentionpassivity than nondepressed children. A significant but modest relationship was found between parent report and child selfreport of the child's depression. Depressed children attributed positive events to external causes and negative events to internal causes significantly more than did nondepressed children. The specificity of these results to depression was also examined;the particular features of childhood depression are compared to the features of adult depression. The investigators would like to thank Jim McFerren and Ralph Zalazar for their work as research assistants and David Watson for his help with the statistical analyses. The helpful comments of Eric Klinger and Auke Tellegen are gratefully acknowledged. The cooperation of Dr. Loren Benson, director of personnel services of the Hopkins School District #274; Mr. Edward Ryshavy, principal of Glen Lake Elementary School; and the teachers of that school is greatly appreciated.     

Biculturalism,Locus of Control,and Leader Behavior in Ethnically Mixed Small Groups1

The study examined the interactive effects of degree of biculturalism and locus of control on leader behavior in supportive and nonsupportive ethnically mixed small groups. Subjects were 36 male Chicano college students who participated in a small group discussion composed of four members: a naive subject who invariably served as group leader, and three confederates representing distinct ethnic groups (Anglo, Black, and Chicano). Behavioral observations revealed several interesting interactions involving group support. High biculturals, in comparison to low biculturals, adopted a more active leader role in nonsupportive than in supportive groups, asking for more opinions and evaluations, and making more clarification statements. Furthermore, while low bicultural externals and high bicultural internals tended to be more interpersonally assertive and to make more clarification statements under supportive conditions, it was low bicultural internals and high bicultural externals who exhibited the most active leader roles in nonsupportive groups. Additional findings revealed that statements made by the Anglo confederate were clarified more often in the supportive condition, while statements made by either the Black or the Chicano confederate were clarified more often in the nonsupportive condition. The results are discussed in relation to previous literature and the need to develop a more responsive social psychology of interethnic dynamics.     

Perception,belief, and the structure of physical objects and consciousness

Conclusion We have now provided an overall simple theoretical account of the structure of perceptual experience proto-philosophically examined in Part I. The next task is to find the proper logical machinery to formulatte those accounts rigorously.This essay is an abridgment of a monograph written while the author enjoyed both a 1975–76 sabbatical leave from Indiana University and a concurrent grant from the National Endowment for the Humanities for doing research in metaphysics.     

Career decision making and interview frequency

A survey of one university's graduates in 1971 and an analysis of its student case notes in 1973 indicated a relationship between level of indecision, frequency of careers advisory interviews, and ability to make an early career choice. In 1974, therefore, one of the two careers advisers responsible for arts students adopted a policy — with those students whose career choice seemed uncertain at first interview — of agreeing appropriate short-term goals and arranging a follow-up interview. In 1975 both arts advisers adopted this method, restricting single interviews to those who had initially expressed clearly-defined career goals, and significant increase in early decisions was achieved. The importance of early decisions is discussed in relationship to job opportunities and student satisfaction.     

Human social defeat and approach–avoidance: Escalating social-evaluative threat and threat of aggression increases social avoidance

Basic research on avoidance by Murray Sidman laid the foundation for advances in the classification, conceptualization and treatment of avoidance in psychological disorders. Contemporary avoidance research is explicitly translational and increasingly focused on how competing appetitive and aversive contingencies influence avoidance. In this laboratory investigation, we examined the effects of escalating social-evaluative threat and threat of social aggression on avoidance of social interactions. During social-defeat learning, 38 adults learned to associate 9 virtual peers with an increasing probability of receiving negative evaluations. Additionally, 1 virtual peer was associated with positive evaluations. Next, in an approach–avoidance task with social-evaluative threat, 1 peer associated with negative evaluations was presented alongside the peer associated with positive evaluations. Approaching peers produced a positive or a probabilistic negative evaluation, while avoiding peers prevented a negative evaluation (and forfeited a positive evaluation). In an approach–avoidance task with social aggression, virtual peers gave and took money away from participants. Escalating social-evaluative threat and aggression increased avoidance, ratings of feeling threatened and threat expectancy and decreased ratings of peer favorableness. These findings underscore the potential of coupling social defeat and approach–avoidance paradigms for translational research on the neurobehavioral mechanisms of social approach–avoidance decision-making and anxiety.     

Associating Ethos with Objects: Reasoning from Character of Public Figures to Actions in the World

Argumentation - Ethotic arguments, such as arguments from expert opinion and ad hominem arguments, play an important role in communication practice. In this paper, we argue that there is another...     

Evidence for a motor mechanism of pain-induced aggression instigation in humans

The automatic skeletal motor responses of 20 male and 20 female student subjects (aged 20–36) receiving a painful stimulation (electric shock) were studied by examining voluntary concomitant extensions and flexions of the arm. These movements were either of long duration, allowing for an on-line control of their execution or, of short duration, requiring extensive pre-programming. Subjects were instructed either to push or to pull a lever upon receipt of an acoustic signal, which was paired or unpaired with an electric shock. Latencies for long duration movements (regardless of direction) were reduced by reception of painful stimulation. Latencies of short duration extensions and flexions were respectively reduced and increased by painful stimulation. Latencies of short duration movements were larger for females than males, regardless of movement direction. These data suggest that painful stimulation elicits automatic movements which affect programming of the termination of simultaneous voluntary movements. Implications of these findings for the study of aggressive behavior are discussed. © 1994 Wiley-Liss, Inc.