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)

On pages 490-491, in describing the results of Experiment 2, the authors state that out of a total of 3840 responses, only 355 (or 9%) fell outside the response deadlines. In fact, the total number of responses in Experiment 2 was 3200 and so the 355 responses represented 11%, not 9%, of the total. This error has no other implications. The authors are grateful to Peter Graf (personal communication, March 12, 2000) for pointing out the error.

Level of processing and generation effects were replicated in separate experiments in which recognition memory was tested using either short (500 ms) or long (1500 ms) 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)

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)

The purpose of this research report is twofold: First, we analyze a complex of attitudes about rape myths, adversarial sexual beliefs, and gender-role conservatism; and second, we evaluate the impact of rape-education intervention strategies on American college students' attitudes. Using the Solomon four-group design, we randomly assigned 14 classes of Sociology 101 students to three different treatment conditions: a live rape-education workshop, a video of the workshop, and a control group. We found significant gender differences in students' attitudes on all (...) the scales, with women being more knowledgeable about rape, less likely to blame the victim, and less accepting of adversarial sexual beliefs and gender-role conservatism. Most important, we found that within the limits of the study, rape-education intervention works in changing some attitudes about rape for both men and women students. We examine the impact of the different educational strategies and explore curricular implications, including the need to teach about rape within a feminist context. (shrink)

We are highly tuned to each other's visual attention. Perceiving the eye or hand movements of another person can influence the timing of a saccade or the reach of our own. However, the explanation for such spatial orienting in interpersonal contexts remains disputed. Is it due to the social appearance of the cue—a hand or an eye—or due to its social relevance—a cue that is connected to another person with attentional and intentional states? We developed an interpersonal version of the (...) Posner spatial cueing paradigm. Participants saw a cue and detected a target at the same or a different location, while interacting with an unseen partner. Participants were led to believe that the cue was either connected to the gaze location of their partner or was generated randomly by a computer (Experiment 1), and that their partner had higher or lower social rank while engaged in the same or a different task (Experiment 2). We found that spatial cue‐target compatibility effects were greater when the cue related to a partner's gaze. This effect was amplified by the partner's social rank, but only when participants believed their partner was engaged in the same task. Taken together, this is strong evidence in support of the idea that spatial orienting is interpersonally attuned to the social relevance of the cue—whether the cue is connected to another person, who this person is, and what this person is doing—and does not exclusively rely on the social appearance of the cue. Visual attention is not only guided by the physical salience of one's environment but also by the mental representation of its social relevance. (shrink)

This study aims to highlight how an existential-humanistic perspective can inform athlete support and in doing so, emphasize the importance of explicating the philosophical underpinnings of athlete lifestyle support. Drawing on applied experience with elite youth cricketers over a 12-month period, ethnographic data were collected through the observation, maintenance of case notes, and a practitioner reflective diary. Based on thematic analysis, we created three nonfictional vignettes that we use to illustrate how existential-humanistic theorizing can inform lifestyle support. We discuss the (...) implications of this professional philosophy in terms of considerations for performance and talent development programs, and how holistic support for athletes is positioned. We also discuss implications for athlete lifestyle and performance psychology practitioners, with regard to training, underpinning theoretical grounding of support and the strategic positioning of their practitioner roles. (shrink)

David Estlund’s Democratic Authority develops a novel doctrine of “normative consent,” according to which the nonconsent of those with a duty to consent is null. This article suggests that this doctrine can be defended by confining it to contexts involving consent to an authority, which raise distinctive normative challenges, but argues that Estlund’s attempt to deploy the doctrine fails, for it does not provide convincing reasons to think that citizens have any duty to consent. In closing, the article suggests that (...) the doctrine of normative consent might yet do some useful work in a quite different theoretical setting. (shrink)

The phenomenological calculus is a relational paradigm for complex systems, closely related in substance and spirit to Robert Rosen’s own approach. Its mathematical language is multilinear algebra. The epistemological exploration continues in this paper, with the expansion of the phenomenological calculus into the realm of anisotropy.

This paper offers a new approach to the philosophical foundations of information systems through feminist philosophy and, in particular, feminist epistemology. This can be used to expose the universalizing tendency of many information systems and to show the importance of using real-life complex examples rather than the simplified examples often favored by philosophers. Within traditional epistemology and its relation to IS, subjectivity, the propositional/skills distinction and epistemic hierarchies are subject to arguments from feminist epistemology. With respect to the emerging critical (...) school of IS, feminist epistemology, and within that, feminist standpoint theory, are used to examine the complexities of the positivist/anti-positivist position and the related concept of emancipation. In addition, it is argued that the liberal version of emancipation encapsulated in such systems may have an effect opposite to that of emancipation These issues are illustrated in an existing expert systems project. (shrink)

A cultural icon of the fin de siècle, the New Woman was not one figure, but several. In the guise of a bicycling, cigarette-smoking Amazon, the New Woman romped through the pages of Punch and popular fiction; as a neurasthenic victim of social oppression, she suffered in the pages of New Woman novels such as Sarah Grand's hugely successful The Heavenly Twins. The New Woman in Fiction and Fact marks a radically new departure in nineteenth-century scholarship to explore the polyvocal (...) nature of the late Victorian debates around gender, motherhood, class, race and imperialism which converged in the name of the New Woman. (shrink)

Ever since it was first published 1930, William Empson's "Seven Types of Ambiguity" has been perceived as a milestone in literary criticism - far from being an impediment to communication, ambiguity now seemed an index of poetic richness and expressive power. Little, however, has been written on the broader trajectory of Western thought about ambiguity before Empson; as a result, the nature of his innovation has been poorly understood. This book remedies this omission. Starting with classical grammar and rhetoric, and (...) moving on to moral theology, law, biblical exegesis, German philosophy, and literary criticism, the author explores the many ways in which readers and theorists posited, denied, conceptualized, and argued over the existence of multiple meanings in texts between antiquity and the twentieth century. This process took on a variety of interconnected forms, from the Renaissance delight in the "elegance" of ambiguities in Horace, through the extraordinary Catholic claim that Scripture could contain multiple literal - and not just allegorical - senses, to the theory of dramatic irony developed int he nineteenth century, a theory intertwined with discoveries of the double meanings in Greek tragedy. Such narratives are not merely of antiquarian interest: rather, they provide an insight into the foundations of modern criticism, revealing deep resonances between acts of interpretation in disparate eras and contexts. This book lays bare the long tradition of efforts to liberate language, and even a poet's intention, from the strictures of a single meaning. (shrink)

Ten years after the Human Genome Project’s completion the life sciences stand in a moment of uncertainty, transition, and contestation. The postgenomic era has seen rapid shifts in research methodology, funding, scientific labor, and disciplinary structures. Postgenomics is transforming our understanding of disease and health, our environment, and the categories of race, class, and gender. At the same time, the gene retains its centrality and power in biological and popular discourse. The contributors to Postgenomics analyze these ruptures and continuities and (...) place them in historical, social, and political context. Postgenomics, they argue, forces a rethinking of the genome itself, and opens new territory for conversations between the social sciences, humanities, and life sciences. Contributors. Russ Altman, Rachel A. Ankeny, Catherine Bliss, John Dupré, Michael Fortun, Evelyn Fox Keller, Sabina Leonelli, Adrian Mackenzie, Margot Moinester, Aaron Panofsky, Sarah S. Richardson, Sara Shostak, Hallam Stevens. (shrink)

There is a mental geography that may find its explorers, but never its cartographers.Annie Le BrunThe nature of the relationship between surrealism and anthropology has been a focus of recent anthropological debate. This relation has not been considered at the level of methodology and the aim of this article is to consider surrealism in specific methodological relation with anthropology, particularly about how the idea of travel has been conceptualized.

David Estlund’s Democratic Authority develops a novel doctrine of “normative consent,” according to which the nonconsent of those with a duty to consent is null. This article suggests that this doctrine can be defended by confining it to contexts involving consent to an authority, which raise distinctive normative challenges, but argues that Estlund’s attempt to deploy the doctrine fails, for it does not provide convincing reasons to think that citizens have any duty to consent. In closing, the article suggests that (...) the doctrine of normative consent might yet do some useful work in a quite different theoretical setting. (shrink)

[pt. 1] Variables and quantities, with a discussion of the general conception of functional relation. 1916.

This chapter contains sections titled: Introduction The World as Becoming How Time Arises for Organisms Human Time Eternal Return Conclusion on Realism and Idealism.

A comprehensive, systematic, and historical collection of essays on Rudolf Carnap's philosophy and legacy, written by leading international experts. This volume provides a redressing of Carnap's place in the history of analytic philosophy, through his approach to metaphysics, values, politics, epistemology and philosophy of science.

At the intersection of law, feminism and philosophy, this book analyses the ways in which certain bodies and 'selves' continue to be treated as monstrous aberrations from the 'ideal' figure or norm. Employing contemporary feminist philosophy to rethink accepted legal ideas, the book is divided into three sections. The first focuses on the different relational ontologies of philosophers Adriana Cavarero and Christine Battersby - also considering their work via a third term: Spinoza. The second turns to diverse feminist engagements with (...) the social contract theorists. The third section employs insights from throughout the book to focus more explicitly on law - and, in particular privacy law and the so-called 'wrongful birth' cases. Bringing together more than twenty years of sustained reflection, this book offers an insightful account of how contemporary feminist philosophy can contribute to a richer understanding of law. It will be of enormous interest to scholars and students working in the areas of legal theory, feminist thought and philosophy. (shrink)

First published in 1985, the _Handbook for Achieving Gender Equity Through Education_ quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. Key features include:_ (...) Expertise_ – Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education._ Content Area Focus_ – The analysis of gender equity within specific curriculum areas has been expanded from 6 to 10 chapters including mathematics, science, and engineering._ Global/Diversity Focus_ – Global gender equity is addressed in a separate chapter as well as in numerous other chapters. The expanded section on gender equity strategies for diverse populations contains seven chapters on African Americans, Latina/os, Asian and Pacific Island Americans, American Indians, gifted students, students with disabilities, and lesbian, gay, bisexual, and transgender students. _ Action Oriented_ – All chapters contain practical recommendations for making education activities and outcomes more gender equitable. A final chapter consolidates individual chapter recommendations for educators, policymakers, and researchers to achieve gender equity in and through education._ New Material_ – Expanded from 25 to 31 chapters, this new edition includes: *more emphasis on male gender equity and on sexuality issues; *special within population gender equity challenges ; *coeducation and single sex education; *increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs; *technology and gender equity is now treated in three chapters; *women’s and gender studies; *communication skills relating to English, bilingual, and foreign language learning; and *history and implementation of Title IX and other federal and state policies. Since there is so much misleading information about gender equity and education, this _Handbook_ will be essential for anyone who wants accurate, research-based information on controversial gender equity issues—journalists, policy makers, teachers, Title IX coordinators, equity trainers, women’s and gender study faculty, students, and parents. (shrink)