This article presents theories of attention that attempt to derive their answer to the question of what attention is from their answers to the question of what it is for some activity to be done attentively. Such theories provide a distinctive account of the difficulties that are faced by the attempt to locate processes in the brain by which the phenomena of attention can be explained. Their account does not share the pessimism of theories suggesting that the concept of attention (...) is defective. Instead it reconstrues the explanatory relationship between attention and the processes that constitute it, in a way that is illustrated here by considering the relationship between attention and the processes that are identified by the biased competition theory. After considering some of the ways in which an adverbialist approach might be developed, the article concludes by suggesting some possible solutions to a problem concerning distraction, by which prominent adverbialist theories of attention have been dogged. (shrink)

This article argues against the no-self or nonegological account of bodily self-awareness. It proposes an account of consciousness that challenges Miri Albahari's forceful defence of a nonegological view of consciousness, particularly its sharp distinction between subject and self. It contends that the subject of experience is a bodily subject and not merely an embodied one and argues that in order to be a subject of experience even in the minimal sense of witnessing-from-a-perspective, one must be prereflectively aware of oneself as (...) a living body. It also argues in defence of the necessary presence of a minimal bodily sense of self as a constitutive feature of perspectival awareness of the world. (shrink)

When performing a skilled action—whether something impressive like a double somersault or something mundane like reaching for a glass of water—you exercise control over your bodily movements. Specifically, you guide their course. In what does that control consist? In this dissertation, I argue that it consists in attending to what you are doing. More specifically, in attending, agents harness their perceptual and perceptuomotor states directly and practically in service of their goals and, in doing so, settle the fine-grained manner in (...) which their bodies will move—details an intention alone leaves unsettled. This requires, among other things, that we reject views on which agents’ control is identical with their practical rationality. When all goes well, agents attentionally prioritize what is motivationally relevant to them to the exclusion of what would otherwise distract them from achieving their goals. However, sometimes agents attend distractedly—i.e., without prioritizing. As the aim of attention is to avoid distraction, this entails the possibility of defective attention. Defective attention, in turn, casts light on scenarios in which agents lose control over what they are doing, as when a skilled practitioner ‘chokes under pressure’. A complaint sometimes levelled against accounts, like mine, that claim to reduce agents’ control of their behaviour to that of causally efficacious mental states or events is that these accounts invariably deprive agents themselves of their rightful role in the generation of behaviour. This is the “Disappearing Agent Problem” for “reductive” or “event-causal” theories of action. I argue that, correctly understood, extant reductive theories do face a genuine Disappearing Agent Problem. However, it is a problem we solve by recognizing the role that conscious attention plays in making an action the agent’s own. Accordingly, I develop and defend an attentional account of action ownership. On this view, allocating conscious attention in service of your goals is sufficient for a kind of conscious perspective (“motivational perspective”), which, when active in controlling your behaviour, constitutes the behaviour as your own doing. As I explain, such perspective also contributes to explaining the subjective structure of your perceptual awareness of the world around you. (shrink)

Financial and prosocial biases in favor of attractive adults have been documented in the labor market, in social transactions in everyday life, and in studies involving experimental economic games. According to the taste-based discrimination model developed by economists, attractiveness-related financial and prosocial biases are the result of preferences or prejudices similar to those displayed toward members of a particular sex, racial, ethnic, or religious group. Other explanations proposed by economists and social psychologists maintain that attractiveness is a marker of personality, (...) intelligence, trustworthiness, professional competence, or productivity. Evolutionary psychologists have argued that attractive adults are favored because they are preferred sexual partners. Evidence that stereotypes about attractive people are causally related to financial or prosocial biases toward them is weak or nonexistent. Consistent with evolutionary explanations, biases in favor of attractive women appear to be more consistent or stronger than those in favor of attractive men, and biases are more consistently reported in interactions between opposite-sex than same-sex individuals. Evolutionary explanations also account for increased prosocial behavior in situations in which attractive individuals are simply bystanders. Finally, evolutionary explanations are consistent with the psychological, physiological, and behavioral changes that occur when individuals are exposed to potential mates, which facilitate the expression of courtship behavior and increase the probability of occurrence of mating. Therefore, multiple lines of evidence suggest that mating motives play a more important role in driving financial and prosocial biases toward attractive adults than previously recognized. (shrink)

Depression is a widespread concern in the United States. Neuromodulation treatments are becoming more common but there is emerging concern for racial disparities in neuromodulation treatment utilization. This study focuses on Transcranial Magnetic Stimulation (TMS), a treatment for depression, and the structural and attitudinal barriers that racialized individuals face in accessing it. In January 2023 participants from the Twin Cities, Minnesota engaged in focus groups, coupled with an educational video intervention. Individuals self identified as non-white who had no previous TMS (...) exposure but had tried at least one treatment for their depression. Results revealed that the intervention did not notably change knowledge or stigma about TMS, but attitudes surrounding traveling for treatment changed. Notably, barriers like affordability, frequency of treatment, and lack of knowledge persist. Participants expressed a desire for more information, personal connection, and a tailored educational approach. The study suggests a need for multifaceted strategies to reduce disparities, focusing on education, community-based resources, and policy interventions. Immediate actions that can be taken include the creation of a TMS education program focused on patient engagement and awareness about TMS. (shrink)

This article identifies a novel challenge to standard understandings of responsibility practices, animated by experimental studies of biases and heuristics. It goes on to argue that this challenge illustrates a general methodological challenge for theorizing about responsibility. That is, it is difficult for a theory to give us both guidance in real world contexts and an account of the metaphysical and normative foundations of responsibility without treating wide swaths of ordinary practice as defective. The general upshot is that theories must (...) either hew more closely to actual practice than they appear to, or they must provide some normative foundation for responsibility that does not go through actual practice. (shrink)

A propos of his earlier attempt to demonstrate, by means of measurements, computer-enhanced images and laser technology, that the archon of IG i311 was Antiphon , not Habron , Mortimer Chambers now quotes with approval the favourable verdict of J. Tréheux: ‘la mésure des intervalles entre les lettres, la superposition des photographies multiples et, surtout, le bombardement du marbre par un rayon laser ont prouvé.

This report highlights and explores five questions that arose from the multisensory integration workshop at the University of Toronto on May 9th and 10th, 2014: 1. What Is Multisensory Integration? 2. Do Multisensory Percepts Involve Emergent Features? 3. What Can Multisensory Processing Tell Us about Multisensory Awareness? 4. Is Language Processing a Special Kind of Multisensory Integration? 5. What Is the Purpose of Multisensory Integration?

This is an excerpt from a report on the workshop on multisensory integration at the University of Toronto, on May 9th and 10th, 2014, written by Kevin Connolly, Aaron Henry, Zoe Jenkin, and Andrew MacGregor, and available at: http://networksensoryresearch.utoronto.ca/Events_%26_Discussion.html This excerpt explores the question: What is multisensory integration?

This is an excerpt from a report on the workshop on multisensory integration at the University of Toronto, on May 9th and 10th, 2014, written by Kevin Connolly, Aaron Henry, Zoe Jenkin, and Andrew MacGregor, and available at: http://networksensoryresearch.utoronto.ca/Events_%26_Discussion.html This excerpt explores the question: Do multisensory percepts involve emergent features?

This is an excerpt from a report on the workshop on multisensory integration at the University of Toronto, on May 9th and 10th, 2014, written by Kevin Connolly, Aaron Henry, Zoe Jenkin, and Andrew MacGregor, and available at: http://networksensoryresearch.utoronto.ca/Events_%26_Discussion.html This excerpt explores the question: What can multisensory processing tell us about multisensory awareness?

This is an excerpt from a report on the workshop on multisensory integration at the University of Toronto, on May 9th and 10th, 2014, written by Kevin Connolly, Aaron Henry, Zoe Jenkin, and Andrew MacGregor, and available at: http://networksensoryresearch.utoronto.ca/Events_%26_Discussion.html This excerpt explores the question: What is the purpose of multisensory integration?

This is an excerpt from a report on the workshop on multisensory integration at the University of Toronto, on May 9th and 10th, 2014, written by Kevin Connolly, Aaron Henry, Zoe Jenkin, and Andrew MacGregor, and available at: http://networksensoryresearch.utoronto.ca/Events_%26_Discussion.html This excerpt explores the question: Is language processing a special kind of multisensory integration?

One of the clearest phonological developments of the language of Attic inscriptions of the Hellenistic period down to the end of the second century B.C. is the change . I have studied this phenomenon with particular reference to the period 323–146 B.C., taking into account also the trends before 323 and after 146 B.C. down to the end of the pre- Christian era. The object of this article is to draw attention to the fact that in only one instance, the (...) relative pronoun, is there not a marked progressive increase in the frequency of at the expense of. (shrink)

Theseus, on entering, immediately demands of the Chorus an explanation of the in the house and of the lack of proper welcome for the returning master. His first thought is that something may have happened to the aged Pittheus. No, say the Chorus, the has nothing to do with the old: it is the young whose death causes pain . Naturally, Theseus now leaps to the conclusion that it is his children whose ‘life is pillaged’ : no, he is told, (...) it is his wife. (shrink)

emended in with the note ‘hanc formam doricam defendere studet G. Fraenkel Glotta ii. 33’.Fraenkel argues that this form is the product of a conscious effort to avoidconfusion and not ‘ein bloss‘.

emended in with the note ‘hanc formam doricam defendere studet G. Fraenkel Glotta ii. 33’.Fraenkel argues that this form is the product of a conscious effort to avoidconfusion and not ‘ein bloss‘.

Features of the older Attic alphabet, which was officially replaced by the Ionic alphabet in the archonship of Eukleides, are still found sporadically in the Hellenistic period, although some cases are most probably explicable on grounds of analogy: written for 1324. 26. U 2 This perhaps shows the influence of the noun.

Features of the older Attic alphabet, which was officially replaced by the Ionic alphabet in the archonship of Eukleides, are still found sporadically in the Hellenistic period, although some cases are most probably explicable on grounds of analogy:∈ written for 1324. 26. U 2This perhaps shows the influence of the noun.

A. Agreement of Participle Masculine takes precedence over feminine: e.g.In the first two examples the participle may be conceived of as agreeing with the nearer of the two subjects, since it is expressed in the masculine singular. Likewise,refers specifically to. But the third example, in which the participle is in the masculine plural, clearly demonstrates the usual preference for masculine.

I Begin with quotations from two authoritative works, both of which require modification in the light of the evidence which I have assembled concerning the language of the inscriptions of Attica of the period 323–146 B.C. These quotations are: LSJ s.v. B: ‘in early Attic inscriptions only is used …; without only once in cent, iv B.C., IG 22. 226. 42 , after which it becomes gradually prevalent.’ This is very near the truth. Goodwin, Moods and Tenses, § 328: ‘ (...) final with the subjunctive appears first in Aeschylus, and remains in good use in Attic poetry and prose, being almost the only final expression found in the formal language of the Attic inscriptions.’ This, although absolutely correct in relation to the fifth and fourth centuries, is too sweeping for the period 299–146 B.C., and definitely misleading for the period after 146 B.C. (shrink)

In this scene Oedipus receives the delegation of suppliants who have come, under the leadership of the priest of Zeus, to entreat Oedipus to deliver them from the blight and the plague. The issue with which I propose to deal concerns the composition of this delegation.

I print the text as given in Pearson. I agree with Jebb and Sheppard that the strophe is sound, and therefore I would retain at 866–7. The problem now lies with the antistrophe, where with the manuscript reading at 877 we lack either or-to give proper responsion with 867. The manuscript text can be vindicated if we detect that simplest of scribal errors, haplography. Thus for 876–7 I would read.

In our response, we review and address the comments on our target article made in the 25 commentaries. First, we review and discuss the commentaries that recognized the value of our approach, accepted the main premises and conclusions of our target article, and suggested further avenues for research on attractiveness-related biases. We then respond to commentators who either misinterpreted some parts of our target article or made statements with which we disagree. These commentaries provided us with an opportunity to clarify (...) some aspects of our target article, for example, the fact that we address both the functional significance of attractiveness-related biases and their underlying mechanisms. We provide a rebuttal to two commentaries, in which we are accused of poor scholarship. We conclude our response by addressing two commentaries that discussed the societal implications of the occurrence of attractiveness-related biases in the labor market by briefly discussing the relationship between scientific research and social policy. (shrink)

Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume (...) helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning. It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction. (shrink)

The infusion of the internet technologies into schools introduces a new instantiation of text into the everyday experiences of students, teachers, and administrators. Given the dialectic interaction between organizations, cognitions, and technologies, hypertext, primarily delivered through interaction with the World Wide Web, will likely have far reaching implications. The decentered, complex, and open nature of hypertext promotes multiculuralism and multivocality, questioning the efficacy of accountability-based learning, the authority of the textbook, a particular interpretation of texts, the curriculum, and the policy (...) that heretofore validated the typical educational experience. This article argues that the result of this challenge will be movement in the direction of more localized and fluid solutions to problems confronting students and educators, and more reliance on expertise from nontraditional sources. Ultimately, the introduction of hypertext into the daily “vocabulary” of education will effect change in the domains of educational policy, organizational structures, and institutional authority. (shrink)

One of the clearest phonological developments of the language of Attic inscriptions of the Hellenistic period down to the end of the second century B.C. is the change. I have studied this phenomenon with particular reference to the period 323–146 B.C., taking into account also the trends before 323 and after 146 B.C. down to the end of the pre- Christian era. The object of this article is to draw attention to the fact that in only one instance, the relative (...) pronoun, is there not a marked progressive increase in the frequency of at the expense of. (shrink)

A. Agreement of Participle Masculine takes precedence over feminine: e.g.In the first two examples the participle may be conceived of as agreeing with the nearer of the two subjects, since it is expressed in the masculine singular. Likewise,refers specifically to. But the third example, in which the participle is in the masculine plural, clearly demonstrates the usual preference for masculine.

I Begin with quotations from two authoritative works, both of which require modification in the light of the evidence which I have assembled concerning the language of the inscriptions of Attica of the period 323–146 B.C. These quotations are: LSJ s.v. B: ‘in early Attic inscriptions only is used …; without only once in cent, iv B.C., IG 22. 226. 42, after which it becomes gradually prevalent.’ This is very near the truth. Goodwin, Moods and Tenses, § 328: ‘ final (...) with the subjunctive appears first in Aeschylus, and remains in good use in Attic poetry and prose, being almost the only final expression found in the formal language of the Attic inscriptions.’ This, although absolutely correct in relation to the fifth and fourth centuries, is too sweeping for the period 299–146 B.C., and definitely misleading for the period after 146 B.C. (shrink)

I print the text as given in Pearson. I agree with Jebb and Sheppard that the strophe is sound, and therefore I would retain at 866–7. The problem now lies with the antistrophe, where with the manuscript reading at 877 we lack either or-to give proper responsion with 867. The manuscript text can be vindicated if we detect that simplest of scribal errors, haplography. Thus for 876–7 I would read.

Australasian Journal of Philosophy, Volume 0, Issue 0, Page 1-4, Ahead of Print.