Attentional scanning was studied in anxious and non-anxious participants, using a modified change detection paradigm. Participants detected changes in pairs of emotional scenes separated by two task irrelevant slides, which contained an emotionally valenced scene and a visual mask. In agreement with attentional control theory, change detection latencies were slower overall for anxious participants. Change detection in anxious, but not non-anxious, participants was influenced by the emotional valence and exposure duration of distractor scenes. When negative distractor scenes were presented at (...) subliminal exposure durations, anxious participants detected changes more rapidly than when supraliminal negative scenes or subliminal positive scenes were presented. We propose that for anxious participants, subliminal presentation of emotionally negative distractor scenes stimulated attention into a dynamic state in the absence of attentional engagement. Presentation of the same scenes at longer exposure times was accompanied by conscious awareness, attentional engagement, and slower change detection. (shrink)

In a congressional hearing in the spring of 1996, talk show host Kathie Lee Gifford was charged with endorsing clothing made in Honduran sweatshops by exploited children. Resulting media coverage focused public attention on a seamy underside of the "global economy." Redemption strategies used by Gifford and her public relations consultant, and repeated and promoted through the mass media, fed a larger controversy over the meaning of the concept of the global economy and its ethical implications for the American public.

For several decades, Dr. Morris has worked primarily with two problems: the development of a general theory of signs, and the development of a general theory of value. He approached both problems in terms of George Mead's theory of action or behavior. This book brings together these two lines of development.In many languages there is a term like the English "meaning" which has two poles: that which something signifies and the value or significance of what is signified. The nature of (...) signification and significance, as well as their relations within human behavior, is the subject matter of this book.This book is addressed to philosophers and to students of the behavioral sciences, but it will also appeal to anyone seriously interested in the study of human communication. (shrink)

I call "material continuation" the fact of one material thing or event being followed by another in time. In this article, I address the question why material continuation obtains, as it seems to do. Johanna Seibt's theory of dynamism promises to explain material continuation by reference to Aristotle's concept of energeia. I argue that her account fails to explain how one thing at one time might be followed by another at another.

Many students find themselves caught in an antinomy between “Rationalism”, a view of the world as open to objective, complete, and intellectual comprehension, and “Anti-realism”, the view that the Rationalist vision is façade since there is no objective perspective and any “truth” is relative to the individual. This paper offers a description of an introductory course that provides conceptual resources (through the use of Descartes, Hume, and Kant) for resolving the Rationalism-Antirealism debate. Such conceptual resources include: the representation/reality distinction, the (...) fact/evidence disparity, the nature of skepticism, Kant’s distinction between Transcendental Idealism and Transcendental Realism, and the subject/object dichotomy. (shrink)

Drawing on the basic philosophy of mind of the modern period, I offer a means of improving clarity of student written thought. Clarity of thought entails the sort of concept-sensation synthesis central to Kant’s account of human experience: or in more recent terminology, to be clear is to recognize the intention of a concept in a member of its extension. Simple analysis of concepts and of the mental state of understanding reveals structures that can help diagnose and repair conceptual weakness. (...) I describe my means of teaching this method in an introduction to philosophy course. (shrink)

Drawing on the basic philosophy of mind of the modern period, I offer a means of improving clarity of student written thought. Clarity of thought entails the sort of concept-sensation synthesis central to Kant’s account of human experience: or in more recent terminology, to be clear is to recognize the intention of a concept in a member of its extension. Simple analysis of concepts and of the mental state of understanding reveals structures that can help diagnose and repair conceptual weakness. (...) I describe my means of teaching this method in an introduction to philosophy course. (shrink)

What is the relation of an earlier being to a later such that given the earlier there is or will be a later? I call this the question of material continuation. To answer, I offer a review of several philosophers’ thoughts, including those of Zeno, Aristotle, Descartes, Bertrand Russell, Henri Bergson, and Alfred North Whitehead. While there is considerable variety among the ontological views of these philosophers, and indeed some direct opposition of both method and assertion, my review suggests that (...) material continuation may be explained by reference to a principle of continual creation. This principle is reflected in Aristotle's unmoved mover, in Descartes's account of God's activity in persistence, in Bergson's concept of la durée, and in Whitehead's principle of creativity. It disappears from view in objective methodologies first emerging in pre-Socratic thought, made rigorous by the development of science by the modern philosophers such as Descartes, and realized in the scientist philosophy of Russell. I include some consideration of whether the creative principle might be ideal or divine. (shrink)

While there has been considerable recent criticism of perdurance theory in connection with a Humean understanding of causality, perdurance theory conjoined with causal realism has received relatively little attention. One might, then, form the impression that perdurance theory under the auspices of causal realism is a relatively safe view. I shall argue, however, to the contrary. My general strategy is to show that there is no plausible way of spelling out the perdurance position (of the non-Humean, causal realist sort). I (...) implement this strategy by revealing several general problems concerning the causally-connected temporal parts scheme. I begin with a short account of perdurance theory. There follows a description of two general views of causality and the two subsequent accounts of the perduring object; then, the criticism. (shrink)

Causal realists maintain that the causal relation consists in something more than its relata. Specifying this relation in nonreductive terms is however notoriously difficult. Michael Tooley has advanced a plausible account avoiding some of the relation’s most obvious difficulties, particularly where these concern the notion of a cross-temporal connection. His account distinguishes discrete from nondiscrete causation, where the latter is suitable to the continuity of cross-temporal causation. I argue, however, that such accounts face conceptual difficulties dating from Zeno’s time. A (...) Bergsonian resolution of these difficulties appears to entail that, for the causal realist, there can be no indirect causal relations of the sort envisioned by Tooley. A consequence of this discussion is that the causal realist must conceive all causal relations as ultimately direct. (shrink)

Previous research has demonstrated that attitudes are a primary determinant of intention to gamble on electronic gaming machines consistent with the Theory of Reasoned Action. This paper aims to address how biases in judgment can contribute to attitudes and subsequently behavior, including maladaptive problematic gambling behavior. We take a novel approach by viewing overconfidence in one’s understanding of how outcomes are determined on EGMs as an indication of cognitive distortions. The novelty of this paper is further increased as we compare (...) attitudes to existing EGMs with novel EGMs which include a skill component, referred to as skill-based gaming machines, which enables a better controlled comparison between actual and perceived skill. In Study 1, 232 US-based participants were recruited online who were shown various slot machines and SGMs and asked a series of questions about perceived skill and chance in determining outcomes to assess their understanding, then were asked their confidence in their understanding, attitudes toward the machines and they completed the Problem Gambling Severity Index. In Study 2, 246 Australian participants were recruited through community and university student samples; they attended a laboratory where they were randomly allocated to play a real EGM or SGM without money and completed the same measures as in Study 1. In Study 2, participants were randomly told that the outcomes on the machine they would play were determined entirely by chance, skill, or a mixture of both. In both studies, our findings suggest that there are more extreme values in overconfidence in how EGMs work, whereas individuals are more similar in their confidence in understanding SGMs. We also find a relationship between overconfidence in EGM understanding and positive attitudes toward EGMs, but no such relationship with SGMs. There was no impact from controlling for demographics, problem gambling severity, or labeling of machines on these relationships. (shrink)

This paper applies Plato’s cave allegory to Enron’s success and downfall. Plato’s famous tale of cave dwellers illustrates the different levels of truth and understanding. These levels include images, the sources of images, and the ultimate reality behind both. The paper first describes these levels of perception as they apply to Plato’s cave dwellers and then provides a brief history of the rise of Enron. Then we apply Plato’s levels of understanding to Enron, showing how the company created its image (...) and presented information to support that image, and how the public eventually emerged from the cave to realize the truth about Enron’s actual accounting practices and financial state, which led to the corporation’s downfall. We find Plato’s allegory both useful in analyzing the relationship between Enron and the public and instructive about the power and moral responsibility of Enron’s executives. (shrink)

The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in (...) community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we see ourselves continuing the inquiry around expanding the inclusivity of conversations about basic human concerns. In this essay we describe an inclusive strategy called the story circle, that was first developed as a method of popular education in Denmark and was then adapted as a tool of social change among poor and dis-empowered American citizens in Appalachia. Story circles were later utilized in a philosophical living-learning community and most recently coupled with Lipman and Sharp’s dialogue method of the community of philosophical inquiry. The authors of this paper have combined story circles with the community of philosophical inquiry in a variety of contexts. In each iteration, telling one’s own story and listening carefully to the stories of others can be equally revelatory actions. (shrink)

We present a novel way of accounting for similarity judgments. Our approach posits that similarity stems from three main sources—familiarity, priming, and inherent perceptual likeness. Here, we explore each of these constructs and demonstrate their individual and combined effectiveness in explaining similarity judgments. Using these three measures, our account of similarity explains ratings of simple, color-based perceptual stimuli that display asymmetry effects, as well as more complicated perceptual stimuli with structural properties; more traditional approaches to similarity solve one or the (...) other and have difficulty accounting for both. Overall, our work demonstrates the importance of each of these components of similarity in explaining similarity judgments, both individually and together, and suggests important implications for other similarity approaches. (shrink)

Examination of naturally occurring cases in which a person reports that a word is on the tip of his or her tongue has led several theorists to propose that an important role is played by blocking words whose intrusions hinder access to the correct targets. As yet, however, the blocking mechanism appears to have received little direct investigation experimentally. It was studied here by adapting the classic method of Brown and McNeill in which a person is presented with a definition (...) of a rare word and uses it to attempt to generate that target word. The adaptation that was made was to append a potential blocking word to the presentation of each definition. The potential blocking words were either phonologically related to the target or not, either semantically related to the target or not, and either rare or not. Only the first of these factors exerted a significant effect—more cases of tip of the tongue were experienced when the potential blocking word was phonologically related to the target than when it was not. This result suggests that the recall of a word on the basis of its meaning may proceed via an intermediate stage characterised by partial retrieval of its phonology. (shrink)

The editors of the JRE solicited short essays on the COVID‐19 pandemic from a group of scholars of religious ethics that reflected on how the field might help them make sense of the complex religious, cultural, ethical, and political implications of the pandemic, and on how the pandemic might shape the future of religious ethics.

Mentorship and collaboration necessarily shaped opportunities for women in science, especially in the late nineteenth century at rapidly expanding public co-educational universities. A few male faculty made space for women to establish their own research programs and professional identities. At the University of Minnesota, botanist Conway MacMillan, an ambitious young department chair, provided a qualified mentorship to Josephine Tilden. He encouraged her research on algae and relied on her to do departmental support tasks even as he persuaded the administration to (...) move her from instructor to assistant professor in 1903. Resulting publications on Minnesota algae led her to look further west, first at Yellowstone National Park and then along the Pacific Northwest coast. After visiting a particularly productive littoral site on Vancouver Island, she suggested that they establish a Minnesota Seaside Station there. Over its seven years in operation under the Midwestern leaders, that location proved remarkably productive. At the remote site, the two operated within their typical but not inevitable gendered roles and deliberately defined their seaside station as unconventional. They expected participants to study productively and, at the same time, find imaginative ways to enjoy nature at a place far from urban amenities. Gendered expectations remained casual as participants moved both within and against them. This study investigates how, in the early twentieth century, the role and expectations of mentorship shifted as Tilden established her own independent research agenda. The Minnesota Seaside Station, in particular, proved significant in developing the leadership skills essential for her to pursue research in the Pacific region at a time when American expansionism and indigenous cooperation made sites accessible to academic researchers. (shrink)

The publication of Daniel Lehrman’s 1953 paper, “A Critique of Konrad Lorenz’s Theory of Instinctive Behavior,” (_The Quarterly Review of Biology_ 28(4):337–363) exposed a gulf between comparative psychologists and ethologists regarding the concept of instincts. At the center of this debate was a rivalry between T. C. Schneirla—Lehrman’s doctoral advisor—and Konrad Lorenz. While Schneirla maintained that the concept of innate instincts mischaracterized developmental processes, Lorenz maintained that innateness was essential to understand the evolution of behavior. A year after the publication (...) of Lehrman’s paper, the Singer-Polignac Foundation organized a small conference where leaders in evolutionary biology, ethology, behavioral physiology, and comparative psychology met to discuss the concept of instinct and innateness. The result of this meeting was the publication of the book _L’instinct dans le comportement des animaux et de l’homme_ (M. Autuori et al. ( 1956 ) Masson, Paris) in which each conference participant submitted a chapter that was followed by a discussion among the participants. Here I review the historical context surrounding this conference with a republishing of the commentary on Schneirla’s chapter, “Interrelationships of the ‘Innate’ and the ‘Acquired’ in Instinctive Behavior.” Originally published in English, German, and French, the discussion is included here with a new translation into English for the first time. A companion article (this issue; G. M. Kohn (2024) “Revisiting T. C. Schneirla’s ‘Interrelationships of the “Innate” and the “Acquired” in Instinctive Behavior’ (1956)”) discusses and makes available Schneirla’s complete paper. (shrink)

During the postwar period, the concept of instinct came to encapsulate the debate around the importance of nature versus nurture. The fact that animals show highly organized behavior early in development suggested the presence of an underlying fixity where behavior was “inbuilt” into an animal’s biology despite an individual’s experiences. This placed a discrete and exhaustive line between the innate and acquired that became a foundation for the European-dominated field of ethology. Across the Atlantic, a group of comparative psychologists led (...) by the American Museum of Natural History’s T. C. Schneirla contested this approach, proposing that the study of animal behavior should avoid abstract dichotomies with a renewed focus on developmental processes. While Schneirla’s theoretical and empirical work shaped the modern study of animal behavior, his legacy requires revisiting in an era where the nature versus nurture debate is regaining prominence. In this article, I revisit Schneirla’s approach to behavior with a focus on his paper “Interrelationships of the ‘Innate’ and the ‘Acquired’ in Instinctive Behavior” (published in M. Autuori et al. (1956) _L’instinct dans le comportement des animaux et de l’homme_; Masson, Paris, pp. 387–452) for the journal’s “Classics in Biological Theory” collection; the paper is available as supplementary material in the online version of this article. A companion article (this issue; G. M. Kohn (2024) “A Discussion on Instinct, Paris, 1954”) presents the commentary that was published with it. (shrink)

ABSTRACT Scientists played a key role in the first systematic introduction of nature study into North American public schools in the late nineteenth century. The initiatives of Wilbur Jackman and John Merle Coulter, affiliated with the young University of Chicago, and Liberty Hyde Bailey and Anna Botsford Comstock, at Cornell University, coincided with the “new education” reform movement that found object lessons and experience‐based education superior to textbook teaching. Educational psychologists and philosophers of the 1890s, including G. Stanley Hall, related (...) curriculum methods to perceived developmental stages in children, with a focus on immediate experience. Putting these pedagogical ideas—gained in summer institutes, normal schools, and programs at Chicago and Cornell—into practice were administrators and classroom teachers in both urban and rural classrooms. By 1900, a consensus about the value of nature study among scientists, community leaders, and teachers established it as the recognized general method of studying the natural world in public schools across much of the United States. (shrink)

Late nineteenth‐century public museums in the United States were intentionally built to be modern, guided by administrators like George Brown Goode toward scientific goals that included preservation, research, and education. Self‐consciously preoccupied with the management of museums, intent on attaining mastery over the objects that constituted their museums, and persuaded that meaning derived not just from the objects themselves but from their explanation and configuration by experts, museum masters led a “new museum” movement. A century later, the critiques of postmodern (...) scholars attest to the museum directors’ effective establishment of a modern profile. Historians of science, who once could take these institutions for granted as a lightly marked center of authority, now may use methods of social and cultural studies to open their institutional and intellectual frames. While cautious about theory‐driven arguments, such scholars benefit from the issues raised by cultural critics even as they rely on their own documentary methods to ensure that science is an integral component when examining ideas, language, and practice in context. (shrink)

This article examines the doctrinal status of just war in the contemporary teaching of the Catholic magisterium. Some passages from Pope Francis’s 2020 encyclical Fratelli tutti, On Fraternity and Social Friendship appear to exclude the just war idea from the social doctrine of the Catholic Church. To gauge whether this is so, the article establishes a baseline comparison to the seminal teaching of Thomas Aquinas on peace and just war. Both St. Thomas and Pope Francis proceed from the assumption that (...) “war” designates a sinful violation of peace. They appear to differ, however, on the question whether a positive meaning should be ascribed to the Roman term bellum justum. To understand if this divergence is purely verbal or involves a substantive disagreement, I consider why Pope Francis’s predecessors have (since the mid-twentieth century) abstained from employing the expression “just war” in their official documents. Finally, Pope Francis’s emphatic statement that St. Augustine ‘forged a concept of “just war” that we no longer uphold in our own day’ is interpreted in light of the passage from his Epistle 229 to Darius that Francis references in Fratelli tutti. (shrink)

Chater & Loewenstein (C&L) ignore the long history by which social scientists have developed more nuanced and ultimately more helpful ways to understand the relationship between persons and situations. This tradition is reflected and advanced in a large literature on “wise” social–psychological or mindset interventions, which C&L do not discuss yet mischaracterize.

On June 18, 2023, the U.S. Supreme Court in the matter of Amgen, Inc. et al. v. Sanofi, et al.1 unanimously upheld the 2021 decision of the U.S. Court of Appeals for the Federal Circuit,2 striking down as overbroad Amgen’s patent claim to an entire functional genus of monoclonal antibodies. Amgen’s patent claims were not limited to antibody structure or antibody amino acid sequences. This is significant because Amgen’s patent claims did have amino acid sequences, but they were directed to (...) the epitope. (shrink)

Women educators played an essential role in transforming public museums that had been focused on collections and research into effective educational and informational sites that engaged broad publics. Three significant innovators were Delia Griffin of St. Johnsbury Museum in Vermont who emphasized hands-on learning, Anna Billings Gallup who shaped a distinctive model museum for children in Brooklyn and Laura Bragg of the Charleston Museum who established strong collaboration with the local public schools. Joining museum curatorial staffs and professional associations that (...) were largely male, these women educators and their peers typically provided pedagogical insights and teaching skills that enabled them to work effectively with school systems, teachers, pupils and parents. Genuinely interested in natural science, they shaped careers which included opportunities to engage with science, provided a considerable degree of autonomy and enabled them to experiment with hands-on learning. They built networks of museum educators and influenced the young American Association of Museums. Women museum educators created a bridge between semi-public natural history establishments for collection, preservation and scientific research and an active audience of teachers, pupils, visitors and patrons. Their efforts transformed museums into sites for education and broad public access to science in the early 20th century. (shrink)