Can First-Order Logical Truth be Defined in Purely Extensional Terms?

W. V. Quine thinks logical truth can be defined in purely extensional terms, as follows: a logical truth is a true sentence that exemplifies a logical form all of whose instances are true. P. F. Strawson objects that one cannot say what it is for a particular use of a sentence to exemplify a logical form without appealing to intensional notions, and hence that Quine's efforts to define logical truth in purely extensional terms cannot succeed. Quine's reply to this criticism is confused in ways that have not yet been noticed in the literature. This may seem to favour Strawson's side of the debate. In fact, however, a proper analysis of the difficulties that Quine's reply faces suggests a new way to clarify and defend the view that logical truth can be defined in purely extensional terms.     

对充分条件句语义关系的概念理解与逻辑理解的相关与分离

实验用大学生被试考察了充分条件句语义关系表达形式（逻辑形式和概念形式）和条件句类型（五种条件句）对充分条件句语义关系理解的影响。实验结果发现,语义关系表达形式影响被试对条件句中必要性的语义关系理解,而不影响被试对条件句中充分性的语义关系理解,在对条件句前后件之间语义关系的逻辑理解成绩和概念理解成绩之间既有相关又有分离：对是否充分的语义关系的两种理解成绩之间存在相关一致,而对是否必要的语义关系的两种理解成绩之间存在分离;五种条件句在对后件对前件的必要性的知觉难易程度受条件句意义内容的影响而存在明显差异,这种差异导致被试对许可句和定义句的后件必要性理解成绩高于对偶然句、义务句和因果句的后件必要性理解成绩。     

Time-driven effects on parsing during reading

The phonological trace of perceived words starts fading away in short-term memory after a few seconds. Spoken utterances are usually 2-3 s long, possibly to allow the listener to parse the words into coherent prosodic phrases while they still have a clear representation. Results from this brain potential study suggest that even during silent reading, words are organized into 2-3 s long ‘implicit’ prosodic phrases. Participants read the same sentences word by word at different presentation rates. Clause-final words occurring at multiples of 2-3 s from sentence onset yielded increased positivity, irrespective of presentation rate. The effect was interpreted as a closure positive shift (CPS), reflecting insertion of implicit prosodic phrase boundaries every 2-3 s. Additionally, in participants with low working memory span, clauses over 3 s long produced a negativity, possibly indicating increased working memory load.     

Mood effects on dominated choices: Positive mood induces departures from logical rules

In two studies, we investigated the role of mood states in dominated behavioral choices. Past research has shown that mood effects on judgment and decision‐making can be pervasive. Yet, the role of mood in dominated choices has so far been neglected. The present research represents a first empirical examination of mood effects on dominated choices. We measured (Study 1) or manipulated (Study 2) mood states in participants who made a series of choices in a gambling game. In this choice task without trade‐offs, participants were provided with information about the outcomes and probabilities associated with each choice option. The strategy to maximize the expected mean outcome implied the application of a straightforward and logical rule: Always choose the dominant option with the highest expected value. It has been argued in the literature that mood should have little or no impact when preferences are clear or strong. Still, we expected that mood states would affect even these dominated choices, building on previous work that showed that positive mood states enhance flexibility, creativity, and explorative behavior. The results showed that decisions made in a happier mood were less often in accordance with the logical rule than decisions made in a sadder mood. To conclude, happier mood states are associated to a lesser extent with decisions in accordance with a rule‐based strategy that maximizes expected mean outcomes in dominated choices. Copyright © 2010 John Wiley & Sons, Ltd.     

中国古代逻辑方法论的源头——《周易》逻辑方法论探析

《周易》的卦爻符号系统及其语义说明,已经使用了一定的逻辑方法．建立在阴阳两爻这种初始语言上的符号系统,有一套自定的格式语言和规则．《周易》中的其他逻辑方法,如关于“象”的方法,关于“辞”的方法,关于“取象比类”的方法,都有其正确、合理的方面,但也都有随意性的缺憾．这些逻辑方法,奠定了中国传统思维模式的源头基础,应当成为中国古代逻辑思想史研究领域的一个课题．     

RELIGION AND SCIENCE IN AN ADVANCED SCIENTIFIC CULTURE

Abstract. These are reflections on the Arkansas creationist trial by a witness for the American Civil Liberties Union. The following points are stressed: First, religion took the lead in defending science at the trial. Second, the appearance of creation science is a function not only of Protestant fudamentalism but also of the establishment of science in our wider culture. It represents a "deviant science" in such a culture. Third, our century has manifested many such bizarre unions of ideological religion and modern science. This shows that science is dependent upon its humanistic, moral, and religious matrix for its social and historical health. Fourth, part of the cause of the rise of creation science has been the power, status, and self–assurance of science that it represents "the only form of truth." Fifth, religion in turn tends both to increase and to become fanatical in advanced and precarious cultures; religion, therefore, needs rational and moral criticism if it would help in the creation of social health.     

Effects of daily probing on acquisition of instructive feedback responses

This study evaluated the effects of daily probes of instructive feedback stimuli on students' acquisition of two types of instructive feedback responses. Four students, two with disabilities, participated and were taught four sets of behaviors, two sets received daily probes and two sets did not. A modification of the multiple probe design across behaviors was used. The findings indicate that students acquired their target behaviors rapidly and maintained correct responding during subsequent probe conditions. Students also acquired both types of instructive feedback and maintained it across subsequent probe conditions. The daily probes of the instructive feedback stimuli did not appear to enhance acquisition or maintenance of the instructive feedback responses, but students appeared to acquire the instructive feedback responses while learning their target behaviors. The implications of this study for understanding how students learn instructive feedback responses and for practice are discussed.     

TRIADIC INSTRUCTION OF CHAINED FOOD PREPARATION RESPONSES: ACQUISITION AND OBSERVATIONAL LEARNING

This research examined whether constant time delay would be effective in teaching students with moderate mental retardation in triads to perform chained tasks and whether observational learning would occur. Three chained snack preparation tasks were identified, and each student was directly taught one task. The other 2 students observed the instruction. The instructed student told the observers to watch and to turn pages of a pictorial recipe book. The teacher provided frequent praise to the instructed student based on performance and to the observers for watching the instruction and turning pages. A multiple probe design across students and tasks was used to evaluate the instruction. The results indicated that each student learned the skill he or she was taught directly, and the observers learned nearly all of the steps of the chains they observed. The implications for classroom instruction and future research in observational learning are discussed.     

AN ESSAY ON BEAUTY: SOME IMPLICATIONS OF BEAUTY IN THE NATURAL WORLD

Abstract. The beauty of the universe presented by modern science under the positivist approach is regarded as sufficiently great that human contemplative capabilities are exceeded. An example of bottom-up viewing is presented and described as capable of producing levels of excitement best described as dangerous neurological storms. The existential quiescence resulting from apprehension of so much grandeur is discussed. It is suggested that our religious propensities need extensive rehabilitation and that appreciation of the beauty revealed by the positivists is likely to result in a cosmic paradigm shift that could destabilize traditional views of human identity.