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141.
142.
George Bowles 《Argumentation》1996,10(4):429-444
The thesis of this paper is that an argument's possessing the form of affirming the consequent does not suffice to make its premises at all favorably relevant to its conclusion. In support of this thesis I assume two premises and argue for a third. My two assumptions are these: (1) that an argument's possessing the form of affirming the consequent does not suffice to make its conclusion certain relative to its premises (this is widely, if not universally, acknowledged by writers on logic), and (2) premises are favorably relevant to a conclusion only if it is certain or probable relative to them (I argued for this in an earlier paper). The premise I argue for in this paper is that an argument's possessing the form of affirming the consequent does not suffice to make its conclusion probable relative to its premises. To establish this third premise, I first refute a defense of the contrary position (namely, that an argument's possessing the form of affirming the consequent suffices to make its conclusion probable relative to its premises), then offer counterexamples to that position, and finally demonstrate the failure of several attempts to save it.An earlier draft of this paper was read at the meeting of the Association for Informal Logic and Critical Thinking at the meeting of the American Philosophical Association in Portland on March 27, 1992. I am indebted to Terry Parsons, John Woods, and this journal's anonymous referees for their comments. 相似文献
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Henk Ten Have 《Theoretical medicine and bioethics》1995,16(1):3-14
The tradition of anthropological medicine in philosophy of medicine is analyzed in relation to the earlier interest in epistemological issues in medicine around the turn of the century as well as to the current interest in medical ethics. It is argued that there is a continuity between epistemological, anthropological and ethical approaches in philosophy of medicine. Three basic ideas of anthropologically-oriented medicine are discussed: the rejection of Cartesian dualism, the notion of medicine as science of the human person, and the necessity of a comprehensive understanding of disease. Next, it is discussed why the anthropological movement has been superseded by the increasing interest in medical ethics. It is concluded that the present-day moral issues cannot be interpreted and resolved without clarification of the underlying anthropological images. 相似文献
145.
Contingency management procedures resembling the Personalized System of Instruction (PSI) were compared with a conventional lecture method in teaching an introductory psychology course. The use of a within-subjects design in which half of the students experienced both teaching conditions made it possible to examine the reliability of test-score differences over time when subjects were balanced over conditions. In the contingency management course, material was broken down into 14 small units, each unit covering about 30 pages of text. Students were assigned to an undergraduate teaching assistant who was encouraged to develop a close working relationship with each of his/her 13 assigned students. Specifically, this meant that the assistant was to call each student by his/her first name, show an interest in the student's quiz performance, help the student understand difficult concepts, and discuss various topics of interest to the student. Each week, the teaching assistant administered up to four different 10-item multiple-choice quizzes over the week's chapter. A modified “Doomsday Contingency” required each student either to achieve a score of 80% on one of the four quizzes or drop the course. Most students passed the quiz during the first session of the week; those not passing were tutored on special areas of weakness. No student was actually forced to leave the course under the Doomsday Contingency. Although quizzes were administered on a group basis, they were scored individually while the student stood near by. In addition to the weekly quiz assignment, students under the contingency management procedures were asked to attend one lecture per week. The contingency management method departed from traditional PSI in that (1) self pacing was minimal, such that students were required to master one unit per week or drop the course, (2) teaching assistants met with students in small groups, and usually gave individual tutoring only to those students who did not pass the quiz on the first attempt, and (3) students were asked to attend one lecture per week. However, it was similar to PSI in that small units of subject matter were assigned and unit mastery was assessed through use of undergraduate assistants who delivered immediate feedback. Students in the conventional lecture group attended three 50-min lectures each week; two of these lectures followed textbook material closely, while the third, which was attended by all students, concerned material only indirectly related to the text. As a result, students in both conditions were exposed to essentially identical material. Students in the lecture condition could also obtain copies of the unit quizzes, although few did so. Course grades were determined by scores on two 45-item multiple-choice hourly exams, each covering half of the semester material (each worth 25%), and by a 90-item final exam over the entire course (worth 50%). These measures also served as the dependent variables. The experimental design employed a crossover technique in which one fourth of the students began with the contingency management method and then switched to lecture method at midsemester, while another fourth began with the lecture method and switched to contingency management. The other students stayed in the same condition throughout the semester, half under contingency management and half under the lecture method. On the last day of class, all students filled out an extensive questionnaire that assessed their opinions and attitudes about the teaching techniques. In addition to allowing for assessment of any progressive effects that the contingency management procedures might have had over time, the crossover design also permitted students to make meaningful comparisons of the two teaching methods, since half of the students experienced both methods in the same course. Although average test performance was only slightly higher under the contingency management condition, this difference occurred on each exam and was statistically reliable in each case. Further, the method did not interact with time, as it produced about a three-item advantage per half semester. On each of the three exams, teaching method accounted for between 5 and 8% of the total variance in test scores. Finally, attitude measures indicated that students experiencing half a semester of the contingency management procedures preferred them to the lecture technique, but that only those students with a full semester of contingency management rated the course significantly better than students in the full semester lecture course. 相似文献
146.
Yoshio Takane 《Psychometrika》1982,47(3):225-241
A maximum likelihood estimation procedure was developed to fit unweighted and weighted additive models to conjoint data obtained by the categorical rating, the pair comparison or the directional ranking method. The scoring algorithm used to fit the models was found to be both reliable and efficient, and the program MAXADD is capable of handling up to 300 parameters to be estimated. Practical uses of the procedure are reported to demonstrate various advantages of the procedure as a statistical method.The research reported here was supported by Grant A6394 to the author from the Natural Sciences and Engineering Research Council of Canada. Portions of this research were presented at the Psychometric Society meeting in Iowa City, Iowa, in May, 1980.Thanks are due to Jim Ramsay, Justine Sergent and anonymous reviewers for their helpful comments.Two MAXADD programs which perform the computations discussed in this paper may be obtained from the author. 相似文献
147.
Jaime Wright 《Zygon》2020,55(3):805-811
This article is a response to Josh Reeves's recent book Against Methodology in Science and Religion: Recent Debates on Rationality and Theology that welcomes Reeves's proposal for an anti-essentialist future for the field of science-and-religion, particularly because it has the potential to move the field beyond current, well-worn methods: the dominance of Christian theology and doctrine, the importance of credibility strategies, and the dependence upon philosophical discourses. Reeves’ proposal has the potential to open the science-and-religion field to other topics, problems, and methods, such as studying lived science-and-religion. One way of doing this is to study popular culture and its artifacts such as literature, which portrays a co-mingling of religion and science at the level of day-to-day experiences and practices of characters. For at the level of lived experience, religion and science are not well-defined disciplines neatly compartmentalized into separate academic departments. 相似文献
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违法犯罪者人格多种方法研究 总被引:5,自引:0,他引:5
本研究运用问卷法“YG人格测验”、作业法“内田-克雷佩林心理测验”和投射法“色塔人格测验”对126名违法犯罪者进行了测试。结果表明,作业法和投射法人格测验二者相互补充和印证,揭示了违法犯罪者人格的某些特点,问卷法人格测验的结果与前者不一致,应该运用多种方法对违法犯罪者的人格进行研究。 相似文献
150.
从测验和被试两个层面探讨了属性数目、属性层级关系、被试知识状态分布、属性层级误设和Q矩阵误设等因素对GRCDM的影响, 以进一步考察GRCDM的特性。研究发现:(1)GRCDM对属性数目无依赖, 随属性数目的增多判准率反而增高; (2)被试知识状态分布对GRCDM判准率高低无影响; (3)属性层级误设对GRCDM的影响与属性层级类型有关, 当属性层级为无结构型和发散型时, “属性层级关系错乱”的判准率降幅最大; (4)Q矩阵误设对GRCDM的影响因层级关系而异, 收敛型和发散型受影响较小, 无结构型和线型的判准率在属性既冗余又缺失时降幅最大。 相似文献