The processes underlying motor decision-making have recently caught considerable amount of scientific attention, focusing on the integration of empirical evidence from sensorimotor control research with psychological theories and computational models on decision-making. Empirical studies on motor decision-making suggest that the kinematics of goal-directed reaching movements are sensitive to the level of target uncertainty during movement planning. However, the source of uncertainty as a relevant factor influencing the process of motor decision-making has not been sufficiently considered, yet. In this study, (...) we test the assumption that the source of target uncertainty has an effect on motor decision-making, which can be proven by analyzing movement variability during the time course of movement execution. Ten healthy young adults performed three blocks with 66 trials of goal-directed reaching movements in each block, across which the source and level of reach target uncertainty at movement onset were manipulated (“no uncertainty”, “extrinsic uncertainty”, “intrinsic uncertainty”). Fingertip position of the right index finger was recorded using an optical motion tracking system. Standard kinematic measures (i.e. path length and movement duration) as well as variability of fingertip position across the time course of movement execution and at movement end were analyzed. In line with previous studies, we found that a high level of extrinsic target uncertainty leads to increased overall movement duration, which could be attributed to increased path length in this condition, as compared to intrinsic and no target uncertainty (all p <.001). Movement duration and path length did not show any differences between the latter two conditions. However, the time course analysis of movement variability revealed significant differences between these two conditions, with increased variability of fingertip position in the presence of intrinsic target uncertainty (Condition × Sampling point: p =.01), though considerably less than under high extrinsic target uncertainty (p ≤.001). These findings suggest that both the level and source of uncertainty have a significant effect on the processing of potential action plans during motor decision-making, which can be revealed through the analysis of the time course of movement variability at the end-effector level. (shrink)

Scott Davison has raised some challenges to my case against the commensurability of meticulous providence and what I call Scheme-B Molinism, the view that God formulates his plan for the course of history consequent to his cognizance of the true counterfactuals of freedom. In this rejoinder, I attempt to clarify certain points of my argument and respond to his criticisms by showing that he has not dealt adequately with the relevant biblical texts or alleviated the worry that the Molinist (...) view of providence reduces God to just “choosing which movie to play.”. (shrink)

Targeted gene alteration (TGA) is a strategy for correcting single base mutations in the DNA of human cells that cause inherited disorders. TGA aims to reverse a phenotype by repairing the mutant base within the chromosome itself, avoiding the introduction of exogenous genes. The process of how to accurately repair a genetic mutation is elucidated through the use of single‐stranded DNA oligonucleotides (ODNs) that can enter the cell and migrate to the nucleus. These specifically designed ODNs hybridize to the (...) class='Hi'>target sequence and act as a beacon for nucleotide exchange. The key to this reaction is the frequency with which the base is corrected; this will determine whether the approach becomes clinically relevant or not. Over the course of the last five years, workers have been uncovering the role played by the cells in regulating the gene repair process. In this essay, we discuss how the impact of the cell on TGA has evolved through the years and illustrate ways that inherent cellular pathways could be used to enhance TGA activity. We also describe the cost to cell metabolism and survival when certain processes are altered to achieve a higher frequency of repair. (shrink)

While much emphasis is placed on the need to improve critical thinking (CT) among college students (Abrami, Bernard, Borokhovski, Wade, Surkes, Tamim, & Zhang, 2008, p. 1102), few studies describe precise methodologies for doing so (Behar-Horenstein & Niu, 2011, p. 36) and even fewer identify improvements in CT dispositions as a desired course outcome (Perkins, Tishman, Ritchhart, Donis, & Andrade, 2000, p. 288). This study attempts to fill a gap in the studies of CT methodologies aimed at improving CT (...) dispositions. In this study, 78 community college students enrolled in a CT course that emphasized targeted CT interventional strategies. The students took the California Critical Thinking Dispositions Inventory (CCTDI) as a pre-test and as a post-test. Results indicate that the targeted instruction significantly influenced overall scores, as well as four of the seven subscale categories. (shrink)

Although the word-frequency effect is one of the most established findings in spoken-word recognition, the precise processing locus of this effect is still a topic of debate. In this study, we used event-related potentials (ERPs) to track the time course of the word-frequency effect. In addition, the neighborhood density effect, which is known to reflect mechanisms involved in word identification, was also examined. The ERP data showed a clear frequency effect as early as 350 ms from word onset on (...) the P350, followed by a later effect at word offset on the late N400. A neighborhood density effect was also found at an early stage of spoken-word processing on the PMN, and at word offset on the late N400. Overall, our ERP differences for word frequency suggest that frequency affects the core processes of word identification starting from the initial phase of lexical activation and including target word selection. They thus rule out any interpretation of the word frequency effect that is limited to a purely decisional locus after word identification has been completed. (shrink)

More so than in the past, the US is now embracing the logic of preventive force: using military force to counter potential threats around the globe before they have fully materialized. While popular with individuals who seek to avoid too many “boots on the ground,” preventive force is controversial because of its potential for unnecessary collateral damage. Who decides what threats are ‘imminent’? Is there an international legal basis to kill or harm individuals who have a connection to that threat? (...) Do the benefits of preventive force justify the costs? And, perhaps most importantly, is the US setting a dangerous international precedent? In Preventive Force, editors Kerstin Fisk and Jennifer Ramos bring together legal scholars, political scientists, international relations scholars, and prominent defense specialists to examine these questions, whether in the context of full-scale preventive war or preventive drone strikes. In particular, the volume highlights preventive drones strikes, as they mark a complete transformation of how the US understands international norms regarding the use of force, and could potentially lead to a ‘slippery slope’ for the US and other nations in terms of engaging in preventive warfare as a matter of course. A comprehensive resource that speaks to the contours of preventive force as a security strategy as well as to the practical, legal, and ethical considerations of its implementation, Preventive Force is a useful guide for political scientists, international relations scholars, and policymakers who seek a thorough and current overview of this essential topic. (shrink)

In this paper, we examine Sextus Empiricus’ treatise Against the geometers. We first set this treatise in the overall context of the sceptic’s polemics against the liberal arts. After a discussion of Sextus’ attitude to the quadrivium, we discuss the structure, the sources and the target of the Against the geometers. It appears that Euclid is not Sextus’ source, and neither he, nor the professional geometers, seem to be Sextus’ main targets. Of course, Sextus never really makes clear (...) his precise target, but his attacks are rather directed against geometry as a means of modelling the physical world, thus ruining the support geometry was intended to bring to the physical part of dogmatic philosophy. (shrink)

In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with (...) respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively. (shrink)

The article addresses the issue of massive open online courses (MOOCs) which are based on the topics of humanities, social sciences and liberal arts. MOOCs developers promote them as the means of open and accessible education. Such courses target at the global audience and they can be efficient in dissemination of knowledge worldwide. Such courses have the capability of becoming a powerful tool for the emerging digital diplomacy. MOOCs can significantly increase the soft power of a political actor: state (...) or non-state. (shrink)

Open peer commentary on the target article “Arguments Opposing the Radicalism of Radical Constructivism” by Gernot Saalmann. First paragraph: Gernot Saalmann freely admits that what he presents “as ‘radical constructivism’ is necessarily simplified and distorted, as there are considerable differences amongst the authors, who, in addition, have changed their opinions in the course of time.” (§3). This is an ominous opening. Conflating the critique of the different views of individual constructivists makes it difficult for individuals to respond. Given (...) that Saalmann refers thirty-eight times to Wendel, Maturana/ Varela, Rusch, and myself, and only sixteen times to four other delinquents, it would have made things easier, if he had dealt with the four principal ones individually. (shrink)

Two eye-tracking experiments investigated how and when pointing gestures and location descriptions affect target identification. The experiments investigated the effect of gestures and referring expressions on the time course of fixations to the target, using videos of human gestures and human voice, and animated gestures and synthesized speech. Ambiguous, yet informative pointing gestures elicited attention and facilitated target identification, akin to verbal location descriptions. Moreover, target identification was superior when both pointing gestures and verbal location (...) descriptions were used. These findings suggest that gesture not only operates as a context to verbal descriptions, or that verbal descriptions operate as a context to gesture, but that they complement one another in reference resolution. (shrink)

As colleges and universities seek to invigorate ethics education, they need methods to identify where and describe how ethics is already present across their curricula. Meeting this need is complicated by the fact that much ethics education occurs in courses not explicitly focused on ethics or morality. In this paper, we review recent methodological advances before presenting a new Ethics Course Identification Tool (ECIT) that combines application of an expert-derived weighted dictionary and natural language processing methods to identify ethics-related (...) courses based on their titles and course catalog descriptions, even when the terms “ethic” or “moral” are not present. Two studies, the second a pre-registered replication, revealed considerable interrater reliability among experts in ethics education regarding the ethical relevance of courses. Critically, both studies revealed strong correlations between expert judgments and ECIT scores. This empirical evidence points to a shared understanding of ethics education among experts, and it supports the valid use of the ECIT to rapidly and reliably identify ethics-related courses. Based on these findings, we propose that the ECIT can be used both to advance research on trends in ethics education and to help target interventions to improve ethics education at colleges and universities. (shrink)

Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design (...) decisions in the best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick’s four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training. (shrink)

In 2012, and 2014 Libraries and Learning Services from the University of Auckland created two online courses to introduce students to the concept of academic integrity and its associated values and expectations. The challenge was to introduce the somewhat dry subject matter to a diverse group of students in an engaging way and to avoid large tracts of text that were difficult to comprehend. Initial research undertaken by the development team suggested that visually representing bodies of text was an effective (...) way of communicating with the target audience. Dual coding theory, multimodal instructional design and cognitive load theories provided a framework for the learning design approach taken by the design team who ultimately selected Richard Mayer’s (2001) Cognitive Theory of Multimedia Learning as a basis for designing the two courses. This paper outlines how the two courses were designed in accordance principles outlined in Mayer’s theory and how the design team integrated seven of Mayer’s twelve principles to create dynamic, visual and aural elements such as animations, narrations and text to engage learners in a more meaningful learning process. (shrink)

The target articles in this special section shed new light on the old question whether and how emotions influence action. However, what is missing is a straightforward motivational analysis—considering what we have learned from the science of explaining the “why” and “how” of behavior. I posit that emotions can influence the motivation process and thus action by fulfilling at least three functions: First, being grounded in needs, experienced emotions can function as strong need-like motivational states. Second, anticipated emotions can (...) function as incentives and justify action. Third, emotions can inform about progress in goal pursuit permitting behavior calibration. In summary, there is little doubt that emotions influence action. They can do so because they are hypo-phenomena of motivation. (shrink)

In the face of a perceived lack of widespread understanding of the theoretical issues underlying the development, dissemination and implementation of clinical guidelines, the Royal College of General Practitioners Guidelines Group developed a 2-day course aimed at teaching the theory in these areas. The course was targeted at potential opinion formers and ran on six occasions. Postal questionnaire assessment of the course revealed high levels of satisfaction with all aspects of the course and high levels of (...) reported use of the knowledge gained. Further developments of the course are discussed. (shrink)

Publication date: 22 December 2020 Source: International Letters of Social and Humanistic Sciences Vol. 89 Author: Oleg Tarnopolsky, Marina Kabanova The article analyzes using Content and Language Integrated Learning for teaching one of the optional humanities disciplines to Ukrainian university students of different majors. The discipline discussed in the article as an example of using CLIL methodology is “The Fundamentals of Psychology and Pedagogy” and it is in the list of optional humanities subjects for the first-year students of Alfred Nobel (...) University in Dnipro, Ukraine. However, unlike the other optional humanities disciplines, the methodology underlying this course is based on teaching the subject in English, instead of Ukrainian, following the CLIL approach widely used in the European education but still little known in Ukraine. The purpose of the paper is to expose and analyze the original methodology developed that conditioned the specific structure of the relevant course, and the specific learning activities used in it. The essence of the developed CLIL theory-based methodology and its practical application are manifested through learning activities that include students’ mini-lectures/workshop-type presentations, brainstorming, case-studies, discussions, and a learning project with its results summarized in students’ essays, abstracts, and summaries written in English. The students collect the information required for completing their tasks not only from the teacher’s lectures and the recommended literature but also by way of doing extensive Internet-search on psychological and pedagogical sites in English. All this makes CLIL in the case under discussion experiential-interactive, blended, autonomous, and cooperative. As the result, students mostly self-construct their knowledge of the discipline by way of using the target language as the tool for such self-construction. This makes the elaborated course a clear-cut case of constructivism in CLIL pedagogy. Subject Classification Numbers: PACS 01.40.-d. (shrink)

This paper explores three important interrelated themes in Putnam’s philosophy: language, meaning, and the context-sensitivity of “truth-evaluable content.” It shows how Putnam’s own version of semantic externalism is able to steer a middle course between an internalism about meaning that requires a “language of thought” (or “mentalese”) and a mind-independent realism about meaning that requires Platonic objects (or other such “abstract entities”), while doing justice to how ascriptions of meaning are causally related to the objective world. The following account (...) is able to allow for the primacy of language over thought while ensuring that the content of thought is partially fixed by the external world. The emphasis in Putnam’s later writings on the “context sensitivity” of meaning are often construed as marking a major departure from his earlier thought. It is here argued that such an interpretation involves a misunderstanding both of the commitments of Putnam’s original form of semantic externalism and of the implications of the version of context sensitivity he embraces. (shrink)

What does it mean to ‘drop out’ of therapy? Many definitions of ‘dropout’ have been proposed, but the most widely accepted is the client ending treatment without agreement of their therapist. However, this is in some ways an external criterion that does not take into account the client’s experience of therapy, or reasons for ending it prematurely. This study aimed to identify whether there were more meaningful categories of dropout than the existing dropout definition, and to test whether this refined (...) categorisation of dropout was associated with clinical outcomes. This mixed-methods study used a subset of data from the IMPACT trial, which investigated psychological therapies for adolescent depression. Adolescents were randomly allocated to a treatment arm (Brief Psychosocial Intervention; Cognitive-Behavioural Therapy; Short-Term Psychoanalytic Psychotherapy). The sample for this study comprised 99 adolescents, aged 11-17 years. 32 were classified as having dropped out of treatment and participated in post-therapy qualitative interviews about their experiences of therapy. For 26 dropout cases, the therapist was also interviewed. 67 cases classified as having completed treatment were included to compare their outcomes to dropout cases. Interview data for dropout cases were analysed using ideal type analysis. Three types of dropout were constructed: ‘dissatisfied’ dropout, ‘got-what-they-needed’ dropout, and ‘troubled’ dropout. ‘Dissatisfied’ dropouts reported stopping therapy because they did not find it helpful. ‘Got-what-they-needed’ dropouts reported stopping therapy because they felt they had benefitted from therapy. ‘Troubled’ dropouts reported stopping therapy because of a lack of stability in their lives. The findings indicate the importance of including the perspective of clients in definitions of drop out, as otherwise there is a risk that the heterogeneity of 'dropout' cases may mask more meaningful distinctions. Clinicians should be aware of the range of issues experienced by adolescents in treatment that lead to disengagement. Our typology of dropout may provide a framework for clinical decision-making in managing different types of disengagement from treatment. (shrink)

Objective: The aim of the current study was to investigate associations, unique and interactive, between mothers’ and children’s histories of childhood sexual abuse (CSA) and children’s psychiatric outcomes using an intergenerational perspective. Further, we were particularly interested in examining whether maternal reflective functioning about their own trauma (T-RF) was associated with lower likelihood of children’s abuse exposure (among children of CSA-exposed mothers). Method: One hundred and eleven children (Mage= 9.53 years; 43 sexual abuse victims) and their mothers (Mage= 37.99; 63 (...) sexual abuse victims) participated in this study. Mothers completed the Parent Development Interview (PDI), which yielded assessments of RF regarding their own experiences of abuse, and also reported on their children’s internalizing and externalizing symptoms. Results: Children of CSA-exposed mothers were more likely to have experienced CSA. A key result was that among CSA-exposed mothers, higher maternal T-RF regarding their own abuse was associated with lower likelihood of child CSA-exposure. Mothers’ and children’s CSA histories predicted children’s internalizing and externalizing symptoms, such that CSA exposure for mother or child was associated with greater symptomatology in children. Conclusions: The findings show that the presence of either maternal or child CSA is associated with more child psychological difficulties. Importantly in terms of identifying potential protective factors, maternal T-RF is associated with lower likelihood of CSA exposure in children of CSA-exposed mothers. We discuss these findings in the context of the need for treatments focusing on increasing Trauma - RF in mothers and children in the context of abuse to facilitate adaptation and reduce the intergenerational risk. (shrink)

The ability to understand the mental states of others has sometimes been attributed to a domain‐specific mechanism which privileges the processing of these states over similar but nonmental representations. If correct, then others’ beliefs should be processed more efficiently than similar information contained within nonmental states. We tested this by examining whether adults would be faster to process others’ false beliefs than equivalent “false” photos. Additionally, we tested whether they would be faster to process others’ true beliefs about something than (...) their own (matched) personal knowledge about the same event. Across four experiments, we found a small but reliable effect in favor of the first prediction, but no evidence for the second. Results are consistent with accounts positing specialized processes for (false) mental states. The size of the effect does, however, suggest that alternative explanations such as practice effects cannot be ruled out. (shrink)

The fact that students’ target language needs (TLN) analysis is conducted for the benefits of the students is obvious. However, in the tertiary level context the TLN analysis is usually neglected and replaced with the use of the ready-made curricula (e.g. corresponding to the content of the course books used or syllabi of the examinations taken at the end of the course). The question which inspired the research undertaken for this paper was whether, and if so how, (...) the very fact of conducting the TLN analysis affects teachers’ professional development. Namely, whether teachers choose to develop professionally in order to cater for the target, entry level job-related requirements, which may significantly increase students’ employability. Very often that means incorporating extracurricular content and skills into the course syllabus which originally have not been compulsory. Moreover, it may require teachers themselves gaining new knowledge and skills; it may induce professional development. The paper will draw on interviews conducted among legal English teachers running classes at universities and will research their perception of TLN. It will address the questions how the teachers gain knowledge about their students’ target needs, what they understand by target needs, whether they try to satisfy the target needs which go beyond the studies curriculum and how they as language teachers benefit professionally from that. (shrink)

Educational courses and professional trainings in ethical leadership and decision making appear to be increasing globally. Many scholars and academicians view that ethics cannot be taught due to a lack of consensus, consistency, and global standardization of what is ethical. Often the leading resources and educational material are arguably grounded in values and norms, which may not be in harmony with the values and norms of target audiences in various international, and domestic settings where classrooms may have a global (...) student body. Varying demographics, backgrounds, and life experiences have a profound influence on what shapes someone’s view of right and wrong. Consequently, an ethical dilemma may form for the educator who is aware that the audience’s background, culture and norms may not support the ethical decisions outlined in the required teaching material.This article conceptualizes competency development as a means of teaching ethics in global classrooms. Developing competencies for teaching ethics involves acknowledging multiple perspectives, which allows deeper reflection upon an individual’s ethical values and enhances the ability to acknowledge an ethical issue first, then proceed through an optimizing process for resolve. (shrink)

This target article is concerned with the implications of the surprisingly different experimental practices in economics and in areas of psychology relevant to both economists and psychologists, such as behavioral decision making. We consider four features of experimentation in economics, namely, script enactment, repeated trials, performance-based monetary payments, and the proscription against deception, and compare them to experimental practices in psychology, primarily in the area of behavioral decision making. Whereas economists bring a precisely defined “script” to experiments for participants (...) to enact, psychologists often do not provide such a script, leaving participants to infer what choices the situation affords. By often using repeated experimental trials, economists allow participants to learn about the task and the environment; psychologists typically do not. Economists generally pay participants on the basis of clearly defined performance criteria; psychologists usually pay a flat fee or grant a fixed amount of course credit. Economists virtually never deceive participants; psychologists, especially in some areas of inquiry, often do. We argue that experimental standards in economics are regulatory in that they allow for little variation between the experimental practices of individual researchers. The experimental standards in psychology, by contrast, are comparatively laissez-faire. We believe that the wider range of experimental practices in psychology reflects a lack of procedural regularity that may contribute to the variability of empirical findings in the research fields under consideration. We conclude with a call for more research on the consequences of methodological preferences, such as the use on monetary payments, and propose a “do-it-both-ways” rule regarding the enactment of scripts, repetition of trials, and performance-based monetary payments. We also argue, on pragmatic grounds, that the default practice should be not to deceive participants. Key Words: behavioral decision making; cognitive illusions; deception; experimental design; experimental economics; experimental practices; financial incentives; learning; role playing. (shrink)

Could one give expression to a doctrine of essentialism without running afoul of semantical problems that are alleged to beggar systems of quantified modal logic? An affirmative answer is, I believe, called for at least in the case of individual essentialism. Individual essentialism is an ontological thesis concerning a kind of necessary connection between objects and their (essential) properties. It is not or anyhow not primarily a semantic thesis, a thesis about meanings, for example. And thus we are implicitly counselled (...) not to seek for the logical reconstruction of such necessities in theories in which necessity is a de ditto matter. A more natural-seeming target is an understanding of the structure of idioms of de re necessity. Of course, de re necessities may turn out to be special cases of necessities de ditto, with what consequences it is interesting to speculate upon, but it would be preferable if the theory of individual essences were to be prosecuted initially at least without prejudice to this other matter. A theory of individual essences therefore may find it a convenience to recognize a special category of open sentence by means of which to represent de re attributions of necessity. (shrink)

The target article highlights the sources of open-endedness of human communication. However, the authors' perspective does not account for the structure of particular communication systems. To this end, we extend the authors' perspective, in the spirit of evolutionary extended synthesis, with a detailed account of the sources of constraints imposed upon expression in the course of child development.

Over the course of the past ten-plus years, Peter Hanks and Scott Soames have developed detailed versions of Act-Based views of propositions which operate with the notions of reference to objects, indicating properties, predication, and judgment (or entertaining). In this paper I discuss certain foundational aspects of the Act-Based approach having to do with the relations between these notions. In particular, I argue for the following three points. First, that the approach needs both an atomistically understood thin notion of (...) reference, a bare act of thinking of o, as well as a more involved notion, something like making o a target of predication. Second, that the acts of thinking of o and indication of the property of being F are in no sense parts of the acts of predication of being F of o and judgment that o is F. Rather, the former are simply necessary preconditions for the performance of the latter. The acts of predication or judgment are emphatically not structured sequences of separate acts but unities in and of themselves. Finally, that we should understand the Act-Based theorists’ claim that to predicate is to judge as the claim that judgment can be reductively analyzed in terms of predication. Furthermore, while predication is metaphysically a multiple relation between a predicator, a target, and the property predicated, judgment is a monadic property, just one that has propositional content. (shrink)

Our target article discussed how emerging knowledge of the physiological processes involved in the control of saccadic eye movements provided the basis for a functional framework in which to understand the programming of such movements. The commentators raised many interesting issues in their varied responses that ranged from detailed discussion of the physiological substrate through issues of saccade control in reading. New evidence at the physiological level demonstrates that some elaborations are needed to the framework we proposed. Most clearly, (...) the spatial selection process operates in a manner different from our suggestion of an increase in activity in the salience map. Some commentators make the interesting and welcome proposal that the functional processes we outline may in fact be implemented with an even more unified physiological substrate (continuity between collicular fixation and build-up cells) than we envisaged. Extensions to the framework are discussed involving the planning of sequential saccades, saccades made in crossmodal situations, the influences of learning and memory, and binocular saccades. We consider carefully the commentaries proposing explicit attentional and/or executive processes in the programming of saccades. We integrate the comments of researchers investigating saccade control in neurological and neuropsychiatric patients and finally discuss whether the framework can account for saccades made in the course of reading. (shrink)

The target article overestimates the power of money as a motive/incentive in order to justify trying to provide a biological theory. A great deal of the article is spent trying to force-fit other explanations into this course categorization. Lea & Webley's (L&W's) account seems to ignore systematic, individual differences, as well as the literature on many negative affective associations of money and behavioural economics, which is a cognitive account of money motivation. (Published Online April 5 2006).

In this article, we explore the learning of newcomers in a religious community through a micro-sociological approach, making use of Jean Lave and Etienne Wenger’s (1991) notion of “legitimate peripheral participation” to conceptualize initial stages of inclusion and involvement in social practice. Our case study concerns Orthodox Christianity and is based on material gathered through fieldwork in a course targeting potential new members organized by a Finnish Orthodox parish. In the analysis, we inquire into how beginners learn skilful participation (...) in Orthodox liturgical life, and specifically embodied ritual conduct. This learning takes place primarily through participation in real-life divine services. The article highlights challenges faced by beginners in acquiring the embodied repertoire of Orthodox ritual, including adapting to the artistic use of ritual gestures, and negotiating the meanings produced through them. Furthermore, it also illustrates how nuanced dynamics between newcomers and old-timers influence the learning process. (shrink)

In their target article, Kammerer and Frankish (K&F) wonder what forms introspection could take in non-human animals, enhanced humans, artificial intelligences, and aliens. In this short note, I focus on disordered or neurodiverse minds. More specifically, I assess a claim that has often been made more or less implicitly to the effect that, in virtue of their conditions, people with schizophrenia or depersonalization disorder have superior introspective abilities that allow them to discern some important but normally hidden characteristics of (...) our experiences — call this the superintrospectionitis thesis. In the course of my argumentation, I introduce distinctions and questions concerning the nature of the architecture and the function of introspection that might enrich K&F's framework. (shrink)

Focusing on his last courses at the Collège de France, the present paper aims at exploring the strategic role the notion of parrhesia plays in the elaboration of Foucault’s critical project, according to which parrhesia is what enables the pas- sage from the concept of problematization as an archaeo-genealogical target of inquiry to the idea of problematization as a verbal act of investigation. To this end, the article argues that parrhesia is the condition of possibility for the problematization of (...) one’s mode of subjectivation, whereby it comes to describe a transformative practice of resistance against the existing power regimes in charge of truth. After tracing the seminal formulation of such a form of resistance in the Socratic imperative of taking care of oneself, the paper then concludes by briefly pointing to the importance of Socrates’ parrhesiastic philosophy for the development of Foucault’s own critical ethos. (shrink)

In the target article, Crespi & Badcock (C&B) propose a novel hypothesis based on observations that a large set of phenotypic traits exhibit diametrically opposite phenotypes in autism-spectrum versus psychotic-spectrum conditions. They propose that development of these conditions is mediated in part by alterations in This hypothesis is based on the model of the Prader-Willi and Angelman syndromes. The authors have produced a masterful discussion of the differences between psychosis and autism. Of course, another article could be written (...) on the similarities. (shrink)

Finnigan, in the course of a careful and astute discussion of the difficulties facing a Buddhist account of the moral agency of a buddha, develops a challenging critique of a proposal I made in Garfield. Much of what she says is dead on target, and I have learned much from her paper. But I have serious reservations about the central thrust both of her critique of my own thought and about her proposal for a positive account of a (...) buddha’s enlightened action. Curiously, in another fine paper, Finnigan and her co-author have anticipated much of what I will say in reply. I will rely in part on that second paper in my reply to the essay that appears in this volume. (shrink)

In the course of a careful and astute discussion of the difficulties facing a Buddhist account of the moral agency of a buddha, Bronwyn Finnigan develops a challenging critique of a proposal I made in a recent article (Garfield 2006). Much of what she says is dead on target, and I have learned much from her comment. But I have serious reservations about both the central thrust of her critique of my own thought and her proposal for a (...) positive account of a buddha’s enlightened action. Curiously, in another fine essay (Finnigan andTanaka forthcoming), Finnigan and her co-author have anticipated much of what I will say in reply. I will rely in part on that second essay in my reply to the critique that appears in this .. (shrink)

In the course of an immune response, antibodies undergo affinity maturation in order to increase their efficiency in neutralizing foreign invaders. Affinity maturation occurs by the introduction of multiple point mutations in the variable region gene that encodes the antigen binding site. This somatic hypermutation is restricted to immunoglobulin genes and occurs at very high rates. The precise molecular basis of this process remains obscure. However, recent studies using a variety of in vivo and in vitro systems have revealed (...) important regulatory regions, base motifs that are preferred targets of mutation and evidence that transcription may play an active role in hypermutation. BioEssays 20:227–234, 1998. © 1998 John Wiley & Sons, Inc. (shrink)

The trick, of course, is to pick your targets carefully: they should be central to the mainstream of contemporary philosophy, not marginal. Watkins has certainly done that. The target he has chosen is the problem of causation. His three-part aim is, first, to embed Kant’s theory of causation in its 18th century pre-Critical and especially Leibnizian setting; second, to argue that Kant’s Critical theory of causation is not in fact a reply to Hume, and that Kant’s metaphysics of (...) causation depends as much on the Third Analogy of Experience and the Third Antinomy of Pure Reason as it does on the Second Analogy; and third, that reconsidering Kant’s Critical metaphysics of causation from a pre-Critical and rationalist point of view can contribute to a serious reconsideration of the theory of agent causation in the contemporary debate about free will. (shrink)

In the course of an immune response, antibodies undergo affinity maturation in order to increase their efficiency in neutralizing foreign invaders. Affinity maturation occurs by the introduction of multiple point mutations in the variable region gene that encodes the antigen binding site. This somatic hypermutation is restricted to immunoglobulin genes and occurs at very high rates. The precise molecular basis of this process remains obscure. However, recent studies using a variety of in vivo and in vitro systems have revealed (...) important regulatory regions, base motifs that are preferred targets of mutation and evidence that transcription may play an active role in hypermutation. BioEssays 20:227–234, 1998. © 1998 John Wiley & Sons, Inc. (shrink)

In the course of his philosophy, in various contexts, Kant comes to reject three theses about existence: (i) that the thoroughgoing determination of a thing implies its existence, (ii) that existence is a real predicate or determination of a thing, and (iii) that existence is the complement of inner possibility or essence. Kant’s target here is Baumgarten, who advocates these theses as the criterion, classification, and definition of existence. In this article I seek to clarify Kant’s elusive theory (...) of existence through its opposition to Baumgarten. I will show that Kant’s refutation of (i)–(iii) does not stand alone but is grounded on his own definition of existence as (absolute) positing. Thus contrary to common practice, Kant’s negative claims about what existence is not cannot be understood in isolation but must be taken as jointly dependent on Kant’s positive claim of what existence is. I will show that the theses (i)–(iii) fail because they presuppose that existence contributes to the intension or content of a concept, whereas according to Kant existence in fact posits a (non-empty) extension to the concept. (shrink)

: Lately there is more attention paid to technological development in intelligent tutoring systems. This field is becoming an interesting topic to many researchers. In this paper, we are presenting an intelligent tutoring system for teaching DES Information Security Algorithm called DES-Tutor. The DES-Tutor target the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each (...) lesson. An evaluation of the DES-Tutor was carried out and the results were promising. (shrink)

In the course of an immune response, antibodies undergo affinity maturation in order to increase their efficiency in neutralizing foreign invaders. Affinity maturation occurs by the introduction of multiple point mutations in the variable region gene that encodes the antigen binding site. This somatic hypermutation is restricted to immunoglobulin genes and occurs at very high rates. The precise molecular basis of this process remains obscure. However, recent studies using a variety of in vivo and in vitro systems have revealed (...) important regulatory regions, base motifs that are preferred targets of mutation and evidence that transcription may play an active role in hypermutation. BioEssays 20:227–234, 1998. © 1998 John Wiley & Sons, Inc. (shrink)