The Adequacy of Resemblance Nominalism about Perfect Naturalness

Resemblance Nominalism About Perfect Naturalness (RNPN) is the view that perfect naturalness of classes is best defined by a conceptual primitive of resemblance between particulars. The adequacy of RNPN is defended by (part I) outlining nominalism as the strictly anti‐constitutive view that the particulars’ being the fundamental ways they are is not constituted by anything further, (part II) supplying a doubly plural contrastive and graded resemblance predicate that allows for a definition of perfect naturalness on an actualist basis, and (part III) proving a representation and a uniqueness theorem on the basis of a formal constraint on resemblance called “the Principle”, thereby revealing that bodies of nominalist resemblance facts are guaranteed to behave as if they were grounded in patterns of universals distributed over particulars.     

“The Notion of Neutrality in Clinical Ethics Consultation”

Clinical ethics consultation (CEC), as an activity that may be provided by clinical ethics committees and consultants, is nowadays a well-established practice in North America. Although it has been increasingly implemented in Europe and elsewhere, no agreement can be found among scholars and practitioners on the appropriate role or approach the consultant should play when ethically problematic cases involving conflicts and uncertainties come up. In particular, there is no consensus on the acceptability of consultants making recommendations, offering moral advice upon request, and expressing personal opinions. We translate these issues into the question of whether the consultant should be neutral when performing an ethics consultation. We argue that the notion of neutrality 1) functions as a hermeneutical key to review the history of CEC as a whole; 2) may be enlightened by a precise assessment of the nature and goals of CEC; 3) refers to the normative dimension of CEC. Here, we distinguish four different meanings of neutrality: a neutral stance toward the parties involved in clinical decision making, toward the arguments offered to frame the discussion, toward the values and norms involved in the case, and toward the outcome of decision making, that is to say the final decision and action that will be implemented. Lastly, we suggest a non-authoritarian way to intend the term “recommendation” in the context of clinical ethics consultation.     

Basic forms of cognitive plasticity extended into the oldest-old: retest learning, age, and cognitive functioning

To address the question of whether cognitive plasticity varies by age and level of cognitive functioning in the older population, the authors used a self-guided retest paradigm to assess the basic forms of plasticity of 34 young-olds (M=74.4 years, range=70-79) and 34 oldest-olds (M=84.0 years, range=80-91), with half in each age group screened for high or low (midrange) level of cognitive functioning. As a whole, members of the sample represent about the upper two thirds of their age cohorts. Results show persistent, though age-reduced, learning in all samples and across all tests. However, age is not differentially "kinder" to the more able with respect to the age-graded decline in learning.     

Action planning in young children's tool use

Tool use consists of at least two coupled phases of activities, involving multi-step problem solving. It therefore provides an interesting window on the development of planning in goal-directed behavior. This study investigated 2-year-olds' and 3-year-olds' hand use in picking up and subsequently using a tool for displacing a target-object towards a specified goal location. The children had to use a stick (Experiment 1; N = 41 in total) or a cane (hooked stick) that was lying in varying starting orientations (Experiment 2; N = 32 in total). Age differences were found in the way goal-related information in combination with tool-related information influenced the choice of which hand to use in different phases of the task. A view on action planning is developed as a dynamic action-selection process for which actions to take. This process integrates factors that are internal to the child's action system (e.g. motor preferences and dexterity) with external (i.e. sensory) sources of information.     

The third position: reflections about the internal analytic working process

The development of a third position is a key aspect of the analyst's ability to survive in the analytic relationship. In exploring the value of the third position, the author discusses other models relevant to clinical work, including the analytic-therapeutic position, the internal analyst, the alive analytic contact, and the phobic position. A case example illustrates these models and forms the basis for further discussion of the internal analytic working process.