Remembering seems, to philosophers and scientists, one of the most mystifying of human activities. Yet natural language users have no problem understanding what is meant by ‘memory’. Memory is simply the ability to recall personally experienced events and certain kinds of information such as facts, names, or faces; or how to perform certain actions, like riding a bike or playing chess. It is on this basis that people sometimes make claims about themselves or others having a good or bad memory, (...) especially for things like names, numbers, or faces. Why then is memory such a mystery? Because, firstly, of its diversity: memory enables us to perform a plethora of different tasks, including the continuous interpretation of every moment of consciousness. Secondly, different forms of memory have different standards of accuracy, and often dramatically different criteria for success. (shrink)

This remarkable book presents a rich and up-to-date view of evolution that explores the far-reaching implications of Darwin's theory and emphasizes the power, significance, and relevance of evolution to our lives today. After all, we ourselves are the product of evolution, and we can tackle many of our gravest challenges -- from lethal resurgence of antiobiotic-resistant diseases to the wave of extinctions that looms before us -- with a sound understanding of the science.

Wittgenstein's examination of Private Language Argument and Solipsism in the Philosophical Investigations implies no critics to his earlier theory maintained in the Tractatus. On the contrary, both are inspired by the same idea, namely, the impossibility of finding a thinking subject merely on the ground of thought itself.

Among the wide variety of experiences linked to academic work, there are some intense affective experiences that are more directly related to the conceptual development that the learners will achieve because they are intrinsically linked to the activity displayed during the acquisition of knowledge, such is the case of curiosity, confusion and surprise. These epistemic emotions that occur during learning activities are aimed at the conceptual content of the individual's beliefs. The objective of this work is to theoretically explore the (...) idea that the conceptual development that occurs in educational contexts depends on the development of an affective tendency with an intersubjective base that serves as a background to the advent of epistemic emotions in social learning situations. The confidence with which a learning situation is faced is a general tendency (an epistemic attitude) fruit of the individual's trajectory that functions as a background for the activities in which knowledge is acquired. An adequate understanding of the relationships between epistemic emotions, confidence and knowledge can generate ideas that promote the consolidation of this attitude as a facet of learning in school. As pedagogical implications of this conceptual model, some common epistemic emotional patterns are presented in asymmetrical relationships between teachers and children. (shrink)

In this systematic introduction to the philosophy of Charles S. Peirce, the author focuses on four of Peirce's fundamental conceptions: pragmatism and Peirce's development of it into what he called 'pragmaticism'; his theory of signs; his phenomenology; and his theory that continuity is of prime importance for philosophy. He argues that at the centre of Peirce's philosophical project is a unique form of metaphysical realism, whereby continuity and evolutionary change are both necessary for our understanding of experience. In his final (...) chapter Professor Hausman applies this version of realism to contemporary controversies between anti-realists and anti-idealists. Peirce's views are compared to those of such contemporary figures as Davidson, Putnam, and Rorty. The book will be of particular interest to philosophers concerned with American philosophy and current debates on realism as well as linguists working in semiotics. (shrink)

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections (...) in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ Uber Den Psychologischen Ursprung Der Raumvorstellung Carl Stumpf S. Hirzel, 1873 Space perception. (shrink)

Los derechos de las personas LGTBI están de actualidad en la sociedad del si- glo XXI. Es nuestro propósito estudiar las normas sobre orientación sexual e identidad de género en los países del Norte de Europa (Reino Unido, Irlanda, Islandia, Finlandia, Dinamarca, Noruega, Suecia, Estonia, Letonia y Lituania). Nos dedicaremos sobre todo al estudio del grado de reconocimiento del derecho al cambio de género en las leyes nacionales, así como si esas legislaciones res- petan o no el Convenio Europeo de (...) Derechos Humanos y la legislación de la Unión Europea, a través de las resoluciones del Tribunal Derechos Humanos y del Tribunal de Justicia de la Unión Europea. (shrink)

Del 15 al 17 de noviembre de 2012 tuvo lugar el Congreso de Teo-logía “A los 50 años del Concilio Vaticano II ”, organizado por las Facultades de Teología de España y Portugal, en el Auditorio Juan Pablo II de la Universidad Pontificia de Salamanca. El acto inaugural fue presidido por el cardenal Antonio María Rouco Varela, arzobispo de Madrid y presidente de la Conferencia Episco-pal Española, titular del centro académico.

Carl Schmitt (1888–1985), Professor für Staats- und Völkerrecht, bewegt nach wie vor die Gemüter. Die Reaktion auf seine Schriften, Handlungen und Ausstrahlungen ist vielfältig; die Spanne reicht von entrüsteten, für die er der Teufel in Person bleibt, über viele Zwischenstufen bis zu jenen Lesern, die ihn für einen der subtilsten, noch keineswegs ausgeloteten Geistern dieses Jahrhunderts halten. Sein Leben lang war Carl Schmitt ein passionierter Schreiber von Briefen. Meist handelte es sich um handschriftlich verfasste, die für den Schreibenden die Fortsetzung (...) eines konkreten Gespräches mit anderen Mitteln war. Das macht das authentische und die Spontanität der Schmitt-Briefe aus. Als erste Edition einer umfangreichen Korrespondenz wird in dem Buch die Korrespondenz zwischen Carl Schmitt und Armin Mohler veröffentlicht. Der Briefwechsel umfasst die Zeit von 1947 bis 1980 und enthält 280 Briefe und Karten von Carl Schmitt an Armin Mohler. Von dem Briefpartner und Herausgeber wird in der Regel aus den eigenen Briefen nur auszugsweise zitiert, sofern es für das von Carl Schmitt Geschriebene notwendig ist. Armin Mohler (1920 bis 2003), ist einer der bekanntesten rechtskonservativen Schriftsteller, Kritiker und Historiker in Deutschland. Sein Handbuch zur Konservativen Revolution ist ein Standardwerk. In der Zeit des Briefwechsels war Mohler von 1949 bis 1953 Sekretär Ernst Jüngers, danach Korrespondent großer Zeitungen in Paris und von 1964 an Geschäftsführer der Carl Friedrich von Siemens Stiftung, in der er sehr beachtete Symposien zu aktuellen wissenschaftlichen Themen organisierte. Der Briefwechsel ist für die Deutung Carl Schmitts in der Nachkriegszeit in seinem Sauerländer "Exil" grundlegend, gleichzeitig enthält er pointierte Schlaglichter auf das politische und kulturelle Geschehen der frühen und mittleren Bundesrepublik sowie auf Werk und Leben von Ernst Jünger. (shrink)

Two experiments investigated the mental representation of spatial and nonspatial two-dimensional problems. The experiments were designed to contrast opposite predictions of the model theory of reasoning and the formal rules of inference theories. Half of the problems required more inferential steps but only one model, whereas the other half required fewer inferential steps but two models. According to the inference rules, theory problems that require more inferential steps should be harder, whereas the model-based theory predicts that problems that require two (...) models should be harder. In Experiments 1a and 1b we measured the problem solving time and the percentage of errors. In Experiments 2a and 2b the problems were presented segmented in two different displays. We measured the comprehension time for each display, the question answering times, and the percentage of errors. The results of all experiments supported the model theory predictions in both spatial and nonspatial domains. (shrink)

We report five experiments showing that the activation of the end-terms of a syllogism is determined by their position in the composite model of the premises. We show that it is not determined by the position of the terms in the rule being applied (Ford, 1994), by the syntactic role of the terms in the premises (Polk & Newell, 1995; Wetherick & Gilhooly, 1990), by the type of conclusion (Chater & Oaksford, 1999), or by the terms from the source premise (...) (Stenning & Yule, 1997). In our first experiment we found that after reading a categorical premise, the most active term is the last term in the premise. In Experiments 2, 3, and 4 we demonstrated that this pattern of activity is due to the position of the concepts in the model of the premises, regardless of the delay after reading the premises (150 or 2000 msec) or the quantity of the quantifiers (universal or existential). The fifth experiment showed that the pattern switches around after participants evaluate a conclusion. We propose that the last element in the model maintains a higher level of activity during the comprehension process because it is generally used to attach the incoming information. After this process, the first term becomes more active because it is the concept to which the whole representation is referred. These results are predicted by the mental model theory (Johnson-Laird & Byrne, 1991), but not by the verbal reasoning theory (Polk & Newell, 1995), the graphical methods theory (Yule & Stenning, 1992), the attachment-heuristic theory (Chater & Oaksford, 1999), or the mental rules theory (Ford, 1994). (shrink)

This study investigated the attitudinal responses of 403 undergraduate students with respect to nine hypothetical marketing moral dilemmas. Participants varied by gender, major, and age.It was found that undergraduate women responded more ethically on the hypothetical marketing moral dilemmas, as hypothesized. Secondly, chosen major did not make a difference on cognitive, affective, or behavioral responses. Further, the overall means for each scenario were in the morally correct direction in every case. Also, all intercorrelations for each story were significant. Finally, whenever (...) there was a nonchance finding for age, the oldest participants answered more morally than the youngest subjects. (shrink)