A shortened version of Raven’s standard progressive matrices for children and adolescents

Numerous developmental studies assess general cognitive ability, not as the primary variable of interest, but rather as a background variable. Raven’s Progressive Matrices is an easy to administer non-verbal test that is widely used to measure general cognitive ability. However, the relatively long administration time (up to 45 min) is still a drawback for developmental studies as it often leaves little time to assess the primary variable of interest. Therefore, we used a machine learning approach – regularized regression in combination with cross-validation – to develop a short 15-item version. We did so for two age groups, namely 9 to 12 years and 13 to 16 years. The short versions predicted the scores on the standard full 60-item versions to a very high degree r = 0.89 (9–12 years) and r = 0.93 (13–16 years). We, therefore, recommend using the short version to measure general cognitive ability as a background variable in developmental studies.     

From Daily Life to Philosophy

Abstract: This article argues that the little everyday things of life often provide excellent entries into the intellectual problems of academic philosophy. This is illustrated with an analysis of four small stories taken from daily life in which people are in agony because they do not know what to do. It is argued that the crucial question in these stories is a philosophical question—not a closed request for empirical or formal information but an open question about how best to conceive of human experience. A discussion follows of the merits and shortcomings of transcendentalism as an attempt by philosophers to make progress. It is argued that reformulating questions is what philosophers can do to contribute to people's comfort in life. This is illustrated with an argument showing that in the small stories discussed the question of what to do should be reformulated as the question of who to be.     

Neuropsychological dissociations between motion and form perception suggest functional organization in extrastriate cortical regions in the human brain

In this review of neuropsychological case studies, a number of dissociations are shown between different visual abilities including low-level motion perception, static form perception, form-from-motion perception and biological motion perception. These dissociations reveal counter-intuitive results. Specifically, higher level form-from-motion perception can persist despite deficits in low-level motion perception and static form perception. To account for these dissociations, we present a model of functional organization and identify future directions for investigations of higher order form-from-motion perception.     

寻求哲学的合法性--从西方哲学的现代转型看文德尔班价值哲学的理论旨趣

文德尔班开创的新康德主义价值哲学,是对黑格尔之后以危机形式表现出的“哲学合法性’’的探求,在这种探求中,文氏继承了洛采的价值思想,并将其置于康德先验哲学的框架中,从而建构了独具特色的先验价值哲学。     

汉字早期字形加工中的部件数效应

探讨部件数效应是否在汉字早期字形加工中存在。要求被试识别重复速示方式下的具有不同部件数的汉字字形。大学生为被试。在实验1中,发现4部件字比在通透性、笔画数、字频和像素数上匹配的2部件字更容易识别字形;在实验2中,2部件字的通透性比4部件字更好,此时没有识别成绩上的差异。上面的结果表明在字形加工中存在着部件数效应,它指部件越多越容易识别汉字字形。在讨论部分提出了一个字形加工的部分线索模型,它指被试可以根据汉字的部分线索(例如部件)识别整个汉字。     

Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate,ex‐illiterate,and schooled literate adults

Rapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN and reading is still largely unclear. Here, we investigated whether literacy acquisition directly bolsters RAN efficiency for objects, adopting a strong methodological design, by testing three groups of adults matched in age and socioeconomic variables, who differed only in literacy/schooling: unschooled illiterate and ex‐illiterate, and schooled literate adults. To investigate in a fine‐grained manner whether and how literacy facilitates lexical retrieval, we orthogonally manipulated the word‐form frequency (high vs. low) and phonological neighborhood density (dense vs. spare) of the objects' names. We observed that literacy experience enhances the automaticity with which visual stimuli (e.g., objects) can be retrieved and named: relative to readers (ex‐illiterate and literate), illiterate adults performed worse on RAN. Crucially, the group difference was exacerbated and significant only for those items that were of low frequency and from sparse neighborhoods. These results thus suggest that, regardless of schooling and age at which literacy was acquired, learning to read facilitates the access to and retrieval of phonological representations, especially of difficult lexical items.     

Cassirer’s enlightenment: on philosophy and the ‘Denkform’ of reason

ABSTRACT

This paper examines the way in which Cassirer implicitly commented on current issues in his historical studies, proposing a case study on his monograph The Philosophy of the Enlightenment, published in November 1932. It begins with a general overview of a few famous and a few neglected instances of Cassirer’s position-takings through historical studies, before discussing briefly the context in which this monograph was written and examining how the Enlightenment is presented in the monograph from 1932. The paper claims that at the centre of Cassirer’s engagement with the Enlightenment was his concern with the autonomy of reason. The way in which Cassirer elaborated on this further shows that his defense of the Enlightenment was not just directed against the threats of totalitarian politics, but also had the aim of clarifying the nature of philosophy and its place in culture. This, however, the paper concludes, does not refute the notion that Cassirer was concerned with current politics when writing The Philosophy of the Enlightenment. The point is rather that he comprehended philosophy as political just in virtue of its exercising the autonomy that characterizes reason.     

Kant’s “I think” and the agential approach to self-knowledge

ABSTRACT

This paper relates Kant’s account of pure apperception to the agential approach to self-knowledge. It argues that his famous claim ‘The I think must be able to accompany all of my representations’ (B131) does not concern the possibility of self-ascribing beliefs. Kant does advance this claim in the service of identifying an a priori warrant we have as psychological persons, that is, subjects of acts of thinking that are imputable to us. But this warrant is not one to self-knowledge that we have as critical reasoners. It is, rather, an a priori warrant we have, as thinkers, to prescribe to given representations their conformity to principles of thinking inherent in our capacity of understanding itself.