Eradication

Eradication is a radical form of contraction that removes not only a sentence but also all of its non-tautological consequences from a belief set. Eradication of a single sentence that was included in the original belief set coincides with full meet contraction, but if the sentence is external to the belief set then the two operations differ. Multiple eradication, i.e. simultaneous eradication of several sentences, differs from full meet contraction even if the sentences to be contracted are all included in the original belief set. Eradication is axiomatically characterized and its properties investigated. It is shown to have close connections with the recovery postulate for multiple contraction. Based on these connections it is proposed that eradication rather than full meet contraction is the appropriate lower limiting case for multiple contraction operators.     

Meta-analytic Reviews in the Organizational Sciences: Two Meta-analytic Schools on the Way to MARS (the Meta-analytic Reporting Standards)

Purpose

The purpose of this study was to review the Meta-Analysis Reporting Standards (MARS) of the American Psychological Association (APA) and highlight opportunities for improvement of meta-analytic reviews in the organizational sciences.

Design/Methodology/Approach

The paper reviews MARS, describes “best” meta-analytic practices across two schools of meta-analysis, and shows how implementing such practices helps achieve the aims set forth in MARS. Examples of best practices are provided to aid readers in finding models for their own research.

Implications/Value

Meta-analytic reviews are a primary avenue for the accumulation of knowledge in the organizational sciences as well as many other areas of science. Unfortunately, many meta-analytic reviews in the organizational sciences do not fully follow professional guidelines and standards as closely as they should. Such deviations from best practice undermine the transparency and replicability of the reviews and thus their usefulness for the generation of cumulative knowledge and evidence-based practice. This study shows how implementing “best” meta-analytic practices helps to achieve the aims set forth in MARS. Although the paper is written primarily for organizational scientists, the paper’s recommendations are not limited to any particular scientific domain.     

Mirror reading of words and numbers: Practice and transfer effects

It remains unknown whether mirror reading represents a genuine text processing skill or is based on recognition of visual patterns. The present study attempts to determine whether (1) systematic practice with a particular mirrored typography also improves reading performance for other mirrored typographies, and whether (2) this transfer extends from lexical to numerical material and vice versa. The results show that short-term intensive practice with mirror-reversed words significantly improves reading performance not only for the trained typography but also for other mirrored typographies and mirror-reversed Arabic digits. Practice with mirror-reversed Arabic digits showed a mixed pattern of transfer effects with regard to other digit transformations and there were no transfer effects to lexical material. Hence, for lexical material, at least, improvement after training seems to be based on generalized skill with transfer effects beyond lexical material, rather than on mere improvement of visual recognition of the material used in training.     

Establishing a relational field that fosters learning processes: Some tentative propositions derived from trainee experiences

In this article, we look at the recent introduction of more relational-oriented learning principles and how they translate into practice by documenting the experiences of both trainees and instructors. It became clear that actors held different opinions and viewpoints on learning objectives and process ingredients for achieving these objectives. This divergence in opinions resulted in an “impoverished” learning trajectory. We suggest that remedying this situation implies introducing reflexivity regarding learning processes or, stated otherwise, addressing “meta-cognitions” that participants inevitably bring to the process as they affect the way in which people engage in the relational field that encompasses the learning trajectory. Despite some recent arguments in favour of a distinction between cognitive and meta-cognitive mediation, we argue for a similar approach with respect to both types of mediation. We end this article by suggesting that designing learning trajectories with this dual concern in mind might open the road to “learning to learn”.     

Creative Knowledge Environments

The extent to which an individual's (or a group's) creative potential is expressed depends considerably on the environment in which that individual (or group) works. To understand scientific and technological creativity, one needs to analyze the interactions between individuals or groups and their environment. We put forward the concept of a creative knowledge environment (CKE) to examine the environmental influences on individual and group creativity. After reviewing the research literature relevant to creativity using the CKE framework, we identify the main influences promoting creativity at different levels of organization. The framework provides suggestions as to how best to stimulate CKEs to be more creative. The article concludes by identifying issues where further research is needed.     

Davidson on first‐person authority and externalism

Incompatibilism is the view that privileged knowledge of our own mental states cannot be reconciled with externalism regarding the content of mental states. Davidson has recently developed two arguments that are supposed to disprove incompatibilism and establish the consistency of privileged access and externalism. One argument criticizes incompatibilism for assuming that externalism conflicts with the mind‐body identity theory. Since mental states supervene on neurological events, Davidson argues, they are partly ‘in the head’ and are knowable just by reflection. Another argument rejects incompatibilism by repudiating the object perception model of introspection. Once extemalism is freed from the internalist idea that thoughts take objects which are inner epistemological intermediaries, Davidson maintains, it poses no threat to privileged self‐knowledge. It is argued that neither of these arguments is successful, since both disprove assumptions irrelevant to incompatibilism. Moreover, it is indicated how Davidson would have to go about defending his positive account of privileged self‐knowledge against the principal incompatibilist arguments.     

Bootstrap Contraction

We can often specify how we would contract by a certain sentence by saying that this contraction would coincide with some other contraction that we know how to perform. We can for instance clarify that our contraction by p&q would coincide with our contraction by p, or by q, or by {p, q}. In a framework where the set of potential outcomes is known, some contractions are “self-evident” in the sense that there is only one serious candidate that can be the outcome of such a contraction. Contraction by a specific contractee (sentence or set of sentences to be contracted) is bootstrapped if it is specified by saying that it coincides with some such self-evident contraction. For a wide range of (multiple) contraction operators, contractions by any contractee can be bootstrapped. This means that the selection mechanism (selection function, incision function, etc.) can be replaced by a function called a bootstrapping selector that assigns to each contractee some “self-evident” contractee that yields the same outcome. With bootstrapping we can eliminate traditional extralogical components in contraction (e.g., selection functions) and replace them by bootstrapping selectors that reflect more closely the ways in which we actually reason and argue about belief contraction.