In “The Will to Believe,” William James affirms that we have some control over what we believe and asks how this control should be exercised. He rejects the evidentialists’ view that we ought to believe only when intellectual grounds make it quite sure that the belief is true. For him, “options” are choices among contrary beliefs. Some options are “living,” “forced,” and “momentous.” James’ thesis concerns belief-options that have these three features and where proof as to the truth is unavailable. (...) He holds that in such cases we have a right to believe, provided believing has better consequences than not believing would. James is correct that sometimes it is permissible to believe without adequate grounds. His view is misleading, though, when he leaves the impression that this is so only where the option is living, forced, momentous, and not settleable by evidence. The right to believe has broader scope than this. Moreover, James’ right to believe presupposes a view of truth at odds with his later pragmatism. (shrink)

In recent writing on the theory of knowledge a distinction has been drawn between ‘the language of appearing’ and ‘the sense-datum language’. The aim of this paper is to suggest that consideration of that distinction and of what Kant’s attitude toward it would have been can shed light on two otherwise-puzzling aspects of his doctrine in the Critique of Pure Reason: his adamant conviction that there are things-in-themselves, and his confidence that the Antinomies are resolved once we admit the transcendental (...) ideality of space and time. (shrink)

This paper proposes interpretations of the vexed notions of intensionality and intentionality and then investigates their resulting interrelations.The notion of intentionality comes from Brentano, in connection with his view that it can help us understand the mental. Setting aside Husserl’s basic definition of intentionality as not quite in line with Brentano’s explanatory purpose, this paper proposes that intentionality be defined in terms of inexistence and indeterminacy.It results that Brentano’s thesis (that all and only mental phenomena are intentional) will not be (...) strictly true. However, intentional descriptions will always be intensional, though not all intensional descriptions will be intentional. (shrink)

This paper proposes interpretations of the vexed notions of intensionality and intentionality and then investigates their resulting interrelations.The notion of intentionality comes from Brentano, in connection with his view that it can help us understand the mental. Setting aside Husserl’s basic definition of intentionality as not quite in line with Brentano’s explanatory purpose, this paper proposes that intentionality be defined in terms of inexistence and indeterminacy.It results that Brentano’s thesis (that all and only mental phenomena are intentional) will not be (...) strictly true. However, intentional descriptions will always be intensional, though not all intensional descriptions will be intentional. (shrink)

The title of this symposium, “Formal Simplicity as a Weight in the Acceptability of Scientific Theories,” to some people might seem to suggest that we are to be making positive proposals about how the concept of simplicity could be defined for formalized languages, defined so as to figure in a formalized theory of confirmation. I must confess at the start that I do not have any such ambitious object in view. I now feel, indeed, that premature formalizations have little power (...) to illuminate the philosophically interesting questions which cluster round the problem of the role of simplicity in scientific thinking. So in this short paper I wish merely to present some elementary considerations, not very novel ones, concerning the role which simplicity seems to me to play in our non-demonstrative reasoning about matters of empirical fact. Although many writers have sought to analyze the logical character of such reasoning, little unanimity has been attained in their over-all views; thus it is that though the considerations which I wish to present are elementary, they are not wholly uncontroversial. But because these matters are elementary in nature, I do feel it appropriate in discussing them to use homely examples of uncomplicated kinds, rather than elaborate examples drawn from the more sophisticated reaches of scientific theory; in doing so, I am taking it for granted that scientific inference as regards its logical character is fundamentally a refinement of everyday thinking, rather than a procedure of some essentially different nature. (shrink)

Aim: Participation in classroom physical activity breaks may improve children’s cognition, but few studies have involved adolescents. The primary aim of this study was to examine the effects of classroom-based resistance training with and without cognitive training on adolescents’ cognitive function.Methods: Participants were 97 secondary school students. Four-year 10 classes from one school were included in this four-arm cluster randomized controlled trial. Classes were randomly assigned to the following groups: sedentary control with no cognitive training, sedentary with cognitive training, resistance (...) training without cognitive training, and resistance training with cognitive training. Sessions varied in levels of both cognitive demand and resistance training and were administered three times per week for 4 weeks. Inhibition, cognitive flexibility, episodic memory, on-task behavior, and muscular fitness were assessed at baseline and post-test. Linear mixed models were used to examine changes within and between groups.Results: In comparison with the control group, episodic memory improved significantly in the resistance training without cognitive training group. There were no group-by-time effects for inhibition or cognitive flexibility. Classroom activity breaks both with and without cognitive demand improved participants’ on-task behavior in comparison with the control and sedentary group. The resistance training programs did not lead to improvements in muscular fitness.Conclusion: Participation in body weight resistance training without cognitive training led to selective improvements in episodic memory. No training effects were found for inhibition or cognitive flexibility. A longer study period may be necessary to induce improvements in muscular fitness and associated changes in inhibition and cognitive flexibility.Clinical Trial Registration:https://www.anzctr.org.au/ACTRN12621001341819.aspx, Australian New Zealand Clinical Trials Registry—ACTRN12621001341819. (shrink)