Two recent articles [Gronchi et al., Citation2018. Automatic and controlled attentional orienting in the elderly: A dual-process view of the positivity effect. Acta Psychologica, 185, 229–234; Wirth & Wentura, Citation2020. It occurs after all: Attentional bias towards happy faces in the dot-probe task. Attention, Perception, & Psychophysics, 82(5), 2463–2481] report attentional biases for happy facial expressions in the dot-probe paradigm, albeit in different directions. While Wirth and Wentura report a bias towards happy expressions, Gronchi et al. found a reversed effect. (...) A striking difference between the studies was the task performed by the participants. While in Wirth and Wentura, participants performed a discrimination task, they performed a location task in Gronchi et al. In Experiment 1, we directly compared the two versions of the dot-probe paradigm. With the discrimination task, the bias towards happy faces was replicated. However, the location task yielded a null effect. In Experiment 2, we found a cueing effect with an abrupt onset cue in both tasks. However, for the location task a congruence-sequence effect (a typical characteristic of response-priming processes) occurred. This result suggests that in the location task, attentional processes are confounded with response-priming processes. We recommend to generally use discrimination tasks. (shrink)

FAR FROM BEING A PURELY ESOTERIC CONCERN of theoretical mathematicians, the examination of the ontological status of mathematical entities, I submit, has far-reaching implications for a very practical area of knowledge, namely, the method of science in general, and of physics in particular. Although physics and mathematics have since Newton's second derivative been inextricably wedded, modern physics has a particularly mathematical dependence. Physics has moved and continues to move further away from the possibility of direct empirical verification, primarily because of (...) the increasingly complex logistical problems of experimentation within the parameters of the very large and of the very small. As certain areas become more and more theoretical, with developments of this century in astrophysics, cosmology, and quantum mechanics, and more specifically, with the postulation of new hypothetical elementary particles based almost exclusively upon mathematical data, physics is forced to depend increasingly upon mathematics as a method for verifying physical possibility. Typically, a mathematical formulation descriptive of an empirically established phenomenon x is manipulated and made subject to derivation on the assumption that the new formulation will continue to correspond with physical reality, and may even yield new information about the phenomenon's behavior. Why, however, should a coherence between the empirically-defined world and mathematical processes be assumed? This coherence is, above all, dependent upon a hidden metaphysically strong presupposition about the ontological status of mathematical entities and their systems. (shrink)

Maddy has written a concise and lucid book which covers not only her own ideas on set-theoretic realism and the "reality" of mathematics, but also provides a useful summary of the old and continuing debates surrounding mathematical ontology. This feature makes the book ideal as a classroom text. A basic familiarity with elementary set theory and number theory is obviously helpful, particularly in her technical discussions towards the end of the book, but the mathematics should not present a barrier to (...) most advanced students of philosophy. (shrink)

At Symposium No. 14, which took place as part of the 7th International Symposium on Education, a round table discussion was held with five speakers from the field of education at different levels of teaching. This round table was an opportunity to discuss the issues associated with the link between beliefs and pedagogical practices among teachers at different levels of teaching, as identified by the various papers, and to review experiences or training systems implemented to help support teachers in this (...) regard. The participants shared their experience of accompaniment future and beginning teachers, highlighting the discomforts felt by future and beginning teachers that corresponds to elements often raised in the literature. There were also processes put in place, depending on the different situations, to promote professional integration and integration into a school team, both through co-development processes and group or individual reflections on the knowledge and conceptions of these teachers who were coached. The analysis of their professional practice is a focal point reported by all the participants. (shrink)

Residents’ councils in Quebec’s residential and long-term care centres have the mandate to promote the improvement of living conditions for residents, to assess their level of satisfaction, and to defend their rights. Based on two studies on the autonomy of councils, we examined how committees can express themselves on topics other than those the management is already aware of, to reveal various previously unknown aspects of the services, and to voice unexpressed concerns. We are especially interested in what makes management (...) receptive, or not, to what the committee members say. The councils’ ability to express them selves is, in fact, inseparable from its capacity to listen to the management teams, and we seek to determine the conditions required to perform this dual capacity. (shrink)