Computer programs are used to obtain and store information about the online activities of users of the web. Many people are concerned about this practice because they believe that it can violate users' rights to privacy or result in violations of them. This belief is based on the assumption that the information obtained and stored with the use of the programs includes personal information. My main aim in this paper is to argue that this assumption is false. I discuss the (...) import of this result for computer ethics. If my thesis is correct, using the programs cannot violate a person's right to privacy and cannot result in violations of a right to privacy. Nevertheless it is prima facie morally wrong because, as I explain, it encourages people to perform actions that diminish the well-being of others. I discuss the implications of my thesis for the obligations of online businesses with regard to the relevant information. (shrink)

Each of the following sentences expresses a strong intuition about physical things: (a) a physical object is a three-dimensional spatial thing; (b) some physical things can, in the strict sense, remain the same thing through minor changes in their parts; (c) if x and y are physical things with the same spatiotemporal location, then x is strictly identical with y; (d) if x is a proper part of an existing physical thing and x occupies an occupiable region of space, then (...) x is itself an existing physical thing. There is a familiar argument that purports to prove that not all of (a)--(d) can be part of our ordinary concept of a physical thing. Its strategy for defending this claim is showing that at least one of (a)--(d) must-be false. The reason it gives for concluding that (a)--(d) are inconsistent is, appropriately, that they give rise to a paradox: according to the argument, (c) commits us to identifying products of a part-loss, yet (a), (b), and (d) yield the result that the products are different things. (shrink)

All languages, both spoken and signed, make a formal distinction between two types of terms in a proposition – terms that identify what is to be talked about (nominals) and terms that say something about this topic (predicates). Here we explore conditions that could lead to this property by charting its development in a newly emerging language – Nicaraguan Sign Language (NSL). We examine how handshape is used in nominals vs. predicates in three Nicaraguan groups: (1) homesigners who are not (...) part of the Deaf com- munity and use their own gestures, called homesigns, to communicate; (2) NSL cohort 1 signers who fashioned the first stage of NSL; (3) NSL cohort 2 signers who learned NSL from cohort 1. We compare these three groups to a fourth: (4) native signers of American Sign Language (ASL), an established sign language. We focus on handshape in predicates that are part of a productive classifier system in ASL; handshape in these predicates varies sys- tematically across agent vs. no-agent contexts, unlike handshape in the nominals we study, which does not vary across these contexts. We found that all four groups, including home- signers, used handshape differently in nominals vs. predicates – they displayed variability in handshape form across agent vs. no-agent contexts in predicates, but not in nominals. Variability thus differed in predicates and nominals: (1) In predicates, the variability across grammatical contexts (agent vs. no-agent) was systematic in all four groups, suggesting that handshape functioned as a productive morphological marker on predicate signs, even in homesign. This grammatical use of handshape can thus appear in the earliest stages of an emerging language. (2) In nominals, there was no variability across grammatical con- texts (agent vs. no-agent), but there was variability within- and across-individuals in the handshape used in the nominal for a particular object. This variability was striking in homesigners (an individual homesigner did not necessarily use the same handshape in every nominal he produced for a particular object), but decreased in the first cohort of NSL and remained relatively constant in the second cohort. Stability in the lexical use of handshape in nominals thus does not seem to emerge unless there is pressure from a peer linguistic community. Taken together, our findings argue that a community of users is essential to arrive at a stable nominal lexicon, but not to establish a productive morpholog- ical marker in predicates. Examining the steps a manual communication system takes as it moves toward becoming a fully-fledged language offers a unique window onto factors that have made human language what it is. (shrink)

Theory‐of‐mind (ToM) is an integral part of social cognition, but how it develops remains a critical question. There is evidence that children can gain insight into ToM through experience, including language training and explanatory interactions. But this still leaves open the question of how children gain these insights—what processes drive this learning? We propose that analogical comparison is a key mechanism in the development of ToM. In Experiment 1, children were shown true‐ and false‐belief scenarios and prompted to engage in (...) multiple comparisons (e.g., belief vs. world). In Experiments 2a, 2b, and 3, children saw a series of true‐ and false‐belief events, varying in order and in their alignability. Across these experiments, we found that providing support for comparing true‐ and false‐belief scenarios led to increased performance on false‐belief tests. These findings show that analogical comparison can support ToM learning. (shrink)

Horton and Gerrig outlined a memory-based processing model of conversational common ground that provided a description of how speakers could both strategically and automatically gain access to information about others through domain-general memory processes acting over ordinary memory traces. In this article, we revisit this account, reviewing empirical findings that address aspects of this memory-based model. In doing so, we also take the opportunity to clarify what we believe this approach implies about the cognitive psychology of common ground, and (...) just as important, what it does not imply. We also highlight related areas of research demonstrating how general cognitive processes can constrain access to relevant knowledge in ways that shape both language production and comprehension. (shrink)