Bycie – nie bycie, prawda – fałsz w koncepcji Arystotelesa

The basis of Aristotle’s arguments about truth and falsity is formulated syntactically according to the distinctions of ‘to be’ as the predicative affirmation - composition and, correspondingly, ‘not to be’ as negation – separation. As the nominal defining characteristic of falsity is contradic­tion, so of truth is non-contradiction. The expression of truth or falsity in the declarative sentence of affirmation or negation is a function of thinking as a human cognitive disposition under the semantic figures of categorical predication. In addition, we cite Aristotle’s more important texts on the true intellection of non-composites (indivisibles), the inves­tigation of truth and probability, the diagnosis of falsehood, the truthful­ness and lying. Finally, a mention of modern adaptations of Aristotle’s concept of truth.

Listening toward Democracy

Chapter 5 continues with a defense of a listening-centered approach to democratic deliberation. It begins with a discussion of the source of performative listening’s democratic power. The chapter shows that performative democratic listening relies on the affective-cognitive disposition of people who listen to their fellow citizens for the purpose of taking up what they have to say. Mere auditory listening becomes “listening toward democracy” when citizens listen seriously, attentively, and humbly. Chapter 5 goes on to consider the cultural and institutional conditions needed to encourage citizens to practice democratic listening. It also identifies empirical markers to be used in the assessment of listening, and to determine the degree to which uptake has been achieved. The chapter concludes with a discussion of the challenges of relying on listening in political contexts of difference, disagreement, and inequality, which are developed further in Chapter 6.

Cognitive disposition to respond in postgraduate trainees of general surgery at Rawalpindi Medical University

Introduction: Cognitive biases leading to diagnostic errors are associate with adverse outcomes and compromise patient safety and contribute to morbidity and mortality. Exploration and identification of cognitive biases have been a difficult task for the clinicians and medical educators. The literature is deficient in the identification of cognitive biases in surgical trainees. The objective of the study was to identify various cognitive biases that may negatively impact clinical reasoning skills and lead to diagnostic errors in trainees of general surgery. Materials and Methods: A quantitative study was conducted involving 48 trainees of general surgery to explore the various cognitive biases. The questionnaire was devised and consisted of ten items devised to explore five biases. .Descriptive statistical analysis was done on SPSS 20 and the respondents with score >25 were categorized as predisposed to error scores of 20-25 were taken as a borderline and overall score of <25 was insignificant for the presence of cognitive bias. Results: Premature closure was the most frequent cognitive bias found significant in 34 (70 %) of trainees followed by anchoring bias in 14 (58, 3 %) trainees. The relative frequencies of different biases are shown in Table 2. The mean score of the questionnaire was 22.7 (range 10 to 38) SD 7.2. Ten out of forty-eight (21%) trainees with a mean score of >25 showed a clear inclination toward cognitive errors whereas 11 (22%) with a score in the range of 21 to 25 were categorized as having an equivocal tendency towards committing an error, Whereas 27 (56%) with a score of less than 20 were less prone to cognitive errors. Conclusion: The two most common errors seen in the study were anchoring bias and premature closure and both are related to information gathering. A larger study is required to explore the association of cognitive bias with different specialties and experience of clinicians.

MOTIVATION AND RELATIONSHIP OF STUDY HABITS AMONG HIGH SCHOOL STUDENTS- A REVIEW

Habit can be defined as acquired automatic mechanical and cognitive disposition that is tendencies to behave in a practical way. Study habits are habitual way of exercising and practicing the ability for learning. These are techniques, which students employ to go about his or her studies, which are consistent and have become stereotyped as a result of neither long application nor practice.

philosophical discussions with children: an opportunity for experiencing open-mindedness

Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true dialogue, as it relies on the meeting of minds: open-mindedness. Furthermore, this concept is omnipresent in the literature about philosophy for children (Lipman, 2003: 172-179 ; Tozzi, 2001, 2002) and thus, requires an exploration and a precis analysis, which is the aim of his article. More precisely, there are three objectives: define the nature and characteristics of open-mindedness, analyse its emergence in philosophical discussions and, moreover, studying its role in the practice of philosophy. Our research (lead in University Paris 1 Panthéon-Sorbonne) has shown that certain indicators present in the children’s discourse manifest the occurrence of open-mindedness: reformulation of one another’s words, complementarity of statements, explication of each other’s ideas, establishment of nuances, disagreement on terms and critical thinking. These cognitive acts reveal an intellectual relation between children, so much so as open-mindedness can be defined as a two-dimensional attitude, both as a cognitive disposition enabling the understanding of someone else’s idea and an ethical disposition enabling the acceptance of alterity. Moreover, it signals an ethical posture: the capacity to take embrace the words of others, without necessarily agreeing, the ability to take into account an alternative view on the world. The research hypothesis, that is the result of seven years research in the French town of Romainville (East of Paris) is, therefore, the following: philosophical discussions constitute an opportunity for children to experience open-mindedness as a crucial thinking skill and ethical posture.

Optimism in close relationships: How seeing things in a positive light makes them so

Does expecting positive outcomes--especially in important life domains such as relationships--make these positive outcomes more likely? In a longitudinal study of dating couples, the authors tested whether optimists (who have a cognitive disposition to expect positive outcomes) and their romantic partners are more satisfied in their relationships, and if so, whether this is due to optimists perceiving greater support from their partners. In cross-sectional analyses, both optimists and their partners indicated greater relationship satisfaction, an effect that was mediated by optimists' greater perceived support. When the couples engaged in a conflict conversation, optimists and their partners saw each other as engaging more constructively during the conflict, which in turn led both partners to feel that the conflict was better resolved 1 week later. In a 1-year follow-up, men's optimism predicted relationship status. Effects of optimism were mediated by the optimists' perceived support, which appears to promote a variety of beneficial processes in romantic relationships.

Dickens and the Stenographic Mind

The topic of this book is stenography and how it relates to Dickens’s life and work. The book covers the period from Dickens’s learning of Gurney’s Brachygraphy in 1827/8 to his teaching of shorthand to Arthur Stone in 1859—almost his entire working life. It examines all existing shorthand sources in detail, particularly the shorthand notebooks Dickens compiled with Arthur Stone and the shorthand letters he wrote from Gads Hill Place and Tavistock House. The first half of the book (Chapters 1–4) explores Dickens’s shorthand as a nineteenth-century textual practice, arguing that the manual’s alphabetical characteristics were the defining elements of the mindset that Dickens acquired through learning and practising shorthand. Drawing on evidence from cognitive psychology, these chapters argue that Dickens acquired a specific cognitive disposition towards the processing and manipulation of language, defined in Chapter 4 as the stenographic mind. The second half of the book (Chapters 5–8) examines Dickens’s stenography in relation to his literary and non-literary production. It explores the impact of shorthand on Dickens’s law and parliamentary reporting (Chapter 5) and how it is expressed through the phonetic speech of Pickwick (Chapter 6) and stenographic representations in his literary work (Chapter 7). Chapter 8 draws together the different threads of the book, arguing that the Gurney system, with its emphasis on the creative manipulation of vowels, constituted a pedagogy for reading spoken words and hearing written ones, which Dickens passed on to his readers as a new kind of stenographic literacy.

Learning Scientific Explanations by Means of Worked Examples – Promoting Psychology Students’ Explanation Competence

The aim of this study is to investigate whether worked examples are effective in fostering psychology students’ explanation competence. Explanation competence is a context-specific cognitive disposition that enables a person to construct a causal model of an observable psychological phenomenon by drawing on psychological theories. We set up a training intervention using worked examples to demonstrate how the observed psychological phenomenon (e.g., cognitive dissonance) is represented in an explanation. Instructional support was implemented using a fading procedure. We investigated the effects of worked examples on explanation competence using a sample of psychology students ( n = 46) from a German university. In an experimental between-group pre- and post-tests design, the participants in the experimental condition received the training intervention, whereas the participants in a control condition did not receive the intervention. The experimental and control groups did not differ in their explanation competence before the training intervention. Participants in the experimental condition had a significant higher explanation competence after the training intervention than the participants in the control condition. Thus, our results indicate that worked examples effectively foster psychology students’ explanation competence. Considerations on how the results could be implemented in actual teaching settings are provided.

Evidence for a receiver bias underlying female preference for a male mating pheromone in sea lamprey

Receiver bias models suggest that a male sexual signal became exaggerated to match a pre-existing sensory, perceptual or cognitive disposition of the female. Accordingly, these models predict that females of related taxa possessing the ancestral state of signalling evolved preference for the male trait in a non-sexual context. We postulated that female preference for the male-released bile alcohol mating pheromone, 3 keto petromyzonol sulfate (3kPZS), of the sea lamprey ( Petromyzon marinus ) evolved as a result of a receiver bias. In particular, we propose that migratory silver lamprey ( Ichthyomyzon unicuspis ), a basal member of the Petromyzontidae, evolved a preference for 3kPZS released by stream-resident larvae as a means of identifying productive habitat for offspring. Larval silver lamprey released 3kPZS at rates sufficient to be detected by migratory lampreys. Females responded to 3kPZS by exhibiting upstream movement behaviours relevant in a migratory context, but did not exhibit proximate behaviours important to mate search and spawning. Male silver lamprey did not release 3kPZS at rates sufficient to be detected by females in natural high-volume stream environments. We infer that female silver lamprey cue onto 3kPZS excreted by stream-resident larvae as a mechanism to locate habitat conducive to offspring survival and that males do not signal with 3kPZS. We suggest that this female preference for a male signal in a non-sexual context represents a bias leading to the sexual signalling observed in sea lamprey.