Inattentional blindness is described as the failure to perceive a supra-threshold stimulus when attention is directed away from that stimulus. Based on performance on an explicit recognition memory test and concurrent functional imaging data Rees, Russell, Frith, and Driver [Rees, G., Russell, C., Frith, C. D., & Driver, J. . Inattentional blindness versus inattentional amnesia for fixated but ignored words. Science, 286, 2504–2507] reported inattentional blindness for word stimuli that were fixated but ignored. The present study examined both explicit and (...) implicit memory for fixated but ignored words using a selective-attention task in which overlapping picture/word stimuli were presented at fixation. No explicit awareness of the unattended words was apparent on a recognition memory test. Analysis of an implicit memory task, however, indicated that unattended words were perceived at a perceptual level. Thus, the selective-attention task did not result in perfect filtering as suggested by Rees et al. While there was no evidence of conscious perception, subjects were not blind to the implicit perceptual properties of fixated but ignored words. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 61.1 (2000) 97-114 [Access article in PDF] Blackloism and Tradition: From Theological Certainty to Historiographical Doubt Beverley C. Southgate * Introduction "Pyrrho himself never advanced any Principle of Scepticism beyond this," complained John Tillotson at the height of the seventeenth-century "rule of faith" debates; 1 and John Sergeant, as Catholic champion and the object of his charge, must have noted the irony. (...) For Tillotson was not unreasonable in concluding that his adversary's theological arguments had the effect of increasing the very uncertainty which they were designed to combat. Sergeant's attempts to overcome scepticism in theology were actually destined to exacerbate the problem of scepticism in relation to historiography.John Sergeant (1623-1707) was an English secular priest and, more specifically, a member of that notorious faction of Catholics known as "Blackloists," followers of Thomas White (1593-1676), alias Blacklo. 2 White produced some forty works on theology, natural philosophy, and political theory; he was known as an eminent philosopher in his own day and has more recently been restored to wider interest following the publication of Hobbes's lengthy critique of his cosmological treatise De Mundo. Sergeant has remained best known for his advocacy of the Catholic position in the "rule of faith" debates, but he was also a prolific writer on philosophy and, as a late Aristotelian, took issue with such "modernists" as Descartes and Locke. 3 Sergeant was widely recognized as White's [End Page 97] intellectual disciple, and it will be convenient here to consider their thought together. 4 Both devoted much of their time and energy (in Sergeant's words) to "beating down scepticism" or, as White had earlier called it, the "contagion of Pyrrhonism"; and both would have been horrified to think that they had actually contributed to any extension of skeptical philosophy. 5Blackloist concerns with the refutation of skeptically induced uncertainty had obvious implications for their contributions to the "rule of faith" debates and to their attempted establishment of one single and certain ground of religious belief. During the latter half of the seventeenth century Protestants and Catholics expended a considerable amount of intellectual and emotional energy in advocating their respective routes to that level of religious certainty which would assure salvation. While the former expressed confidence in the reliability of the scriptures' literary record, the latter counter-claimed that they alone enjoyed a faith that was reliably grounded in an unbroken tradition deriving from Christ himself.Thomas White highlights these issues in his additions to the "corrected and enlarged" 1654 edition of William Rushworth's Dialogues, in which he laments the fragmenting effects of the Reformation. White argues that because they no longer enjoy "one rule among them all" Protestants resort to their various individual principles; and although all appeal ultimately to the authority of the Bible, they each have only their own "private conceit" by which to resolve any ambiguities in the scriptural record. The extraction of religious tenets then becomes effectively a matter of mere guesswork; the whole Bible might as well be replaced by the Koran. Something far more authoritative, White insists, is needed to overcome theological uncertainty--"this dangerous Cockatrice, Incertitude"; 6 and it is precisely such firmly based and wholly reliable authority that he and Sergeant strove to provide. [End Page 98]In this context, however, theology became intimately interrelated with historiography. Some of the difficulties attendant on the Protestant recourse to the Bible were no doubt specific to the Bible itself, but others related more generally to the validity of any historical record, and it is some of the wider historiographical implications of theological debate that I shall examine in this paper. By arguing against the skeptics and pragmatic Protestants while simultaneously insisting on their own variety of absolute theological certainty based on reliable historical tradition, the Blackloists actually contributed to the development of that form of historiographical uncertainty which culminated in what, by the end of the century, came to be known as "Historical Pyrrhonism." 7 The Scriptures: Linguistic and Literary Problems "For since the... (shrink)

Southgate draws on ideas within history, philosophy, literature, psychology, and theology to explore two traditions: contentment with our situation as it is, and the aspiration to transcend it. He discusses the possibility ofescape from intellectual constraints, and advocates a positive 'duty of discontent', and its implications.

What is History For? is a timely publication that examines the purpose and point of historical studies. Recent debates on the role of the humanities and the ongoing impact of poststructuralist thought on the very nature of historical enquiry, have rendered the question "what is history for?" of utmost importance. Charting the development of historical studies, Beverley Southgate examines the various uses to which history has been put. While history has often supposedly been studied "for its own sake," (...) class='Hi'>Southgate argues that this seemingly innocent approach masks an inherent conservatism and exposes the ways in which history, has, sometimes deliberately, sometimes inadvertently, been used for socio-political purposes. With traditional notions of truth and historical representation now under question, it has become vital to rethink the function of history and renegotiate its uses for the post-modern age. History in the 21st century, Southgate proposes, should adopt a morally therapeutic role that seeks to advance human happiness. This fascinating historicisation of the study of history is unique in its focus on the future of the subject as well as its past. What is History For? provides compulsive reading for the general reader and students alike. (shrink)

Down syndrome (DS) impacts several brain regions including the hippocampus and surrounding structures that have responsibility for important aspects of navigation and wayfinding. Hence it is reasonable to expect that DS may result in a reduced ability to engage in these skills. Two experiments are reported that evaluated route-learning of youth with DS, youth with intellectual disability (ID) and not DS, and typically developing (TD) children matched on mental age (MA). In both experiments, participants learned routes with eight choice point (...) presented via computer. Several objects were placed along the route that could be used as landmarks. Participants navigated the route once with turn indicators pointing the way and then retraced the route without them. In Experiment 1 we found that the TD children and ID participants performed very similarly. They learned the route in the same number of attempts, committed the same number of errors while learning the route, and recalled approximately the same number of landmarks. The participants with DS performed significantly worse on both measures of navigation (attempts and errors) and also recalled significantly fewer landmarks. In Experiment 2, we attempted to reduce TD and ID vs DS differences by focusing participants’ attention on the landmarks. Half of the participants in each group were instructed to identify the landmarks as they passed them the first time. The participants with DS again committed more errors than the participants in the ID and TD groups in the navigation task. In addition, they recalled fewer landmarks. While landmark identification improved landmark memory for both groups, it did not have a significant impact on navigation. Participants with DS still performed more poorly than did the TD and ID participants. Of additional interest, we observed that the performance of persons with DS correlated with different ability measures than did the performance of the other groups. The results the two experiments point to a problem in navigation for persons with DS that exceeds expectations based solely on intellectual level. (shrink)

Postmodernism has significantly affected the theory and practice of history. It has induced fears about the future of historical study, but has also offered liberation from certain modernist constraints. This original and thought-provoking study looks at the context of postmodernist thought in general cultural terms as well as in relation to history. Postmodernism in History traces philosophical precursors of postmodernism and identifies the roots of current concerns. Beverley Southgate describes the core constituents of postmodernism and provides a lucid and (...) profound analysis of the current state of the debate. His main concern is to counter `pomophobia' and to assert a positive future for historical study in a postmodern world. Postmodernism in History is a valuable guide to some of the most complex questions in historical theory for students and teachers alike. (shrink)

History: what & Why? is a highly accessible introductory survey of historians' views about the nature and purpose of their subject. It offers a historical perspective and clear guide to contemporary debates about the nature and purpose of history and a discussion of the traditional model of history as an account of the past "as it was". It assesses the challenges to orthodox views and examines the impact of Marxism, feminism and post-colonialism on the study of history.

This text looks at the debates concerning the value of history but differs from many of the other books by offering perspectives from across the centuries rather than just the dense philosophical present.

Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.

Two experiments are reported that evaluated survey learning of youth with DS and typically developing children (TD) matched on Mental Age (MA). In Experiment 1, the experimenter navigated participants through a novel virtual environment along a circuitous path, beginning and ending at a target landmark (i.e., a door). Then, the participants were placed at a pre-specified location in the environment and instructed to navigate to the same door using the shortest possible path from their current location. They completed the task (...) three times: once after being shown the environment one time, once after three exposures, and once after five exposures. Results indicated that the participants with DS exhibited significantly less skill at identifying the shortcut than did the TD participants. In Experiment 2, participants learned two overlapping routes through a simple environment. Following acquisition, they were tested on several measures of survey knowledge: finding a shortcut, identifying the direction of landmarks not currently visible from their location in the environment, and recognizing a bird’s-eye representation of the overall environment. The results of Experiment2 indicated that the participants with DS were at least as good as the TD participants on all of our measures of survey learning. Hence, we concluded that people with DS can acquire some survey knowledge when they learn a simple environment. However, the performance of both groups was relatively poor in Experiment 2, indicating a need to consider identifying the mechanisms underlying the poor performance on wayfinding of people with DS. Identifying the underlying mechanisms, is a logical first step in devising methods of enhancing environmental learning of people with DS. (shrink)

In discussing the effects of grandparents on child survival in natural fertility populations, Coall & Hertwig (C&H) rely extensively on the review by Sear and Mace (2008). We conducted a more detailed summary of the same literature and found that the evidence in favor of beneficial associations between grandparenting and child survival is generally weak or absent. The present state of the data on human alloparenting supports a more restricted use of the term Human stem family situations with celibate helpers-at-the-nest (...) can be described as cooperatively breeding, but the term is a poor fit to many human family systems. (shrink)

We provide an overview of a proposal for a new metaphysical framework within which theology and science might both find a home. Our proposal draws on the triadic semiotics and threefold system of metaphysical categories of C. S. Peirce. We summarize the key features of a semiotic model of the Trinity, based on observed parallels between Peirce's categories of Firstness, Secondness, and Thirdness and Christian thinking about, respectively, the Father, Son, and Holy Spirit. We test and extend the semiotic model (...) by exploring how Peirce's taxonomy of signs offers a new approach to theological reflection on the Incarnation. This leads to a novel way of framing scientific questions about human evolution in semiotic terms and to a new approach to theological anthropology. Finally, we use the semiotic model of the Trinity as the basis of a trinitarian approach to the theology of creation according to which the semiotic processes that are fundamental to life and to human behavior and cognition may be understood as “vestiges of the Trinity in creation.”. (shrink)