We show that, like singular cardinals, and weakly compact cardinals, Jensen's core model K for measures of order zero [4] calculates correctly the successors of Jónsson cardinals, assuming $O^{Sword}$ does not exist. Namely, if $\kappa$ is a Jónsson cardinal then $\kappa^+ = \kappa^{+K}$ , provided that there is no non-trivial elementary embedding $j:K \longrightarrow K$ . There are a number of related results in ZFC concerning $\cal{P}(\kappa)$ in V and inner models, for $\kappa$ a Jónsson or singular cardinal.

What is disappointing of course is not the dispersion of psychology into so many diverse subjects, but their apparent lack of relation to a central core of laws and theories. The topics of psychology, such as sensation, perception, cognition and emotion, which are treated in the first section of the present book, do not appear to constitute a general base for the branches of psychology, for clinical psychology, nor for the so-called borderland subjects. The branch--Animal and Comparative Psychology--does not carry (...) over from general psychology a basic theory of learning, which it then adapts or applies to its own special field. On the contrary, contemporary theory of learning, or rather theories, have been largely evolved within this branch. Similarly, Psychometrics, Child Psychology, and Applied and Social Psychology have, to a great extent, developed their own principles and methods. (shrink)

Definitions are traditionally seen as abbreviations, as tools for notational convenience that do not increase inferential power. From a Philosophy of Mathematical Practice point of view, however, there is much more to definitions. For example, definitions can play a role in problem solving, definitions can contribute to understanding, sometimes equivalent definitions are appreciated differently, and so on. This chapter reviews the literature on definitions and (to a certain extent) concepts in mathematical practice. It is structured according to four themes through (...) which definitions (and concepts) in mathematical practice have been studied. These themes concern (1) the nature of definitions, (2) whether and how concepts evolve, (3) definitions and concepts from a communal perspective, and (4) different values relating to definitions and concepts. (shrink)

The topic of consent in paediatrics is made more difficult, and at the same time more interesting, by the complexity of the issues involved and the consequent diversity of viewpoints. In a teaching session for senior medical students on consent in paediatrics it proved necessary to reinstate previous learning from a range of disciplines. Philosophical medical ethics, developmental psychology, communication skills and the appropriate legal definitions all contributed to a proper understanding of the cases presented. The two most important additional (...) components appeared to be a) a basic knowledge of cognitive development and how to apply it, and b) an awareness of the need to balance an individual child's rights or best interests, with those of the family unit, as well as the wider society. (shrink)

This paper presents findings from a longitudinal study of patient refusals (as reported by graduating medical students) to take part in the teaching function of public hospitals. Results from a smaller study of non-patients' attitudes are also reported. Findings are discussed in terms of patients' rights, issues of personal privacy, medical education, and the public good.

Case-based, multidisciplinary seminars provided a vehicle for clinicians, philosophers and students to debate current problems in medical ethics in a manner which ensured maximum learning and interest for all participants. Prior training in philosophical medical ethics was an essential prerequisite, giving students the knowledge and skills to take part in the discussions at an appropriate level of sophistication.

Since James defined emotion as consciousness of bodily reactions and Cannon and others detailed the nature of these reactions, there has been an increasing tendency among behaviorists to equate emotions with visceral reactions and to neglect some of the genetic and adaptive aspects of emotion which had been discussed by Darwin.