Truth-conditions,truth-bearers and the new B-theory of time

In this paper I consider two strategies for providing tenseless truth-conditions for tensed sentences: the token-reflexive theory and the date theory. Both theories have faced a number of objections by prominent A-theorists such as Quentin Smith and William Lane Craig. Traditionally, these two theories have been viewed as rival methods for providing truth-conditions for tensed sentences. I argue that the debate over whether the token-reflexive theory or the date theory is true has arisen from a failure to distinguish between conditions for the truth of tensed tokens and conditions for the truth of propositions expressed by tensed tokens. I demonstrate that there is a true formulation of the token-reflexive theory that provides necessary and sufficient conditions for the truth of tensed tokens, and there is a true formulation of the date theory that provides necessary and sufficient conditions for the truth of propositions expressed by tensed tokens. I argue that once the views are properly formulated, the A-theorist’s objections fail to make their mark. However, I conclude by claiming that even though there is a true formulation of the token-reflexive theory and a true formulation of the date theory, the New B-theory nonetheless fails to provide a complete account of the truth and falsity of tensed sentences.

What is global supervenience?

The relation of global supervenience is widely appealed to in philosophy. In slogan form, it is explained as follows: a class of properties A supervenes on a class of properties B if no two worlds differ in the distribution of A-properties without differing in the distribution of B-properties. It turns out, though, that there are several ways to cash out that slogan. Three different proposals have been discussed in the literature. In this paper, I argue that none of them is adequate. Furthermore, I present a puzzle that reveals a tension in our concept of global supervenience.     

Assessment Center Dimensions: Individual differences correlates and meta‐analytic incremental validity

This study provides an investigation of the nomological net for the seven primary assessment center (AC) dimensions identified by Arthur, Day, McNelly, and Eden (Personnel Psychology, 56, 125–154, 2003). In doing so, the authors provide the first robust estimates of the relationships between all primary AC dimensions with cognitive ability and the Big 5 factors of personality. Additionally, intercorrelations between AC dimensions based on sample sizes much larger than those previously available in the meta‐analytic literature are presented. Data were obtained from two large managerial samples (total N=4985). Primary data on AC dimensions, personality, and cognitive ability interrelationships were subsequently integrated with meta‐analytic data to estimate incremental validity for optimally and unit‐weighted AC dimension composites as well as overall AC ratings over psychometric tests of personality and cognitive ability. Results show that unit‐ and optimally weighted composites of construct‐based AC dimensions add incremental validity over tests of personality and cognitive ability, while overall AC ratings (including those obtained using subjective methods of data combination) do not.     

Coping with examinations: Exploring relationships between students' coping strategies,implicit theories of ability,and perceived control

Background Relatively little is known about the contribution of students' beliefs regarding the nature of academic ability (i.e. their implicit theories) on strategies used to deal with examinations. Aims This study applied Dweck's socio‐cognitive model of achievement motivation to better understand how students cope with examinations. It was expected that students' implicit theories of academic ability would be related to their use of particular coping strategies to deal with exam‐related stress. Additionally, it was predicted that perceived control over exams acts as a mediator between implicit theories of ability and coping. Sample Four hundred and ten undergraduate students (263 males, 147 females), aged from 17 to 26 years old (M = 19.73, SD = 1.46) were volunteers for the present study. Methods Students completed measures of coping, implicit theories of academic ability, and perception of control over academic examinations during regular classes in the first term of the university year. Results Multiple regression analyses revealed that incremental beliefs of ability significantly and positively predicted active coping, planning, venting of emotions, seeking social support for emotional and instrumental reasons, whereas entity beliefs positively predicted behavioural disengagement and negatively predicted active coping and acceptance. In addition, analyses revealed that entity beliefs of ability were related to coping strategies through students' perception of control over academic examinations. Conclusions These results confirm that exam‐related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations.     

Differential development of selectivity for faces and bodies in the fusiform gyrus

Viewing faces or bodies activates category‐selective areas of visual cortex, including the fusiform face area (FFA), fusiform body area (FBA), and extrastriate body area (EBA). Here, using fMRI, we investigate the development of these areas, focusing on the right FFA and FBA. Despite the overlap of functionally defined FFA and FBA (54%–75% overlap), we found that these regions developed along different trajectories. With age (7–32 years old), the FFA gradually increased in size and selectivity, and was significantly larger and more face‐selective in adults than children. By contrast, the size and selectivity of the FBA did not correlate with age, and were equivalent in children and adults. Whereas in adults the FFA and FBA were comparable in size, in children the FBA was on average 70% larger than the FFA. These findings suggest that, in children, the fusiform gyrus is predominantly selective for bodies, with commensurate face‐selective responses apparent later in development. Moreover, differences in the development of the FFA and FBA indicate that overlapping functional brain areas, supported by the same anatomical structure, can develop along different trajectories.     

N-of-1 study of weight loss maintenance assessing predictors of physical activity,adherence to weight loss plan and weight change

Objective: Behaviour change interventions are effective in supporting individuals to achieve clinically significant weight loss, but weight loss maintenance (WLM) is less often attained. This study examined predictive variables associated with WLM.

Design: N-of-1 study with daily ecological momentary assessment combined with objective measurement of weight and physical activity, collected with wireless devices (Fitbit?) for six months. Eight previously obese adults who had lost over 5% of their body weight in the past year took part. Data were analysed using time series methods.

Main outcomes measures: Predictor variables were based on five theoretical themes: maintenance motives, self-regulation, personal resources, habits, and environmental influences. Dependent variables were: objectively estimated step count and weight, and self-reported WLM plan adherence.

Results: For all participants, daily fluctuations in self-reported adherence to their WLM plan were significantly associated with most of the explanatory variables, including maintenance motivation and satisfaction with outcomes, self-regulation, habit, and stable environment. Personal resources were not a consistent predictor of plan adherence.

Conclusion: This is the first study to assess theoretical predictions of WLM within individuals. WLM is a dynamic process including the interplay of motivation, self-regulation, habit, resources, and perceptions of environmental context. Individuals maintaining their weight have unique psychological profiles which could be accounted for in interventions.     

The Influence of a Foreign Versus Native Language on Creativity

Creativity may be enhanced by contextual factors that contribute to a divergence from conventional and habitual modes of thought. Two studies tested the prediction that a foreign language (that is frequently associated with moving away from the routine experiences) will contribute to originality of solutions, compared to one’s native language. Findings demonstrate that a foreign language confers benefits for creativity on well-established nonverbal tasks. Participants were more creative in designing t-shirt outlines (Study 1) and in drawing an alien character for a story (Study 2) within the context of their foreign, as compared to the native, language. The potential underlying mechanisms and implications of the effect are discussed.     

Instructed fear learning,extinction, and recall: additive effects of cognitive information on emotional learning of fear

The effects of instruction on learning of fear and safety are rarely studied. We aimed to examine the effects of cognitive information and experience on fear learning. Fourty healthy participants, randomly assigned to three groups, went through fear conditioning, extinction learning, and extinction recall with two conditioned stimuli (CS+). Information was presented about the presence or absence of conditioned stimulus–unconditioned stimulus (CS–US) contingency at different stages of the experiment. Information about the CS–US contingency prior to fear conditioning enhanced fear response and reduced extinction recall. Information about the absence of CS–US contingency promoted extinction learning and recall, while omission of this information prior to recall resulted in fear renewal. These findings indicate that contingency information can facilitate fear expression during fear learning, and can facilitate extinction learning and recall. Information seems to function as an element of the larger context in which conditioning occurs.     

The fundamental: Ungrounded or all-grounding?

Philosophical Studies - Fundamentality plays a pivotal role in discussions of ontology, supervenience, and possibility, and other key topics in metaphysics. However, there are two...     

Hot and Cool Forms of Inhibitory Control and Externalizing Behavior in Children of Mothers who Smoked during Pregnancy: An Exploratory Study

This study examined whether children exposed to prenatal smoking show deficits in “hot” and/or “cool” executive functioning (EF). Hot EF is involved in regulation of affect and motivation, whereas cool EF is involved in handling abstract, decontextualized problems. Forty 7 to 9-year-old children (15 exposed to prenatal smoking, 25 non-exposed) performed two computerized tasks. The Sustained Attention Dots (SA-Dots) Task (as a measure of “cool” inhibitory control) requires 400 non-dominant hand and 200 dominant hand responses. Inhibitory control of the prepotent response is required for dominant hand responses. The Delay Frustration Task (DeFT) (as a measure of “hot” inhibitory control) consists of 55 simple maths exercises. On a number of trials delays are introduced before the next question appears on the screen. The extent of response-button pressing during delays indicates frustration-induced inhibitory control. Prenatally exposed children showed poorer inhibitory control in the DeFT than non-exposed children. A dose–response relationship was also observed. In addition, prenatally exposed children had significantly higher (dose-dependent) conduct problem- and hyperactivity-inattention scores. There were no significant group differences in inhibitory control scores from the SA-Dots. These results indicate that children exposed to prenatal smoking are at higher risk of hot but not cool executive function deficits.