Height-pitch associations are claimed to be universal and independent of language, but this claim remains controversial. The present study sheds new light on this debate with a multimodal analysis of individual sound and melody descriptions obtained in an interactive communication paradigm with speakers of Dutch and Farsi. The findings reveal that, in contrast to Dutch speakers, Farsi speakers do not use a height-pitch metaphor consistently in speech. Both Dutch and Farsi speakers’ co-speech gestures did reveal a mapping of higher pitches (...) to higher space and lower pitches to lower space, and this gesture space-pitch mapping tended to co-occur with corresponding spatial words (high-low). However, this mapping was much weaker in Farsi speakers than Dutch speakers. This suggests that cross-linguistic differences shape the conceptualization of pitch and further calls into question the universality of height-pitch associations. (shrink)

Cognitive Science, Volume 46, Issue 2, February 2022.

This expanded edition of C L Hardin's ground-breaking work on colour features a new chapter, 'Further Thoughts: 1993', in which the author revisits the dispute ...

Through close examination of the texts, the author shows how 15th-century philosopher Nicholas of Cusa developed an understanding of uncertainty that opened the way for human intelligence, despite its inherent weaknesses, to find out more about ourselves, the world, and what lies beyond.

Although the Philosophy for/with Children (P4wC) movement seems to have overcome two major points of criticism, these critical concerns can still be found in the literature today. The first question is whether P4wC can be placed in the field of philosophy at all, and the second asks whether children possess the cognitive abilities necessary to engage in philosophical discourse. One of the more recent articles voicing these concerns is authored by Caroline Heinrich, who describes P4wC as “an assault on philosophy (...) and an assault on children” and argues that P4wC is a “concept imposed by adults on children.” She maintains that P4wC ignores “children’s thinking, questioning and play.” Furthermore, Heinrich states that P4wC cannot be called philosophy because children are not able to philosophize. In most of her argumentation, refering to Jan Piaget’s theoretical account of the cognitive development of children. Although the P4wC discourse has already dealt with these questions over the last few decades, it seems that there is still a need for further clarification. This paper provides an overview of the main points of criticism, which form the starting point of the author’s Polylogical Process Model of (Elementary-)Philosophical Education (PPEE model). This interdisciplinary approach, which is based on the constructivist conceptual change/growththeory of Stella Vosniadou and William Brewer, attempts to add new perspectives to two central questions addressing the P4wC movement: first, can P4wC actually be called philosophy?; second, do children have the cognitive abilities to engage in philosophical discourse? In addition, the question arises as to which pedagogical considerations based on constructivist learning theory could be added to P4wC methodology? The aim of the interdisciplinary PPEE model is to build a broader scientific foundation that has the potential to reduce the main points of criticism of the P4wC movement. (shrink)

Auch Homosexuelle müssen die ödipale Situation meistern, um zu einer gesunden homosexuellen Identität zu finden. Der Ödipuskomplex ist auch hier Dreh- und Angelpunkt in der Entwicklung, verläuft jedoch bei homosexuellen Menschen anders als bei heterosexuellen. Man könnte ihn in Anlehnung an Erick Brenman als »das Wiederfinden des verlorenen (ödipalen) Objekts« bezeichnen. Die bisherige einseitige Favorisierung und Beschreibung des positiven Ödipuskomplexes mit heterosexuellem Ausgang führte zu einer weitgehenden Pathologisierung von schwulen Männern und lesbischen Frauen. Berücksichtigt man jedoch, dass der später schwule (...) Mann – von dem diese Arbeit handelt – mit ganz anderen inneren und äußeren Voraussetzungen in die ödipale Phase eintritt, muss die These des kranken Homosexuellen aufgegeben werden. Der Autor versucht, die gesunde homosexuelle Entwicklung und die zahlreichen Fallstricke, die dieser entgegenstehen, anhand der Übertragung und Gegenübertragung im intersubjektiven Feld der Behandlung eines (Spät-)Adoleszenten darzustellen. (shrink)

Fruit d’un colloque organisé par la Société internationale pour l’étude des femmes de l’Ancien Régime (SIEFAR) en novembre 2008, ce volume, sous la direction d’É. Viennot, constitue le premier volet d’un triptyque consacré à l’étude d’une controverse centrale, mais méconnue de l’histoire de l’Europe moderne et du féminisme : la « Querelle des femmes ». En effet, de la fin du Moyen Âge aux premières décennies du xxe siècle, l’Europe a été « le théâtre d’une gigantesque polémique sur la place (...) e... (shrink)

In-depth study of the enduring impact of the 1970s debate between state theorists Ralph Miliband and Nicos Poulantzas. We have recently lived through the turmoil of a global financial crisis that originated in the United States and, despite the platitudes of neo-liberal ideology, nation-states were deeply involved in managing this crisis. If “the state” is again a preeminent actor in the global economy, then state theory and the problem of the state should also return to the forefront of political theory. (...) Toward a Critical Theory of States is an intensive analysis of the 1970s debate between state theorists Ralph Miliband and Nicos Poulantzas, including its wider impact on Marxist theories of the state in subsequent decades. Clyde W. Barrow makes unique arguments and contributions to this continuing discussion in state theory and lays the foundation for more theoretically informed empirical and historical research on the state in the age of globalization. He argues that by merely moving past the Poulantzas-Miliband debate, as some have recommended, scholars have abandoned much that is valuable in understanding the state, particularly the need to comprehend the contemporary transformation of the state form and the state apparatuses as part of the new conditions of globalization and transnational capital accumulation. Building upon themes of state restructuring found in Poulantzas and Miliband, Barrow establishes the outlines of an approach that integrates the thought of both to propose a synthetic understanding of the new imperialism. (shrink)

Chinese negotiators are known to have a negotiation emphasis that differs from their Western counterparts, especially in issues of face and conflict. These values, however, are not monolithic, and can change depending on the negotiation circumstance. This research examines how negotiation tactics changes when Chinese negotiators are faced with counterparts from near and distant cultures. An online conjoint simulation drew 351 respondents in Taiwan to test subjective perceptions of counterparts from the USA and Japan. Chinese respondents exhibited increased cultural accommodation (...) when the counterpart's culture was more distant – paying more attention to sacrificing self-interest and saving face for the other side. Integration in the negotiation was emphasized across both near and distant cultures above that observed for negotiation with Chinese counterparts. Saving face, ignoring conflict, and domination tactics were consistently valued, irrelevant of culture. Masculinity among Chinese respondents was exhibited in a preference for integration with male counterparts, especially for Chinese male negotiators. Results indicate practical considerations when preparing for negotiation with a Chinese counterpart by considering inconsistencies in preferences while also considering consistent values. (shrink)

Many realists have maintained that the success of scientific theories can be explained only if they may be regarded as approximately true. Laurens Laudan has in turn contended that a necessary condition for a theory's being approximately true is that its central terms refer, and since many successful theories of the past have employed central terms which we now understand to be non-referential, realism cannot explain their success. The present paper argues that a realist can adopt a view of reference (...) according to which a theory might plausibly be said to be approximately true even though its central terms do not refer, or alternatively, he may construe reference in such a way as to assign reference to a range of successful older theories which includes Laudan's purported counterexamples. (shrink)

It is probably true that the greater number of contemporary American anthropologists feel that “theory” is a very dangerous kind of business which the careful anthropologist must be on his guard against. This statement represents, in the first instance, merely a crude induction from my experience in talking with professional anthropologists. It is, however, symptomatic that not until 1933 did a book by an American anthropologist include the word “theory” in its title. Only a single book published subsequently is explicitly (...) given over to anthropological theory, and this avowedly concentrates upon the historical development of theories rather than upon a fresh and extended analysis of the more abstract aspects of anthropological thought. But because anthropology still painfully remembers the stomach-ache it got from the too easy generalizations of many nineteenth century “arm-chair ethnologists” is insufficient reason, it seems to me, for that almost morbid avoidance of theory which tends to produce acute indigestion from sheer bulk of unordered concrete observations. Landheer has with some justice commented. (shrink)

This study developed an instrument that measures the attitude of Filipino high school students towards mathematics, with reliable predictors and factors. Using the responses of 300 high school students from Zamboanga Sibugay, the validity and reliability of the Mathematics Attitude Scale (MAS) was tested using Exploratory Factor Analysis (EFA) and reliability analyses. The EFA showed that four-factor structures of the instrument, regarding the mathematics attitude for high school students, explained 27.48% of the variance in the pattern of relationships among the (...) items. The Average Variance Extracted (AVE), Composite Reliability, and Cronbach’s Alpha coefficients were reported. They proved that the extracted constructs have obtained and satisfied convergent validity. Thirty-three items remained in the final questionnaire after deleting the twenty-seven items with factor loadings of less than 0.4 (Students’ Perceived Motivation and Support in Learning Mathematics: twelve items; Students’ Perceived Anxiety in Learning Mathematics: ten items; Students’ Perceived Self-Efficacy in Learning Mathematics: six items; and Teachers and Parents’ Influences to Students in Learning Mathematics: five items). This study has confirmed the four-factor structure of the MAS. Educators and researchers can use the MAS to better understand the attitudes of Filipino high school students towards mathematics. (shrink)

Dans un article paru en 2005, « Making society ‘legible’ : people watching in Paris after the Revolution », Denise Davidson, historienne américaine de la France du premier XIXe siècle à la Georgia State University, étudiait le phénomène de brouillage identitaire qui agitait la société parisienne postrévolutionnaire. Par le biais d’une étude de la presse et des rapports de police, elle montrait alors comment Parisiens et Parisiennes s’observaient mutuellement et se donnaient à voir afin de r...

À l’origine de ce dossier, on trouve un mot (et une notion) de l’épistémologie féministe, celui de « care » – terme que nous avons choisi de conserver en anglais tant il est impossible de restituer sa polysémie par un seul terme ou même une expression en français. Popularisé par l’ouvrage In a different voice de la psychologue féministe Carol Gilligan en 1982, le care est à la fois une grille de lecture du monde social et un terrain de recherche (...) inscrit dans les expériences ordinaires des ind... (shrink)

This essay proposes a possible direction for feminist epistemology-an embodied rationality that defines the process of knowing as a dialogue with particulars or the "things themselves." On the grounds that modern reality is marked by abstract projects of homo mensura, I argue that the task of postmodernism is to ground cognition in the world by breaking the habit of looking at the world, as if from a distance, and by ceasing to think about the world as if it were composed (...) of a collection of objects-in-general. (shrink)

Taylor exposes the concept of 'art' as a tool of ethnocentricity and radical ideology. He challenges the history of aesthetics as a recent invention of privileged Western consumerism and questions the myth of its ancient Greek origin.

This study aimed to investigate the longitudinal trends in mathematical competencies of Grade 8 students in a public high school located in Zamboanga del Sur, Philippines. The study collected data over a period of six academic years, allowing for a comprehensive analysis of students' performance in 16 distinct mathematical competences of basic education curriculum. These topics include, but are not limited to, special products and factors, factoring, and basic concepts of probability. Using a quantitative research design, the study analyzed both (...) numerical and secondary data to identify patterns or trends in students' mathematical competencies. Trends were analyzed through regression analysis using slopes. The significance of these trends was then evaluated using t-tests for the standard error of slopes. The statistical analysis revealed significant upward trends in certain mathematical topics, indicating an improvement in the students' competencies over the six academic years. However, certain topics displayed downward or stable trends, indicating areas for improvement in the teaching methods used for these topics. The study highlights the importance of flexible and adaptable approaches to mathematics education. It emphasizes the need for constant evaluation and improvement of teaching methods to enhance student learning outcomes. The findings of this study provide valuable insights for educators and policymakers to guide evidence-based decision-making and improve the quality of mathematics education in the new normal setup. Implications and future research directions are incorporated in the study. (shrink)