Meta-Analysis of Interventions for Basic Mathematics Computation in Single-case Research

This study examined interventions for addition and subtraction that were implemented through single-case design (SCD) research studies. We attempted to extend prior SCD meta-analyses by examining differences in effect sizes across several moderating variables and by including a novel index of effect, improvement rate difference (IRD). We also examined the extent to which effect sizes differed by degree of experimental control achieved in the studies. Forty-seven effect sizes were obtained across 11 studies. IRD effect sizes ranged from .59 to .90 and suggested a moderate to large effect for the math interventions. Variables that appeared to moderate the effects were student age, time spent in intervention, and intervention type. We also identified a relationship between experimental control and the obtained effect sizes. Findings indicated that further SCD research in basic arithmetic and rigorous experiments are necessary to establish an evidence base that accurately characterizes intervention effectiveness.     

Camus on Authenticity in Political Violence

Politically motivated attacks against civilians are typically evaluated by focusing on objective factors, such as the loss of innocent life, the justness of a rebel organization's political vision, and whether the attacks are successful in advancing that vision. Albert Camus' philosophy on rebellion provides an alternative approach that focuses on subject experience of the rebel. The rebel experiences a genuine moral dilemma created by the passionate desire to fight injustice and the feeling of universal solidarity that encompasses even those who the rebel believes it is necessary to kill. From this standpoint, any action the rebel takes is immoral. Camus thus makes authenticity the focus of his analysis. Authentic rebels continue to value solidarity, which creates a limit on how violence can be used in rebellion. Drawing from The Rebel and The Just Assassins, this paper develops several criteria for immoral but authentic acts of political violence, which are then applied to suicide bomb attacks directed against civilians.     

Rorty's Dewey: Pragmatism,education and the public sphere

In Habits of the Heart and The Good Society, Bellah et al. diagnose our loss of public life in areas such as education and relate this loss both to flaws in moral ecology and to our institutions. Their opposition to the Lockean metaphysic of self and community and to objectivist epistemology as a way of understanding schools is helpful in that it naturally suggests the kind of piecemeal, contextualized change that we locate within Dewey's viewpoint. But, I argue, Bellah et al.'s penchant for first philosophy ultimately taints their work. While I applaud their turn to Dewey, I find their choice of a metaphysical, rather than a Rortyan reading of Dewey misguided. The proper alternative to a Lockean metaphysics is not a communitarian/Aristotelian one; the proper corrective to objectivist epistemology is not Deweyan epistemology or critical theory. We need to see, as in Rorty (1991b), that democracy exists prior to normative philosophy just as it has priority over substantive religion. To think otherwise would lead to a loss of contact with the ordinary, specific, ever-changing realms where our lives, and our democratic institutions — including the university — must either thrive or flounder. Finally, there is no epistemology or metaphysics that will adequately ground the university's workings. Instead, there is only, as Dewey put it, growth or failure to grow, guided by hints and resonances that arise in evolving circumstances.     

Logic and Sin: Wittgenstein's Philosophical Education at the Limits of Language

Unfortunately, Wittgenstein has entered the philosophical canon, an entrance that has served to reify interpretations of his work. In this essay I refer to recent books by Richard Eldridge (1997) and Phillip Shields (1998) which allow us again to see The Philosophical Investigations as something more than a stultifying relic. Specifically, these authors, by reading Wittgenstein's work not merely as text but also as performance, allow us to enact our own liberating performances of that work. To engage in such enactments of freedom is the essence of philosophical education in the sense established by extra-canonical writers such as Socrates and the Stoics, on the one hand, and Emerson and James, on the other. At least this is so if my use of the work of classicist Pierre Hadot, on the one hand, and brief reference to literary critic Richard Poirier, on the other, is at all successful in illuminating theses from Eldridge and Shields on the nature of Wittgensteinian philosophy.     

Timing in pigeons: effects of the similarity between intertrial interval and gap in a timing signal

Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately.