In this paper, we investigate definable models of Peano Arithmetic PA in a model of PA. For any definable model N without parameters in a model M, we show that N is isomorphic to M if M is elementary extension of the standard model and N is elementarily equivalent to M. On the other hand, we show that there is a model M and a definable model N with parameters in M such that N is elementarily equivalent to M but (...) N is not isomorphic to M. We also show that there is a model M and a definable model N with parameters in M such that N is elementarily equivalent to M, and N is isomorphic to M, but N is not definably isomorphic to M. And also, we give a generalization of Tennenbaum's theorem. At the end, we give a new method to construct a definable model by a refinement of Kotlarski's method. (shrink)

Previous studies have suggested that musical training in childhood is beneficial for sociability. However, it remains unclear how age of onset of group music lessons is associated with the late sociability of children from a long-term perspective. This study investigated associations between group music lessons conducted at a music school and children’s levels of sociability by focusing on the age of onset of the lessons. We conducted a survey of 276 children aged 4–5 years (M = 58.5 months) and 6–7 (...) years (M = 82.7 months) who commenced music lessons at ages 1, 2, 4, and 6 years. We found that (1) the empathy scores of children aged 6–7 years who began lessons when 1-year-old were greater than those who began lessons when 4-years-old, (2) the communication scores of children aged 4–5 years who began lessons when 1-year-old were greater than those who began lessons when older than 1 year, and (3) the empathy and extraversion scores were high in those aged 6–7 years who began lessons in that age range. The results suggest that early onset of music lessons could positively influence children’s sociability; in contrast, after about age 7 years, children who already had high sociability may be more inclined to select group music lessons. By focusing on the impact of regular group music lessons from a very young age on later levels of sociability, these results further elucidate the effects of musical lessons. In sum, participation in group music lessons 2–4 times per month can be effective social training for very young children and foster their later sociability. (shrink)

L’expression « phénoménologie de la vie » indique une visée commune entre les pensées de Michel Henry et de Bin Kimura. La « phénoménologie historique », telle que conçue par Husserl, trouve l’essence des phénomènes dans le mode d’apparaître des objets par la médiation de la différenciation temporelle. La phénoménologie de la vie saisit cette essence dans une dimension verticale, appelée « immédiateté » par Kimura, qui unit le présent caractéristique de l’être du soi avec la Vie absolue. Elle situe (...) ainsi le fondement de la temporalité dans la genèse spontanée du présent à partir de la Vie absolue. On examine d’abord ici la particularité des phénomènes (soi, monde et autrui) dans l’expérience de l’immédiateté du point de vue de la phénoménologie de la vie, puis on montre que Kimura voit dans la Vie absolue non seulement le principe de la vie, mais aussi celui de la mort. (shrink)

Facial expressions influence our experience and perception of emotions—they not only tell other people what we are feeling but also might tell us what to feel via sensory feedback. We conducted three experiments to investigate the interaction between facial feedback phenomena and different environmental stimuli, by asking participants to remember emotional autobiographical memories. Moreover, we examined how people with schizotypal traits would be affected by their experience of emotional facial simulations. We found that using a directed approach (gripping a pencil (...) with teeth/lips) while remembering a specific autobiographical memory could successfully evoke participants’ positive (e.g. happy and excited)/negative (e.g. angry and sad) emotions (i.e. Experiment 1). When using indirective environmental stimuli (e.g. teardrop glasses), the results of our experiments (i.e. Experiments 2 and 3) investigating facial feedback and the effect of teardrop glasses showed that participants who scored low in schizotypy reported little effect from wearing teardrop glasses, while those with high schizotypy reported a much greater effect in both between- and within-subject conditions. The results are discussed from the perspective of sense of ownership, which people with schizophrenia are believed to have deficits in. (shrink)

This article explores the representation of the hand in three recent fiction films by Naomi Kawase: Sweet Bean (2015), Radiance (2017) and True Mothers (2020). Extending current scholarship that discusses the director’s use of haptic visuality, I argue that Kawase’s haptic cinema further exhibits its hapticity by framing the hand as both a Derridean trace and conduit that leaves behind traces in objects such as bean paste, letters, photo cameras, and photographs. Kawase’s framing of these objects in (...) close-up shots emphasizes not only their materiality and haptic texture but also their foreshadowed physical absence. By reading Kawase through Jacques Derrida’s notion of trace, the article highlights not only the relevance behind understanding Kawase’s recent fiction films through a Derridean lens but also how the director’s own attitude towards cinema, as one that aims to simultaneously frame absence and presence, can also be read as a Derridean approach to cinema. (shrink)