ELTE TTK Tudomanytortenet es Tudomanyfilozofia Tanszek
Budapest, Pazmany P. setany 1/A
TUDOMANYFILOZOFIA SZEMINARIUM
(http://hps.elte.hu/seminar)
________________________________________________
Januar 31
12:30
6. em. 6.54
F a r k a s K a t a l i n
Eotvos, Department of Philosophy
THE PROBLEM OF FREE WILL
I think that understanding free will raises a serious problem, and I
must admit I have no solution for it. As a matter of fact, nor I have
anything particularly novel or original to say about free will. I intend
this talk merely as a starting point for discussion (and accordingly, I
hope to keep it reasonably short).
The problem, in my view, is this: we have free will, but as I shall
argue briefly, compatibilist theories of free will - that is, theories
which claim that free will and determinism are compatible - are
unsatisfactory. This leaves libertarianism: the view that we have free
will, and it is incompatible with determinism, therefore determinism
must be false.
However, the main difficulty has been to understand HOW libertarianism
could make the phenomenon of free will intelligible. If we claim - what
is only natural - that our beliefs and desires cause our actions, then
psychological determinism seems to offer the best interpretation of our
ordinary decision-making procedures. The only alternative to
deterministic explanation seems to be explanation by randomness or
chance - which is hardly what we expect to account for free choice. I
shall present a little idea which might point towards a solution - but
then again, just like a fair number of proposed solutions, it may
easily prove to be a simple relabelling of the problem.
Ha mindenki beszel magyarul, akkor az eloadas magyarul lesz!
A szeminarium szervezoje: E. Szabo Laszlo
--
Laszlo E. Szabo
Department of Theoretical Physics
Department of History and Philosophy of Science
Eotvos University, Budapest
H-1518 Budapest, Pf. 32.
Phone: (36-1)2090-555/6671
Fax: (36-1)372-2509
Home: (36-1)200-7318
http://hps.elte.hu/~leszabo
Place/Catania: THE ROLE OF THE HAND IN THE EVOLUTION OF LANGUAGE
The target article whose abstract appears below has today appeared
in PSYCOLOQUY, a refereed online journal of Open Peer Commentary
sponsored by the American Psychological Association.
http://www.cogsci.soton.ac.uk/cgi/psyc/newpsy?11.007ftp://ftp.princeton.edu/pub/harnad/Psycoloquy/2000.volume.11/
psyc.00.11.007.language-gesture.1.place
OPEN PEER COMMENTARY on this target article is now invited.
Qualified professional biobehavioural, neural or cognitive
scientists should consult PSYCOLOQUY's Websites or send email
(below) for Instructions if not familiar with format or acceptance
criteria for commentaries (all submissions are refereed).
To submit articles or to seek information:
EMAIL: psyc(a)pucc.princeton.edu
URLs: http://www.princeton.edu/~harnad/psyc.htmlhttp://www.cogsci.soton.ac.uk/psyc
-----------------------------------------------------------------------
psycoloquy.00.11.007.language-gesture.1.place Sun Jan 23 2000
ISSN 1055-0143 (59 paras, 58 refs, 1 figure, 1281 lines)
PSYCOLOQUY is sponsored by the American Psychological Association (APA)
Copyright 2000 Ullin T. Place
THE ROLE OF THE HAND IN THE EVOLUTION OF LANGUAGE
Target Article on Language Origins
Ullin T. Place
School of Philosophy
University of Leeds
School of Psychology
University of Wales,
Bangor, Wales
UK
Charles Catania
Department of Psychology
University of Maryland,
Baltimore County
1000 Hilltop Circle
Baltimore, Maryland 21250
USA
catania(a)umbc.edu
ABSTRACT: This target article has four sections. Section I sets
out four principles which should guide any attempt to reconstruct
the evolution of an existing biological characteristic. Section II
sets out thirteen principles specific to a reconstruction of the
evolution of language. Section III sets out eleven pieces of
evidence for the view that vocal language must have been preceded
by an earlier language of gesture. Based on those principles and
evidence, Section IV sets out seven proposed stages in the process
whereby language evolved: (1) the use of mimed movement to indicate
an action to be performed, (2) the development of referential
pointing which, when combined with mimed movement, leads to a
language of gesture, (3) the development of vocalisation, initially
as a way of imitating the calls of animals, (4) counting on the
fingers leading into (5) the development of symbolic as distinct
from iconic representation, (6) the introduction of the practice of
question and answer, and (7) the emergence of syntax as a way of
disambiguating utterances that can otherwise be disambiguated only
by gesture.
KEYWORDS: evolution, equivalence, gesture, homesigning, iconic,
language, miming, pointing, protolanguage, referring, sentence,
symbolic, syntax, vocalisation
EDITOR'S NOTE: Ullin T. Place died on January 2, 2000. His target
article had been reviewed for PSYCOLOQUY and was essentially
complete at the time of his death. Some minor editing has been done
by PSYCOLOQUY Associate Editor A. Charles Catania, mainly to bring
the manuscript into conformity with PSYCOLOQUY style. Catania will
consider replying to commentaries on this article, but also
welcomes the participation of others who may feel they are
familiar enough with Place's perspectives to do so.
Retrieve the full target article at:
http://www.cogsci.soton.ac.uk/cgi/psyc/newpsy?11.007
or
ftp://ftp.princeton.edu/pub/harnad/Psycoloquy/2000.volume.11/
psyc.00.11.007.language-gesture.1.place
Margolis: WASON'S SELECTION TASK WITH A REDUCED ARRAY
The target article below has today appeared in PSYCOLOQUY, a
refereed online journal of Open Peer Commentary sponsored by the
American Psychological Association.
OPEN PEER COMMENTARY on this target article is now invited.
Qualified professional biobehavioural, neural or cognitive
scientists should consult PSYCOLOQUY's Websites or send email
(below) for Instructions if not familiar with format or acceptance
criteria for commentaries (all submissions are refereed).
To submit articles or to seek information:
EMAIL: psyc(a)pucc.princeton.edu
URLs: http://www.princeton.edu/~harnad/psyc.htmlhttp://www.cogsci.soton.ac.uk/psyc
psycoloquy.00.11.005.reduced-wason-task.1.margolis Sat Jan 22 2000
ISSN 1055-0143 (14 paras, 7 refs, 2 notes, 215 lines)
PSYCOLOQUY is sponsored by the American Psychological Association (APA)
Copyright 2000 Howard Margolis
WASON'S SELECTION TASK WITH A REDUCED ARRAY
Target Article on Reduced-Wason-Task
Howard Margolis
Harris School of Public Policy Studies
University of Chicago
1155 E60th Street Chicago IL
60637 773-702-0867
773-702-0926 (fax)
hmarg(a)uchicago.edu
http://www.harrisschool.uchicago.edu/fac_margolis.html
ABSTRACT: A striking aspect of performance on Wason's (1966)
selection task has been largely ignored. This brief target article
discusses the remarkable remedial effectiveness of Wason's "reduced
array" of alternatives.
KEYWORDS: cognitive illusions, modus tollens, reasoning, selection
task, Wason
1. One very odd feature of the Wason (1966) selection task, noticed long
ago by Wason himself but then almost completely ignored, is the
performance of subjects when the cards which nearly all subjects get
right are removed.
2. Consider this common form of the problem. Cards are labelled "A" or
"D" on one side and "3" or "7" on the other. A rule says that "if A
then 3". Subjects see an array of four of the cards, two letter-side up
(showing "A" and "D") and two number-side up (showing "3" and "7"). A
subject must decide which cards need to be turned over to know whether
this sample of cards is consistent with the rule.
3. The common responses are "A & 3", or "A" alone. The correct response
is "A & 7". So there seem to be two easy cards: "A", which is rarely
missed, and "D", which is rarely chosen; and two hard cards: "3" and
"7", which supply nearly all the errors. Overall, about 90% of subjects
in fact do make errors. So what will happen if subjects are shown only
what Wason called a "reduced array". Delete the two easy cards, and
have subjects judge only the two hard cards. One might suppose, since
essentially all errors are caused in relation to the hard cards, that
subjects will continue to do badly.
4. But they don't! If this test is run on a group of reasonable size
(say a class), those asked to respond to the 4- card version will
typically return the usual 10% correct responses. But those given the
reduced array will return a clear majority of correct responses! What
can possibly account for this large improvement, related to merely
removing the two cards that are ordinarily judged correctly anyway?
5. This odd, even bizarre, improvement can be explained if subjects are
seeing the cards not as particular cards but as indicating categories
of cards. If explicitly asked, subjects understand the intended meaning
of the question. But their responses make logical sense only with
respect to a drastic misreading of the question. The question is
misread as being about which categories of cards should be examined;
for example, any cards with a "D" on either side; rather than about the
particular card shown with a "D" on its upside.
6. This is not a cognitive illusion (cf. Koehler 1993, 1996; Krueger
1998; Margolis 1998) but simply a consequence of the pragmatics of
ordinary language. In everyday conversation, even logicians rarely use
phrasing like "if and only if" (iff) to distinguish this "if/then"
relation from "if but not only if" (if). Distinguishing between "if"
and "iff" is almost always left to context. But the basic Wason problem
provides so little context that if/then here could be interpreted
either way.
7. The two points (ambiguity with respect to "if" vs. "iff",
interacting with the illusory "category" response to the task) will
account not only for the usual errors on the basic problem but also for
the remarkable improvement from removing the two easy cards.
8. If a person might respond to Wason's task as if it were about
categories rather than about the particular cards shown, then the
salient correct response (to that incorrect reading!) is either "A & 3"
when "if/then" is read as "iff", or "A" alone when "if/then" is read as
"if": just the pair of responses we do indeed see most often [NOTE 1].
In Margolis 1987 (pp. 151-2) I explained how the illusory "categories"
reading can arise from entrenched expectations, so that we ordinarily
first have to choose what sort of approach to take and only then deal
with details of how to do it. In the absence of sufficient context to
differentiate one situation from the other, we tend to fall into seeing
first what we usually do first. In this impoverished context, that
"usual" tendency turns out to override what the words literally tell
the subject to do.
9. But consider what happens when we eliminate the two easy cards ("A"
& "D"). If the "category" illusion is guiding intuition, then the
proper response (to that illusory interpretation) is "7 & 3" for the
"iff" reading of "if/then", or "7" only for the "if" reading. So we can
expect that subjects will no longer miss the "7". And a norm of
language then favours "7" alone as the response. Other than for
rhetorical purposes, we do not ask questions with obvious answers. This
favours the "if" (rather than "iff") reading, which gives the solver a
bit more to think about - which in turn favours "7" alone over "7 &
3". On this account, subjects still seem to be misinterpreting the
cards as categories. But with the reduced array, the only available
correct response for the "category" reading is also the correct
response for the intended reading! "A" is still salient in the
question, but since it is no longer available, subjects must pick the
"7".
10. Is it plausible that the too-easy character of the question -- when
read to make the checking of all the choices correct -- pushes subjects
toward an "if" (rather than "iff") response? More generally, can subtle
changes in the salience of one reading against another have notable and
substantial effects? Anyone familiar with the ways of stage magicians
will know that the answer to this must be yes. Griggs (1990) confirmed
a particularly startling salience effect in the present context of
performance on the Wason task. A variation in the task was used which
forced responses especially heavily towards "A & 3". But then a
logically insignificant alteration in wording shifts responses very
heavily to the otherwise almost never seen response of "D & 7"!
11. The "D & 7" response (in logical notation, the not-P, not-Q
response) is in fact another correct response to the illusory reading
of the cards as categories (see NOTE 1). That "D & 7" is almost never
seen shows the effect of the salience of "A" and "3" in the rule. But
the wording of the question has a recency advantage over the wording in
the rule. This turns out to be so strong that the predominant response
is reversed by reversing the order in which the two clauses in the
question are presented [NOTE 2].
12. The "categories" account of Wason reviewed here makes sense of BOTH
of the otherwise exceedingly puzzling effects just presented. And it
has other significant consequences. In particular, if merely reducing
the array greatly improves performance, it is hardly surprising that
more strenuous manipulations (making a permission context or social
norm context, etc.) can also greatly improve performance. But, of
course, the converse is not true.
13. Note that on this account the cognitive illusion comes at the stage
of interpreting the task, not from the inability to handle modus
tollens that is the usual explanation. That claimed inability has
always warranted more suspicion than it has received, since anyone who
listens to their children will hear them quite readily make what are
functional equivalents of modus tollens inferences. And not very
surprisingly, since the world provides us with endless occasions to
make such inferences. (If I picked my keys off the desk, they would now
be in my pocket. My keys are not in my pocket. So they are probably on
my desk.)
14. And if this interpretation of Wason is correct, it has relevance to
many issues in the long-continuing debate over the nature and
significance of cognitive illusions.
NOTES
[1] The salient responses are those prompted by the cards mentioned in
the question ("A" and "3"). But three pairs in addition to "A & 3"
would also be correct for a "categories" response to the "iff"
reading: "A & D", "7 & 3", "D & 7". Any of these choices will locate
all violations (A/7 or D/3 cards). And for the "if" reading "7" as well
as "A" would be correct, finding any A/7 cards.
[2] The exceptionally heavy "A & 3" responses are elicited by making
the task read: "Circle two cards to turn over to check whether the rule
has been violated." But "A & 3" as the dominant response switches to "D
& 7" when the instruction is turned around to read: "Figure out which
two cards could violate the rule, and circle them."
REFERENCES
Griggs, R. (1990) "Instructional effects on responses in Wason's
selection task". British Journal of Psychology 81:197-204.
Koehler, J.J. (1993). The Base Rate Fallacy Myth. PSYCOLOQUY, 4(49)
ftp://ftp.princeton.edu/pub/harnad/Psycoloquy/1993.volume.4/
psyc.93.4.49.base-rate.1.koehler
http://www.cogsci.soton.ac.uk/cgi/psyc/newpsy?4.49
Koehler, J.J. (1996). The base rate fallacy reconsidered: Descriptive,
normative, and methodological challenges. Behavioral and Brain Sciences
19(1): 1-53.
http://www.cogsci.soton.ac.uk/bbs/Archive/bbs.koehler.html
Krueger, J. (1998). The bet on bias: A forgone conclusion? PSYCOLOQUY
9(46) ftp://ftp.princeton.edu/pub/harnad/Psycoloquy/1998.volume.9/
psyc.98.9.46.social-bias.1.krueger
http://www.cogsci.soton.ac.uk/cgi/psyc/newpsy?9.46
Margolis, H. (1987) Patterns, Thinking and Cognition. University of
Chicago Press.
Margolis, H. (1998) Tycho's Illusion: How It Lasted 400 Years, and What
That Implies About Human Cognition PSYCOLOQUY 9 (32)
ftp://ftp.princeton.edu/pub/harnad/Psycoloquy/1998.volume.9/
psyc.98.9.32.cognitive-illusion.1.margolis
http://www.cogsci.soton.ac.uk/cgi/psyc/newpsy?9.32
Wason, P.C. (1966) Reasoning. In B. M. Foss (Ed.) New Horizons in
Psychology I. Penguin
Kedves Kollegak !
Szeretnem felhivni a figyelmet nehany uj kognitiv temaju konyvre,
talan elsikkadtak a nagy karacosnyi vasarokban.
Gould, S.J.: Az elmericskelt ember. Typotex, 1999, 2580 Ft.
Az intelligencia teszteles elsopro biralata.
Julesz Bela: Dialogusok az eszlelesrol. Typotex, 200, 1800 Ft.
Igen sok kiserlet, s szemelyes hangsulyu kifejtes a mkai percepcio
kutatasrol.
Ezek, s peldaul Hofstadter, Pinker, Popper, a "magyar PDP" konyv
15 % kedvezmennyel kaphatok a Kiado Retek utcai boltjaban.
Pleh Csaba A lelektan tortenet. Osiris, 2000. 3200 Ft.
A klasszikus lelektant megprobaltam a kognitiv szemlelet
szemuvegen at bemutatni. Aki meg akarja venni (ez itt a rabeszeles
helye), most tegye, mert a kiado rajott, hogy roszul arazta be, s
ez felfele iranyulo elmozdulast szokott jelenteni.
Az Osiris boltjaban vannak kedvezmenyek erre is.
Udv Pleh Csaba
Csaba Pleh Pleh Csaba
Cognitive Science Group Megismerestudomanyi Csoport
Department of Psychology Pszichologiai Tanszek
University of Szeged Szegedi Tudomanyegyetem
Szeged
Petofi sgt 30-34, 6722 Hungary
Telefon/Phone: (36)(62) 544000
Lakas/Home: Budakeszi Zichy P. u. 4 2092 Hungary
(36)(23) 453932 or 933
Mobile: (0620) 3278922
WEB: http//www.jate.u-szeged.hu/~pleh
Hungarian Review of Psychology Magyar Pszichologiai Szemle
editor foszerkeszto
Tisztelt kogtarsak,
Nyilvan sokan eszrevettek, hogy szeretett listankat megtamadta a
millennium bug, ezert januar 1e ota gyengelkedett. A pontosabb
diagnozis szerint a www archivumot kezelo program volt a kor okozoja,
amit kenytelenek is voltunk a masvilagra segiteni. A koglist viszont
ujra mukodik, amint azt a benneragadt regebbi uzenetek felszabadulasa
jelzi. Nemsokara uj archivalo program is lesz.
Elnezest a kenyelmetlensegert, amit az uzenetek keslekedese esetleg okozhatott.
Csibra Gergely
--
Gergely Csibra Centre for Brain
Research Fellow and Cognitive Development
Senior Lecturer Department of Psychology
g.csibra(a)bbk.ac.uk Birkbeck College
tel: (44) 207 631 6323 Malet Street
fax: (44) 207 631 6587 London WC1E 7HX
Kedves Kollegak es Diakok !
Csibra Gergely a mar korabban is hirdetett Csecsemofejlodes kurzusat a
szegedi Megismerestudomanyi Program kereteben az alabbiak szerint
tartja.
Kerlek, hirdessetek diakjaitok kozott.
Csibra Gergely kurzusa, Birbeck College, London
A megismer�s gy�kerei csecsemokorban
Szeged, febru�r 7-11.
Orak helye: szeged, Boldogasszony sugarut 4, az un. Irinyi epulet,
foldszinti pszichologia tanterem.
Orak ideje: hetfo-pentek, 16-17h30.
A kurzus a csecsemokori kognit�v fejlod�sre vonatkoz� adatokat tekinti �t
a legfrissebb k�s�rleti eredm�nyek alapj�n. Az irodalmi v�logat�sba ez�rt
nem elsosorban �sszefoglal� cikkek, hanem �j eredm�nyek �s vitatott
elm�letek ker�ltek.
Tematika:
1. Vizsg�lati m�dszerek, az �jsz�l�tt k�pess�gei, idegrendszeri fejlod�s,
figyelem, l�t�s, kategoriz�ci� csecsemokorban.
2. T�rgyak: szegment�ci�, �lland�s�g, �thatolhatatlans�g, azonoss�g,
sz�moss�g.
Irodalom: Augiar, A. & Baillargeon, R. (1999). 2.5�month-old infants'
reasoning about when objects should and should not be occluded. Cognitive
Psychology, 39, 116-157. Xu, F., Carey, S., & Welch, J. (1999). Infants'
ability to use object kind information for object individuation.
Cognition, 70, 137-166. Xu, F., & Spelke, E. S. (2000). Large number
discrimination in 6-month-old infants. Cognition, 74, B1-B11.
3. Fizika: gravit�ci�, tehetetlens�g, oks�g, t�rbeli orient�ci�
Irodalom: von Hofsten, C., Voshton, P., Spelke, E. S., Feng, Q., &
Rosander, K. (1998). Predictive action in infancy: Tracking and reaching
for moving objects. Cognition, 67, 255-285. Kotovsky, L. & Baillargeon, R.
(1998). The development of calibration-based reasoning about collision
events in young infants, Cognition, 67, 311-351
Kaufman, J. & Needham, A. (1999). Objective spatial coding by
6.5-month-old infants in a visual dishabituation task. Developmental
Science, 2, 442-447.
4. T�rsas vil�g: arc�szlel�s, tekintetk�vet�s, ut�nz�s, c�lszerus�g
Woodward, A. L. (1998). Infants selectively encode the goal object of an
actor's reach. Cognition, 69, 1-34. Corkum, V., & Moore, C. (1998). The
origins of joint visual attention in infants. Developmental Psychology,
34, 28-38. Johnson, S. C. (2000). The recognition of mentalistic agents in
infancy. Trends in Cognitive Sciences, 4, 22-28.
5. Nyelv: fonetika, nyelvtan, lexikon
Christophe, A. & Morton, J. (1998). Is Dutch native English? Linguistic
analysis by 2-month-olds. Developmental Science, 1, 215-219. Gomez, R. L.
& Gerken, LA. (1999). Artificial grammar leraning by 1-year-olds leads to
specific and abstract knowledge. Cognition, 70, 109-135. Balaban, M. T. &
Waxman, S. R. (1997). Do words facilitate object categorization in
9-month-old infants? Journal of Experimental Child Psychology, 64, 3- 26.
Gergo keszitett egy OLVASOKONYVET. Ezt a konyvtarban es a laborban
elhelyezem, de ezen kivul aki szeretne belole, kerem jelezze emailben
nekem, mert most szervezem a sozksorositasat, terites elleneben
termeszetesen.
Csibra Gergely egesz heten szegeden lesz, s elotte a MAKOGon is. Aki
szeretne vele konzultalni, talalkozni s hasonlok, kozvetlenul Vele vagy
velem vegye fel a kapcsolatot.
kedden, februar 8-an delutan nyilvanos eloadast is tart, kesobb hirdetendo
helyen es pontositott temaval.
Mindekit szertettel varunk. Kollegiumi erdeklodes, mint midig,
Stacho Lszlonal (l. fent).
Udvozlettel
Pleh Csaba egyetemi tanar Professor Csaba Pleh
Megismerestudomanyi Csoport Cognitive Science Group
Pszichologia Tanszek Department of Psychology
SzTE U. Szeged
Magyar Pszichologiai Szemle Hungarian Review of Psychology
foszerkeszto edito
Szeged
Petofi sgt. 30, H-6722
Hungary
Home: Budakeszi, Zichy P. u 4, 2092
Phone: (36)(23)453933,06203278922
Fax: (36)(23)453932
Mobile: (06) 203278922
email: pleh(a)edpsy.u-szeged.hu
Homepage: www.jate.u-szeged.hu/~pleh
Kedves Kollegak es Diakok !
Csanyi Vilmos egyetemi tanar (ELTE) 2000 februar 2-an es 3-an intenziv
kurzust tart a szegedi Megismerestudomanyi Program kereteben
HUMAN ETOLOGIA cimmel.
A rovid kurzus alapvetoen Csanyi tanar ur Az emberi termeszet: Human
etologia
(Bp., Vince, 1999) c. uj konyvet koveti
Csanyi tanar ur keri, hogy olvassak el a diakok elore a konyvet, mert
igy dialogikusabb lehet az ora.
A fobb temak
A foemlosok osszehasonlito etologiaja
A human magatartasi komplexum
Az emberi szocialitas
A szinkronizacio es konstrukcio
Kulturalis evolucio
Az orak helye: Szeged, Boldogasszony sugaraut 6, foldszint, a pszichologia
tanterem. A Hosok Kapuja mellett (Helybelieknek: az Irinyi tanterem a
pszichologusoknal).
Idorend
februar 2, szerda 10-11h30
16-17h30
februar 3, csutortok 10-11h30
14-17
Mindenkit szeretettel varunk. Mint tudott, mindez a MAKOK VIII elott
lesz, Csanyi tanar ur azon is rewzt vesz. ez azt jelenti, hogy lesz mod
konzultalni is vele.
Kollegiumokat en kozvetlenul nem tudok szervezni, de Stacho Laszlo
(cimet l. fent) tudhat ebben segiteni.
Udvozlettel
Pleh Csaba
Csaba Pleh Pleh Csaba
Cognitive Science Group Megismerestudomanyi Csoport
Department of Psychology Pszichologiai Tanszek
University of Szeged Szegedi Tudomanyegyetem
Szeged
Petofi sgt 30-34, 6722 Hungary
Telefon/Phone: (36)(62) 544000
Lakas/Home: Budakeszi Zichy P. u. 4 2092 Hungary
(36)(23) 453932 or 933
Mobile: (0620) 3278922
WEB: http//www.jate.u-szeged.hu/~pleh
Hungarian Review of Psychology Magyar Pszichologiai Szemle
editor foszerkeszto
ELTE TTK Tudomanytortenet es Tudomanyfilozofia Tanszek
Budapest, Pazmany P. setany 1/A
TUDOMANYFILOZOFIA SZEMINARIUM
(http://hps.elte.hu/seminar)
________________________________________________
Januar 24
12:30
6. em. 6.54
G. H a v a s K a t a l i n
akademikus, MTA
ELLENTMONDASOK ES INKONZISZTENCIAK A TUDOMANYOKBAN
Mi tortenjen azzal a tudomanyos rendszerrel, amelyben a vizsgalodasok
folyaman ellentmondas fedezodott fel?
E kerdes megvalaszolasara torekszik a parakonzisztens logika. N. C. A.
Da Costa meghatarozasa szerint: T elmeletet akkor nevezzuk
inkonzisztensnek ha legalabb egy olyan tetelt tartalmaz, amelynek a
tagadasa is tetele T-nek. A "tagadas" es ebbol kovetkezoen az
"inkonzisztencia" es az "ellentmondas" kategoriaknak es ezek
viszonyanak igen kulonbozo ertelmezese van.
Arisztotelesz ellentmondas torvenyenek harom ertelmezeset emlitem meg,
majd elemzem ezek viszonyat a dialektikus ellentmondas kulonbozo
ertelmezeseihez. E viszonyrol a parakonzisztens logikai munkakban
egeszen kulonbozo nezetek olvashatok.
Tehat, a jelzett kerdes megvalaszolasahoz arra van szukseg, hogy
megprobaljuk feltarni milyen tipusu az az ellentmondas, amely az adott
tudomanyos rendszerben felfedezodott. Nehany tudomanyos rendszert
peldakent hasznalva igyekszem ezt megmutatni.
Az eloadas soran felhasznalasra kerulo publikacioim:
Logic and Dialectic. Essays in the Philosophy of Logic. Budapest, Inst.
of Phil., 1990, 1- 129.
Dialectic and Inconsistency in Knowledge Acquisition. Studies in
Soviet Thought 1990, pp. 189-198.
Do we Tolerate Inconcistencies?, Dialectica 1993. Fasc. 1. pp. 27 -35
Continuity and Change: Kinds of Negation in Scientific Progress, in
Theories and Models in Scientific Processes. Rodopi. Poznan Studies in
the Philosophy of the Sciences and the Humanities. 1995, Vol. 44, pp.
169 - 175.
Mathematics and Logics. Hungarian Traditions and the Philosophy of
Non-classical Logic, in Philosophy of Mathematics Today. Kluwer
Academic Publ., 1996. 337-351.
Changing the World - Changing the Meaning. On the Meanings of the
"Principle of Non-Contradiction". In the World of Signs. Essays in
honour of Professor Jerzy Pelc Rodopi 1998 pp. 49 - 55
Do we need to search for the only true world view? In Foundations of
Science Volume 3, Number 2, 1998/1999. Pp. 359-373.
A szeminarium szervezoje: E. Szabo Laszlo
_____________________________________________________________________
Felhivom a Tudomanyfilozofia Szeminarium latogatoinak figyelmet, hogy
mostantol kezdve a szeminariumi eloadasokat koveto VITA a szeminarium
weboldalan (http://hps.elte.hu/seminar) tovabb folytatodik.
--
Laszlo E. Szabo
Department of Theoretical Physics
Department of History and Philosophy of Science
Eotvos University, Budapest
H-1518 Budapest, Pf. 32.
Phone: (36-1)2090-555/6671
Fax: (36-1)372-2509
Home: (36-1)200-7318
http://hps.elte.hu/~leszabo
ELNEZEST KEREK, A KORABBI LE$VELEKEN ROSSZUL SZEREPLET A JELENTYK4ZESI
CIM
helyesen: szkeri(a)phys.szote.u-szeged.hu
2000 februar 4-6-ig megrendszesre kerul a Magyar Megismerestudomanyi
Tarsasag evi konferenciaja A KOGNITIV FUNKCIOK FEJLODESE ES ZAVARAI
cimmel. A programot ujra kuldjuk egy masik levelben.
Szeretettel varunk minden erdeklodo hallgatot, az eloadasok
latogatasa ingyenes.
Helyszin: Tisza Szallo, Szeged
7000 Ft elleneben a kovetkezoket tudjuk az eloadasok latogatasan
felul biztositani:
- hivatalos regisztracio
- absztrakt-kotet
- a tarsasagi programokon torteno reszvetel
- 2 ejszakara szallas, 3 agyas szobakban (ket agyas eseteben 2000
Ft/fo/ejszaka plussz koltseg)
- ebed, vacsora (a szallodahoz reggeli jar)
Kerjuk, akinek specialis igenye van (vegetarianus, diabetikus) az most
elore jelezze.
Diakoknak kedvezmeny: 7000 Ft helyett 5000 Ft. Szinten 5000 Ft-ot
kell fizetni akkor is, ha valaki nem ker szallast, de regisztralni es
etkezni szeretne (diakoknak az utobbi esetben 3000 Ft).
Jelentkezesi hatarido: 2000 januar 15.
Kerjuk, jelentkezeseteket Keri Szabolcs cimere kuldjetek elektronikusan.
szkeri(a)phys.szote.u-szeged.hu
Fizetesi mod: keszpenzben a helyszinen, regisztraciokor.
Szamlat termesztesen tudunk adni.
Szerettel varunk mindenkit,
udvozlettel
Pleh Csaba
ELTE TTK Tudomanytortenet es Tudomanyfilozofia Tanszek
Budapest, Pazmany P. setany 1/A
TUDOMANYFILOZOFIA SZEMINARIUM
(http://hps.elte.hu/seminar)
________________________________________________
Felhivom a Tudomanyfilozofia Szeminarium latogatoinak figyelmet, hogy
mostantol kezdve a szeminariumi eloadasokat koveto VITA a szeminarium
weboldalan (http://hps.elte.hu/seminar) folytatodik.
Udvozlettel, Sz. L.
--
Laszlo E. Szabo
Department of Theoretical Physics
Department of History and Philosophy of Science
Eotvos University, Budapest
H-1518 Budapest, Pf. 32.
Phone: (36-1)2090-555/6671
Fax: (36-1)372-2509
Home: (36-1)200-7318
http://hps.elte.hu/~leszabo
