Deontic Reasoning

Author(s):  
Fenrong Liu
Keyword(s):  
2007 ◽  
Author(s):  
Cristina Vargas ◽  
Sergio Moreno-Rios ◽  
Candida Castro ◽  
Geoffrey Underwood

Author(s):  
Björn Lellmann ◽  
Francesca Gulisano ◽  
Agata Ciabattoni

Abstract Over the course of more than two millennia the philosophical school of Mīmāṃsā has thoroughly analyzed normative statements. In this paper we approach a formalization of the deontic system which is applied but never explicitly discussed in Mīmāṃsā to resolve conflicts between deontic statements by giving preference to the more specific ones. We first extend with prohibitions and recommendations the non-normal deontic logic extracted in Ciabattoni et al. (in: TABLEAUX 2015, volume 9323 of LNCS, Springer, 2015) from Mīmāṃsā texts, obtaining a multimodal dyadic version of the deontic logic $$\mathsf {MD}$$ MD . Sequent calculus is then used to close a set of prima-facie injunctions under a restricted form of monotonicity, using specificity to avoid conflicts. We establish decidability and complexity results, and investigate the potential use of the resulting system for Mīmāṃsā philosophy and, more generally, for the formal interpretation of normative statements.


1996 ◽  
Vol 11 (2) ◽  
pp. 160-190 ◽  
Author(s):  
DENISE DELLAROSA CUMMINS
Keyword(s):  

1994 ◽  
Vol 21 (1,2) ◽  
pp. 125-148 ◽  
Author(s):  
L. Thorne McCarty
Keyword(s):  

2019 ◽  
Vol 28 (3) ◽  
pp. 483-506
Author(s):  
Mislav Sudić ◽  
Pavle Valerjev ◽  
Josip Ćirić

Domain theory suggests that moral rules and conventions are perceived differently and elicit a different response. A special procedure was designed to test this hypothesis in a laboratory setting using a deontic reasoning task. The goal was to gain insight into the cognitive and metacognitive processes of deontic reasoning from simple deontic premises. In the 3x2x2 within-subjects design, we varied rule-content (moral, conventional, abstract), rule-type (obligation, permission) and the induced dilemma (punishment dilemma, reward dilemma). Participants (N = 78) were presented with 12 laws. After memorizing a law, eight cases were presented to participants so that they make a quick judgment. Participants were tasked with punishing rule-violators, ignoring rule-conformists, and rewarding rule-supererogation. Response times (RT) and accuracy were measured for each judgment, and final confidence was measured after a set of judgments. No differences were expected between rule-types, except for superior performance for moral content and punishment dilemmas. RT correlated negatively with confidence levels, while accuracy correlated positively. Moral reasoning was more accurate than conventional and abstract reasoning, and produced higher confidence levels. Better performance was found for punishment dilemmas than reward dilemmas, likely due to the presence of a cheater-detection module; but the differences were not found in moral reasoning. Moral reasoning was also independent of rule-type, while conventional and abstract reasoning produced superior performance in obligation-type than in permission-type rules. A large drop-off in accuracy was detected for rules that allowed undesirable behaviour, a phenomenon we termed the "deontic blind spot". However, this blind spot was not present in moral reasoning. Three lines of evidence indicate a qualitative difference between the moral and other deontic domains: (1) performance for moral content was independent of rule-type, (2) moral content produced an equal activation of violator- and altruist-detection modules, and (3) moral content produces higher levels of confidence.


Author(s):  
Janet Wilde Astington ◽  
Claire Hughes

The chapter begins with an explanation of key foundational concepts in theory of mind, such as mental representation and false belief. We then discuss the history and current broad scope of the term, proposing a developmental-componential view that incorporates intuitive and reflective aspects of theory of mind. We continue with a comprehensive description of the developmental progression of theory of mind: from infants’ intuitive understanding of ordinary actions as reflecting others’ attention and intentions, through toddlers’ appreciation of world-inconsistent goals and preschool developments in understanding representational mental states, to school-age children’s mastery of an interpretative and complex theory of mind. We consideren passantindividual differences in development, as well as atypical development, such as in autism. Finally, new directions for research are explored, in the areas of neurology, education, and deontic reasoning.


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