An action is unratifiable when, on the assumption that one performs it, another option has higher expected utility. Unratifiable actions are often claimed to be somehow rationally defective. But in some cases where multiple options are unratifiable, one unratifiable option can still seem preferable to another. We should respond, I argue, by invoking a graded notion of ratifiability.

Berridge's nuanced approach to the conceptualization of addiction as a disease is easier for me to accept than most others. In fact, Berridge and I agree on many core features of addiction, but still not on how to label it. When competing definitions reach a standoff on intellectual grounds, we should look at the clinical utility of each. And here I think that Berridge misses a critical insight. Yet, we end by agreeing to keep listening to each other.

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors (...) of student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent) and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective). (shrink)

Background:The management of challenging behaviours in inpatient with intellectual disability and/or autism spectrum disorders can lead to an escalation of control measures. In these complex situations where patients have an intellectual disability/autism spectrum disorder accompanied by a psychiatric comorbidity, the experiences of caregivers related to the crisis management have rarely been studied.Purpose:This study examined the moral experiences of caregivers related to challenging behaviours’ management and alternatives to control measures.Research design:Using Charles Taylor’s hermeneutic framework, a 2-month focused ethnography with a participatory (...) approach was used.Participants and research context:Sixteen caregivers were interviewed in a Canadian mental health setting for adults with intellectual disability/autism spectrum disorder and psychiatric comorbidity.Ethical considerations:The research was conducted in compliance with the Declaration of Helsinki and local Research Ethics Board approval. Written informed consent was collected systematically from participants.Findings:By accounting for caregivers’ moral experiences, this study sheds light on a neglected dimension of the care relationship: the vulnerability of the caregiver. We highlight the main barriers and facilitators to alternatives to control measures. First, a caregiver’s vulnerability was characterised by the overall impact of challenging behaviours and the moral distress associated with the use of control measures and exclusion mechanisms of intellectual disability/autism spectrum disorder patients. Second, a strong ambiguity between care and control measures and a lack of inclusive approaches were identified as the two main barriers to challenging behaviour management. Third, the involvement, both professional and personal, of caregivers was deemed necessary to implement alternatives to control measures.Discussion:A conflict of values opposes two conceptions of autonomy: a rational autonomy, which is counterproductive to the reduction of control measures, versus a relational autonomy based on shared vulnerability.Conclusion:The recognition of caregiver’s vulnerability is a benchmark to create alternative approaches, which defuse the logic of control and promote an ethics of care within which caregivers’ self-concern can be understood as fostering mutual respect. (shrink)

In the framework of ethical social choice theory, sustainability is justified by efficiency and equity as ethical axioms. These axioms correspond to the Suppes–Sen grading principle. In technologies that are productive in a certain sense, the set of Suppes–Sen maximal utility paths is shown to equal the set of non-decreasing and efficient paths. Since any such path is sustainable, efficiency and equity can thus be used to deem any unsustainable path as ethically unacceptable. This finding is contrasted with results (...) that seem to indicate that an infinite number of generations cannot be treated equally. (shrink)

The social welfare functional approach to social choice theory fails to distinguish a genuine change in individual well-beings from a merely representational change due to the use of different measurement scales. A generalization of the concept of a social welfare functional is introduced that explicitly takes account of the scales that are used to measure well-beings so as to distinguish between these two kinds of changes. This generalization of the standard theoretical framework results in a more satisfactory formulation of welfarism, (...) the doctrine that social alternatives are evaluated and socially ranked solely in terms of the well-beings of the relevant individuals. This scale-dependent form of welfarism is axiomatized using this framework. The implications of this approach for characterizing classes of social welfare orderings are also considered. (shrink)

I propose a general alethic theory of epistemic risk according to which the riskiness of an agent’s credence function encodes her relative sensitivity to different types of graded error. After motivating and mathematically developing this approach, I show that the epistemic risk function is a scaled reflection of expected inaccuracy. This duality between risk and information enables us to explore the relationship between attitudes to epistemic risk, the choice of scoring rules in epistemic utility theory, and the selection of (...) priors in Bayesian epistemology more generally. (shrink)

Famously, William James held that there are two commandments that govern our epistemic life: Believe truth! Shun error! In this paper, I give a formal account of James' claim using the tools of epistemic utility theory. I begin by giving the account for categorical doxastic states – that is, full belief, full disbelief, and suspension of judgment. Then I will show how the account plays out for graded doxastic states – that is, credences. The latter part of the paper (...) thus answers a question left open in Pettigrew. (shrink)

Bayesianism claims to provide a unified theory of epistemic and practical rationality based on the principle of mathematical expectation. In its epistemic guise it requires believers to obey the laws of probability. In its practical guise it asks agents to maximize their subjective expected utility. Joyce’s primary concern is Bayesian epistemology, and its five pillars: people have beliefs and conditional beliefs that come in varying gradations of strength; a person believes a proposition strongly to the extent that she presupposes (...) its truth in her practical and theoretical reasoning; rational graded beliefs must conform to the laws of probability; evidential relationships should be analyzed subjectively in terms of relations among a person’s graded beliefs and conditional beliefs; empirical learning is best modeled as probabilistic conditioning. Joyce explains each of these claims and evaluates some of the justifications that have been offered for them, including “Dutch book,” “decision-theoretic,” and “non-pragmatic” arguments for and. He also addresses some common objections to Bayesianism, in particular the “problem of old evidence” and the complaint that the view degenerates into an untenable subjectivism. The essay closes by painting a picture of Bayesianism as an “internalist” theory of reasons for action and belief that can be fruitfully augmented with “externalist” principles of practical and epistemic rationality. (shrink)

Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate that when students (...) change their patterns of strategy use for reading and responding to text in response to a change in text, they are more successful on the ERQ than when their strategy use remains stagnant. (shrink)

Cicero, Lucullus 38: ‘…non potest animal ullum non adpetere id quod accommodatum ad naturam adpareat …’ From earliest childhood every man wants to possess something. One man collects horses. Another wants gold. Socrates has a passion for companions. He would rather have a good friend than a quail or a rooster. In this way, Socrates begins his interrogation of Menexenus. He then congratulates Menexenus and Lysis for each having what he himself still does not possess. How is it that one (...) gets a friend, Socrates asks? Since the nineteenth century many who have read these lines have found them repulsive. Scholars have damned the Lysis for its selfish egoism, for regarding persons as personal belongings. At the turn of the century some sought to discredit the dialogue as a forgery and a calumny. Others debated the dating of the dialogue as Socratic or Platonic, seeking whom to blame rather than whom to credit. And those who have regarded the dialogue as Platonic have tried to redeem it by detecting hints of Plato's theory of Forms. A few have attempted to salvage reputations by understanding the argument of the Lysis as a reductio of egoism, or else by invoking the loyalty of Socrates' friends and the history of Plato's friendship for Dion of Syracuse to speak up for their defence. Guthrie has condemned the dialogue as a failure of method and presentation , and Vlastos has pronounced it a failure of love: ‘The lover Socrates has in view seems positively incapable of loving others for their own sake, else why must he feel no affection for anyone whose good-producing qualities he did not happen to need?’ The Lysis appears to make no positive contribution to the Greek tradition on friendship when compared to the Symposium or the Phaedrus. And in the subsequent tradition, whatever Aristotle might have borrowed from the dialogue he uses for his own purposes. Aristotle too is quite critical of specific points raised in the Lysis. Now it might seem that Aristotle made a place for the selfish love of the Lysis in his own theory, as an inferior grade of utility love. But even this cannot be so, if we are to agree with recent studies of Aristotle's ethics. According to Aristotle, if a client is friendly to his benefactor because of the latter's usefulness, this utilitarian motive must accompany a genuine concern for the benefactor's own interest in that relation, if they are to be friends. Inferior and genuine friendship may differ in purpose but not in regard for the well-being of the beloved. This respect for the object of one's love has no parallel in the Lysis, according to the standard reading of the dialogue. (shrink)

Increasing evidence indicates that extracellular vesicles (EVs) secreted from tumor cells play a key role in the overall progression of the disease state. EVs such as exosomes are secreted by a wide variety of cells and transport a varied population of proteins, lipids, DNA, and RNA species within the body. Gliomas constitute a significant proportion of all primary brain tumors and majority of brain malignancies. Glioblastoma multiforme (GBM) represents grade IV glioma and is associated with very poor prognosis despite the (...) cumulative advances in diagnostic procedures and treatment strategies. Here, the authors describe the progress in understanding the role of EVs, especially exosomes, in overall glioma progression, and how new research is unraveling the utilities of exosomes in glioma diagnostics and development of next‐generation therapeutic systems. Finally, based on an understanding of the latest scientific literature, a model for the possible working of therapeutic exosomes in glioma treatment is proposed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.3 (2002) 237-241 [Access article in PDF] Practical, Functional, and Natural Kinds Nick Haslam Keywords: Classification, essentialism, natural kinds, practical kinds. I am grateful to the two commentators for giving my paper their serious attention, and for writing such stimulating, clarifying, and challenging responses. In a brief response I can only begin to discuss a select few issues, although both commentaries could generate a great (...) deal of profitable exchange.Zachar's commentary elaborates his practical kinds model, discusses several of the graded series of kinds proposed in my taxonomy of psychiatric categories, and disputes some aspects of my treatment of natural kinds. Zachar and I have no quarrel on his first point. I recognize his practical kinds model as a general theory of psychiatric classification rather than simply as a description of one type of category, the "practical kind." It was perhaps bad form to pilfer a term from Zachar's model and give it a more circumscribed role in my own, although by doing so I intended both to acknowledge the importance of the concept and to situate it among some of its alternatives.All the same, I stand by the account of practical kinds developed in my paper, even if it reflects a narrower sense than Zachar's. In my sense, practical kinds are pragmatically drawn distinctions imposed on continuous dimensions, whereas to Zachar all psychiatric categories are at least to some degree practical. He therefore proposes a broad "continuum" of practical kinds. The difficulty that I have with this proposal is that such a continuum implies a fundamental unity among psychiatric categories: categories are all to be understood first and foremost in pragmatic terms and differences in kind between them in internal structure are to be neglected. In my view, although the pragmatic bases of psychiatric classification are vitally important, and perhaps inadequately formulated in my paper, the neglect of internal structure and of possible breaks in the continuum of kinds are real limitations of the practical kinds model. Although Zachar is partially justified in claiming that his view is pluralistic, allowing as it does for variability in degrees of practicality, by failing to acknowledge distinctly different kinds of categories in the psychiatric domain, his view is less pluralistic than I believe it should be.One example of what I take to be this neglect of structural differences is a conflation of two sorts of practicality in Zachar's work. On the one hand, certain categories such as hypertension or obesity are defined on pragmatic grounds, a binary distinction being drawn in the absence of an internal discontinuity, because individuals identified as category members are adjudged to [End Page 237] be at significantly elevated risk. On the other hand, some categories just happen to have high practical utility. Zachar argues that schizotaxia, for example, is practical because it affords a variety of scientific and clinical inferences.It seems to me that these sorts of practicality—or perhaps these sorts of relations to practicality—are importantly different. Hypertension is defined as a category because of its practical utility—because a certain blood pressure threshold marks an inflection in actuarial risk of other illnesses—and might therefore be said to have "front-end" or constitutive practicality. Schizotaxia, which taxometric research shows to be a discrete kind (Haslam, 2003), is not defined and identified primarily on the basis of its relation to an external criterion, but on the basis of its internal structure. Its features cohere in a way that indicates a category with a determinate prevalence. It has "back-end" or consequential practicality to the degree that this category enables useful predictions. These two proposed forms of practicality are equally important: both mean that categories will be pragmatically valuable. However, they are also different, being characteristic of different kinds of categories and perhaps even negatively related. Kinds with front-end practicality, that is, may tend to have a more restricted range of practical implications, defined as they are in relation to specific external criteria. Kinds with back-end practicality, in contrast, may enable a wider array of predictions to the extent that... (shrink)

Despite recent major advances in the neuroscience underlying cognition, the processes of its emergence and evolution are far from being understood. In our view, current interrelated concepts of mind; knowledge; epistemology; perception; cognition and information fail to reflect the real dynamics of mental processes, their ontology and their logic. It has become routine to talk about information in relation to these processes, but there is no consensus about its most relevant qualitative and functional properties. We present a theory of human (...) cognition based on an ontology and epistemology of information and information processes originally proposed by Wu including an ontological doctrine of the different grades of information; and an informational epistemology based on a noegenesis of the doctrine of informational intermediaries that mediate between the cognitive subject and object. This theory is supported by the new, non-propositional logic proposed recently by Brenner. We demonstrate the utility of our approach for the reconceptualization of the virtual properties of reality and cognition. It is strongly anti-representationalist and can provide the basis for the integration of inputs from outside the brain into cognitive structures. For us, the philosophy of information is a metaphilosophy, implying major changes in both the content and methodology of standard philosophical disciplines. We suggest that this philosophy of information and our informational approach may help guide research in a number of current areas of cognitive science. (shrink)

Science motivational beliefs are crucial for STEM (science, technology, engineering, and math) performance and persistence, but these beliefs typically decline during high school. We expanded the literature on adolescents’ science motivational beliefs by examining: 1) changes in motivational beliefs in three specific science subjects, 2) how gender, immigrant generation status, and perceived support from key social agents predicted differences in adolescents’ science motivational beliefs, and 3) these processes among Latino/as in the United States, whose underrepresentation in STEM is understudied. We (...) used hierarchical linear modeling to estimate the changes in 104 (40% female) Latino/a high school students’ physics, chemistry, and biology motivational beliefs from 9th to 11th grade. Subject-specific ability self-concept, interest, and utility were regressed on gender, immigrant generation status, and perceived science support while controlling for family income, parent education, and adolescents’ school. Adolescents’ utility declined from 9th to 11th grade whereas their interest remained stable for all three science subjects. Adolescents’ ability self-concept increased for biology, decreased for physics, but remained stable for chemistry. Gender differences in adolescents’ motivational beliefs at 9th grade only emerged for physics utility as well as physics and chemistry interest; yet, there were no gender differences in how adolescents’ science motivational beliefs changed over time. Contrary to expectations, immigrant generation status was not significantly associated with adolescents’ science motivational beliefs at 9th grade or in terms of how they changed over time. Adolescents who perceived higher science support generally had higher motivational beliefs in 9th grade, but did not differ on their rate of change. Our findings highlight the need to examine specific science subjects, and that typical gender differences in adolescents’ motivational beliefs discussed in the literature may not generalize to all racial and ethnic groups. (shrink)

In this first edition of Introduction to materials and production technologies, the reader will find a practical guide to agile a conceptual approach to materials and processing technologies. The text is organized into seven main chapters: ceramics, composites, wood and derivatives, metal alloys, paints, plastics and glass. Through alphabetic tables, various commercial types are listed. Each chapter culminates with picture and analytical development of various technologies applicable in each case. Moreover, the text is supplemented with photos, explanatory images, spreadsheets and (...) commercial grading prepackaged measures. This work is based on the Scientific Report Final Adopted (Resolution CIC No. 685/02) on the topic "Relationship between new materials and durability of goods or products", held at the Department of Industrial Design at the National University of La Plata, under the Scholarship Program of the Committee on Scientific Research of the Province of Buenos Aires, granted by Decree No. 4468/98 and Resolution CIC No. 1919/99. This publication is intended for students, technical and professional disciplines proyectuales. It is a useful tool for those who wish to have a clear and comprehensive picture of the different materials and production processes query. -/- RESUMEN. En esta primera edición de Introducción a los materiales y tecnologías de producción, el lector encontrará una guía práctica ágil para una aproximación conceptual a los materiales y sus tecnologías de transformación. El texto está organizado en siete capítulos principales: cerámicos, compuestos, maderas y derivados, aleaciones metálicas, pinturas, plásticos y vidrios. A través de cuadros alfabéticos, se enumeran los diversos tipos comerciales. Cada capítulo culmina con el cuadro y desarrollo analítico de las distintas tecnologías aplicables en cada caso. Además, el texto se complementa con fotos, imágenes explicativas, planillas de clasificación y medidas comerciales de preelaborados. Este trabajo está basado en el Informe Científico Final Aprobado (Resolución CIC N° 685/02) sobre el tema: “Relación entre nuevos materiales y la durabilidad en bienes o productos”, realizado en el Departamento de Diseño Industrial de la Universidad Nacional de La Plata, en el marco del Programa de Becas de la Comisión de Investigaciones Científicas de la Provincia de Buenos Aires, otorgadas por Decreto Nº 4468/98 y Resolución CIC Nº 1919/99. Esta publicación está dirigida a estudiantes, técnicos y profesionales de disciplinas proyectuales. Es una herramienta de consulta útil para todos aquellos que deseen tener una idea clara y comprensiva de los distintos materiales y los procesos de producción. (shrink)

Academic performance occupies an important role in adolescent development. It reflects adolescents’ cognitive ability and also shapes their academic and career paths. Students who are satisfied with their school performance tend to show higher self-esteem, confidence, and motivation. Previous research has suggested that students’ problem behaviors, such as Internet Addiction, and academic values, including intrinsic and utility values, could predict satisfaction with academic performance. However, the influence of IA and academic values has not been thoroughly explored in Chinese contexts (...) where the pressure for academic success is heavy. This study examined the relationships between IA, academic values, and satisfaction with academic performance using two waves of data collected from secondary school students in four cities in mainland China. The matched sample included a total of 2,648 Grade 7 or 8 students. Participants completed the same questionnaire containing validated measures at both waves with a 1-year interval. In line with the hypotheses, multiple regression analyses showed that Wave 1 IA was a significant negative predictor of Wave 2 intrinsic value, utility value, and satisfaction with academic performance and their changes. Results of mediation analyses revealed that only intrinsic value, but not utility value, positively predicted satisfaction with academic performance. Structural equation modeling analyses also showed similar findings. Two observations are concluded from the present findings: IA impaired students’ intrinsic value, utility value, and perceived satisfaction with academic performance; two aspects of academic values demonstrated different influences on satisfaction with academic performance. These findings provide implications for the promotion of academic satisfaction experienced by students and the prevention of negative effects of IA. (shrink)

Language is the original technological prosthesis mediating all transfer of human cognition. The relationships between language, communication and cognition have long been the subject of scientific, philosophic and linguistic inquiry. However, it is through contemporary advancements in neuroscience that we now have unprecedented access to the inner workings of the human brain. Particularly, consumer grade neural scanning technologies like the Muse headset allow non-scientists to view, manipulate and draw conclusions from data generated by their own neural processes. Hence, artists Minka (...) Stoyanova and Lisa Park SoYoung have created an artistic experimental system that utilizes these technologies to address the possibility of communication beyond the confines of linguistic signification. Performing Hypo-Linguistics uses Muse brain sensors to create an abstract audio-visual communication system and feedback loop. Through the visualization and sonification of their respective brain data, these artists perform communication that is both outside of conscious control and beyond sign-based systems of linguistic representation. In this article, we discuss the philosophic and scientific groundwork that supports the creation of this system; our processes of sonification and visualization of the Muse-generated brain data (including the modes by which we actively avoided signification and expected technological aesthetics of data representation); and the outcomes of the performances or the realized interaction between the performers. As deep-learning algorithms become increasingly able to teach computers to mimic human language, it becomes ever more apparent that language is not, in fact, the purview of the human, but only one technological mode invented to facilitate the transfer of information. As with all systems of communication, noise is introduced in this process of transfer. This artistic research seeks to highlight that reality while considering the potentials for alternative forms of technologically mediated communication beyond linguistic signification and below the level of consciousness. (shrink)

Ecological Immunology assumes that immunological defenses must be minimized in terms of cost (energy expenditure). To reach this goal, a complex and still largely unexplored strategy has evolved to assure survival. From invertebrates to vertebrates, an integrated immune–neuroendocrine response appears to be crucial for the hierarchical redistribution of resources within the body according to the specific ecological demands. Thus, on the basis of experimental data on the intimate relationship between stress and immune responses that has been maintained during evolution, we (...) argue that a broader perspective based on the integration of immune and neuroendocrine responses should be adopted to describe the comprehensive strategy that the body utilizes to adapt to dynamic environmental conditions. We discuss the hypothesis that a bow‐tie architecture might be suitable to describe the variety of immune–neuroendocrine inputs that continuously target cells and organs while, at the same time, fulfilling the basic requirement of minimizing the cost of immune–neuroendocrine responses. Bow‐tie architectures are able to convert a variety of stimuli (fan in) into a wide range of fine‐tuned responses (fan out) by passing through the integrating activity of a core (knot) constituted by a limited number of elements. Finally, we argue that the ecologically negotiated immune–neuroendocrine strategies may have deleterious effects in the post‐reproductive period of life when, at least in humans, chronic, low‐grade, systemic inflammation develops, in accordance with the antagonistic pleiotropy theory of aging. BioEssays 30:868–874, 2008. © 2008 Wiley Periodicals, Inc. (shrink)

The Telecommunications Act of 1996 is considered landmark legislation, especially in the area of universal service. However, the FCC performed even more groundbreaking activity. The FCC was given wide latitude by the Act to interpret the universal service provisions of the Act either narrowly or broadly; the FCC chose the latter. The FCC's interpretation of the Act will have a significant impact on the level of technology implementation and use in American classrooms and libraries. In March 1996, the FCC issued (...) a Notice of Proposed Rulemaking on Universal Service. The NPRM also established a Federal-State Joint Board composed of three FCC Commissioners, four state public service commission representatives nominated by the National Association of Regulatory Utility Commissioners, and one utility consumer advocate nominated by the National Association of State Utility Consumer Advocates. On November 8, 1996, the Joint Board released its Recommended Decision and the FCC adopted its rules based on that recommendation in May 1997. The FCC ruled that all eligible schools and libraties should receive discounts of between 20 and 90 percent on all telecommunications services, Internet access, and internal connections, subject to a $2.25 billion annual cap. In addition, any funds not disbursed in a given year may be carried forward and disbursed in subsequent years without regard to the cap. This provision, according to the FCC, will provide schools and libraries with the maximum flexibility to purchase the services that will meet their communications needs most effectively. In a separate section of the rules, the FCC defined "core services" as: • Voice-grade access to the public switched network, with the ability to place and receive calls • Dual Tone Multifrequency signaling or its functional equivalent • Single-party service • Access to emergency services • Access to operator services • Access to interexchange services • Access to directory assistance. • Support for toll limitation services for low-income consumers. However, as stated in the Act, the FCC was given the latitude to include additional services for schools and libraries. It could have chosen to provide schools and libraries with discounts on only core telecommunications services; core services plus some complement of additional services; or all telecommunications services. The FCC adopted the third option, that discounts be provided on all telecommunications services. It stated that this guideline would provide schools and libraries the maximum flexibility to purchase whatever package of telecommunications services they believe would meet their telecommunications service needs most effectively and efficiently. _Current Status:_ The FCC ruled that it will permit schools to begin using discounted services on January 1, 1998. The presentation will discuss the current status of this legislation. (shrink)

As schizotypal personality disorder increasingly prevails in the general population, a rapid and comprehensive measurement instrument is imperative to screen individuals at risk for SPD. To address this issue, we aimed to develop a computerized adaptive testing for SPD using a non-clinical Chinese sample, consisting of a calibration sample and a validation sample. The item pool of SPD was constructed from several widely used SPD scales and statistical analyses based on the item response theory via a calibration sample using a (...) graded response model. Finally, 90 items, which measured at least one symptom of diagnostic criteria of SPD in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders and had local independence, good item fit, high slope, and no differential item functioning, composed the final item pool for the CAT-SPD. In addition, a simulated CAT was conducted in an independent validation sample to assess the performance of the CAT-SPD. Results showed that the CAT-SPD not only had acceptable reliability, validity, and predictive utility but also had shorter but efficient assessment of SPD which can save significant time and reduce the test burden of individuals with less information loss. (shrink)

The purpose of this paper is to investigate the attitudes and orientations of Hispanic business students regarding ethical and unethical actions as well as what rewards or punishments are considered appropriate for specific scenarios. A survey was developed using a 2 × 2 randomized experimental design to measure students’ ethical orientations and 38 items were developed to measure students’ attitudes regarding factors that can influence the decision to cheat or not to cheat. The results suggest that Hispanic business students are (...) predominantly concerned with the ethical dimension of an act relative to the outcome of the act. Also, contrary to previous studies findings, some Hispanic business students are likely to cheat on any type of graded work based on the reason for cheating rather than the type of graded work. The paper utilizes an established framework for measuring ethical attitudes and orientations. The study offers a preliminary inductive path towards a more in depth understanding of Hispanic business students which is a rapidly growing population segment whose influence will become more widespread in the coming decades. Some of the findings are not consistent with previous research that examined student bodies as a whole. This might suggest that student ethics researchers may be missing valuable information regarding differences between student body segments that can further inform our understanding of students’ ethical views. Further, this insight may provide an avenue for a more effective approach to guiding the ethical development of students. (shrink)

Theories of graded causation attract growing attention in the philosophical debate on causation. An important field of application is the controversial relationship between causation and moral responsibility. However, it is still unclear how exactly the notion of graded causation should be understood in the context of moral responsibility. One question is whether we should endorse a proportionality principle, according to which the degree of an agent’s moral responsibility is proportionate to their degree of causal contribution. A second question is whether (...) a theory of graded causation should measure closeness to necessity or closeness to sufficiency. In this paper, we argue that we should indeed endorse a proportionality principle and that this principle supports a notion of graded causation relying on closeness to sufficiency rather than closeness to necessity. Furthermore, we argue that this insight helps to provide a plausible analysis of the so-called ‘Moral Difference Puzzle’ recently described by Bernstein. (shrink)

This paper considers Kamp and Partee's account of graded membership within a conceptual spaces framework and puts the account to the test in the domain of colors. Three experiments are reported that are meant to determine, on the one hand, the regions in color space where the typical instances of blue and green are located and, on the other hand, the degrees of blueness/greenness of various shades in the blue–green region as judged by human observers. From the locations of the (...) typical blue and typical green regions in conjunction with Kamp and Partee's account follow degrees of blueness/greenness for the color shades we are interested in. These predicted degrees are compared with the judged degrees, as obtained in the experiments. The results of the comparison support the account of graded membership at issue. (shrink)

Recent work in psychology and experimental philosophy has shown that judgments of actual causation are often influenced by consideration of defaults, typicality, and normality. A number of philosophers and computer scientists have also suggested that an appeal to such factors can help deal with problems facing existing accounts of actual causation. This article develops a flexible formal framework for incorporating defaults, typicality, and normality into an account of actual causation. The resulting account takes actual causation to be both graded and (...) comparative. We then show how our account would handle a number of standard cases. 1 Introduction2 Causal Models3 The HP Definition of Actual Causation4 The Problem of Isomorphism5 Defaults, Typicality, and Normality6 Extended Causal Models7 Examples7.1 Omissions7.2 Knobe effects7.3 Causes versus background conditions7.4 Bogus prevention7.5 Causal chains7.6 Legal doctrines of intervening causes7.7 Pre-emption and short circuits8 Conclusion. (shrink)

This paper proposes a new model of graded modal judgment. It begins by problematizing the phenomenon: given plausible constraints on the logic of epistemic modality, it is impossible to model graded attitudes toward modal claims as judgments of probability targeting epistemically modal propositions. This paper considers two alternative models, on which modal operators are non-proposition-forming: (1) Moss (2015), in which graded attitudes toward modal claims are represented as judgments of probability targeting a “proxy” proposition, belief in which would underwrite belief (...) in the modal claim. (2) A model on which graded attitudes toward modal claims are represented as judgments of credence taking as their objects (non-propositional) modal representations (rather than proxy propositions). The second model, like Moss’ model, is shown to be semantically and mathematically tractable. The second model, however, can be straightforwardly integrated into a plausible model of the role of graded attitudes toward modal claims in cognition and normative epistemology. (shrink)

There are several relations which may fall short of genuine identity, but which behave like identity in important respects. Such grades of discrimination have recently been the subject of much philosophical and technical discussion. This paper aims to complete their technical investigation. Grades of indiscernibility are defined in terms of satisfaction of certain first-order formulas. Grades of symmetry are defined in terms of symmetries on a structure. Both of these families of grades of discrimination have been (...) studied in some detail. However, this paper also introduces grades of relativity, defined in terms of relativeness correspondences. This paper explores the relationships between all the grades of discrimination, exhaustively answering several natural questions that have so far received only partial answers. It also establishes which grades can be captured in terms of satisfaction of object-language formulas and draws connections with definability theory. (shrink)

This paper addresses theoretical problems arising from the vagueness of language terms, and intuitions of the vagueness of the concepts to which they refer. It is argued that the central intuitions of prototype theory are sufficient to account for both typicality phenomena and psychological intuitions about degrees of membership in vaguely defined classes. The first section explains the importance of the relation between degrees of membership and typicality (or goodness of example) in conceptual categorization. The second and third section address (...) arguments advanced by Osherson and Smith (1997), and Kamp and Partee (1995), that the two notions of degree of membership and typicality must relate to fundamentally different aspects of conceptual representations. A version of prototype theory—the Threshold Model—is proposed to counter these arguments and three possible solutions to the problems of logical selfcontradiction and tautology for vague categorizations are outlined. In the final section graded membership is related to the social construction of conceptual boundaries maintained through language use. (shrink)

It is widely held that under ordinal utility, utility differences are ill-defined. Allegedly, for these to be well-defined (without turning to choice under risk or the like), one should adopt as a new kind of primitive quaternary relations, instead of the traditional binary relations underlying ordinal utility functions. Correlatively, it is also widely held that the key structural properties of quaternary relations are entirely arbitrary from an ordinal point of view. These properties would be, in a nutshell, (...) the hallmark of cardinal utility. While much is obviously true in these two tenets, this note explains why, as stated, they should be abandoned. Any ordinal utility function induces a rich quaternary relation. There is such a thing as ordinal utility differences. Furthermore, this induced quaternary relation respects, apart from completeness, the most standard structural properties of quaternary relations. These properties are, from an ordinal point of view, anything but arbitrary; from a quaternary perspective only completeness should be considered the hallmark—if any—of cardinal utility. These facts are explained to be especially relevant to the critical appreciation of the ordinalist methodology. (shrink)

This paper investigates the relationship between two evaluative claims about agents’ de- grees of belief: (i) that it is better to have more, rather than less accurate degrees of belief, and (ii) that it is better to have less, rather than more probabilistically incoherent degrees of belief. We show that, for suitable combinations of inaccuracy measures and incoherence measures, both claims are compatible, although not equivalent; moreover, certain ways of becoming less incoherent always guarantee improvements in accuracy. Incompatibilities between particular (...) incoherence and inaccuracy measures can be exploited to argue against particular ways of measuring either inaccuracy or incoherence. (shrink)

This paper offers a critical assessment of the current state of the debate about the identity and individuality of material objects. Its main aim, in particular, is to show that, in a sense to be carefully specified, the opposition between the Leibnizian ‘reductionist’ tradition, based on discernibility, and the sort of ‘primitivism’ that denies that facts of identity and individuality must be analysable has become outdated. In particular, it is argued that—contrary to a widespread consensus—‘naturalised’ metaphysics supports both the acceptability (...) of non-qualitatively grounded (both ‘contextual’ and intrinsic) identity and a pluralistic approach to individuality and individuation. A case study is offered that focuses on non-relativistic quantum mechanics, in the context of which primitivism about identity and individuality, rather than being regarded as unscientific, is on the contrary suggested to be preferable to the complicated forms of reductionism that have recently been proposed. More generally, by assuming a plausible form of anti-reductionism about scientific theories and domains, it is claimed that science can be regarded as compatible with, or even as suggesting, the existence of a series of equally plausible grades of individuality. The kind of individuality that prevails in a certain context and at a given level can be ascertained only on the basis of the specific scientific theory at hand. (shrink)

This study investigated grade level differences in teacher feedback, students’ self-regulated learning (SRL), and their relationship. Secondary students participated (N = 1,260; 430 tenth-, 460 eleventh-, and 370 twelfth-graders). Latent factor mean difference analyses suggested that teacher feedback and students’ SRL level varied across grades. Comparatively, tenth-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently; twelfth-grade teachers were perceived to provide directive feedback and criticism most frequently; and eleventh-grade teachers were perceived to provide all (...) types of feedback least frequently. Students’ SRL generally declined as they aged. Results from three-group structural equation modelling indicated that praise generally had the strongest correlations with SRL regardless of grade level; directive feedback was negatively correlated with tenth-graders’ SRL but positively correlated with eleventh- and twelfth-graders’ SRL; scaffolding and verification feedback were positively correlated with eleventh-graders’ SRL; and criticism had small correlations with SRL, regardless of grade level. (shrink)

Juries, committees and experts panels commonly appraise things of one kind or another on the basis of grades awarded by several people. When everybody's grading thresholds are known to be the same, the results sometimes can be counted on to reflect the graders’ opinion. Otherwise, they often cannot. Under certain conditions, Arrow's ‘impossibility’ theorem entails that judgements reached by aggregating grades do not reliably track any collective sense of better and worse at all. These claims are made by (...) adapting the Arrow–Sen framework for social choice to study grading in groups. (shrink)

The first thing to realize about grading as a psychological process is that it precedes measurement and counting. Judgments of the type “A is larger than B” or “This can contains less milk than that” are made long before it is possible to say, e.g., “A is twice as large as B” or “A has a volume of 25 cubic feet, B a volume of 20 cubic feet, therefore A is larger than B by 5 cubic feet,” or “This can (...) contains a quart of milk, that one 3 quarts of milk, therefore the former has less milk in it.” In other words, judgments of quantity in terms of units of measure or in terms of number always presuppose, explicitly or implicitly, preliminary judgments of grading. The term four means something only when it is known to refer to a number which is “less than” certain others, say five, six, seven, arranged in an ordered series of relative mores and lesses, and “more than” certain others, say one, two, three, arranged in an ordered series of relative mores and lesses. Similarly, a foot as a unit of linear measure has no meaning whatever unless it is known to be more than some other stretch, say an inch, and less than a third stretch, say a yard. (shrink)

Fair grading is modeled on two fundamental principles. The first principle is that grading should be impartial and consistent. The second principle is that a fair grade should be based on the student’s competence in the academic content of the course. I derive corollary principles of fair grading from these two basic principles and use them to evaluate common grading practices. I argue that exempting students from completing certain grade components is unfair, as is grading on attendance, class rank, deportment,tardiness, (...) effort, institutional values, moral virtues such as cheerfulness and helpfulness, and other non-course-content criteria. (shrink)

This paper is concerned with a version of Kamp and Partee's account of graded membership that relies on the conceptual spaces framework. Three studies are reported, one to construct a particular shape space, one to detect which shapes representable in that space are typical for certain sorts of objects, and one to elicit degrees of category membership for the various shapes from which the shape space was constructed. Taking Kamp and Partee's proposal as given, the first two studies allowed us (...) to predict the degrees to which people would judge shapes representable in the space to be members of certain categories. These predictions were compared with the degrees that were measured in the third study. The comparison yielded a test of the account of graded membership at issue. The outcome of this test was found to support the conceptual spaces version of Kamp and Partee's account of graded membership. (shrink)

How should rational believers pursue the aim of truth? Epistemic utility theorists have argued that by combining the tools of decision theory with an epistemic form of value—gradational accuracy, proximity to the truth—we can justify various epistemological norms. I argue that deriving these results requires using decision rules that are different in important respects from those used in standard (practical) decision theory. If we use the more familiar decision rules, we can’t justify the epistemic coherence norms that epistemic (...) class='Hi'>utility theory had hoped to justify. In short, those of us who are attracted to the project of epistemic utility theory face a dilemma. If we choose “consequentialist” rules, then we can vindicate the idea that rational belief has the aim of accuracy—but at the cost of giving up attractive epistemic norms. (shrink)