Philosophy and language learning

In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke’s famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by investigating what characteristically happens to our view of language learning when we do philosophy. The focus throughout is on the relation between the individual (the learning child) and the community (usually represented by the parents), and how that relation is deformed when we operate with a certain philosophical notion of ground.     

The emergent coordination of cognitive function

1/f scaling has been observed throughout human physiology and behavior, but its origins and meaning remain a matter of debate. Some argue that it is a byproduct of ongoing processes in the brain or body and therefore of limited relevance to psychological theory. Others argue that 1/f scaling reflects a fundamental aspect of all physiological and cognitive functions, namely, that they emerge in the balance of independent versus interdependent component activities. In 4 experiments, series of key-press responses were used to test between these 2 alternative explanations. The critical design feature was to take 2 measures of each key-press response: reaction time and key-contact duration. These measures resulted in 2 parallel series of intrinsic fluctuations for each series of key-press responses. Intrinsic fluctuations exhibited 1/f scaling in both reaction times and key-contact durations, yet the 2 measures were uncorrelated with each other and separately perturbable. These and other findings indicate that 1/f scaling is too pervasive to be idiosyncratic and of limited relevance. It is instead argued that 1/f scaling reflects the coordinative, metastable basis of cognitive function.     

Berkeley on Inconceivability and Impossibility

Contrary to a popular reading of his modal epistemology, Berkeley does not hold that inconceivability entails impossibility, and he cannot therefore argue the impossibility of mind‐independent matter by appealing to facts about what we cannot conceive. Berkeley is explicit about this constraint on his metaphysical argumentation, and, I argue, does respect it in practice. Popular mythology about the ‘master argument’ notwithstanding, the only passages in which he might plausibly seem to employ the principle that inconceivability entails impossibility are those that argue for the inseparability of primary from secondary qualities. However, an alternative reading of these texts is available that is both consistent with Berkeley's express modal epistemology and credible in its own right.     

The multidimensionality of suicide risk factors and criteria in a nonclinical population: Replication across two countries and two languages

Across two countries and two languages, this research examined the multidimensional associations between suicidality (e.g., past ideation/attempts, communication of intent) and empirically important psychological risk factors (e.g., mental pain, perceived burdensomeness, thwarted belongingness). For samples of 228 Canadian and 331 Portuguese university undergraduates, four dimensions emerged in each sample with two of these, intrapersonal and interpersonal, demonstrating strong replicability across countries and languages. It was concluded that suicidality is a phenomenon that demonstrates some multidimensional similarities across cultures.     

Working memory capacity and the spacing effect in cued recall

Spacing repetitions typically improves memory (the spacing effect). In three cued recall experiments, we explored the relationship between working memory capacity and the spacing effect. People with higher working memory capacity are more accurate on memory tasks that require retrieval relative to people with lower working memory capacity. The experiments used different retention intervals and lags between repetitions, but were otherwise similar. Working memory capacity and spacing of repetitions both improved memory in most of conditions, but they did not interact, suggesting additive effects. The results are consistent with the ACT-R model’s predictions, and with a study-phase recognition process underpinning the spacing effect in cued recall.     

Errors and innovations: An exchange

Abstract

Introduction by Alan Grey

This paper is unusual. For instance, one of its authors is a distinguished graphic artist, with interesting ideas about psychoanalytic treatment as a creative process. His collaborator is Arthur Feiner, who has been the editor of Contemporary Psychoanalysis for many years. As you can see, the paper itself is a dialogue between them, closely following an actual audiotape recording. Their theme has been much neglected. Immediately upon reading the paper, it occurred to me that it belongs in the Forum. For one thing, its important ideas are presented in a very readable fashion. Its informality sets a model inviting a wider range of creative thought about problems of our profession and how to approach them. It identifies our journal as something more than another analytic publication for reiteration of old dogmas.     

Situated Behavior and the Place of Measurement in Psychological Theory

Measured values of human behavior may entail contradictory attributes of wave and particle by analogy with the wave/particle attributes of the electron. 1/f scaling is the wave attribute in this analogy and punctate data points are the particle attribute. One consequence of the wave/particle duality in physics was to elevate measurement to a primary place in physical theory, and one purpose of the present analogy is to likewise elevate measurement to a primary place in psychological theory. Another purpose is to emulate Robert Shaw's creative use of analogies, consistent with the brief quotation that begins this article.     

Best Research from the Community Indicators Consortium 2009: Introduction to the Special Issue

This editors’ introduction provides some introductory comments for this special issue of Applied Research on Quality of Life dedicated to best research from the 2009 Community Indicators Consortium conference in Bellevue, Washington. In addition, it includes an edited version of the keynote address presented to this conference by Stephen Bezruchka of the University of Washington School of Public Health on the topic of “What indicators should be presented to Americans so we don’t die so young?”