AI,ME AND LEWIS (ABELIAN IMPLICATION,MATERIAL EQUIVALENCE AND C I LEWIS 1920)

C I Lewis showed up Down Under in 2005, in e-mails initiated by Allen Hazen of Melbourne. Their topic was the system Hazen called FL (a Funny Logic), axiomatized in passing in Lewis 1921. I show that FL is the system MEN of material equivalence with negation. But negation plays no special role in MEN. Symbolizing equivalence with → and defining ∼A inferentially as A→f, the theorems of MEN are just those of the underlying theory ME of pure material equivalence. This accords with the treatment of negation in the Abelian l-group logic A of Meyer and Slaney (Abelian logic. Abstract, Journal of Symbolic Logic 46, 425–426, 1981), which also defines ∼A inferentially with no special conditions on f. The paper then concentrates on the pure implicational part AI of A, the simple logic of Abelian groups. The integers Z were known to be characteristic for AI, with every non-theorem B refutable mod some Zn for finite n. Noted here is that AI is pre-tabular, having the Scroggs property that every proper extension SI of AI, closed under substitution and detachment, has some finite Zn as its characteristic matrix. In particular FL is the extension for which n = 2 (Lewis, The structure of logic and its relation to other systems. The Journal of Philosophy 18, 505–516, 1921; Meyer and Slaney, Abelian logic. Abstract. Journal of Symbolic Logic 46, 425–426, 1981; This is an abstract of the much longer paper finally published in 1989 in G. G. Priest, R. Routley and J. Norman, eds., Paraconsistent logic: essays on the inconsistent, Philosophica Verlag, Munich, pp. 245–288, 1989). Meyer was supported in this work as a Visiting Fellow in the College of Engineering and Computer Science, ANU.     

Clinique des raisonnements collectifs accomplis par des dyades réussissant la tâche de sélection de Wason dans sa version abstraite

We study the resolution of the abstract selection task in a context of cooperative dialogue. We make 59 students achieve the task individually and 32 dyads (recording their dialogue). In accordance with the literature, the dyads perform significantly better than the students alone. We then highlight the logical strategies at work in the conversations of the four dyads which succeed in the task with a theory of the logical form of the interlocutory events such as they arise phenomenally: the interlocutory logic. These strategies are emergent products of the dialogue since no member of the dyads knows them before the interaction. It is surely by supporting the emergence of such joint cognitions that the interaction is a factor of cognitive progress.     

C. S. Lewis and the Rejection of the Tao

When asking about the worldview and ethics behind such stories as The Chronicles of Narnia, readers should try to understand C.S. Lewis's work in light of the Tao or moral Natural Law. Even though our modern culture affirms a relativism in values, Lewis affirms a non-relativist universal ground for moral judgment. Lewis's theological work, Mere Christianity, provides the clue for this interpretation. Despite the apparent negativity or violence in even some of the most memorable scenes in the Chronicles, the underlying moral is hopeful and positive, reflecting a 'mere Christian' worldview.     

La pragmatique développementale : état des lieux et perspectives

The aim of this article is to summarise the field covered by the submitted theme: “Developmental pragmatics: normal aspects and pathological aspects”, to discuss the tracks already explored by published articles and to indicate the research tracks to be explored. We are trying to show how the developmental pragmatics allowed to take in consideration the social uses of language and communication, to renew the theoretical perspectives which model children development, to increase our empirical knowledge and to finally progress in the building of relevant methodological tools. Therefore pragmatics allow to solve the mental processes which underlie the use of communication and language by children.     

Penser autrement les difficultés scolaires : les apports du Rorschach en système intégré

This study examines school under-achievement from the perspective of clinical psychology. We compare 2 groups of children in the 3^rd grade (mean age 9) based on their results on a national test of French language and Mathematics. We present the Rorschach results of 7 high performers compared to 7 low performers, all of whom have IQ scores (K. ABC) that are in the average range (90 - 109). The Rorschach data (Comprehensive System) demonstrate no differences between these groups of children concerning affective functioning and stress tolerance. However, the quantitative and qualitative results are notably different concerning attitudes relative to complex situations, in the area of critical self-perception and conflict-resolution strategies.     

麦金太尔解决休谟伦理难题的贡献与困惑

麦金太尔《德性之后》的一个重要意义,是试图解决休谟伦理难题,即“是”与“应该”的矛盾。本文对此作一个初步的分析,力图证明麦金尔在这个方面的贡献对及存在的不足。