HOW DID FREGE FALL INTO THE CONTRADICTION?

Quine made it conventional to portray the contradiction that destroyed Frege's logicism as some kind of act of God, a thunderbolt that descended from a clear blue sky. This portrayal suited the moral Quine was antecedently inclined to draw, that intuition is bankrupt, and that reliance on it must therefore be replaced by a pragmatic methodology. But the portrayal is grossly misleading, and Quine's moral simply false. In the person of others – Cantor, Dedekind, and Zermelo – intuition was working pretty well. It was in Frege that it suffered a local and temporary blindness. The question to ask, then, is not how Frege was overtaken by the contradiction, but how it is that he didn't see it coming. The paper offers one kind of answer to that question. Starting from the very close similarity between Frege's proof of infinity and the reasoning that leads to the contradiction, it asks: given his understanding of the first, why did Frege did not notice the second? The reason is traced, first, to a faulty generalization Frege made from the case of directions and parallel lines; and, through that, to Frege's having retained, and attempted incoherently to combine with his own, aspects of a pre‐Fregean understanding of the generality of logical principles.     

EFFECTIVENESS OF FUNCTIONAL COMMUNICATION TRAINING WITH AND WITHOUT EXTINCTION AND PUNISHMENT: A SUMMARY OF 21 INPATIENT CASES

Functional communication training (FCT) is a frequently used treatment for reducing problem behavior exhibited by individuals with developmental disabilities. Once the operant function of problem behavior is identified by a functional analysis, the client is taught to emit an appropriate communicative response to obtain the reinforcer that is responsible for behavioral maintenance. Studies on FCT have typically used small numbers of participants, have reported primarily on clients for whom FCT was successful, and have varied with respect to their use of other treatment components. The main purposes of the present study were to evaluate the efficacy of FCT for treating severe problem behavior in a relatively large sample of individuals with mental retardation (N = 21) and to determine the contribution of extinction and punishment components to FCT treatment packages. FCT with extinction was effective in reducing problem behavior for the majority of clients and resulted in at least a 90% reduction in problem behavior in nearly half the applications. However, when demand or delay-to-reinforcement fading was added to FCT with extinction, treatment efficacy was reduced in about one half of the applications. FCT with punishment (both with and without fading) resulted in at least a 90% reduction in problem behavior for every case in which it was applied.     

The analytic initiation: the effect of the archetype of initiation on the personal unconscious

The author proposes the term 'analytic initiation1' to describe a rite of passage from childhood to adult life effected by psychotherapy. He suggests this passage is based upon a personal regression within the embrace of an archetypal symbolic process. Archetypal symbols orientate the analysand towards the transformative potential of a regressive experience. They also contain him as he separates from parental complexes and tolerates their dissolution. The analysand's growth depends on his submitting to an intrapsychic and interpersonal experience of the initiatory process with its attending regression. Correspondingly, it relies on the analyst being available for both the personal and impersonal transference/countertransference interaction. Over time, the analysand's participation in this process brings his ego in greater relationship to the Self.
The most important outcome of a successfully constellated analytic initiation is not the dissolution of a group of complexes. Rather, it is the establishment of a symbolic process that allows the individual to continue to evolve. The author supports his findings with a critical review of Jung's writings on initiation and additional case material.     

Discourse bootstrapping: preschoolers use linguistic discourse to learn new words

When children acquire language, they often learn words in the absence of direct instruction (e.g. ‘This is a ball!’) or even social cues to reference (e.g. eye gaze, pointing). However, there are few accounts of how children do this, especially in cases where the referent of a new word is ambiguous. Across two experiments, we test whether preschoolers (2‐ to 4‐year‐olds; n = 239) can learn new words by inferring the referent of a new word from the surrounding linguistic discourse. Across two experiments, we show that children as young as 2 can learn a new word from the linguistic discourse in which it appears. This suggests that children use the linguistic discourse in which a word appears to learn new words.     

Reflections on a Community Psychology Setting and the Future of the Field

The 50th anniversary of the Swampscott Conference offers an opportunity to reflect on a community psychology setting, The Consultation Center at Yale, that was formed in response to the 1963 Community Mental Health Act and the 1965 Swampscott Conference. The Center has flourished as a community psychology setting for practice, research, and training for 39 of the 50 years since Swampscott. Its creation and existence over this period offers an opportunity for reflection on the types of settings needed to sustain the field into the future.     

Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. Local Lotto, a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings from the second iteration in a remedial class in a low-income neighborhood. The research questions consider how the spatial focus supported the learning of mathematics and provided opportunities for students to think critically about the lottery using that mathematics. Findings include student interest in and engagement with the theme of the lottery familiar from outside of school with associated social justice implications. Students used mathematics and spatial evidence, at various levels of spatial scale, to support arguments about the lottery with greater success at narrower levels of scale. Suggestions about further innovations to scaffold place in a “critical pedagogy of place” in mathematics are provided.