There is currently an important debate about whether philosophical intuitions are intended as evidence for the theories philosophers promote. On one side are those who argue that philosophers do rely on intuitions as evidence; on the other side are those who deny any such role for philosophical intuitions. This paper argues that both sides of this debate are partially right and partially wrong. Intuitive judgments do not, as psychological states, function as evidence in most well-known philosophical thought (...) experiments. Philosophers nevertheless strongly depend upon these intuitive judgments. Where both sides go awry is in assuming that the importance of intuitive judgments rests solely upon their role as evidence. We need to distinguish between evidence, as such, from various nonevidential psychological states that are needed for something else to serve as evidence. The paper calls these latter conditions “evidence facilitators” and argues that intuitive judgments belong in this category. (shrink)

We report an experiment investigating the “special-process” theory of insight problem solving, which claims that insight arises from non-conscious, non-reportable processes that enable problem re-structuring. We predicted that reducing opportunities for speech-based processing during insight problem solving should permit special processes to function more effectively and gain conscious awareness, thereby facilitating insight. We distracted speech-based processing by using either articulatory suppression or irrelevant speech, with findings for these conditions supporting the predicted insight facilitation effect relative to silent working or thinking (...) aloud. The latter condition was included to investigate the currently contested effect of “verbal overshadowing” on insight, whereby thinking aloud is claimed to hinder the operation of special, non-reportable processes. Whilst verbal overshadowing was not evident in final solution rates, there was nevertheless support for verbal overshadowing up to and beyond.. (shrink)

This study examined the effects of post-cue interval and cognitive load on item-method directed forgetting. The results of Experiment 1 and Experiment 2 showed that forget item retention increased as the post-cue interval increased. Moreover, increasing the cognitive load of participants by asking them to perform a secondary counting task did not impair, but rather facilitated, the intentional forgetting of the studied item under long post-cue interval conditions. These results and analyses of recall gains from the additional use of the (...) independent cue suggest that the improved recall of forget items caused by an increase in the post-cue interval came from an automatic process, and that after receiving the forget cue, participants did not engage a suppression operation that was resource-demanded. The current findings suggest that forgetting is more effective when participants perform a secondary task after receiving the forget cue. (shrink)

There is evidence that problem-based learning (PBL) is an effective approach to teach team and problem-solving skills, but also to acquire content knowledge. However, there is hardly any literature about using PBL in philosophy classes. One problem is that PBL is resource intensive because a facilitator is needed for each group of students to support learning efforts and monitor group dynamics. In order to establish more PBL classes, the question is whether PBL can be provided without the need (...) for facilitators. We present a combination of five strategies—among them the collaborative argument visualization software AGORA-net—to replace facilitators. Additionally, we present evidence that these strategies are sufficient to provide a PBL experience that achieves intended learning goals in an ethics class and is satisfying for students without facilitators. (shrink)

Positive spillover occurs when changes in one behaviour influence changes in subsequent behaviours. Evidence for such spillover and an understanding of when and how it may occur is still limited. This paper presents findings of a one year longitudinal behaviour change project led by a commercial retailer in the UK & Ireland to examine behaviour change and potential spillover of pro-environmental behaviour, and how this may be associated with changes in environmental identity and perceptions of ease and affordability as (...) well as perceptions of how participation in the project has helped support behaviour change. We draw on both quantitative and qualitative. Study 1 examines quantitative data from the experimental and a matched control group. Study 2 reports qualitative findings from a follow up interview study with participants of the experimental group. As expected, we found significant changes in reported pro-environmental behaviour and identity in the experimental group as well as some indications of behavioural spillover. These changes were not significantly associated with changes in environmental identity. The interviews suggested that group dynamics played an important role in facilitating a sense of efficacy and promote sustained behaviour change and spillover. Moreover, the support by a trusted entity was deemed to be of crucial importance. (shrink)

We add texture to the conclusion of Duchon and Drake (Journal of Business Ethics, 85, 2009, 301) that extreme narcissism is associated with unethical conduct. We argue that the special features possessed by financial accounting facilitate extreme narcissism in susceptible CEOs. In particular, we propose that extremely narcissistic CEOs are key players in a recurring discourse cycle facilitated by financial accounting language and measures. Such CEOs project themselves as the corporation they lead, construct a narrative about the corporation and themselves (...) using financial accounting measures, and then reflect on how their accounting-constructed performance is perceived by stakeholders. We do not present empirical evidence about whether the use of accounting language and measures leads to unethical behaviour by extreme narcissistic CEOs — although the conclusions of Duchon and Drake (2009) suggest empirical support is probable. Rather, we focus on developing alertness to the potential for accounting, when engaged by an extremely narcissistic CEO, to be a precursor or implement of unethical behaviour. (shrink)

Discrimination can closely follow disclosure of neurodivergence in the workplace. This traditional review of the literature therefore aims to critically explore factors that facilitate and inhibit mental discrimination in workplace environments, and produce an evidence-based, anti-discrimination guide supporting neurodivergent employees. Applying content analysis to 64 scholarly articles retrieved from Scopus, ProQuest Central and PsycINFO databases, this traditional review offers three main messages which should be of value to HR policymakers and practitioners. First, the spirit of diversity and inclusion needs (...) to be practically applied in recruitment processes so that neurodivergent applicants are not exposed to discrimination. Second, employees or prospective employees should not feel that they will be punished for disclosing their neurodivergence. Finally, sanist workplaces that refuse to be inclusive and accommodating of neurodivergent persons might experience lost productivity as a result. (shrink)

Evidence-Based Medicine (EBM) is defined as the conscious, and judicious use of current best evidence in making decisions about the care of individual patients. The greater the level of evidence the greater the grade of recommendation. This pioneering explicit concept of EBM is embedded in a particular view of medical practice namely the singular nature of the patient-physician relation and the commitment of the latter towards a specific goal: the treatment and the well being of his or (...) her client. Nevertheless, in many European countries as well as the United States, this integration of the best evidence from systematic research with clinical expertise and patient values appears to be re-interpreted in light of the scarcity of healthcare resources. The purpose of this paper is double. First, to claim that from an ethical perspective EBM should be a guideline to clinical practice; and second, that in specific circumstances EBM might be a useful tool in macro-allocation of healthcare resources. Methodologically the author follows Norman Daniels' theory of democratic accountability to justify this assumption. That is, choices in healthcare must be accountable by democratic procedures. This perspective of distributive justice is responsible for the scope and limits of healthcare services. It follows that particular entitlements to healthcare — namely expensive innovative treatments and medicines —may be fairly restricted as long as this decision is socially and democratically accountable and imposed by financial restrictions of the system. In conclusion, the implementation of EBM, as long as it limits the access to drugs and treatments of unproven scientific results is in accordance with this perspective. The use of EBM is regarded as an instrument to facilitate the access of all citizens to a reasonable level of healthcare and to promote the efficiency of the system. (shrink)

This study aimed at providing evidence that prior knowledge and its organization prompted either through pictures alone, pictures and associated words, words only have different impacts on several components of text produced by fourth graders. The results showed that the semantic relatedness affected three dependent measures: prompt words recalled, coherence and quality of texts. The nature of the prompts impacted on planning and translating processes. Findings, instructional applications, limitations, and proposals for future research are discussed.

Two variables are usually recognised as determinants of human causal learning: the contingency between a candidate cause and effect, and the temporal and/or spatial contiguity between them. A common finding is that reductions in temporal contiguity produce concomitant decrements in causal judgement. This finding had previously (Shanks & Dickinson, 1987) been interpreted as evidence that causal induction is based on associative learning processes. Buehner and May (2002, 2003, 2004) have challenged this notion by demonstrating that the impact of temporal (...) delay depends on expectations about the timeframe between cause and effect. A corollary of this knowledge-mediation account is that in certain situations longer delays could facilitate, while shorter delays should impair, causal learning. Here we present two experiments involving a physical apparatus that demonstrate a detrimental effect of contiguity under certain conditions. In contrast to all previous studies, delays universally promoted causal learning. This evidence is clearly at variance with the notion of a bottom-up contiguity bias in causal induction. A new, more general timeframe bias is discussed. (shrink)

Maternity careproviders often have strong views concerning a woman’s choice of where to give birth. These views may be based on the ethical principle of autonomy, or on the principle of beneficence. The authors propose that an approach utilizing shared decision making allows careproviders and women to move beyond disagreements regarding which evidence on risk should “count,” instead adopting a process of increased knowledge and support for women and their partner while they make choices regarding place of birth.

Hospitals in many countries have had clinical ethics committees for over 20 years. Despite this, there has been little research to evaluate these committees and growing evidence that they are underutilized. To address this gap, we investigated the question ‘What are the barriers and facilitators nurses and physicians perceive in consulting their hospital ethics committee?’ Thirty-four nurses, 10 nurse managers and 31 physicians working at four Canadian hospitals were interviewed using a semi-structured interview guide as part of a larger (...) investigation. We used content analysis of the interview data related to barriers and facilitators to use of hospital ethics committees to identify nine categories of barriers and nine categories of facilitators. These categories as well as their subcategories are discussed and those specific to nurses or physicians are identified. The need to increase health professionals' use of clinical ethics committees through reducing barriers and maximizing facilitators is discussed. (shrink)

Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the (...) framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participantslearn to become self-managed. (shrink)

Banks face a dilemma in choosing between maximising profits and facilitating the sustainable use of resources within a carbon-constrained future. This study provides empirical evidence on this dilemma, investigating whether a bank loan announcement for a firm with high carbon risk conveys information to investors about the firm’s carbon risk exposure collected through a bank’s pre-loan screening and ongoing monitoring. We use a sample of 120 bank loan announcements for ASX-listed firms over the period 2009–2015. We measure high carbon (...) risk exposure based on whether firms meet the reporting threshold of the NGER scheme. We document positive and significant excess loan announcement returns for loan renewals for high carbon risk firms, but not for loan initiations. Further, we document a more significant loan announcement return for renewals with favourable term revisions. Finally, we find no evidence that the market differentiates between domestic and foreign lenders. Taken together, our results suggest that investors perceive that banks incorporate carbon risk considerations into their lending decisions. Our results highlight the value of banks as financial intermediaries given the information asymmetry surrounding firms’ carbon risk exposure, and more generally the need to extend modern banking theory to consider issues such as the impact of banks’ CSR reputation on lending decisions. (shrink)

Despite recent growth in distance education, there has been relatively little research on whether online examinations facilitate student cheating. The present paper utilizes an experimental design to assess the difference in student performance between students taking a traditional, proctored exam and those taking an online, unproctored exam. This difference in performance is examined in a manner which considers both the effect of the different physical test environments and the possible effect of a difference in the opportunity for students to cheat. (...) This study, utilizing regression models that also account for relevant control variables, examines 44 undergraduate statistics students, finds evidence that the difference in the testing environment creates a disadvantage to students taking the online exam which somewhat offsets the advantage that the unproctored students gain from greater opportunities to cheat. (shrink)

This is the first book to systematically examine the underlying theory of evidence in Anglo-American legal systems. Stein develops a detailed and innovative theory which sets aside the traditional vision of evidence law as facilitating the discovery of the truth. Combining probability theory, epistemology, economic analysis, and moral philosophy, he argues instead that the fundamental purpose of evidence law is to apportion the risk of error in conditions of uncertainty.

Transposable elements (TEs) are powerful facilitators of genome evolution, and hence of phenotypic diversity as they can cause genetic changes of great magnitude and variety. TEs are ubiquitous and extremely ancient, and although harmful to some individuals, they can be very beneficial to lineages. TEs can build, sculpt, and reformat genomes by both active and passive means. Lineages with active TEs or with abundant homogeneous inactive populations of TEs that can act passively by causing ectopic recombination are potentially fecund, adaptable, (...) and taxonate readily. Conversely, taxa deficient in TEs or possessing heterogeneous populations of inactive TEs may be well adapted in their niche, but tend to prolonged stasis and may risk extinction by lacking the capacity to adapt to change, or diversify. Because of recurring intermittent waves of TE infestation, available data indicate a compatibility with punctuated equilibrium, in keeping with widely accepted interpretations of evidence from the fossil record. We propose a general and holistic synthesis on how the presence of TEs within genomes makes them flexible and dynamic, so that genomes themselves are powerful facilitators of their own evolution. (shrink)

This paper puts forward the argument that there are various, competing, and antithetical evidence‐based practice (EBP) definitions and acknowledges that the different EBP definitions are based on different epistemological perspectives. However, this is not enough to understand the way in which nurse professionals choose between the various EBP formations and consequently facilitate them in choosing the most appropriate for their needs. Therefore, the current article goes beyond and behind the various EBP epistemologies to identify how individuals choose an epistemology, (...) which consequently will assist our understanding as to how an individual chooses a specific EBP formation. Individuals choose an epistemology on the mere belief that the specific epistemology offers the ideals or ideas of best explaining or interpreting daily reality. These ideals or ideas are termed by science, history, and politics as ideology. Similarly, individual practitioners choose or should choose between the different EBP formations based on their own personal ideology. Consequently, this article proceeds to analyse the various ideologies behind different EBP definitions as to conclude that there are two broad ideologies that inform the various EBP formations, namely the ideology of truth and the ideology of individual emancipation. These two ideologies are analysed and their connections to the various EBP formations are depicted. Eventually, the article concludes that the in‐depth, critical, and intentional analysis by individual nurses of their own ideology will allow them to choose the EBP formation that is most appropriate and fitting for them, and their specific situation. Hence, the conscious analysis of individual ideology becomes the criterion for choosing between competing EBP formations and allows for best evidence to be implemented in practice. Therefore, the best way to teach EBP courses is by facilitating students to analyse their own ideology. (shrink)

The aim of the present study is to explore pre-service elementary teachers’ evaluations of the evidence and models and their positions on a socio-scientific topic, namely genetically modified organisms, after evaluating them through Model Evidence Link diagrams. The findings of this study show that the participants mostly constructed accurate evidence-model links. However, they mostly generated inaccurate relationships between the model and the evidence when the evidence had nothing to do with the model. The results also (...) show that the participants mostly evaluated the model-evidence relationships at the descriptive and relational levels. The participants were able to construct accurate links; however, they could not critically evaluate the model-evidence links. Finally, although the participants read supportive, opposing and irrelevant evidence about the benefits of GMOs, and discussed them with their group mates, most of them still thought that GMOs are not beneficial to society. Furthermore, none of them stated the belief that GMOs are beneficial to society. (shrink)

Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy ? a type of analogical comparison in which the analogues are only partially understood ? has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the abstraction and transfer of a complex scientific concept from examples presented in expository texts. Our results provide evidence that (a) promoting comparison between two examples (...) and (b) orienting the learner toward relational commonalities result in greater abstraction and transfer. These findings suggest that mutual alignment analogy is an effective means of promoting abstraction and transfer of complex scientific concepts, and may thus be used in the classroom to promote learning from unfamiliar examples. (shrink)

Many public issues, such as environmental actions, involve a large number of diverse stakeholders such as governments, corporations, organizations, and concerned citizens. Discussions frequently become contentious as the stakeholders defend their potentially conflicting goals with various assumptions, views, and expert testimony. These issues also tend to involve a range of fields. For example, the disposition of nuclear waste includes issues of economics, science, engineering, politics, and intergenerational justice, each with large uncertainties due to dependences on indirect estimations and the long (...) time periods involved. At the same time that these complex issues might increase in number, due to applications of new technologies, tools are being developed on the Internet to enable flexible learning, visualization, collaborative conferencing, distributed computing, and meaning‐based context. These tools might enable improved techniques for debating and discussing these complex issues. A technique that might facilitate orderly discussion of various arguments would include explicit recording and visualization of the evidence, its assumptions and uncertainties, their relationships in constructing the overall argument, and the ways the evidence needs to be generalized to support the argument. A simple argument visualization approach is explored based on a combination of an argument logic framework and techniques for fusing generalized data that are similar to kriging in spatial analysis. This approach is then applied to a recently contested risk analysis of nuclear waste disposition that was debated in a peer‐reviewed journal, involving concerns about uses of data, complex computational models, uncertainty analysis, and expert judgment. The need for wider understanding of such complex issues might be addressed by a convergence of techniques to facilitate greater understanding and the advanced Internet technologies to lower barriers to their adoption. (shrink)

Visual comparison is a key process in everyday learning and reasoning. Recent research has discovered the spatial alignment principle, based on the broader framework of structure‐mapping theory in comparison. According to the spatial alignment principle, visual comparison is more efficient when the figures being compared are arranged in direct placement—that is, juxtaposed with parallel structural axes. In this placement, (1) the intended relational correspondences are readily apparent, and (2) the influence of potential competing correspondences is minimized. There is evidence (...) for the spatial alignment principle in adults’ visual comparison (Matlen et al., 2020). Here, we test whether it holds for children. Six‐ and eight‐year‐old children performed a same‐different task over visual pairs. The results indicated that direct placement led to faster and more accurate comparison, both for concrete same‐different matches (matches of both objects and relations) and for purely relational matches—evidence that the same structural alignment process holds for visual comparison in 6‐ and 8‐year‐olds as in adults. These findings have implications for learning and education. (shrink)

Corroborative evidence has a dual function in argument. Primarily, it functions to provide direct evidence supporting the main conclusion. But it also has a secondary, bolstering function which increases the probative value of some other piece of evidence in the argument. This paper argues that the bolstering effect of corroborative evidence is legitimate, and can be explained as counter–rebuttal achieved through inference to the best explanation. A model (argument diagram) of corroborative evidence, representing its structure (...) and operation as a schematic pattern of defeasible argument is also supplied. In addition to explaining the operation and theoretical foundation of corroborative evidence, the model facilitates the correct analysis and guides the evaluation (assessment and critique) of corroborative evidence as it occurs in argument. (shrink)

This paper explores two ways that emotions can facilitate knowledge. First, emotions can play an evidential role with respect to belief formation. Second, emotions can be knowledge-conducive without being evidential by securing the safety of belief.

Benenson et al. postulate that human females evolved unique survival adaptations to facilitate maternal and grandmaternal care. This hypothesis is consistent with the broader hypothesis that female phenotypes are more ecologically optimal, but further evidence is needed to make a compelling case that sex differences in self-protection are not primarily the result of more intense sexual selection on males.

Moral case deliberation is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to practice, healthcare professionals should also become facilitators themselves. In order to transfer the facilitating expertise to health care professionals, a training program has been developed. This program enables professionals in health care institutions (...) to acquire expertise in dealing with moral questions independent of the expertise of an ethicist. Over the past 10 years, we developed a training program with a specific mix of theory and practice, aiming to foster the right attitude, skills and knowledge of the trainee. The content and the didactics of the training developed in line with the philosophy of MCD: pragmatic hermeneutics, dialogical ethics and Socratic epistemology. Central principles are: ‘learning by doing’, ‘reflection instead of ready made knowledge’, and ‘dialogue on dialogue’. This paper describes the theoretical background and the didactic content of the current training. Furthermore, we present didactic tools which we developed for stimulating active learning. We also go into lessons we learned in developing the training. Next, we provide some preliminary data from evaluation research of the training program by participants. The discussion highlights crucial aspects of educating professionals to become facilitators of MCD. The paper ends with concluding remarks and a plea for more evaluative evidence of the effectiveness and meaning of this training program for doing MCD in institutions. (shrink)

T2 in an attentional blink paradigm served as a high- or low-frequency prime word for a subsequent repeated target. Consistent with research in visual word identification, only reported primes facilitated the identification of a target repeated approximately 8 s after RSVP. Priming was greater for low- than high-frequency words. Analogous with masked priming, a blinked T2 facilitated report of a repeated target occurring 318 ms after T2 in RSVP. The blinked repetition priming effect was additive with target frequency. These results (...) indicate that: the outcomes of processing prime words are a key factor in repetition priming effects, with blinked and reported T2s behaving like masked and unmasked primes, respectively, there may be different sources of repetition effects, there is a consistent cross-paradigm pattern of repetition effects that occurs as a function of prime–target interval and the ability to identify the word on its first and second presentation. (shrink)

Bilingualism is a valuable tool that enriches and facilitates cultural, social and lived experiences for autistic and non-autistic people alike. Research consistently finds no negative effects of bilingualism and highlights the potential for positive effects across cognitive and socio-cultural domains for autistic and non-autistic children. Yet parents of autistic children remain concerned that bilingualism will cause delays in both cognitive and language development and are still frequently advised by practitioners to raise their child monolingually. Evidently, findings from research are not (...) reflected in practice or subsequent advice, and it is essential to identify ways to ensure equal access to additional language learning. We briefly summarise the existing literature on bilingualism and autism, considering perspectives from the bilingual autistic community, and experimental research. We identify the most pertinent barriers to participation for autistic bilingual children in terms of familial, clinical and educational perspectives. We propose novel solutions to promote additional language learning and suggest changes to practice that will contribute to an evidence base for families and practitioners. This commentary makes innovative recommendations at both the individual and societal level to ensure that autistic bilingual people have equal rights and opportunities to language learning and are optimally supported in accessing them. (shrink)

This paper presents the results of an eyetracking study that uses the Visual World Paradigm to determine whether heritage speakers of Polish can use grammatical gender cues to facilitate lexical retrieval of the subsequent noun during real time processing. Previous work has investigated this question for heritage speakers of Spanish with gender cues located on definite articles, which are highly frequent in Spanish; the results are therefore consistent both with a grammatical account, wherein heritage speakers access abstract syntactic gender features (...) during processing, and a probabilistic account, wherein facilitation is due to transition probabilities between frequently co-occurring elements. In Polish, gender cues appear on adjectives, which are optional and infrequent. Results of the present study show that heritage speakers of Polish can use gender on inflected adjectives to fixate on the target noun faster in trials where that gender cue uniquely identifies the target noun. This finding supports a grammatical rather than probabilistic account of the facilitative use of grammatical gender in this population: heritage speakers are able to access abstract syntactic information in real time to aid word recognition in a target-like manner. (shrink)

Novelty seeking is regarded as a core feature in substance use disorders. However, few studies thus far have investigated this feature in problematic Internet pornography use. The main aim of the present study was to examine group differences in electrophysiological activity associated with novelty processing in participants with high tendencies toward PIPU vs. low tendencies using event-related potentials. Twenty-seven participants with high tendencies toward PIPU and 25 with low tendencies toward PIPU completed a modified three-stimulus oddball task while electroencephalogram was (...) recorded. Participants were instructed to detect neutral target stimuli from distracting stimuli. The distracting stimuli contained a familiar sexual stimulus and a set of novel sexual stimuli. The novel-familiar difference waves were calculated to identify specific group difference in novelty effect. While both groups demonstrated a sustained novelty effect in the late positive potential within the 500–800 ms time windows, the novelty effect was greater in the high tendencies toward PIPU group than in the low tendencies toward PIPU group. This result suggests that individuals with high tendencies toward PIPU allocate more attentional resources for novelty processing. Enhanced brain responding to novel sexual stimuli may facilitate pornographic consumption and play an essential role in the development and maintenance of PIPU. (shrink)

Mechanistic information is used in the field of risk assessment in order to clarify two controversial methodological issues, the selection of inference guides and the definition of standards of evidence. In this paper we present an analysis of the concept of mechanistic information in risk assessment by recurring to previous philosophical analyses of mechanistic explanation. Our conclusion is that the conceptual analysis of mechanistic explanation facilitates a better characterization of the concept of mechanistic information. However, it also shows that (...) the use of this kind of information in risk assessment is heavily influenced by pragmatic factors, which have not been sufficiently taken into account in philosophical analysis. Mechanistic models are like hypothesis that have to be validated empirically. Due to their dependence on the standards of evidence, they are subject to the same pragmatic factors. Therefore, recurring to mechanistic information does not lead to closure of the methodological controversies in risk assessment. (shrink)

The roles of linguistic, cognitive, and social-pragmatic processes in word learning are well established. If statistical mechanisms also contribute to word learning, they must interact with these processes; however, there exists little evidence for such mechanistic synergy. Adults use co-occurrence statistics to encode speech–object pairings with detailed sensitivity in stochastic learning environments (Vouloumanos, 2008). Here, we replicate this statistical work with nonspeech sounds and compare the results with the previous speech studies to examine whether exclusion constraints contribute equally to (...) the statistical learning of speech–object and nonspeech–object associations. In environments in which performance could benefit from exclusion, we find a learning advantage for speech over nonspeech, revealing an interaction between statistical and exclusion processes in associative word learning. (shrink)

Starting with Jaakko Hintikka’s seminal work, epistemic logic has now grown up to a huge academic industry. When we look back to its history, however, there is a practical paradox. While Hintikka’s original purpose was to facilitate epistemological discussion, most subsequent work of epistemic logic has been done outside of philosophy, and has been ignored by most mainstream epistemologists. At the current point, one might naturally wonder, does epistemic logic still have something to do with epistemology? Along with Hintikka and (...) a growing number of formal epistemologists, we believe the answer is “yes”. Contemporary epistemology has largely focused on the goal of providing an analysis of knowledge and an answer to skepticism. To avoid skepticism, many epistemologists prefer to define knowledge in terms of evidence and relevant alternatives. A typical saying is that “in order to know that p, one only needs evidence to eliminate all relevant alternatives, rather than all alternatives”. We see such a project as perfectly congenial to the spirit of Hintikka’s epistemic logic. In this paper, we propose an epistemic logic to deal with evidence and relevant alternatives explicitly, and extend EREL to its dynamic version to investigate how different notions of knowledge behavior with the decrease and increase of relevant alternatives. To illustrate its philosophical application, we provide a new formalization of the so called factivity problem of epistemic contextualism. We conclude with some remarks on further developments of our framework. (shrink)

This paper reports the results of three studies using mood induction procedures (MIPs) designed to investigate the relationship between anxiety and disgust. Study 1 used guided imagery vignettes (i.e., asking participants to imagine themselves in a series of described situations) and music (Mayer, Allen, & Beauregard, 1995). Study 2 used video clips (Gross & Levenson, 1995). Study 3 used autobiographical recall and music (Blagden & Craske, 1996). In order to be as sure as possible that target moods were being induced, (...) and that manipulation checks provided good evidence of mood induction, Studies 1 and 2 measured six moods (anxiety, sadness, happiness, anger, disgust, and contempt) on visual analogue scales. In addition, Study 3 included two further mood measures: a 30-adjective rating scale measuring 10 emotions, the Differential Emotion Scale (DES; Izard, 1972) and a free label questionnaire, allowing participants to record how they feel without any prior imposed structure. Results from all three studies demonstrated that induced anxiety will produce increases in reported disgust, but there was no evidence for an effect of induced disgust on reported anxiety. These findings were independent of the type of MIP (guided imagery vignette and music, video clips, and autobiographical recall and music), and the type of dependent mood measure used (visual analogue scale, differential emotion scale or a free label questionnaire). The findings have important implications for the putative role of disgust in anxious psychopathologies, and suggest that if disgust does have a causal influence in some anxious psychopathologies, this influence is not mediated simply by experienced disgust facilitating experienced anxiety. (shrink)

Standardisation is increasingly seen as a means to insert ethics in innovation processes. We examine the institutionalisation of responsible innovation in de jure standardisation as this is an important but unexplored research area. In de jure standardisation, stakeholders collaborate in committees to develop standards. We adopt the anticipation, inclusion, reflexivity, and responsiveness responsible innovation framework as our theoretical lens. Our study suggests that responsible standardisation processes should embody forms of these four dimensions. We investigate the institutionalisation of these dimensions and (...) identify 96 factors that can motivate, hinder, or facilitate responsible standardisation. Factors were found through in-depth interviews with managers of a standard developing organisation. These are subsequently validated/rejected using surveys completed by committee representatives. The results suggest that the social desirability of standards is not self-evident. This study could pave the way for future research on responsible standardisation processes, complementing research on legitimacy, responsible innovation, and standardisation. (shrink)