In Defence of Modest Doxasticism About Delusions

Here I reply to the main points raised by the commentators on the arguments put forward in my Delusions and Other Irrational Beliefs (OUP, 2009). My response is aimed at defending a modest doxastic account of clinical delusions, and is articulated in three sections. First, I consider the view that delusions are in-between perceptual and doxastic states, defended by Jacob Hohwy and Vivek Rajan, and the view that delusions are failed attempts at believing or not-quite-beliefs, proposed by Eric Schwitzgebel and Maura Tumulty. Then, I address the relationship between the doxastic account of delusions and the role, nature, and prospects of folk psychology, which is discussed by Dominic Murphy, Keith Frankish, and Maura Tumulty in their contributions. In the final remarks, I turn to the continuity thesis and suggest that, although there are important differences between clinical delusions and non-pathological beliefs, these differences cannot be characterised satisfactorily in epistemic terms. \u

Introduction: Examined Live – An Epistemological Exchange Between Philosophy and Cultural Psychology on Reflection

Besides the general agreement about the human capability of reflection, there is a large area of disagreement and debate about the nature and value of “reflective scrutiny” and the role of “second-order states” in everyday life. This problem has been discussed in a vast and heterogeneous literature about topics such as epistemic injustice, epistemic norms, agency, understanding, meta-cognition etc. However, there is not yet any extensive and interdisciplinary work, specifically focused on the topic of the epistemic value of reflection. This volume is one of the first attempts aimed at providing an innovative contribution, an exchange between philosophy, epistemology and psychology about the place and value of reflection in everyday life. Our goal in the next sections is not to offer an exhaustive overview of recent work on epistemic reflection, nor to mimic all of the contributions made by the chapters in this volume. We will try to highlight some topics that have motivated a new resumption of this field and, with that, drawing on chapters from this volume where relevant. Two elements defined the scope and content of this volume, on the one hand, the crucial contribution of Ernest Sosa, whose works provide original and thought-provoking contributions to contemporary epistemology in setting a new direction for old dilemmas about the nature and value of knowledge, giving a central place to reflection. On the other hand, the recent developments of cultural psychology, in the version of the “Aalborg approach”, reconsider the object and scope of psychological sciences, stressing that “[h]uman conduct is purposeful”

The ethics of digital well-being: a multidisciplinary perspective

This chapter serves as an introduction to the edited collection of the same name, which includes chapters that explore digital well-being from a range of disciplinary perspectives, including philosophy, psychology, economics, health care, and education. The purpose of this introductory chapter is to provide a short primer on the different disciplinary approaches to the study of well-being. To supplement this primer, we also invited key experts from several disciplines—philosophy, psychology, public policy, and health care—to share their thoughts on what they believe are the most important open questions and ethical issues for the multi-disciplinary study of digital well-being. We also introduce and discuss several themes that we believe will be fundamental to the ongoing study of digital well-being: digital gratitude, automated interventions, and sustainable co-well-being

Submillimetric GPS distance measurement over short baselines: case study in inner consistency

Distance determination in the open air with submillimetric accuracy is a challenging task usually carried out with the use of submillimetric distancemeters and costly observation campaigns. The present paper represents a first step in the research of the potential use of GPS for submillimetric distance determination for distances up to a few hundred metres consisting in the evaluation of GPS distance determination reproducibility. As will be concluded, reliable submillimetric precision is attainable after some hours of observation if the same equipment in both baseline ends is used, even considering that there still remain some long-term systematic effects of a few tenths of a millimetre. The need for precise absolute antenna calibration values is also shown to be critical for submillimetric distance reproducibility.This research is funded by the Spanish Ministry of Science and Innovation (AYA2011-23232). The authors are grateful to the editor and the anonymous reviewers for their valuable suggestions, corrections and comments that helped improve the original manuscript.Baselga Moreno, S.; García-Asenjo Villamayor, L.; Garrigues Talens, P. (2013). Submillimetric GPS distance measurement over short baselines: case study in inner consistency. Measurement Science and Technology. 24(7):750011-750018. https://doi.org/10.1088/0957-0233/24/7/075001S750011750018247Amiri-Simkooei, A. R., & Tiberius, C. C. J. M. (2006). Assessing receiver noise using GPS short baseline time series. GPS Solutions, 11(1), 21-35. doi:10.1007/s10291-006-0026-8Bruyninx, C., Altamimi, Z., Boucher, C., Brockmann, E., Caporali, A., Gurtner, W., … Weber, G. (2009). The European Reference Frame: Maintenance and Products. International Association of Geodesy Symposia, 131-136. doi:10.1007/978-3-642-00860-3_20Doloca, N. R., Meiners-Hagen, K., Wedde, M., Pollinger, F., & Abou-Zeid, A. (2010). Absolute distance measurement system using a femtosecond laser as a modulator. Measurement Science and Technology, 21(11), 115302. doi:10.1088/0957-0233/21/11/115302Dow, J. M., Neilan, R. E., & Rizos, C. (2009). The International GNSS Service in a changing landscape of Global Navigation Satellite Systems. Journal of Geodesy, 83(3-4), 191-198. doi:10.1007/s00190-008-0300-3Firuzabadì, D., & King, R. W. (2011). GPS precision as a function of session duration and reference frame using multi-point software. GPS Solutions, 16(2), 191-196. doi:10.1007/s10291-011-0218-8Hyun, S., Kim, Y.-J., Kim, Y., Jin, J., & Kim, S.-W. (2009). Absolute length measurement with the frequency comb of a femtosecond laser. Measurement Science and Technology, 20(9), 095302. doi:10.1088/0957-0233/20/9/095302Koivula, H., Häkli, P., Jokela, J., Buga, A., & Putrimas, R. (2011). GPS Metrology: Bringing Traceable Scale to a Local Crustal Deformation GPS Network. International Association of Geodesy Symposia, 105-112. doi:10.1007/978-3-642-20338-1_13Ray, J., Altamimi, Z., Collilieux, X., & van Dam, T. (2007). Anomalous harmonics in the spectra of GPS position estimates. GPS Solutions, 12(1), 55-64. doi:10.1007/s10291-007-0067-7Schuhler, N., Salvadé, Y., Lévêque, S., Dändliker, R., & Holzwarth, R. (2006). Frequency-comb-referenced two-wavelength source for absolute distance measurement. Optics Letters, 31(21), 3101. doi:10.1364/ol.31.003101Snay, R. A., & Soler, T. (2008). Continuously Operating Reference Station (CORS): History, Applications, and Future Enhancements. Journal of Surveying Engineering, 134(4), 95-104. doi:10.1061/(asce)0733-9453(2008)134:4(95

"I couldn't do this with opposition from my colleagues": A qualitative study of physicians' experiences as clinical tutors

<p>Abstract</p> <p>Background</p> <p>Clinical contact in the early curriculum and workplace learning with active tutorship are important parts of modern medical education. In a previously published study, we found that medical students' tutors experienced a heavier workload, less reasonable demands and less encouragement, than students. The aim of this interview study was to further illuminate physicians' experiences as clinical tutors.</p> <p>Methods</p> <p>Twelve tutors in the Early Professional Contact course were interviewed. In the explorative interviews, they were asked to reflect upon their experiences of working as tutors in this course. Systematic text condensation was used as the analysis method.</p> <p>Results</p> <p>In the analysis, five main themes of physicians' experiences as clinical tutors in the medical education emerged: <it>(a) Pleasure and stimulation</it>. Informants appreciated tutorship and meeting both students and fellow tutors, <it>(b) Disappointment and stagnation</it>. Occasionally, tutors were frustrated and expressed negative feelings, <it>(c) Demands and duty</it>. Informants articulated an ambition to give students their best; a desire to provide better medical education but also a duty to meet demands of the course management, <it>(d) Impact of workplace relations</it>. Tutoring was made easier when the clinic's management provided active support and colleagues accepted students at the clinic, and <it>(e) Multitasking difficulties</it>. Combining several duties with those of a tutorship was often reported as difficult.</p> <p>Conclusions</p> <p>It is important that tutors' tasks are given adequate time, support and preparation. Accordingly, it appears highly important to avoid multitasking and too heavy a workload among tutors in order to facilitate tutoring. A crucial factor is acceptance and active organizational support from the clinic's management. This implies that tutoring by workplace learning in medical education should play an integrated and accepted role in the healthcare system.</p

Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

Background: Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.\ud \ud In 2001, a new "Early Professional Contact" longitudinal strand through term 1–4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.\ud \ud The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions.\ud \ud Methods: Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used.\ud \ud Results: Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining [inspiration] for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students.\ud \ud Conclusion: In this project, a new Early Professional Contact course was analysed from both student and facilitator perspectives. The students experienced the course as providing them with a valuable introduction to the physician's professional role in clinical practice. In contrast, course facilitators often experienced a heavy workload and lack of support, despite thorough preparatory education. A possible conflict between the clinical facilitator's task as educator and member of the workplace is suggested. More research is needed on how doctors combine their professional tasks with work as facilitators

Digital Well-Being and Manipulation Online

Social media use is soaring globally. Existing research of its ethical implications predominantly focuses on the relationships amongst human users online, and their effects. The nature of the software-to-human relationship and its impact on digital well-being, however, has not been sufficiently addressed yet. This paper aims to close the gap. I argue that some intelligent software agents, such as newsfeed curator algorithms in social media, manipulate human users because they do not intend their means of influence to reveal the user’s reasons. I support this claim by defending a novel account of manipulation and by showing that some intelligent software agents are manipulative in this sense. Apart from revealing a priori reason for thinking that some intelligent software agents are manipulative, the paper offers a framework for further empirical investigation of manipulation online

The unique face of comorbid anxiety and depression: increased interoceptive fearfulness and reactivity

Anxiety and depression commonly co-occur, yet the underlying brain and behavioral processes are poorly understood. Here we examined the hypothesis that individuals with comorbid anxiety and depression would show increased fearful reactivity to an aversive interoceptive perturbation relative to depressed-only individuals. One-hundred and eighty anxious and/or depressed participants from the Tulsa 1000 study completed multi-level behavioral or functional magnetic resonance imaging assessments of interoception and nociception including breath-hold and cold-pressor challenges, and heartbeat perception and interoceptive attention tasks. One-hundred and four individuals with comorbid depression and anxiety disorders (Dep+Anx) were propensity matched with 52 individuals with depression-only (Dep). Data were analyzed using mixed-effects linear regression. The Dep+Anx group showed significantly greater self-reported fear of suffocation during breath holding (Wilcoxon r = 0.23) and reduced cold pain tolerance (R2 = 0.027) signified by hand removal during immersion. However, these groups did not differ with respect to neutrally-valenced behavioral indices of heartbeat perception or neural indices of interoceptive attention. Individuals with comorbid depression and anxiety, vs. those with only depression, show increased respiratory fearfulness and nociceptive reactivity during perturbations of these signals, whilst showing similar interoceptive awareness in the absence of perturbation. Our findings suggest that individuals with comorbid anxiety and depression process aversive interoceptive and nociceptive signals differently than those with depression alone, providing support for a process model of increased threat sensitivity and hyperarousal in anxious depression