Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children’s theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to assess the direct effects of emotion knowledge and language on theory-of-mind scores in 2- and 3-year-old children. A sample of 139 children, aged between 24 and 47 months ( M (...) = 35.5 months; SD = 6.73), were directly administered measures of emotion knowledge, theory of mind, and language. We conducted structural equation modeling (SEM) to evaluate the effects of these variables within a single comprehensive framework, while also controlling for any effects of age and gender. The proposed structural equation model provided an excellent fit for the data, indicating that both children’s emotion knowledge, and their language ability had direct positive effects on theory of mind scores. In addition, age was found to wield statistically significant effects on all the variables under study, whereas gender was not significantly associated with any of them. These findings suggest the importance of fostering young children’s emotion knowledge and language ability with a view to enhancing their comprehension of mental states. (shrink)

In this paper, the role played in learning to argue by an essential and yet under-researched epistemic and argumentative norm is discussed, namely, the consistency requirement. An argumentative intervention is presented, that is designed to enhance the understanding of this norm among high school students, to enable them to recognize contradictions in the process of argumentation and to familiarize them with the argumentative strategies related to the reductio ad absurdum. There follows a description of how the designed intervention was implemented (...) in two Italian high schools, which served as an exploratory case study, and the results obtained are discussed. (shrink)

We maintain that no extant argument in favor of phenomenal external- ism is really convincing. PE is the thesis that the phenomenal properties of our experiences must be individuated widely insofar as they are constituted by worldly properties. We consider what we take to be the five best arguments for PE. We try to show that none of them really proves what it aims at proving. Unless better arguments in favor of phenomenal externalism show up in the debate, we see (...) no reason to relinquish an idea that seems intuitive and appeals to many cognitive sci- entists: that phenomenology is narrow, i.e., that phenomenal properties are intrinsic properties of our experiences. This idea grounds the opposite philosophical position, phenomenal internalism. (shrink)

Aristotle's discussion of legal change in Politics II.8 is the subject of this article. The aim is to show that Aristotle viewed legal change positively, when changes to the law are required, and that his discussion was mainly concerned with the two rather distinct roles of the demos and of the legislator. The analysis involves a re-examination of 1268b 25ss in book II of Aristotle’s Politics and its connection with book III. The analysis is also extended to Aristotle’s Rhetoric and (...) Nicomachean Ethics, and to Plato’s Politicus and Laws. (shrink)

The author was consulted by two Catholic schools in separate cases of a student and a teacher preparing to undergo sex reassignment. Such cases give rise to special ethical and pastoral concerns. This article discusses the disorders that may lead to sex reassignment, distinguishing between con­genital disorders of sex development (intersex conditions) and gender identity disorder (gender dysphoria). It also notes the ethical differences between the correction of congenital anomalies and interventions to relieve dysphoria: in the former, treatment is meant (...) to restore as much normal function as possible; in the latter, mutilating intervention destroys what were otherwise healthy bodily functions. In Catholic schools, concern for the well-being of an affected student or teacher is required, as is a clear understanding of the condition being treated, the ethical implications of treatment, the privacy issues, the effects on other students and staff, and the effects on a teacher’s ability to give faithful witness to Catholic teaching. National Catholic Bioethics Quarterly 12.1 (Spring 2012): 85–97. (shrink)

Les articles réunis dans ce dossier proviennent pour l’essentiel de la journée d’étude organisée par Elisabetta Basso et Laurent Dartigues le 6 juin 2017 à l’ENS de Lyon, avec le soutien de l’Institut d’études avancées (Collegium) de Lyon, de l’UMR Triangle et de l’ENS de Lyon. Seul fait exception le texte d’Ugo Balzaretti, que nous avons eu plaisir à accueillir dans ce dossier. Cette journée d’étude s’inscrivait dans le contexte du projet de recherche intitulé « Rethinking anthropology in li...

Philosophical Psychology is dedicating this issue on trust and trustworthiness to Katherine Hawley (1971–2021) for two reasons. First, she was an expert in the area. Hawley was one of the most rele...

This book provides an introduction to the study of words, their main properties and how we use them to create meaning. It offers a detailed description of the organizational principles of the lexicon, and of the categories used to classify various lexical phenomena, including polysemy, meaning variation, behaviour in composition, and the interface with pragmatics. Elisabetta Ježek uses empirical data from digitalized corpora and speakers' judgements, combined with the formalisms developed in the field of general and theoretical linguistics, to (...) propose representations for each of these phenomena. The book's clear structure and accessible approach make it an ideal textbook for all students of linguistics and a valuable resource for scholars and students of language in the fields of cognitive science and philosophy. (shrink)

There is a lot of conceptual engineering going on in medical research. I substantiate this claim with two examples, the medical debate about cancer classification and about obesity as a disease I also argue that the proper target of conceptual engineering in medical research are experts’ conceptions. These are explicitly written down in documents and guidelines, and they bear on research and policies. In the second part of the chapter, I propose an externalist framework in which conceptions have both the (...) explanatory power of psychological concepts and that of semantic concepts. It is likely, however, that human activities and practices distinct from medical research, and regulated by different practices and epistemic rules, call for different targets for conceptual engineering. I conclude with indicating an open agenda of problems for philosophers of medicine interested in conceptual engineering. (shrink)

This paper examines an argument by Schaffer (2017) that aims to prove how, contrary to what many philosophers hold, there is no special explanatory gap occurring in the connection between the physical and the phenomenal. This is because a gap of the same kind can be found in every connection between a more fundamental and a less fundamental level of reality. These gaps lurk everywhere in nature. For Schaffer, they can be bridged by means of substantive metaphysical principles such as (...) grounding principles. He thus puts forward a version of grounding-based physicalism, which is supposed to provide this kind of substantive bridge principle. My main contention is as follows: even if Schaffer’s argument indeed proves the existence of a gap in every connection between fundamental and derivative entities, and such gaps can be bridged by means of grounding principles, a different gap remains open in the psycho-physical connection. (shrink)

This commentary focuses on Machery's eliminativist claim, that ought to be eliminated from the theoretical vocabulary of psychology because it fails to denote a natural kind. I argue for the more traditional view that concepts are a functional kind, which provides the simplest account of the empirical evidence discussed by Machery.