Logic Games are Complete for Game Logics

Game logics describe general games through powers of players for forcing outcomes. In particular, they encode an algebra of sequential game operations such as choice, dual and composition. Logic games are special games for specific purposes such as proof or semantical evaluation for first-order or modal languages. We show that the general algebra of game operations coincides with that over just logical evaluation games, whence the latter are quite general after all. The main tool in proving this is a representation of arbitrary games as modal or first-order evaluation games. We probe how far our analysis extends to product operations on games. We also discuss some more general consequences of this new perspective for standard logic.     

Relational aggression in college students: Examining the roles of social anxiety and empathy

This study examined the unique contributions of social anxiety and empathy to relational aggression in 300 19–to–25–year–old (M=21.25; SD=1.32) male (n=97) and female (n=203) college students using hierarchical linear regression analysis. The interactive relations between gender and social anxiety, and between gender and empathy, were also assessed. In addition to the gender and overt aggression covariates, fear of negative evaluation and perspective taking were unique predictors of relational aggression. Males, students who were more overtly aggressive, and those who reported greater fear of negative evaluation were more relationally aggressive than were peers. Students with higher levels of perspective taking reported using less relational aggression than did peers. A gender x empathetic concern interaction indicated that for males only, lower levels of empathetic concern were associated with higher levels of relational aggression. Results are discussed within a social information‐processing perspective. Aggr. Behav. 29:430–439, 2003. © 2003 Wiley‐Liss, Inc.     

创造活动酝酿期的心理加工机制初探

美国著名心理学家华莱士（Wallas)在研究了大量作家和自然科学家的发明创造的过程后,于1945年提出创造过程四阶段说。华莱士对准备期（Preparation stage)、明朗期（Illumination stage)、验证期（Verification stage)等其它三个阶段的心理机制都有十分明析的论述,唯独对酝酿期（Incubation stage)的描述较为模型。本文试图对创造活动酝酿期的心理加工机制作初步探讨,力图补充华莱士的创造四阶段说,为揭示创造的心理加工机制发表一孔之见。     

Why Colour Primitivism?

Primitivism is the view that colors are sui generis properties of physical objects. The basic insight underlying primitivism is that colours are as we see them, i.e. they are categorical properties of physical objects—simple, monadic, constant, etc.—just like shapes. As such, they determine the content of colour experience. Accepting the premise that colours are sui generis properties of physical objects, this paper seeks to show that ascribing primitive properties to objects is, ipso facto, ascribing to objects irreducible dispositions to look coloured, and that anything that primitive redness can do, the non-reductive disposition to look red can do just as well. What makes primitivism suspect is not the commitment to sui generis properties, but instead the claim that colours are more than dispositions. Since, as I show, whatever primitivism appeals to for the purpose of arguing that colours are more than dispositions—objectivity, explanation, causation, phenomenology, constancy, etc.—can also be invoked by non-reductive dispositionalism, the feature that purportedly renders colours more than dispositions remains mysterious.     

Working in the borderland: early relational trauma and Fordham's analysis of ‘K’

This paper outlines a view of early relational trauma as underlying borderline states of mind, and argues that Knox's 1999 paper on internal working models and the complex provides a basis for understanding such states of mind. The author argues that in addition to internal working models, the complex also embodies and contains primitive defences of the core self. He outlines how these apply on the objective, subjective, transference and archetypal levels, and in direct and reversed forms and applies this to the account of Fordham's analysis of his patient ‘K’, which ended in impasse. The paper explores the dynamic that emerged in that analysis and suggests that it could be helpfully accounted for in terms of the co‐construction and re‐construction of early relational trauma in the analytic relationship.     

Promoting the emergence of advanced knowledge: A review of peak relational training system: Direct training module by Mark R. Dixon

Mark Dixon's (2014) manual, PEAK Relational Training System: Direct Training Module, proposes a novel approach to manualized evaluation and curriculum development. Dixon's PEAK system, introduced in the book as the first of four modules, translates derived relational responding methodology into a new verbal‐behavior approach. The PEAK system is firmly rooted in the basic, conceptual, and applied behavior‐analytic tradition; however, it differs substantially from the competition in its unique application of relational frame theory to produce efficient learning. The manual's accessible nature renders it a viable product for many users and readers. The growing empirical support for PEAK’s efficacy, usability, and psychometrics is impressive and provides a robust empirical basis for the system that is not described within the pages of the manual. Behavior analysts may shy away from a manualized system that explicitly omits discussion of scholarship and empirical bases but would be remiss in doing so, given the potential of PEAK to revolutionize the way clinicians and parents apply the verbal behavior approach.