Mental representation of logical connectives

Logical connectives, such as “AND”, “OR”, “IF . . . THEN”, and “IF AND ONLY IF” are ubiquitous in both language and cognition; however, reasoning with logical connectives is error-prone. We argue that some of these errors may stem from people's tendency to minimize the number of possibilities compatible with logical connectives and to construct a “minimalist” one-possibility representation. As a result, connectives denoting a single possibility (e.g., conjunctions) are likely to be represented correctly, whereas connectives denoting multiple possibilities (e.g., disjunctions or conditionals) are likely to be erroneously represented as conjunctions. These predictions were tested and confirmed in three experiments using different paradigms. In Experiment 1, participants were presented with a multiple-choice task and asked to select all and only those possibilities that would indicate that compound verbal propositions were true versus false. In Experiment 2, a somewhat similar task was used, except that participants were asked later to perform a cued recall of verbal propositions. Finally, Experiment 3 used an old/new recognition paradigm to examine participants' ability to accurately recognize different logical connectives. The results of the three experiments are discussed in relation to theories of representation of possibilities and theories of reasoning.     

Echoic memory processes in good and poor readers

Four experiments were conducted to determine whether echoic memory plays a role in differences between good and poor readers. The first two experiments used a suffix procedure in which the subject is read a list of digits with either a tone control or the word go appended to the list. For lists that exceeded the length of the subjects memory span by one digit (i.e., that avoided ceiling effects), the poor readers showed a larger decrement in the suffix condition than did the good readers. The third experiment was directed at the question of whether the duration of echoic memory is different for good and poor readers. Children shadowed words presented to one ear at a rate determined to give 75-85% shadowing accuracy. The items presented to the nonattended ear were words and an occasional digit. At various intervals after the presentation of the digit, a light signaled that the subject was to cease shadowing and attempt to recall any digit that had occurred in the nonattended ear recently. Whereas good and poor readers recalled the digit equally if tested immediately after presentation, the poor readers showed a faster decline in recall of the digit as retention interval increased. A fourth experiment was conducted to determine whether the differences in echoic memory were specific to speech stimuli or occurred at a more basic level of aural persistence. Bursts of white noise were separated by 9-400 ms of silence and the subject was to say whether there were one or two sounds presented. There were no differences in detectability functions for good and poor readers.     

Rawlsian Civic Education: Political not Minimal

abstract In Political Liberalism and later work John Rawls has recast his theory of justice as fairness in political terms. In order to illustrate the advantages of a liberal political approach to justice over liberal non‐political ones, Rawls discusses what kind of education might be required for future citizens of pluralistic and democratic societies. He advocates a rather minimal conception of civic education that he claims to derive from political liberalism. One group of authors has sided with Rawls’ political perspective and educational proposal, holding that a political approach and educational requirements that are not too demanding would have the advantage of being acceptable to a wide range of citizens with different religious, moral and philosophical perspectives. A second group of authors have criticized Rawls’ educational recommendations, holding that the production of a just society composed of reasonable citizens requires a more demanding civic education and, hence, that the political approach is not viable. The present paper argues that both groups are only partially right, and that there is a third way to understand civic education in Rawlsian terms, a way that is political but not minimal.