Hume'sDialogues Concerning Natural Religion are still much with us. What appears to be the definitive edition was published by Professor Norman Kemp Smith in 1935 with a learned introduction which, among other things, assembled a mass of evidence pointing to the conclusion that Philo is to be identified with Hume himself, and that Hume in the Dialogues is deliberately trying to undermine the religious hypothesis. Though these conclusions have been widely accepted, Dr. B. M. Laing, in the April issue of (...) Philosophy, strenuously attacked them in an ingenious argument based in part on his already published thesis that Hume's fundamental philosophy is not really the scepticism so long assigned him. Dr. Laing takes the opportunity in passing to indicate his sympathy with the recent position of a distinguished British poet that Voltaire, also, has been traditionally abused in the assumption that on the question of religion he wrote with his tongue in his cheek. The present examination is not designed to inquire into this new mode of making the wicked pious; nor to push the question back from the Dialogues to Hume's basic philosophy; nor to press the writer's conviction [“The Enigma of Hume,” Mind, XLV pp. 334–349] that not only is Philo to be identified as Hume, but in addition, Cleanthes as Joseph Butler, and Demea as Samuel Clarke. The present purpose is solely to indicate certain unhistorical bases of Dr. Laing's attack on the more traditional view so ably championed by Professor Norman Kemp Smith. (shrink)

Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a (...) dual-task study with preschoolers with active phonological, visual, spatial, and central executive interference during the completion of a nonsymbolic approximate addition dot task. With regard to the role of WM, we found a clear performance breakdown in the central executive interference condition. Our findings provide insight into the underlying cognitive processes involved in storing and manipulating nonsymbolic approximate numerosities during early arithmetic. (shrink)

A selection of recent philosophical texts—in Italian translation—dealing with the mereology of material objects and the nature of their boundaries. Introduction by L. Morena. Papers by R. M. Chisholm, P. M. Simons, B. Smith, A. Stroll, A. C. Varzi.

The Oxford Handbooks series is a major new initiative in academic publishing. Each volume offers an authoritative and up-to-date survey of original research in a particular subject area. Specially commissioned essays from leading figures in the discipline give critical examinations of the progress and direction of debates. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities and social sciences. Ernie Lepore and Barry Smith present the definitive reference work for (...) this diverse and fertile field of philosophy. A superb international team contribute more than forty brand-new essays covering topics from the nature of language to meaning, truth, and reference, and the interfaces of philosophy of language with linguistics, psychology, logic, epistemology, and metaphysics. It will be an essential resource for anyone working in the central areas of philosophy, for linguists interested in syntax, semantics, and pragmatics, and for psychologists and cognitive scientists working on language. (shrink)

In 1914, on the eve of the Great War, the eminent scholar and polymath, Theodore Merz, published what would be the final volume of his magisterial history of nineteenth-century European thought. A belated review of this volume appeared in the April 1918 issue of the American Historical Review. This particular review, though favorable, was inexplicably unsigned. Our paper offers compelling evidence that the author of this unsigned review was George H. Mead, the pragmatist philosopher from the University of Chicago. The (...) paper is organized in the following fashion. First, several types of documentary evidence are cited in support of the claim that Mead authored the unsigned review. Second, content analysis is used to identify themes in the review that reflect the distinctive intellectual concerns of Mead. One such concern was the ability of research-based science to address and rectify problematic aspects of social life. The concluding section of the paper reprints in its entirety Mead’s 1918 review. (shrink)

Social cognition is critical for successfully navigating social relationships. Current evidence suggests that older adults exhibit poorer performance in several core social-cognitive domains compared to younger adults. Neurocognitive decline is commonly discussed as one of the key arbiters of age-related decline in social-cognitive abilities. While evidence supports this notion, age effects are likely attributable to multiple factors. This paper aims to recontextualize past evidence by focusing issues of motivation, task design, and representative samples. In light of these issues, we identify (...) directions for future research to aide our understanding of social-cognitive aging. (shrink)

When acting in social contexts, we are often able to voluntarily coordinate our choices with one another. It has been suggested that this ability relies on the adoption of preferences that transcend those of the individuals involved in the social interaction. Conditional game theory provides a formal framework that facilitates the study of coordinated rational choice in a way that disentangles the concepts of individual preference and group agency. We argue that these concepts are complementary: individual preferences are formed in (...) a social context and groups coordinate as socially influenced preferences interact. In particular, we show that if agents can engage in conditional reasoning and can define their preferences in the form of hypothetical propositions, group-level coordination can be grounded only on the preference of individuals. (shrink)