CHAPTER ONE THE WORLD AS WILL TO POWER /. What there is for Nietzsche Any philosophical system which claims to be at all comprehensive must answer, ...

Five symposia from the 25th annual Oberlin Colloquium in Philosophy focus on cognitive suicide, the explanatory role of content, Cartesian error and the objectivity of perception, social content and psychological content, and belief attribution and context.

One of the tasks faced by young children is the segmentation of a continuous stream of speech into discrete linguistic units. Early in development, syllables emerge as perceptual primitives, and the wholesale storage of syllable chunks is one possible strategy for bootstrapping the segmentation process. Here, we investigate what types of chunks children store. Our method involves selecting syllabified utterances from corpora of child-directed speech, which we vary according to (a) their length in syllables, (b) the mutual predictability of their (...) syllables, and (c) their frequency. We then use the number of utterances within which words are contained to predict the time course of word learning, arguing that utterances which perform well at this task are also more likely to be stored, by young children, as undersegmented chunks. Our results show that short utterances are best-suited for predicting when children acquire the words contained within them, although the effect is rather small. Beyond this, we also find that short utterances are the most likely to correspond to words. Together, the two findings suggest that children may not store many complete utterances as undersegmented chunks, with most of the units that children store as hypothesized words corresponding to \textit{actual} words. However, dovetailing with an item-based account of language-acquisition, when children do store undersegmented chunks, these are likely to be short sequences -- not frequent or internally predictable multi-word chunks. We end by discussing implications for work on formulaic multi-word sequences. (shrink)

This research investigates the perceptions of five constituent groups of an accredited business school — their perceptions of others'' ethics, of their own ethics and ideal values, and of how business ethics can be improved. Self-described behavior from the constituent groups is quite similar, yet is decidedly different from that which respondents felt others would do. Undergraduate business students tended to have the lowest estimation of others'' ethics in addition to the least ethical self-described behavior compared with other constituent groups. (...) All constituents were solidly in favor of improving ethics by developing principles of business ethics, requiring ethics courses in business schools and introducing industry codes of ethics. People are much more ethical than they are perceived to be. Knowing that others are more ethical may in turn cause other people to act more ethically. Similarly, believing that others are less ethical may encourage less ethical behavior. (shrink)

This special supplementary volume of Oxford Studies in Ancient Philosophy contains the proceedings of the Colloquium on Ancient Philosophy held at Oberlin, Ohio in 1986. The exceptionally high quality of the papers, and the format of speaker, reply, and speaker's reply, has resulted in a volume which furthers some issues which are currently the object of keen controversy in ancient philosophy. Contributors include Michael Frede, Terence Irwin, and Martha Nussbaum.

School physical education has the potential to contribute to public-health promotion and well-being, but oftentimes students' lack of motivation toward PE or physical activity in general, especially during adolescence, diminishes, or eradicates the positive effects associated with PE. Therefore, practical approaches are required that help teachers to increase or awake students intrinsic motivation toward PE, for which self-determination theory may provide the conceptual framework. In that regard, the purpose of the present study was to examine whether the use of real-time, (...) heart rate feedback during regular PE lessons has the potential to increase students' autonomous motivation and physical effort. To achieve this, we had forty healthy adolescents between 16 and 17 years of age run for 30 min either with or without real-time, individualized heart rate feedback during a regular PE class and compared physical and perceived exertion as well as joy of running between the two groups. Participants were randomly assigned to the groups. Our data revealed that participants in the EG enjoyed running more than participants in the CG despite a higher physical and perceived exertion. That means, running with real-time, individualized heart rate feedback apparently increased participants' motivation to run and to enjoy running at higher levels of exertion. In that regard, real-time, individualized activity feedback should be implemented in regular PE classes systematically and repeatedly to create a controllable and attainable situation that allows students to actively adjust their own behavior to achieve appealing and realistic goals. (shrink)