With the outbreak of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), global researchers were confronted with major challenges. The German National Pandemic Cohort Network (NAPKON) was launched in fall 2020 to effectively leverage resources and bundle research activities in the fight against the coronavirus disease 2019 (COVID-19) pandemic. We analyzed the setup phase of NAPKON as an example for multicenter studies in Germany, highlighting challenges and optimization potential in connecting 59 university and nonuniversity study sites. We examined the ethics application (...) process of 121 ethics submissions considering durations, annotations, and outcomes. Study site activation and recruitment processes were investigated and related to the incidence of SARS-CoV-2 infections. For all initial ethics applications, the median time to a positive ethics vote was less than two weeks and 30 of these study sites (65%) joined NAPKON within less than three weeks each. Electronic instead of postal ethics submission (9.5 days (Q1: 5.75, Q3: 17) vs. 14 days (Q1: 11, Q3: 26), p value = 0.01) and adoption of the primary ethics vote significantly accelerated the ethics application process. Each study center enrolled a median of 37 patients during the 14-month observation period, with large differences depending on the health sector. We found a positive correlation between recruitment performance and COVID-19 incidence as well as hospitalization incidence. Our analysis highlighted the challenges and opportunities of the federated system in Germany. Digital ethics application tools, adoption of a primary ethics vote and standardized formal requirements lead to harmonized and thus faster study initiation processes during a pandemic. (shrink)

Aim: Participation in classroom physical activity breaks may improve children’s cognition, but few studies have involved adolescents. The primary aim of this study was to examine the effects of classroom-based resistance training with and without cognitive training on adolescents’ cognitive function.Methods: Participants were 97 secondary school students. Four-year 10 classes from one school were included in this four-arm cluster randomized controlled trial. Classes were randomly assigned to the following groups: sedentary control with no cognitive training, sedentary with cognitive training, resistance (...) training without cognitive training, and resistance training with cognitive training. Sessions varied in levels of both cognitive demand and resistance training and were administered three times per week for 4 weeks. Inhibition, cognitive flexibility, episodic memory, on-task behavior, and muscular fitness were assessed at baseline and post-test. Linear mixed models were used to examine changes within and between groups.Results: In comparison with the control group, episodic memory improved significantly in the resistance training without cognitive training group. There were no group-by-time effects for inhibition or cognitive flexibility. Classroom activity breaks both with and without cognitive demand improved participants’ on-task behavior in comparison with the control and sedentary group. The resistance training programs did not lead to improvements in muscular fitness.Conclusion: Participation in body weight resistance training without cognitive training led to selective improvements in episodic memory. No training effects were found for inhibition or cognitive flexibility. A longer study period may be necessary to induce improvements in muscular fitness and associated changes in inhibition and cognitive flexibility.Clinical Trial Registration:https://www.anzctr.org.au/ACTRN12621001341819.aspx, Australian New Zealand Clinical Trials Registry—ACTRN12621001341819. (shrink)

There are some arguments supporting the pessimistic meta-induction, coming from the direction of quantum theory (A. Kukla and J. Walmsley), from the direction of Laudan’s list with successful but false theories, and from the specific direction of the phlogiston theory (whom Kukla Walmsley, and S. Psillos consider to be false). Against these arguments we believe we can successfully oppose, in the first case the interactive quantum realism of I. Niiniluoto, in the second case the realism of the theoretical theoretical constituents (...) responsible for the empirical success of the theories of S. Psillos, and in the third case the analysis of the phlogiston theory done by V. Verronen, R. Vihalemm and E. McMullin (who suggested that this theory was simultaneously insufficiently mature and approximately true). Our conclusion does not necessary prove that the perspective of the scientific realism is true, but rather that the pessimistic meta-induction attack against it proves to be unconvincing. (shrink)

Le programme logiciste, préconisé par J.-C. Gardin, propose de restituer l'architecture de nos constructions scientifiques sous forme de schématisations. Ces schématisations sont des arborescences òu sont énoncées les principales composantes de nos constructions, à savoir les bases de faits, les conclusions et les propositions intermédiaires reliant les premières aux secondes. Lorsqu'elles sont jouées sur multimédia et mises en scène sur 4 écrans selon le format SCD , elles permettent d'envisager de nouvelles pratiques éditoriales qui sont une réponse puissante à la (...) crise des publications en sciences humaines et sociales.The logicist programme, advocated by J. -C. Gardin, proposes to model the architecture of our constructs in the form of schematisations. These schematisations are arborescences composed of the main components of our constructs, i. e. a data base, conclusions and intermediary propositions linking the first group to the second. When they are played using multimedia equipment and produced according to the SCD format, they enable us to consider new editorial practices that are a powerful answer to the crisis of publications in human and social sciences. (shrink)

This is review of the book: M. Dafermos. Rethinking Cultural-Historical Theory. A Dialectical Perspective to Vygotsky. (Springer: Singapore, 2018. IX, 309 P. ISBN 978‒981‒13‒0190‒2. Doi: 10.1007/978‒981‒13‒0191‒9). The book is devoted to the making of the cultural-historical approach in psychology in the works of Vygotsky. The author claim that Vygotsky, relying on the ideas of Spinoza, Hegel, Feuerbach and Marx, developed this approach by mastering the dialectical method in his Hegel-Marxist version. The atmosphere of the storm and the onslaught in the (...) social and cultural life of the 1920s – early 1930s contributed to the formation of Vygotsky as a thinker with broad interests and deep philosophical background, who experienced several crises in his intellectual development. These crises forced him to qualitatively revise his ideas and, thus, substantially deepen and improve them. The author shows that Vygotsky’s literary origins allow his life compare with a drama, which accompanied by drama and the proliferation of ideas. This, in particular, expressed in his criticism of Gestalt psychology, theory of J. Piaget, ultimately a divergence of views with a number of his students who created Kharkov psychological school. Vygotsky left a great scientific legacy, which includes an analysis from the standpoint of the cultural-historical approach of the nature of consciousness, the relationship between thinking and language, the evolution of personality, a multitude of other psychological problems and art. (shrink)

The paper discusses interpretations of Aristotle’s modal notions by modern commentators (J. Hintikka, J. Lukasiewiez, M. Mignucci). It is shown that the semantics of modal notions which the above mentioned authors attribute to Aristotle is based on the algebraic idea of multiplier.

Little is known about how ethical organizational contexts influence employees’ perceived stress levels and well-being. This study used two theoretical lenses, ethical impact theory (Promislo et al. in Handbook of Unethical Work Behavior, M.E. Sharpe, Armonk, 2013) and ethical decision-making theory (Schwartz in J Bus Ethics 139(4): 755–776, 2016), to investigate the relationships among perceived organizational ethics (comprised of ethical climate, leader/manager ethics, and corporate social responsibility), work-related stress, and employee well-being (comprised of vitality, life satisfaction, personal growth initiative, flourishing, (...) positive mental health, and self-actualization). Findings across two studies indicated that organizational ethics was negatively related to work-related stress, and that work-related stress was negatively related to employee well-being. Perceived organizational ethics is positively related to employee well-being, with post hoc mediation tests indicating that work-related stress partially mediates this relationship. Our findings suggest that organizations should be proactive in improving their ethical climate, such as choosing ethical leaders, developing a robust and well-communicated code of ethics, and actively practicing CSR. These measures should reduce excessive work-related stress and improve employee well-being. (shrink)

This article describes the relations between academic psychology and psychical research in Britain during the inter-war period, in the context of the fluid boundaries between mainstream psychology and both psychical research and popular psychology. Specifically, the involvement with Harry Price of six senior academic psychologists: William McDougall, William Brown, J. C. Flugel, Cyril Burt, C. Alec Mace and Francis Aveling, is described. Personal, metaphysical and socio-historical factors in their collaboration are discussed. It is suggested that the main reason for their (...) mutual attraction was their common engagement in a delicate balancing act between courting popular appeal on the one hand and the assertion of scientific expertise and authority on the other. Their interaction is typical of the boundary work performed at this transitional stage in the development of psychology as a discipline. (shrink)

This paper investigates when and how children figure out the force of modals: that possibility modals (e.g., _can_/_might_) express possibility, and necessity modals (e.g., _must_/_have to_) express necessity. Modals raise a classic subset problem: given that necessity entails possibility, what prevents learners from hypothesizing possibility meanings for necessity modals? Three solutions to such subset problems can be found in the literature: the first is for learners to rely on downward-entailing (DE) environments (Gualmini and Schwarz in J. Semant. 26(2):185–215, 2009 ); (...) the second is a bias for strong (here, necessity) meanings; the third is for learners to rely on pragmatic cues stemming from the conversational context (Dieuleveut et al. in Proceedings of the 2019 Amsterdam colloqnium, pp. 111–122, 2019a ; Rasin and Aravind in Nat. Lang. Semant. 29:339–375, 2020 ). This paper assesses the viability of each of these solutions by examining the modals used in speech to and by 2-year-old children, through a combination of corpus studies and experiments testing the guessability of modal force based on their context of use. Our results suggest that, given the way modals are used in speech to children, the first solution is not viable and the second is unnecessary. Instead, we argue that the conversational context in which modals occur is highly informative as to their force and sufficient, in principle, to sidestep the subset problem. Our child results further suggest an early mastery of possibility—but not necessity—modals and show no evidence for a necessity bias. (shrink)

Two kinds of factors set the tempo and direction of organic and cultural evolution, those external to biotic evolutionary process, such as changes in the earth’s physical and chemical environments, and those internal to it, such as the time required for chance factors to lead lineages across adaptive valleys to a new niche space (Valentine 1985). The relative importance of these two sorts of processes is widely debated. Valentine (1973) argued that marine invertebrate diversity patterns responded to seafloor spreading as (...) this process generated more or less niche space. He suggested that natural selection is a powerful force and that earth’s biota are in near equilibrium with the niches available on the geological time scale. Walker and Valentine (1984) modeled the evolution of species assuming a logistic speciation rate limited by internal factors and a diversity-independent death rate caused by ongoing environmental change. Fitting this model to the observed evolution of shelled marine invertebrates suggests that the lag between extinctions and the evolution of new species leaves perhaps 30% of ecological niches unfilled. In this model, the biota lag environmental change by perhaps a few million years. However, as Valentine (1985) notes, if adaptive landscapes have whole suites of niches protected by deep maladaptive valleys, the waiting time for some pioneering species to cross the divide may be very long, generating the rare events that set new body plans and generate major adaptive radiations. Eldredge and Gould (1972) and Gould (2002) championed the idea that internal processes such as genetic and developmental constraints, coupled with the complexity of the adaptive landscape, resulted in a highly historically contingent evolutionary process. On Gould’s account, most of the history of life had to do not with a relatively close tracking of a changing environment but with the halting evolutionary exploration a deeply fissured niche space, mostly by rapid bursts of evolution as a fissure was crossed, followed by long periods of stasis.. (shrink)

James Valentine's "On the Origin of Phyla" is divided into three main sections: "Evidence of the Origins of Metazoan Phyla," "The Metazoan Phyla," and "The Evolution of the Phyla." The second section is the zoological core of the book, a more or less conventional treatment of major animal taxa, arranged in chain-of-being fashion from sponges to cnidarians to "worms" of many kinds, and so onward to arthropods, echinoderms, chordates, and all others in between. Philosophically inclined readers will be most interested (...) in the first and third sections of the volume, which treat phylogenetic principles and macroevolution respectively. These sections are rich in detail, but Valentine adopts something of a rear-guard position on many issues, arguing in favor of a number of concepts that most systematists have now abandoned. The publisher's advertisement describes "On the Origin of Phyla" as "one of the classic scientific texts of the twentieth century," and for us in the 21st century, that may be the best way to regard it. It will be of greatest value to zoologists who want a good compendium of current comparative data, and to historians and philosophers of science who have an interest in the complex development of phylogenetic "tree-thinking" in systematic biology. (shrink)

Behavioral evidence for the COVIS dual‐process model of category learning has been widely reported in over a hundred publications (Ashby & Valentin, ). It is generally accepted that the validity of such evidence depends on the accurate identification of individual participants' categorization strategies, a task that usually falls to Decision Bound analysis (Maddox & Ashby, ). Here, we examine the accuracy of this analysis in a series of model‐recovery simulations. In Simulation 1, over a third of simulated participants using (...) an Explicit (conjunctive) strategy were misidentified as using a Procedural strategy. In Simulation 2, nearly all simulated participants using a Procedural strategy were misidentified as using an Explicit strategy. In Simulation 3, we re‐examined a recently reported COVIS‐supporting dissociation (Smith et al., ) and found that these misidentification errors permit an alternative, single‐process, explanation of the results. Implications for due process in the future evaluation of dual‐process theories, including recommendations for future practice, are discussed. (shrink)

A commitment to receive input from stakeholders is often obligatory in the crafting of environmental policies. This requirement is presumed to satisfy certain conditions of democracy. In this article, by drawing from pragmatism, we examine the logic of participation and prerequisites of the meaningful game of asking for and giving reasons. We elaborate the nature and significance of three components—the game, the pleadings, and the reasons. We conclude by offering the conditions under which the stakeholder game might be considered legitimate.

This comprehensive and up-to-date textbook gives a clear account of the different philosophical and theoretical approaches to psychology and discusses major philosophical questions such as free will and the relation between mind and body.