Jerry Fodor on non-conceptual content

Proponents of non-conceptual content have recruited it for various philosophical jobs. Some epistemologists have suggested that it may play the role of “the given” that Sellars is supposed to have exorcised from philosophy. Some philosophers of mind (e.g., Dretske) have suggested that it plays an important role in the project of naturalizing semantics as a kind of halfway between merely information bearing and possessing conceptual content. Here I will focus on a recent proposal by Jerry Fodor. In a recent paper he characterizes non-conceptual content in a particular way and argues that it is plausible that it plays an explanatory role in accounting for certain auditory and visual phenomena. So he thinks that there is reason to believe that there is non-conceptual content. On the other hand, Fodor thinks that non-conceptual content has a limited role. It occurs only in the very early stages of perceptual processing prior to conscious awareness. My paper is examines Fodor’s characterization of non-conceptual content and his claims for its explanatory importance. I also discuss if Fodor has made a case for limiting non-conceptual content to non-conscious, sub-personal mental states. This paper has grown out of comments I made on Fodor’s paper “Revenge of the Given,” delivered at The Steven Humphrey Excellence in Philosophy Conference: “Content and Concepts: A Conference on the Philosophy of Mind” at the University of California, Santa Barbara, February 14, 2004. Thanks to Jerry Fodor for useful feedback, and to Barry Loewer for discussing with me the ideas that went into this paper.     

THOG问题促进效应研究

通过选取经典的THOG问题作为实验材料,探讨了大学生解决具体以及抽象选言推理问题的认知机制,结果发现:(1)具体内容的选言推理问题对抽象内容的选言推理问题有明显的促进效应,表现为先解决逃犯问题后解决THOG问题组的正确率显著高于先解决THOG问题后解决逃犯问题组;(2)提供笼统的解题策略对大学生解决THOG问题几乎没有促进作用。     

Older (but not younger) preschoolers understand that knowledge differs between people and across time

We examined 3‐ to 5‐year‐olds' understanding of general knowledge (e.g., knowing that clocks tell time) by investigating whether (1) they recognize that their own general knowledge has changed over time (i.e., they knew less as babies than they know now), and (2) such intraindividual knowledge differences are easier/harder to understand than interindividual differences (i.e., Do preschoolers understand that a baby knows less than they do?). Forty‐eight 3‐ to 5‐year‐olds answered questions about their current general knowledge (‘self‐now’), the general knowledge of a 6‐month‐old (‘baby‐now’), and their own general knowledge at 6 months (‘self‐past’). All age groups were significantly above chance on the self‐now questions, but only 5‐year‐olds were significantly above chance on the self‐past and baby‐now questions. Moreover, children's performance on the baby‐now and self‐past questions did not differ. Our findings suggest that younger preschoolers do not fully appreciate that their past knowledge differs from their current knowledge, and that others may have less knowledge than they do. We situate these findings within the research on knowledge understanding, more specifically, and cognitive development, more broadly.     

Relationship between psychological stress and lymphocytic 5′-ectonucleotidase

The relationship between psychological stress and lymphocytic 5-ectonucleotidase, an enzyme marker for lymphocyte differentiation, was studied. Lymphocytic 5-ectonucleotidase was decreased significantly by about twofold in persons experiencing psychological stress, with a corresponding change in Total Mood Disturbance scores of the Profile of Mood States. Enzyme values were reversible in that they returned to normal once the stress had been reduced. Administration of high doses of ascorbate to severely depressed patients also normalized 5-ectonucleotidase activities, and implied that low enzyme values in stressed persons may be mediated by oxygen radical damage. This finding was consistent with previous reports of heightened inflammatory responses occurring in depressed patients. The primary cause of lowered 5-ectonucleotidase during stress may be the breakdown in the homeostatic mechanisms of the hypothalamic-pituitary-adrenal axis and immune system resulting in lymphoid tissue resistance to corticosteroids. It is suggested that this lowering of lymphocyte 5-ectonucleotidase may contribute to stress-mediated immune suppression by inhibiting lymphocyte maturation.     

Bounded contraction and Gentzen-style formulation of Łukasiewicz logics

In this paper, we consider multiplicative-additive fragments of affine propositional classical linear logic extended with n-contraction. To be specific, n-contraction (n 2) is a version of the contraction rule where (n+ 1) occurrences of a formula may be contracted to n occurrences. We show that expansions of the linear models for (n + 1)- valued ukasiewicz logic are models for the multiplicative-additive classical linear logic, its affine version and their extensions with n-contraction. We prove the finite axiomatizability for the classes of finite models, as well as for the class of infinite linear models based on the set of rational numbers in the interval [0, 1]. The axiomatizations obtained in a Gentzen-style formulation are equivalent to finite and infinite-valued ukasiewicz logics.Presented by Jan Zygmunt     

Having a voice and getting a hearing: An educational perspective on free speech in a plural society

This paper examines Ronald Dworkin's claim that the right to free speech does not include a right to circumstances that encourage citizens to speak nor a right to competent and sympathetic understanding on the part of listeners. Drawing on familiar arguments for the existence of other human rights, the paper challenges Dworkin's claim. Even if, however, the challenge fails and it is not possible to show that there is such a right, that is not the end of the story. It is argued that democratic societies should try to foster conditions in which citizens are encouraged to speak and are listened to sympathetically in the interests of the well-being and flourishing of the polity. The important role education has to play in this is explored.     

Multivariate modelling and personality organization: A comparative study of the Defense Mechanism Test and linguistic expressions

The main aim of the study is to establish an empirical connection between perceptual defences as measured by the Defense Mechanism Test (DMT)–a projective percept-genetic method–and manifest linguistic expressions based on word pattern analyses. The subjects were 25 psychiatric patients with the diagnoses neurotic personality organization (NPO), borderline personality organization (BPO) and psychotic personality organization (PPO) in accordance with Kernberg's theory. A set of 130 DMT variables and 40 linguistic variables were analyzed by means of partial least squares (PLS) discriminant analysis separately and then pooled together. The overall hypothesis was that it would be possible to define the personality organization of the patients in terms of an amalgam of perceptual defences and word patterns, and that these two kinds of data would confirm each other. The result of the combined PLS analysis revealed a very good separation between the diagnostic groups as measured by the pooled variable sets. Among other things, it was shown that NPO patients are principally characterized by linguistic variables, whereas BPO and PPO patients are better defined by perceptual defences as measured by the DMT method.     

Open live supervision in family therapy

This article reviews changes in models of supervision, resulting from technological developments and reflecting a variety of theoretical approaches. The focus is on open live supervision, conducted in the presence of the family. The supervisor and a therapeutic team join the therapist and the family, creating a complex supra-system that opens up several options for therapeutic intervention. Sessions are videotaped, and therapists use recordings for additional supervision and independent study. Therapists may also show recordings to the family as part of the therapeutic process. The advantages and disadvantages of the model are considered, and examples of some of the therapeutic options are described.This model was developed in the course of the author's work teaching and supervising students at the Counseling Department of the School of Education at the Hebrew University of Jerusalem, and supervising a multi-disciplinary team including physicians, psychologists, and social workers engaged in family therapy at the Municipal Psychological Services for Schools in Jerusalem. A shorter version of this article appeared in Hebrew inSihot 5 1991. Appreciation is expressed to Batya Stein for translating the final version of this article from Hebrew. Reprint requests should be addressed to Katrit Ron, Neve Granot 3-B, Jerusalem 93706, Israel.     

AFRICANA PHILOSOPHY

“Africana Philosophy” is a gathering notion used to cover collectively particular articulations, and traditions of particular articulations, of persons African and African-descended that are to be regarded as instances of philosophizing. (The notion is meant to cover, as well, the philosophizing efforts of persons not African or African-descended, efforts that are, nonetheless, contributions to the philosophizing endeavors that constitute Africana philosophy.) A central concern of the essay is the question whether there are characteristics of the philosophizing practices of persons identified as members of social groups thought to comprise a geographically and historically dispersed and ethnically diverse race that do, or should, distinguish the practices by virtue of being those of persons African and/or African-descended. Is there, can there be, should there be a properly determined field of philosophy that is constituted, first and foremost, by the efforts of persons of a particular race and its ethnic groups?