Name der Zeitschrift: Semiotica Jahrgang: 2017 Heft: 214 Seiten: 51-66.

Between-subject variability in cognitive performance has been related to inter-individual differences in functional brain networks. Targeting the dorsal attention network we questioned whether resting-state functional connectivity within the DAN can predict individual performance in spatial attention tasks and whether there is short-term adaptation of DAN-FC in response to task engagement. Twenty-seven participants first underwent resting-state fMRI, they subsequently performed different tasks of spatial attention [including visual search ] and immediately afterwards received another rs-fMRI. Intra- and inter-hemispheric FC between core hubs (...) of the DAN, bilateral intraparietal sulcus and frontal eye field, was analyzed and compared between PRE and POST. Furthermore, we investigated rs-fMRI-behavior correlations between the DAN-FC in PRE/POST and task performance parameters. The absolute DAN-FC did not change from PRE to POST. However, different significant rs-fMRI-behavior correlations were revealed for intra-/inter-hemispheric connections in the PRE and POST run. The stronger the FC between left FEF and IPS before task engagement, the better was the learning effect in VS. And the faster the VS, the stronger was the FC between right FEF and IPS after task engagement. To conclude, DAN-FC relates to the individual performance in spatial attention tasks supporting the view of functional brain networks as priors for cognitive ability. Despite a high inter- and intra-individual stability of DAN-FC, the change of FC-behavior correlations after task performance possibly indicates task-related adaptation of the DAN, underlining that behavioral experiences may shape intrinsic brain activity. However, spontaneous state fluctuations of the DAN-FC over time cannot be fully ruled out as an alternative explanation. (shrink)

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial (...) design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students’ SSR. In combination with the curriculum materials, those design principles can help develop teachers’ pedagogical content knowledge and guide the design of tasks and units that develop SSR. (shrink)

Science, technology, engineering, and mathematics disciplines commonly illustrate 3D relationships in diagrams, yet these are often challenging for students. Failing to understand diagrams can hinder success in STEM because scientific practice requires understanding and creating diagrammatic representations. We explore a new approach to improving student understanding of diagrams that convey 3D relations that is based on students generating their own predictive diagrams. Participants’ comprehension of 3D spatial diagrams was measured in a pre- and post-design where students selected the correct 2D (...) slice through 3D geologic block diagrams. Generating sketches that predicated the internal structure of a model led to greater improvement in diagram understanding than visualizing the interior of the model without sketching, or sketching the model without attempting to predict unseen spatial relations. In addition, we found a positive correlation between sketched diagram accuracy and improvement on the diagram comprehension measure. Results suggest that generating a predictive diagram facilitates students’ abilities to make inferences about spatial relationships in diagrams. Implications for use of sketching in supporting STEM learning are discussed. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

Presents Bernard Lonergan's five "verbum" articles that originally appeared in Theological studies. For Thomist students and scholars this "verbum" study offers a careful appraisal of the Thomist theory of knowledge as well as an introduction to the concepts found in Father Lonergan's "Insight". Since the concept of "verbum" dynamically affects the thought of Aquinas, it is necessary to grasp this concept to understand Thomist metaphysics and rational psychology. Lonergan has carefully analyzed and explicitly outlined "verbum"--An integral part of the Thomist (...) theory of knowledge. "Verbum" is examined as a tool of definition and for its impact on understanding, logical thought procession and related ideas stemming from "verbum". Discusses "the word" and its relation to abstraction. Focusses on St. Thomas' immediate concern in finding in Aristotle the point of insertion for Augustinian thought and in fusing a phenomenology of the subject with a psychology of the soul. (shrink)

With the publication of these two volumes the ground has now been prepared for a long awaited event, the critical edition of the works of Henry of Ghent. Henry was one of the outstanding philosophizing-theologians at the University of Paris in the second half of the thirteenth century and, during the period between the death of Thomas Aquinas in 1274 and the ascendancy of John Duns Scotus near the beginning of the fourteenth century, no other Master surpassed him in (...) terms of influence or importance. During his tenure there as Master in the theology faculty, Henry conducted fifteen Quodlibetal disputes. His written versions of these, along with his Summa of ordinary Disputed Questions, constitute his most important surviving works. And of these, his Quodlibets rank first. Henry's philosophical and theological views were highly original and drew considerable reaction from other leading Masters of the time, especially from Giles of Rome, Godfrey of Fontaines, and somewhat later, from Duns Scotus. While his personal thought cannot be reduced to that of any earlier thinker or tradition, his views were heavily influenced by Augustine, by Avicenna, and by various other Neoplatonic currents. At the same time, while he was quite familiar with the texts and thought of Aristotle, he reacted strongly against the more radical form of Aristotelianism developed by Siger of Brabant, Boethius of Dacia, and other Masters in the Arts Faculty at Paris in the 1260s and 1270s. Aquinas's incorporation of many Aristotelian positions into his own thought was also suspect in Henry's eyes. Given this background, Henry himself may be regarded as an outstanding representative of the Neo-Augustinian philosophical current which surfaced at Paris around 1270, which triumphed with the condemnation of 219 propositions by Stephen Tempier, Bishop of Paris, in 1277, and which would continue to be a dominant philosophical force until the end of the century. The need for a critical edition of his Quodlibets and his Summa has long been recognized, since the only printed versions date from the sixteenth and seventeenth centuries. In these first two volumes of Henry's Opera omnia Macken has prepared the way for the critical edition of Henry's works and especially of his Quodlibets. Here one finds a valuable catalog, based on first-hand inspection, of the widely scattered manuscripts of Henry's works. The catalog also contains expert codicological descriptions of the contents of these manuscripts, including works whose authenticity remains doubtful. Manuscripts are also considered which contain works that treat ex professo of Henry's doctrine. This is followed by an appendix which surveys ancient references to other manuscripts allegedly containing Henry's works, which manuscripts have not yet been found. Then there is a Répertoire, not of manuscripts but of Henry's works themselves, including certainly authentic works, works of doubtful authenticity, and finally, in another short appendix, works which have been falsely ascribed to him. A third part of this survey of Henry's works is devoted to manuscripts of other writers who discuss Henry's doctrine ex professo. The two volumes conclude with all the necessary indices. One must congratulate Macken for the care, the industry, and the meticulous scholarship with which he has prepared these two volumes. Not only are they of great value to anyone interested in the manuscript tradition of Henry's works and doctrine; they also include helpful descriptions of the writings of many other medieval authors which are contained in many of these same manuscripts. They will undoubtedly be carefully combed for decades to come by other scholars interested in these same authors and manuscripts. These volumes will be indispensable for libraries of institutions making any serious claim to expertise in the history of medieval philosophical and theological thought. One can only wish Macken and his international team of collaborators every success in their next immediate task, the actual edition of Henry's most important works, his fifteen Quodlibetal Questions.--J.F.W. (shrink)

This anthology of twenty papers and book-section reprints covers a judicious variety of issues in the description and normative analysis of teaching. For the enrichment of our reflections on the description of teaching activity, we are offered a stimulus-response model of teacher-student interchange, a contrasting "speech theoretic" model of teaching as verbal action, together with the deservedly recognized conceptual ruminations of Thomas F. Green and Israel Scheffler on the interrelationships and contrasts between teaching and its degenerate siblings and the (...) logical relations among teaching, learning, and knowledge, respectively. In its normative dimension, teaching is discussed as to its tasks, evaluation, and justification. The list of specific educational tasks is grievously short--the teaching of scientific method and the teaching of history, but this section opens with a distinguished discussion by James E. McClellan of the time-honored hope of bequeathing a single general method of decision-making as the task of education. Under the rubric of "evaluation" we get once more Urmson's "On Grading," a critical piece on education research, and a discussion of some putative criteria of successful teaching. Finally, the matter of justification is introduced with Scheffler's helpful "On Justifying Curriculum Decisions" and fought over in a valuable controversy concerning criteria of intrinsic worth sparked by R. S. Peters in his book Ethics and Education. This book adds another dash of color to the decreasingly dreary landscape of the philosophy of education. But its principles of selection are not altogether wise. For it would seem that the problems discussed under the topics of tasks and justification are better preserved for a book on curriculum design. Had the authors recognized this, they could have enlarged their good selection on the logic of teaching and have served us a more nourishing assortment of goodies on the moral issues as well as the problems of efficacy in teaching.--J. F. (shrink)

The reaction to Darwin's Origin of Species varied in many countries according to the roles played by national scientific institutions and traditions and the attitudes of religious and political groups. The contributors to this volume, including M. J. S. Hodge, David Hull, and Roberto Moreno, gathered in 1972 at an international conference on the comparative reception of Darwinism. Their essays look at early pro- and anti-Darwinism arguments, and three additional comparative essays and appendices add a larger perspective. For this paperback (...) edition, Thomas F. Glick has added a new preface commenting on recent research. (shrink)

Editors provide a substantive introduction to the history and theories of perfectionism and neutrality, expertly contextualizing the essays and making the collection accessible.

The provability logic of a theory $T$ is the set of modal formulas, which under any arithmetical realization are provable in $T$. We slightly modify this notion by requiring the arithmetical realizations to come from a specified set $\Gamma$. We make an analogous modification for interpretability logics. We first study provability logics with restricted realizations and show that for various natural candidates of $T$ and restriction set $\Gamma$, the result is the logic of linear frames. However, for the theory Primitive (...) Recursive Arithmetic (PRA), we define a fragment that gives rise to a more interesting provability logic by capitalizing on the well-studied relationship between PRA and I$\Sigma_1$. We then study interpretability logics, obtaining upper bounds for IL(PRA), whose characterization remains a major open question in interpretability logic. Again this upper bound is closely related to linear frames. The technique is also applied to yield the nontrivial result that IL(PRA) $\subset$ ILM. (shrink)

Thomas A. Fay Heidegger and the Formalization of Thought 1 Dagfinn F011esdal The Justification of Logic and Mathematics in Husserl's Phenomenology 25 Guillermo E. Rosado Haddock On Husserl's Distinction between State of Affairs and Situation of Affairs.... 35 David Woodruff Smith On Situations and States of Affairs 49 Charles W. Harvey, Jaakko Hintikka Modalization and Modalities................... 59 Gilbert T. Null Remarks on Modalization and Modalities 79 J. N. Mohanty Husserl's Formalism 93 Carl J. Posy Mathematics as a Transcendental Science (...) 107 vi Gian-carlo Rota Mathematics and the Task of Phenomenology 133 John Scalon "Tertium Non Datur: " Husserl's Conception of a Definite Multiplicity..... 139 Thomas M. Seebohm Psychologism Revisited 149 Gerald J. Massey Some Reflections on Psychologism 183 Robert S. Tragesser How Mathematical Foundation all but come about: A Report on Studies Toward a Phenomenological Critique of Godel's Views on Mathematical Intuition.. 195 Kenneth L. Manders On Geometric Intentionality 215 Dallas Willard Sentences which are True in Virtue of their Color... 225 John J. Drummond Willard and Husserl on Logical Form 243 Index of Names 257 Index of Subjects 259 PREFACE The phenomenology of logic and ideal objects is the topic of Husserl's Logical Investigations. This book determined the early development of the so called phenomenological movement. It is still the main source for many phenomenologists, even if they disagree with Husserl's transcendental turn and developed other phenomenological positions or positions beyond phenomenology he early sense. (shrink)

The self allows us to reflect on our own behavior and to imagine what others think of us. Clinical experience suggests that these abilities may be impaired in people with personality disorders. They do not recognize the impact that their behavior has on others, and they have difficulty understanding how they are seen by others. We collected information regarding pathological personality traits—using both self and peer report measures—from groups of people who knew each other well . In previous papers, we (...) have reported that agreement between self-report and peer-report is only modest. In this paper, we address the question: Do people know that others disagree with their own perceptions of themselves? We found that expected peer scores predicted variability in peer report over and above self-report for all 10 diagnostic traits. People do have some incremental knowledge of how they are viewed by others, but they do not tell you about it unless you ask them to do so; the knowledge is not reflected in ordinary self-report data. Among participants who expect their peers to describe them as narcissistic, those who agree with this assessment are viewed as being less narcissistic by their peers than those who deny being narcissistic. It therefore appears that insight into how one is viewed by others can moderate negative impressions fostered by PD traits. (shrink)

The ritual handling of serpents remains an unnoticed cultural form for the explanatory aims and theoretical insights desired by cognitive scientists of religion. In the current article, we introduce the Hood and Williams archives at The University of Tennessee at Chattanooga that contains data culled from Hood’s 40-plus year career of studying serpent handlers. The archives contain hundreds of hours of interviews and recordings of speaking in tongues, handling fire, drinking poison, and taking up serpents by different congregants and congregations. (...) The archive remains a rich but untapped source of data for building, testing, and refining cognitive theories of ritual in general, and serpent handling in specific. We connect Hood’s work to current cognitive theories and engage critically with research on the social functions of ritual. Finally, we discuss several further reasons to pay more attention to SHS communities and practices in cognitive theories of ritual. (shrink)

"O'Meara masterfully situates Pryzwara in relation to the traditional and contemporary theological, philosophical, ecclesial, cultural, and social contexts within which he wrote." --_William P. Loewe, professor of religious studies, Catholic University of America_ Erich Przywara, S.J. is one of the important Catholic intellectuals of the twentieth century. Yet, in the English-speaking world Przywara remains largely unknown. Few of his sixty books or six hundred articles have been translated. In this engaging new book, Thomas O'Meara offers a comprehensive study of (...) the German Jesuit Erich Przywara and his philosophical theology. Przywara's scholarly contributions were remarkable. He was one of three theologians who introduced the writings of John Henry Cardinal Newman into Germany. From his position at the Jesuit journal in Munich, _Stimmen der Zeit_, he offered an open and broad Catholic perspective on the cultural, philosophical, and theological currents of his time. As one of the first Catholic intellectuals to employ the phenomenologies of Edmund Husserl and Max Scheler, he was also responsible for giving an influential, more theological interpretation of the Spiritual Exercises of Ignatius Loyola. Przywara was also deeply engaged in the ideas and authors of his times. He was the first Catholic dialogue partner of Karl Barth and Paul Tillich. Edmund Husserl was counted among Przywara's friends, and Edith Stein was a close personal and intellectual companion. Through his interactions with important figures of his age and his writings, ranging from speculative systems to liturgical hymns, Przywara was of marked importance in furthering a varied dialogue between German Catholicism and modern culture. Following a foreword by Michael Fahey, S.J., O'Meara presents a chapter on Pryzwara's life and a chronology of his writings. O'Meara then discusses Pryzwara's philosophical theology, his lecture-courses at German universities on Augustine and Aquinas, his philosophy of religion, and his influence on important intellectual contemporaries. O'Meara concludes with an in-depth analysis of Pryzwara's theology, focusing particularly on his Catholic views of person, liturgy, and church. (shrink)

Controversy and activism have long been linked to the subject of primate research. Even in the midst of raging ethical debates surrounding fertility treatments, genetically modified foods and stem-cell research, there has been no reduction in the campaigns of activists worldwide. Plying their trade of intimidation aimed at ending biomedical experimentation in all animals, they have succeeded in creating an environment where research institutions, often painted as guilty until proven innocent, have avoided addressing the issue for fear of becoming targets. (...) One area of intense debate is the use of primates in stroke research. Despite the fact that stroke kills more people each year than AIDS and malaria, and less than 5% of patients are candidates for current therapies, there is significant opposition to primate stroke research. A balanced examination of the ethics of primate stroke research is thus of broad interest to all areas of biomedical research. (shrink)