problems in psychology The three themes of this book are the relation of the brain's structure to psychological function, the problem of how people perceive ...

The efforts of some institutional review boards (IRBs) to exercise what is viewed as appropriate oversight may contribute to deceit on the part of investigators who feel unjustly treated. An organizational justice paradigm provides a useful context for exploring why certain IRB behaviors may lead investigators to believe that they have not received fair treatment. These feelings may, in turn, lead to intentional deception by investigators that IRBs will rarely detect. Paradoxically, excessive protective zeal by IRBs may actually encourage misconduct (...) by some investigators. The authors contend that, by fostering a climate in which investigators perceive that they receive fair and unbiased treatment, IRBs optimize the likelihood of collegial compliance with appropriate participant protections. (shrink)

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

Concerned with the nature of the human body, the nature of the human mind, and how the body and mind interact. This investigation into what is, then, the nature of man himself is one of the most crucial philosophical questions and is preliminary to the broader investigations of logic, metaphysics and epistemology.

Effects of perceived control and close alternative outcomes were examined. Subjects played a computer-simulated "wheel-of-fortune" game with another player in which two wheels spun simultaneously. Subjects had either control over spinning the wheel or control over which wheel would determine their outcome and which would determine the other player's outcome. Results showed that (a) subjects generated counterfactuals about the aspect of the game that they controlled, (b) the direction of these counterfactuals corresponded to the close outcome associated with the aspect (...) they controlled, and (c) close counterfactuals predicted affective responses to the outcome of the wheel spin. Cognitive and motivational implications of the influence of perceived control on counterfactual generation are discussed. (shrink)

This chapter contains section titled: Sensitivity Accounts — Direct and Indirect The Attack by Counterexample on Sensitivity Accounts — And Why SCA Seems on the Right Track Nonetheless Sosa's Safety Account Sosa's Account as a Sensitivity Account — and His Counterexamples Safety and the Problem of True/True Subjunctives Other Formulations of Safety Safety and Strength of Epistemic Position Contextualist Solutions to Skepticism Intuitive Complexity: Do We Know that We're Not Brains in Vats?

Rubin and Pearl offered approaches to causal effect estimation and Lewis and Pearl offered theories of counterfactual conditionals. Arguments offered by Pearl and his collaborators support a weak form of equivalence such that notation from the rival theory can be re-purposed to express Pearl’s theory in a way that is equivalent to Pearl’s theory expressed in its native notation. Nonetheless, the many fundamental differences between the theories rule out any stronger form of equivalence. A renewed emphasis on comparative research can (...) help to guide applications, further develop each theory, and better understand their relative strengths and weaknesses. (shrink)

The three main kinds of theory in normative ethics, namely, consequentialism, deontology, and virtue ethics, are often presented as the ‘palette’ from which we may choose, or use as a starting point for an investigation. However, this way of doing ethics and philosophy, by the palette, may be leading some of us astray. It has led some to believe that all that there is to ethics, and to ethics of AI, is given in terms of these already devised petrified categories (...) of theory. It has also led others to abandon normative ethics and philosophy altogether and to resort to descriptive methods that are then used to justify action. I wish to argue that (1) we should not abandon traditional philosophical approaches, but (2a) this does not entail that the petrified palette should constitute the beginning of our philosophical investigations. Further, (2b) I recommend a non-methodological approach in which it is instead radical questions that spur these investigations, which arise through consideration of the practical actions (potential or otherwise) of machines and their programmers. (shrink)

Visual perception is widely taken to present properties such as redness, roundness, and so on. This in turn might be thought to give rise to accuracy conditions for experience, and so content, regardless of which metaphysical view of perception one endorses. An influential version of this argument—Susanna Siegel’s ’Argument from Appearing’—aims to establish the existence of content as common ground between representational and relational views of perception. This goes against proponents of ‘austere’ relationalism who deny that content plays a substantive (...) role in philosophical explanations of conscious perceptual experience. Though Siegel’s argument purports to be neutral with respect to the metaphysics of perception, it relies upon an equivocation between the presentation of property-types and property-instances. Consequently, the argument begs the question against the austere relational view, and so fails to establish the desired conclusion. So while relationalists can and should allow that experiences have accuracy conditions, it does not follow from this that they have contents of any philosophically interesting or significant kind. (shrink)

This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if we (...) expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention. (shrink)

Three studies examined the motivational implications of thinking about how things could have been worse. It was hypothesized that when these downward counterfactuals yield negative affect, through consideration of the possibility of a negative outcome, motivation to change and improve would be increased (the wake-up call). When downward counterfactuals yield positive affect, through diminishing the impact of a potentially negative outcome, motivation to change and improve should be reduced (the Pangloss effect). Results from three studies supported these hypotheses. Studies 1 (...) and 2 showed that a manipulation of the counterfactual made about an investment influenced decisions toward that investment. Study 3 showed that students’ academic motivation was influenced by a manipulation of the type of downward counterfactual they made after an exam and that affect mediated the relationship between the counterfactual and motivation. (shrink)

We begin by treating the antinaturalism of Edmund Husserl's phenomenology, and follow that by considering the recent project of “naturalizing phenomenology.” As a transitional figure, we treat Hans Jonas and the weakly emergent status he allows organismic life. In a section on “affirmative naturalism,” we treat Friedrich Nietzsche, Henri Bergson, and Gilles Deleuze, emphasizing their relation to Spinoza's ethics of joy. We conclude by considering the antinaturalism of continental philosophy positions in critical race theory (Linda Alcoff), gender theory (Judith Butler), (...) and disability studies (Shelley Tremain). (shrink)

Reid defends the distinction between primary and secondary qualities. He does so in spite of accepting Berkeley’s critique of Locke on this issue and rejecting the Cartesian thesis that the distinction is based on reason. Reid contends that we have a clear, direct, and distinct conception of primary qualities but not of secondary qualities. We shall attempt to explain how Reid could defend the distinction while rejecting the resemblance theory of Locke and the rationalistic theory of Descartes.

In a 2022 paper, Hamami claimed that the orthodox view in mathematics is that a proof is rigorous if it can be translated into a derivation. Hamami then developed a descriptive account that explains how mathematicians check proofs for rigor in this sense and how they develop the capacity to do so. By exploring introductory texts in computability theory, we demonstrate that Hamami’s descriptive account does not accord with actual mathematical practice with respect to computability theory. We argue instead for (...) an alternative account in which imagination, anticipation, and interpretations of natural language play roles in establishing mathematical rigor. (shrink)

This essay shows that truth cannot be divorced from human experience and an individual’s world view, his or her weltanschauung. There exist different weltanschauungen that favour alternative truths. Thus, loosely speaking, truth is determined by context. It may be socially acceptable to prefer one among the alternative truths as truly true, but this goal necessarily involves taking an ideological perspective on what is perceived and accepted as the sole truth. In other words, it is prejudiced. The truth value assigned to (...) the proposition God exists starkly illustrates this claim, but in the course of this essay I demonstrate that alternative truths are widespread and that conflicting truths can co-exist within a community even when they create dissension. A hegemonic group will assert a preference for one truth over its alternatives, but that does not eliminate the existence of alternative truths. Alternative weltanschauungen need to be managed somehow, and the recognition that alternative truths exist is one step in their management. (shrink)

The present study examined relationships among counterfactual thinking, perceived control, and depressive symptoms. Undergraduate participants, grouped according to nondepressed, mild–to–moderately depressed, and severely depressed symptom categories, described potentially repeatable negative academic events and then made upward counterfactuals about those events. Whereas participants endorsing mild–to–moderate depressive symptom levels generated more counterfactuals about controllable than uncontrollable aspects of the events they described, participants endorsing severe levels of depressive symptoms generated counterfactuals that were less controllable, less reasonable, and more characterological in nature. Furthermore, (...) controllable (relative to uncontrollable) counterfactual thinking enhanced retrospective control perceptions for less depressed participants, but depleted control perceptions for more depressed participants. Discussion focuses on the possibility that whereas controllable counterfactual thinking may be functional for nondepressed individuals, it may be less functional, if not dysfunctional, with increasingly depressed symptoms. (shrink)

There are those philosophers and historians of science who claim that the acceptance and rejection of scientific theories is underdetermined by experimental results. They conclude that there is no rational method for deciding such matters solely on the basis of empirical information. The acceptance and rejection of scientific theories depends on social influence and is settled by social dominance. This I call the dominance thesis. There are also those who hold, on the contrary, that the acceptance and rejection of theories (...) in science is based solely on empirical information according to a rational method. They conclude that the acceptance and rejection of scientific theories is fully determined by experimental results. This I call the experimentalism thesis. The dominance thesis and the experimentalism thesis are both false. Both share a common premise, to wit, that empirical information is limited to experimental results. There is, however, another source of empirical information, the opinions of experts. When such social information is properly aggregated, the acceptance and rejection of scientific theories, though underdetermined by experimental results, is fully determined by the total information available. (shrink)

In understanding the degree of choice we have in our emotions, we benefit from the Stoics’ analysis into first and second movements: appraisals and reappraisals. The Stoics were concerned to avoid the harm that emotions can cause, but their idea of working on goals, rather than on emotions as such, generalizes beyond their concerns. For modern people, the problem of taking responsibility for our emotional life becomes less paradoxical when we consider interpersonal issues.

Although the literature on Nietzsche is now voluminous one area where there has surprisingly been very little research concerns Nietzsche on the passions. This essay aims to correct this neglect. My focus is on illuminating Nietzsche on the passions in relation to his primary teaching on self-cultivation. To illuminate his position, I focus attention on examining his relation to Stoic teaching on the passions. If for Nietzsche the Christian mind-set involves a disturbing pathological excess of feeling, the Stoic way of (...) living results for him in a petrified of life devoid of movement and growth. After a consideration of his relation to Stoic teaching I then examine his relation to Spinoza on the emotions or affects. Whilst I acknowledge the affinities between the two thinkers and their criticisms of Stoic teaching, I maintain that it is an error to seek to construe Nietzsche and Spinoza as having an identical teaching on the passions. In the final section of the essay, I provide an appreciation of Nietzsche’s recommendation that instead of demonising the passions in the manner of the Christian psyche and its legacy, or extirpating our passions as recommended by the Stoics, we need to learn how to transform them into joys or delights. (shrink)

The status of life in nature is the modern problem of philosophy and of science. A.N. Whitehead, Modes of Thought, 1938.

Philosophy for Children (P4C) provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical, and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights (...) the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students. This practical guide is essential reading for teachers, coaches, and anyone wondering how you can effectively teach philosophy in your classroom. (shrink)

Why History? is a compelling introduction to the issue of history and ethics. Designed to provoke discussion, the book asks whether and why a good knowledge and understanding of the past is desirable. In the context of current postmodern thinking, Keith Jenkins suggests that the goal of "learning lessons from the past" actually means learning lessons from stories written by historians and others. If the past as history has no foundation, can anything ethical be gained from history? Daring and (...) controversial, Why History? presents liberating challenges to history and ethics, proposing that we have reached an emancipatory moment which is well beyond the "end of history.". (shrink)

A growing literature has recognized the importance of mental simulation (e.g., imagining alternatives to reality) in sparking creativity. In this chapter, we examine how counterfactual thinking, or imagining alternatives to past outcomes, affects group creativity. We explore these effects by articulating a model that considers the influence of counterfactual thinking on both the cognitive and social processes known to impact group creative performance. With this framework, we aim to stimulate research on group creativity from a counterfactual perspective.

Humans, including preschool children, exhibit role-based relational reasoning, of which analogical reasoning is a canonical example. The connectionist model proposed in the target article is only capable of conditional paired-associate learning.

The present study investigated relationships between counterfactual thinking, control motivation, and depression. Mildly depressed and nondepressed participants described negative life events that might happen again (repeatable event condition) or probably will not happen again (nonrepeatable event condition) and then made upward counterfactuals about these events. Compared to nondepressed participants, depressed participants made more counterfactuals about controllable than uncontrollable aspects of the events they described, and this effect was mediated by general control loss perceptions in the repeatable event condition. Making more (...) counterfactuals about controllable than uncontrollable aspects also enhanced retrospective control perceptions, but only in the repeatable event condition. Functional and dysfunctional implications of making counterfactuals about controllable features of events are discussed. (shrink)

Building on findings that self-uncertainty motivates attempts to restore certainty about the self, particularly in ways that highlight one’s distinctiveness from others, we show that self-uncertainty, relative to uncertainty in general, increases creative generation among individualists. In Studies 1 to 3, high (but not low) individualists performed better on a creative generation task after being primed with self-uncertainty as opposed to general uncertainty. In Study 4, this effect emerged only among those who were told that the task measured creative as (...) opposed to analytical thinking, suggesting that the positive effects of self-uncertainty on performance are specific to tasks that bolster perceptions of uniqueness. In Study 5, self-uncertain individualists experienced a restoration of self-clarity after being induced to think about themselves as more (vs. less) creative. Implications for compensatory responses to self-uncertainty and factors that influence creativity are discussed. (shrink)