scholarly journals Biology and Gettier’s Paradox

Studia Humana ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 93-98
Author(s):  
Gonzalo Munévar

Abstract Gettier’s Paradox is considered a most critical problem for the presumably obvious philosophical view that knowledge is justified true belief. Such a view of knowledge, however, exposes the poverty of analytic philosophy. It wrongly assumes, for example, that knowledge must be conscious and explicit, and, to make matters worse, linguistic, as illustrated in Donald Davidson’s writings. To show why this philosophical view is wrong I will point to arguments by Ruth Barcan Marcus and, principally, Paul Churchland, as well as to work by the neuroscientist Paul Reber on intuitive knowledge. We will see, then, that much of our knowledge is neither explicit nor conscious, let alone linguistic. I will suggest that an approach that pays attention to biology is more likely to succeed in developing a proper account of our cognitive abilities. Thus, Gettier’s paradox becomes a mere curiosity.

2018 ◽  
Vol 95 (1) ◽  
pp. 98-120 ◽  
Author(s):  
Jaakko Hirvelä

According to robust virtue epistemology, the difference between knowledge and mere true belief is that in cases of knowledge, the subject’s cognitive success is attributable to her cognitive agency. But what does it take for a subject’s cognitive success to be attributable to her cognitive agency? A promising answer is that the subject’s cognitive abilities have to contribute to the safety of her epistemic standing with respect to her inquiry, in order for her cognitive success to be attributable to her cognitive agency. Call this idea the contribution thesis. The author will argue that the contribution thesis follows naturally from virtue epistemological accounts of knowledge, and that it is precisely the contribution thesis that allows the virtue epistemologist to deal with a wide variety of objections. Nevertheless, the principal aim of this paper is to argue that virtue epistemological theories of knowledge that are committed to the contribution thesis are ultimately untenable. There are cases of knowledge where the subject’s cognitive abilities do not improve the safety of the subject’s belief.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Thomas J. Spiegel

Abstract Different forms of methodological and ontological naturalism constitute the current near-orthodoxy in analytic philosophy. Many prominent figures have called naturalism a (scientific) image (Sellars, W. 1962. “Philosophy and the Scientific Image of Man.” In Wilfrid Sellars, Science, Perception, Reality, 1–40. Ridgeview Publishing), a Weltanschauung (Loewer, B. 2001. “From Physics to Physicalism.” In Physicalism and its Discontents, edited by C. Gillett, and B. Loewer. Cambridge: Cambridge University Press; Stoljar, D. 2010. Physicalism. Routledge), or even a “philosophical ideology” (Kim, J. 2003. “The American Origins of Philosophical Naturalism.” Journal of Philosophical Research 28: 83–98). This suggests that naturalism is indeed something over-and-above an ordinary philosophical thesis (e.g. in contrast to the justified true belief-theory of knowledge). However, these thinkers fail to tease out the host of implications this idea – naturalism being a worldview – presents. This paper draws on (somewhat underappreciated) remarks of Dilthey and Jaspers on the concept of worldviews (Weltanschauung, Weltbild) in order to demonstrate that naturalism as a worldview is a presuppositional background assumption which is left untouched by arguments against naturalism as a thesis. The concluding plea is (in order to make dialectical progress) to re-organize the existing debate on naturalism in a way that treats naturalism not as a first-order philosophical claim, but rather shifts its focus on naturalism’s status as a worldview.


2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.


2019 ◽  
Vol 4 (4) ◽  
pp. 633-640 ◽  
Author(s):  
Canice E. Crerand ◽  
Ari N. Rabkin

Purpose This article reviews the psychosocial risks associated with 22q11.2 deletion syndrome, a relatively common genetic condition associated with a range of physical and psychiatric problems. Risks associated with developmental stages from infancy through adolescence and early adulthood are described, including developmental, learning, and intellectual disabilities as well as psychiatric disorders including anxiety, mood, and psychotic disorders. Other risks related to coping with health problems and related treatments are also detailed for both affected individuals and their families. Conclusion The article ends with strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, routine assessment of cognitive abilities, regular mental health screening, and referrals for empirically supported psychiatric and psychological treatments.


2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.


2009 ◽  
Vol 14 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Jacqueline Hinckley

Abstract A patient with aphasia that is uncomplicated by other cognitive abilities will usually show a primary impairment of language. The frequency of additional cognitive impairments associated with cerebrovascular disease, multiple (silent or diagnosed) infarcts, or dementia increases with age and can complicate a single focal lesion that produces aphasia. The typical cognitive profiles of vascular dementia or dementia due to cerebrovascular disease may differ from the cognitive profile of patients with Alzheimer's dementia. In order to complete effective treatment selection, clinicians must know the cognitive profile of the patient and choose treatments accordingly. When attention, memory, and executive function are relatively preserved, strategy-based and conversation-based interventions provide the best choices to target personally relevant communication abilities. Examples of treatments in this category include PACE and Response Elaboration Training. When patients with aphasia have co-occurring episodic memory or executive function impairments, treatments that rely less on these abilities should be selected. Examples of treatments that fit these selection criteria include spaced retrieval and errorless learning. Finally, training caregivers in the use of supportive communication strategies is helpful to patients with aphasia, with or without additional cognitive complications.


2016 ◽  
Vol 1 (6) ◽  
pp. 47-54 ◽  
Author(s):  
Jeffrey J. DiGiovanni ◽  
Travis L. Riffle

The search for best practices in hearing aid fittings and aural rehabilitation has generally used the audiogram and function stemming from peripheral sensitivity. In recent years, however, we have learned that individuals respond differently to various hearing aid and aural rehabilitation techniques based on cognitive abilities. In this paper, we review basic concepts of working memory and the literature driving our knowledge in newer concepts of hearing aid fitting and aural rehabilitation.


1996 ◽  
Vol 1 (3) ◽  
pp. 166-179 ◽  
Author(s):  
Bo Molander ◽  
Lars Bäckman

Highly skilled miniature golf players were examined in a series of field and laboratory studies. The principal finding from these studies is that young and young adult players (range = 15-38 years) score equally well or better in competition than in training whereas older adult players (range = 46-73 years) perform worse in competitive events than under training conditions. It was also found that the impairment in motor performance on the part of the older players is associated with age-related deficits in basic cognitive abilities, such as memory and attention. These results support the hypothesis that older players may be able to compensate for age-related deficits under relaxed conditions, but not under conditions of high arousal. The possibility of improving the performance of the older players in stressful situations by means of various intervention programs is discussed.


2020 ◽  
Vol 41 (1) ◽  
pp. 30-36
Author(s):  
Steven V. Rouse

Abstract. Previous research has supported the use of Amazon’s Mechanical Turk (MTurk) for online data collection in individual differences research. Although MTurk Masters have reached an elite status because of strong approval ratings on previous tasks (and therefore gain higher payment for their work) no research has empirically examined whether researchers actually obtain higher quality data when they require that their MTurk Workers have Master status. In two different online survey studies (one using a personality test and one using a cognitive abilities test), the psychometric reliability of MTurk data was compared between a sample that required a Master qualification type and a sample that placed no status-level qualification requirement. In both studies, the Master samples failed to outperform the standard samples.


2014 ◽  
Vol 13 (3) ◽  
pp. 123-133 ◽  
Author(s):  
Wiebke Goertz ◽  
Ute R. Hülsheger ◽  
Günter W. Maier

General mental ability (GMA) has long been considered one of the best predictors of training success and considerably better than specific cognitive abilities (SCAs). Recently, however, researchers have provided evidence that SCAs may be of similar importance for training success, a finding supporting personnel selection based on job-related requirements. The present meta-analysis therefore seeks to assess validities of SCAs for training success in various occupations in a sample of German primary studies. Our meta-analysis (k = 72) revealed operational validities between ρ = .18 and ρ = .26 for different SCAs. Furthermore, results varied by occupational category, supporting a job-specific benefit of SCAs.


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