On the logic of causally necessary and sufficient conditions: Towards a theory of motive-explanations of human actions

Research carried out under the auspices of the Bank of Sweden. Tercentenary Foundation project RJ 86/183: Basic Concepts of Procedural Law in the Light of Present-Day Philosophy of Language and Linguistics.     

AN EMPIRICAL APPLICATION OF A NEW CASE OF THE LAW OF COMPARATIVE JUDGMENT

A case of the law of comparative judgment which does not assume equal variances and covariances has been applied in the scaling of conservatism from seven attitude scale items. The scale values are in good agreement with those computed from previously known cases. There is also some covariation between comparatal dispersions from Case IV and the new case.     

A CONTRADICTED HYPOTHESIS RELATED TO SZONDI'S THEORY: The Szondi Test as used on alcoholics

R amfalk , C. W., and R udhe , L. A contradicted hypothesis related to Szondi's theory. The Szondi Test as used on alcoholics. Scand. J. Psychol ., 1961, 2 , 100–104.—(1) The Szondi test was applied to 18 alcoholics, 18 total abstainers, and 18 'normals'. (2) According to the definition of consistency proposed in this study there is no consistent relation at the 1 per cent level of significance between any two selections of photographs made by alcoholics. (3) The results contradict theoretical claims based on Szondi's technique.     

A method for sensation scaling based on an analogy between perception and judgment

Two techniques for studying judgment are discussed. In the first of these one assumes invariance of perception over different judgment processes and conceives of the properties of one judgment process as known. Then, perceptions may be estimated under this process and utilized in the study of other judgment processes of interest. A second technique disposes of the reliance up on a basic, “known” process and instead suggests that perception be treated as free parameters to be estimated from data. The paper then proceeds to show how this second technique may be used under certain conditions on perception themselves. A concept of sensation is introduced which is thought of as generating percepts in formally the same manner as percepts are thought of as generating judgments. The idea is tried out on the perception of movement time. A simple perception process appears to give a good fit to data.     

Discrete tense logic with infinitary inference rules and systematic frame constants: A Hilbert-style axiomatization

The paper deals with the problem of axiomatizing a system 1 of discrete tense logic, where one thinks of time as the set Z of all the integers together with the operations +1 (immediate successor) and -1 (immediate predecessor). 1 is like the Segerberg-Sundholm system W1 in working with so-called infinitary inference rules; on the other hand, it differs from W1 with respect to (i) proof-theoretical setting, (ii) presence of past tense operators and a now operator, and, most importantly, with respect to (iii) the presence in of so-called systematic frame constants, which are meant to hold at exactly one point in a temporal structure and to enable us to express the irreflexivity of such structures. Those frame constants will be seen to play a paramount role in our axiomatization of 1.The present contribution reports research done under the auspices of the Swedish Council for Research in the Humanities and the Social Sciences (HSFR), project On the Legal Concepts of Rights and Duties: an Analysis Based on Deontic and Causal Conditional Logic. I wish to thank the anonymous referee for his/her extremely patient and accurate revision work, and Krister Segerberg for his helpful suggestions.     

Teacher’s use of praise,clarity of school rules and classroom climate: comparing classroom compositions in terms of disruptive students

Clarity of school rules and teachers’ use of praise are strategies suggested to facilitate a positive classroom climate. Studies indicate difficulties for teachers to use such approaches in classrooms with higher levels of disruption. To study (1) if student-rated clarity of school rules, use of praise, and classroom climate differ between students in classes with lower numbers of disruptive students versus classes with higher numbers, (2) if clarity of school rules and teacher’s use of praise are longitudinally associated with classroom climate, (3) if the possible longitudinal association differs between groups, classes (n = 109) in school grades 5–7 were divided into two groups, based on head teacher ratings of disruptive students in class. Baseline and 12-month follow-up responses collected within a Swedish trial were used to perform multiple regression analysis, to compare groups and to investigate possible longitudinal associations. Students in classes with less disruption rated all variables more positively. Classroom climate deteriorated over time in both groups, even if the low disruption group perceived their climate as more positive at follow up. Clarity of school rules did not substantially contribute to classroom climate longitudinally, whereas teacher’s use of praise to some extent did. The difference in longitudinal associations between groups was marginal, hence our hypothesis on weaker associations in the high disruption group could not be confirmed. Clarity of school rules is not longitudinally associated with classroom climate, but teachers may positively influence the learning environment by giving praise, regardless of level of disruption.