The title of this symposium, “Formal Simplicity as a Weight in the Acceptability of Scientific Theories,” to some people might seem to suggest that we are to be making positive proposals about how the concept of simplicity could be defined for formalized languages, defined so as to figure in a formalized theory of confirmation. I must confess at the start that I do not have any such ambitious object in view. I now feel, indeed, that premature formalizations have little power (...) to illuminate the philosophically interesting questions which cluster round the problem of the role of simplicity in scientific thinking. So in this short paper I wish merely to present some elementary considerations, not very novel ones, concerning the role which simplicity seems to me to play in our non-demonstrative reasoning about matters of empirical fact. Although many writers have sought to analyze the logical character of such reasoning, little unanimity has been attained in their over-all views; thus it is that though the considerations which I wish to present are elementary, they are not wholly uncontroversial. But because these matters are elementary in nature, I do feel it appropriate in discussing them to use homely examples of uncomplicated kinds, rather than elaborate examples drawn from the more sophisticated reaches of scientific theory; in doing so, I am taking it for granted that scientific inference as regards its logical character is fundamentally a refinement of everyday thinking, rather than a procedure of some essentially different nature. (shrink)

In recent writing on the theory of knowledge a distinction has been drawn between ‘the language of appearing’ and ‘the sense-datum language’. The aim of this paper is to suggest that consideration of that distinction and of what Kant’s attitude toward it would have been can shed light on two otherwise-puzzling aspects of his doctrine in the Critique of Pure Reason: his adamant conviction that there are things-in-themselves, and his confidence that the Antinomies are resolved once we admit the transcendental (...) ideality of space and time. (shrink)

This paper proposes interpretations of the vexed notions of intensionality and intentionality and then investigates their resulting interrelations.The notion of intentionality comes from Brentano, in connection with his view that it can help us understand the mental. Setting aside Husserl’s basic definition of intentionality as not quite in line with Brentano’s explanatory purpose, this paper proposes that intentionality be defined in terms of inexistence and indeterminacy.It results that Brentano’s thesis (that all and only mental phenomena are intentional) will not be (...) strictly true. However, intentional descriptions will always be intensional, though not all intensional descriptions will be intentional. (shrink)

This paper proposes interpretations of the vexed notions of intensionality and intentionality and then investigates their resulting interrelations.The notion of intentionality comes from Brentano, in connection with his view that it can help us understand the mental. Setting aside Husserl’s basic definition of intentionality as not quite in line with Brentano’s explanatory purpose, this paper proposes that intentionality be defined in terms of inexistence and indeterminacy.It results that Brentano’s thesis (that all and only mental phenomena are intentional) will not be (...) strictly true. However, intentional descriptions will always be intensional, though not all intensional descriptions will be intentional. (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)

Abstract:During the early 19th century, a peculiarly systematic way of organizing books emerged in Germany. This systematization, which purported to be a rational organization of subject matter, was an outgrowth of the philosophy of Hegel. This article attempts to outline Hegel's organizational practice. It argues that Hegel's encyclopedia was a reaction against the Enlightenment encyclopedia, and that it attempted to restore the systematic mindset of pre-modern reference books. Yet it did this, not in a straightforward fashion, but by developing a (...) method for organizing material that both stresses the interconnectedness of knowledge and promises to be highly scalable. In its attempt to trace the Hegelian organizational method, this article revisits and calls attention to a forgotten work in Hegel scholarship by Michael John Petry, who was the first writer to seriously stress the importance of classification in Hegel's work. This article is an attempt to demonstrate that Hegelianism and information organization can be brought into fruitful and mutually beneficial dialogue. (shrink)

We extend results of Harizanov and Barker. For a relation R on a recursive structure /oA, we give conditions guaranteeing that the image of R in a recursive copy of /oA can be made to have arbitrary ∑α0 degree over Δα0. We give stronger conditions under which the image of R can be made ∑α0 degree as well. The degrees over Δα0 can be replaced by certain more general classes. We also generalize the Friedberg-Muchnik Theorem, giving conditions on a (...) pair of relations R and S under which the images of R and S can be made ∑α0 and independent over Δα0 in a recursive copy of /oA. (shrink)