This article presents and discusses transcripts of some 270 explanations subjects provided subsequently for recognition memory decisions that had been associated with remember, know, or guess responses at the time the recognition decisions were made. Only transcripts for remember responses included reports of recollective experiences, which seemed mostly to reflect either effortful elaborative encoding or involuntary reminding at study, especially in relation to the self. Transcripts for know responses included claims of just knowing, and of feelings of familiarity. These transcripts (...) indicated that subjects were often quite confident of the accuracy of their decisions, compared with those for guess responses. Transcripts for decisions associated with guess responses also expressed feelings of familiarity but additionally revealed various strategies and inferences that did not directly reflect memory for studied items. The article concludes with a historical and theoretical overview of some interpretations of the states of awareness measured by these responses. (shrink)

Level of processing and generation effects were replicated in separate experiments in which recognition memory was tested using either short or long response deadlines. These effects were similar at each deadline. Moreover, at each deadline these effects were associated with subsequent reports of remembering, not of knowing. And reports of both knowing and remembering increased following the longer deadline. These results imply that knowing does not index an automatic familiarity process, as conceived in some dual-process models of recognition, and that (...) both remembering and knowing increase with the slower, more controlled processing permitted by the longer response time. (shrink)

Bowler, Gardiner, and Grice have shown a small but significant impairment of autonoetic awareness or remembering involved in the episodic memory experiences of adults with Asperger’s syndrome. This was compensated by an increase in experiences of noetic awareness or knowing. The question remains as to whether the residual autonoetic awareness in Asperger individuals is qualitatively the same as that of typical comparison participants. Three experiments are presented in which manipulations that have shown differential effects on different kinds of conscious (...) awareness in memory in typical populations are employed with a sample of adults with Asperger’s syndrome. The results suggest that the experiences of remembering reported by such individuals, although reduced in quantity, are qualitatively similar to those seen in the typical population. The results are discussed in the context of current theories of awareness in episodic memory. (shrink)

We describe an experiment that investigated levels-of-processing effects in recognition memory for famous faces. The degree of conscious control over the recognition decisions was manipulated by using a response deadline procedure, and memory awareness associated with those decisions was assessed using a standard remember-know paradigm. Levels-of-processing effects were found at both short and long response deadlines, and at both deadlines those effects occurred only in remembering. Moreover, knowing, as well as remembering, increased with the greater opportunity for conscious control over (...) recognition decisions at the long deadline. These results have implications for dual-process theories that distinguish between a slower, more controlled recollection process, reflected in remembering, and a faster, more automatic familiarity process, reflected in knowing. (shrink)

This article describes two experiments on awareness in recognition memory for novel faces. Two kinds of awareness, recollective experience and feelings of familiarity in the absence of recollective experience, were measured by "remember" and "know" responses. Experiment 1 showed that "remember" but not "know" responses were reduced by divided attention at study. Experiment 2 showed that massed versus spaced repetition of faces in the study list had the opposite effects on "remember" and "know" responses. Massed repetition increased "know" responses and (...) reduced "remember" responses. Spaced repetition increased "remember" responses and reduced "know" responses. The results of both experiments replicate previous findings from the verbal domain in the domain of face recognition, and hence they increase the ecological validity of this experiential approach to memory and awareness and the generality of its database. These findings are discussed from a rehearsal perspective on factors influencing the two states of awareness and in relation to the alternative "process dissociation" procedure. (shrink)

Incidental perceptual memory tests reveal priming when words are generated orally from a semantic cue at study, and this priming could reflect contamination by voluntary retrieval. We tested this hypothesis using a generate condition and two read conditions that differed in depth of processing (read-phonemic vs read-semantic). An intentional word-stem completion test showed an advantage for the read-semantic over the generate condition and an advantage for the generate over the read-phonemic condition, and completion times were longer than in a control (...) test, prior to which there was no study phase. An incidental word-stem completion test showed equivalent priming for the read-semantic and read-phonemic study conditions, despite considerable power, and completion times were no longer than control, indicating that retrieval was involuntary, and insensitive to prior conceptual processing. The generate condition produced less priming than the read conditions, but significant priming nonetheless. The results show that priming from generating can be involuntary and suggest that lexical processes are responsible. They are also the first results conjointly showing a crossed double dissociation, a single dissociation, and a parallel effect across memory tests with identical physical retrieval cues. (shrink)

Incidental perceptual memory tests reveal priming when words are generated orally from a semantic cue at study, and this priming could reflect contamination by voluntary retrieval. We tested this hypothesis using a generate condition and two read conditions that differed in depth of processing . An intentional word-stem completion test showed an advantage for the read-semantic over the generate condition and an advantage for the generate over the read-phonemic condition, and completion times were longer than in a control test, prior (...) to which there was no study phase. An incidental word-stem completion test showed equivalent priming for the read-semantic and read-phonemic study conditions, despite considerable power, and completion times were no longer than control, indicating that retrieval was involuntary, and insensitive to prior conceptual processing. The generate condition produced less priming than the read conditions, but significant priming nonetheless. The results show that priming from generating can be involuntary and suggest that lexical processes are responsible. They are also the first results conjointly showing a crossed double dissociation, a single dissociation, and a parallel effect across memory tests with identical physical retrieval cues. (shrink)

This paper argues that extortion is a clear threat in intergenerational relations, and that the threat is manifest in some existing proposals in climate policy and latent in some background tendencies in mainstream moral and political philosophy. The paper also claims that although some central aspects of the concern about extortion might be pursued in terms of the entitlements of future generations, this approach is likely to be incomplete. In particular, intergenerational extortion raises issues about the appropriate limits to the (...) sway of central values such as welfare and distributive justice. We should be wary of ways in which such values invite us to buy off, or perhaps to join, an intergenerational climate Mafia. (shrink)

With an inside view from an expert in the field and a clear and engaging writing style, Asian Philosophies, Seventh Edition invites students and professors to think along with the great minds of the Asian traditions. Eminent scholar and teacher John M. Koller has devoted his life to understanding and explaining Asian thought and practice. He wrote this text to give students access to the rich philosophical and religious ideas of both South and East Asia. New to this seventh (...) edition: Added material on Confucianism, including focused coverage of (1) the Analects and society and (2) ren and nature; Additional information on Theravada Buddhism, Vajrayana Buddhism, and Zen Buddhism as well as new in-depth coverage of ecological attitudes in Buddhism; Expanded coverage of ecological attitudes in all of the Asian traditions; Brief excerpts from primary sources to help better explain the key concepts; Added timelines for essential texts in each tradition; Improved Glossary and Pronunciation Guide; Additional text boxes, to help students quickly understand key ideas, texts, and concepts; Updated Further Reading sections. (shrink)

While nothing justifies atrocity, many perpetrators manifest cognitive impairments that profoundly degrade their capacity for moral judgment, and such impairments, we shall argue, preclude the attribution of moral responsibility.

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And (...) what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

What is everything made of? -- Do I have free will? -- Can I know the world? -- Does God exist? -- How shall I live? -- What are my rights? -- How can I be saved? -- Appendix: Letters on philosophical topics.

In this volume, John Warner grapples with one of Jean-Jacques Rousseau’s chief preoccupations: the problem of self-interest implicit in all social relationships. Not only did Rousseau never solve this problem, Warner argues, but he also believed it was fundamentally unsolvable—that social relationships could never restore wholeness to a self-interested human being. This engaging study is founded on two basic but important questions: what do we want out of human relationships, and are we able to achieve what we are after? (...) Warner traces his answers through the contours of Rousseau’s thought on three distinct types of relationships—sexual love, friendship, and civil or political association—as well as alternate interpretations of Rousseau, such as that of the neo-Kantian Rawlsian school. The result is an insightful exploration of the way Rousseau inspires readers to imbue social relations with purpose and meaning, only to show the impossibility of reaching wholeness through such relationships. While Rousseau may raise our hopes only to dash them, Rousseau and the Problem of Human Relations demonstrates that his ambitious failure offers unexpected insight into the human condition and into the limits of Rousseau’s critical act. (shrink)

How does a school of thought, in the area of philosophy, or indeed of religion, from roots that may be initially open-ended and largely informal, come to take on the features that later mark it out as distinctive, and even exclusive? That is the theme which is explored in this book in respect of the philosophical movement known as Platonism, stemming as it does from the essentially open-ended and informal atmosphere of Plato's Academy. John Dillon focuses on a number (...) of key issues, such as monism versus dualism, the metaphysical underpinnings of ethical theory, the theory of Forms, and the reaction to the Sceptical 'deviation' represented by the so-called 'New Academy'. The book is written in the lively and accessible style of the lecture series in Beijing from which it originates. (shrink)

Temporal externalism (TE) is the thesis (defended by Jackman (1999)) that the contents of some of an individual’s thoughts and utterances at time t may be determined by linguistic developments subsequent to t. TE has received little discussion so far, Brown 2000 and Stoneham 2002 being exceptions. I defend TE by arguing that it solves several related problems concerning the extension of natural kind terms in scientifically ignorant communities. Gary Ebbs (2000) argues that no theory can reconcile our ordinary, practical (...) judgments of sameness of extension over time with the claim that linguistic usage determines word extensions. I argue that Ebbs shows at most that no theory other than TE can effect this reconciliation. Furthermore, while Ebbs’ argument undermines Jessica Brown’s solutions to two closely related problems about natural kind term extensions (Brown 1998), TE can solve both problems without difficulty. Some criticisms of TE are briefly addressed as well. (shrink)

What's a one-time bishop of Hippo got to do with the third millennium? -- The foundations of Augustine's moral Empiricism: truth, love and sin -- Scientific philosophy and first-person confession -- Against autonomy: ought and can -- The state: persecution, war, justice and regret -- Against political panaceas -- Utilitarians and Kantians: a parallel journey to triviality -- Rights theory -- The inevitable irrelevance of most contemporary theology -- Austin's brag: conventional relativism, nihilism or the Catholic tradition -- Transcript of (...) a radio interview with Bishop Austin Redivivus: 1.4.2016. (shrink)

Scientists and 'anti-scientists' alike need a more realistic image of science. The traditional mode of research, academic science, is not just a 'method': it is a distinctive culture, whose members win esteem and employment by making public their findings. Fierce competition for credibility is strictly regulated by established practices such as peer review. Highly specialized international communities of independent experts form spontaneously and generate the type of knowledge we call 'scientific' - systematic, theoretical, empirically-tested, quantitative, and so on. Ziman shows (...) that these familiar 'philosophical' features of scientific knowledge are inseparable from the ordinary cognitive capabilities and peculiar social relationships of its producers. This wide-angled close-up of the natural and human sciences recognizes their unique value, whilst revealing the limits of their rationality, reliability, and universal applicability. It also shows how, for better or worse, the new 'post-academic' research culture of teamwork, accountability, etc. is changing these supposedly eternal philosophical characteristics. (shrink)

The SIMPOL Solution, spearheaded by the Simultaneous Policy (SIMPOL) Organization, gives voters around the world a new way to pressure their leaders to address global problems ranging from climate change to mass immigration and gross income disparities. Blending politics and psychology, The SIMPOL Solution shows how through simultaneous action--through cooperation--we can overcome the problems we face today and our children will face tomorrow.The authors argue that the chief barrier to tackling pressing international issues is a vicious circle of destructive global (...) competition, in which nations, corporations, and citizens are helplessly caught. Our current economic system--which rewards corporations and nations that offer the greatest profits no matter what the social costs--has the effect of hollowing out national politics and encouraging either voter apathy or populism championed by the Far Right.The good news is that it doesn't take masses of people to break this vicious circle and initiate lasting change. In fact, key transitions in human history were initiated by small numbers of activists. Already endorsed by leading policy-makers, visionaries, and public figures, this exciting book offers everyone a way to become a part of this important worldwide movement for change. (shrink)

John Frame gives us an accessible introduction to "triperspectival" study-where theological issues are fruitfully viewed from multiple perspectives without compromise to their unity and truth. Book jacket.

Why believe in the findings of science? John Ziman argues that scientific knowledge is not uniformly reliable, but rather like a map representing a country we cannot visit. He shows how science has many elements, including alongside its experiments and formulae the language and logic, patterns and preconceptions, facts and fantasies used to illustrate and express its findings. These elements are variously combined by scientists in their explanations of the material world as it lies outside our everyday experience. (...) class='Hi'>John Ziman’s book offers at once a valuably clear account and a radically challenging investigation of the credibility of scientific knowledge, searching widely across a range of disciplines for evidence about the perceptions, paradigms and analogies on which all our understanding depends. (shrink)

In this 1976 volume, Professor Ziman paints a broad picture of science, and of its relations to the world in general. He sets the scene by the historical development of scientific research as a profession, the growth of scientific technologies out of the useful arts, the sources of invention and technical innovation, and the advent of Big Science. He then discusses the economics of research and development, the connections between science and war, the nature of science policy and the moral (...) dilemmas of social responsibility in science. Each topic is introduced by reference to easily understandable particular examples, with a large number of illustrations chosen to bring out the concreteness and reality of science as a human activity. Professor Ziman gives a chapter-by-chapter list of suggested topics for oral and written discussion, intended to provoke critical, sceptical attitudes to simplified solutions to real issues, and comments briefly on relevant books and other sources. (shrink)

Drawing on arguments in Doris (2002, 2022) [Lack of Character: Personality and Moral Behavior. Cambridge: Cambridge University Press; Character Trouble: Undisciplined Essays on Moral Agency and Personality. Oxford: Oxford University Press], this essay argues that good character is typically an insufficient “bulwark” against misconduct in military organizations, for two reasons: (1) the situational sensitivity of behavior and (2) the relatively small effect sizes associated with personality variables. Additionally, what is known about moral development and education gives limited reason to think (...) organizations are likely to have much success in inculcating reliably good character in their members. Instead, military organizations concerned to reduce misconduct should focus on developing organizational cultures structured by carefully crafted and assiduously enforced moral rules. (shrink)