Video games are ideal platforms for the study of skill acquisition for a variety of reasons. However, our understanding of the development of skill and the cognitive representations that support skilled performance can be limited by a focus on game scores. We present an alternative approach to the study of skill acquisition in video games based on the tools of the Expert Performance Approach. Our investigation was motivated by a detailed analysis of the behaviors responsible for the superior performance of (...) one of the highest scoring players of the video game Space Fortress. This analysis revealed how certain behaviors contributed to his exceptional performance. In this study, we recruited a participant for a similar training regimen, but we collected concurrent and retrospective verbal protocol data throughout training. Protocol analysis revealed insights into strategies, errors, mental representations, and shifting game priorities. We argue that these insights into the developing representations that guided skilled performance could only easily have been derived from the tools of the Expert Performance Approach. We propose that the described approach could be applied to understand performance and skill acquisition in many different video games and help reveal mechanisms of transfer from gameplay to other measures of laboratory and real-world performance. (shrink)

Berg, J. Buñuels dagdröm.--Bergström, L. Pessimismens konsekvenser.--Furberg, M. Möjliga teser hos Johannes Climacus.--Halldén, S. Teckenrelationen och språkreglernas juridik.--Hedenius, I. Ett argument mot den rättsfilosofiska domstolsrealismen.--Mates, B. Om Platons argument "den tredje människan."--Marc-Wogau, K. Kant om lögnen.--Næss, A. Om filosofiske projekter som forener empirisk semantikk og metafysisk spekulasjon.--Ofstad, H. Får nazister lettere magesår enn humanister?--Prawitz, D. Om moraliska och logiska satsers sanning.--Stenius, E. Om Descartes' psykofysiska modell.--Tranøy, K. E. Filosofenes etiske ansvar.--Wright, G. H. von. En filosof ser på filosofien.

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 519 The Church: Learning and Teaching. By LADISLAS ORSY, S.J. Wilmington, Delaware: Michael Glazier, Inc., 1987. Pp. 172. $14.95. This work develops (and repeats) some of the ideas in Orsy's ar· ticle, "Magisterium: Assent and Dissent," TS 48 (1987), 473-497. One of the most neuralgic issues in the Church today is the relation· ship between the magisterium and theologians. This extended essay, notable for its irenic tone, (...) broadens the topic to a consideration of the whole church in its activity of learning and teaching. Its stated purpose is to " clarify some of the foundational concepts and to present a framework in which the interplay between the teaching authority and the whole community can be understood." In the heat of debate when lines are drawn, and each side is in danger of becoming myopic because of the intensity of focus on a given issue, each risks losing sight of the larger dialogic relationship between God and human person. To its credit, this essay counteracts this risk by describing the pattern of encounter between God and the human person. Orsy reminds us that the church in its teaching and learning responds to a mystery which always eludes absolute order and clarity even through both occur under the guidance of the Spirit. Within this dialogic interplay, the function of the episcopate is to witness to the word that God has spoken, a word always predominantly ineffable, while the task of the theologians is to penetrate into the meaning of the word through systematic theological reflection. In the three remaining chapters, Orsy discusses teaching authority, assent and dissent, and Catholic universities and academic freedom. He calls for a new hermeneutic for the interpretation of encyclicals in order to differentiate between statements of doctrine universally held, opinions of theological schools, and statements that may later be found to he erroneous. He points out the ambiguities associated with the term "ordinary magisterium," citing texts where it is the equivalent of "non-infallible," and others where it simply refers rto the manner in which a doctrine is taught. Departing from Dulles' suggestion for a dual magisterium, Orsy sketches the problems associated with the concept of a magisterium of theologians. He then cautions us against an over-simplification of the difference between fallible and non-infallible teaching which fails to account for the organic unity of Christian doctrine. As there is a dialogic interaction between God's word and human response, so is there an interplay between the bishops' witness to the truth in the Spirit and the recognition of this truth on the part of the people of God who then surrender in an act of faith. The exact nature of this obsequium fidei, however, is problematic. Orsy's identification 5!l0 BOOK REVIEWS of obsequium as a seminal locution in Lumen Gentium circumvents the dispute as to whether it means "respect" or "submission." Orsy attempts to defuse much of the emotional charge associated with the term " dissent " by noting that it is a much stronger dialectical term than such European expressions as opinion difjerent or anderer Meinung. He cautions that " to state simply that dissent from non-infallibly held doctrine is legitimate, is simplistic and incorrect " since one must note the relationship of the non-infallible doctrine to the infallible core. He concludes,that the best climate for a healthy relationship between theologians and bishops is mutual trust, a reasonable margin for honest mistakes, a recognition of limits on the part of theologians with a corresponding resolution never to call a final truth what is in reality a hypothesis. Orsy notes that history witnesses to the perils of theologians being subject to correction by their peers only. He points out that theologians should perhaps return to the practice of investigating questions rather than defending theses. The dangers associated with dissent include the possibility of the propositional dissent of a theologian becoming a feeder to a deeper attitudinal dissent in others or in some other way threatening the peace or unity of the church. It is difficult to see how anyone can take issue with such a balanced approach to this sensitive topic. In order to indicate how a university can... (shrink)

Cowan's experimental techniques cannot constrain subject's recall of presented information to distinct independent chunks in short-term memory (STM). The encoding of associations in long-term memory contaminates recall of pure STM capacity. Even in task environments where the functional independence of chunks is convincingly demonstrated, individuals can increase the storage of independent chunks with deliberate practice – well above the magical number four.

Recently, new developments took place in the Dutch debate on the legislation of euthanasia. After a brief account of that debate, the article discusses a new government proposal for legislation in this field, which was submitted to the Dutch parliament in November 1991. This proposal relates not only to euthanasia but also to some other medical decisions concerning the end of life. The author concludes that, for several reasons, it is unsatisfactory.

To make genuine progress toward explicating the relation between innate talent and high levels of ability, we need to consider the differences in structure between most everyday abilities and expert performance. Only in expert performance is it possible to show consistently that individuals can acquire skills to circumvent and modify basic characteristics (talent).

I take this opportunity of correcting a particularly reprehensible error of my own on p. 140 of my edition of these poems. At A.A. 1. 730 read ‘…hoc multri †non ualuisse† putant’; and at 11. 3-4 of the critical apparatus read ‘equidem multi utique’ eqs. In other words, the manuscripts are unanimous in offering multi. I hope that Dr. Lenz will be glad to have this evidence of our common humanity.

In every generation the overwhelming majority of those who inhabited the imperium Romanum worked on the land and derived their sustenance directly from it. The notion is commonplace and scarcely admits of debate, but its implications for long have suffered unwarranted neglect. The well-being of any society ultimately rests upon the quantity and diversity of its food supplies, but the immediacy of their contact with the soil continually reminded the Roman people of this platitude with a force which few students (...) of their history today can readily appreciate. The annual yield of wheat in particular, always a staple item in the Roman diet, and to a lesser extent of such cereals as panic and millet, acutely affected every segment of the Roman community. One example will serve to illustrate the point. The dependence of the plebs urbana upon imported surpluses is notorious, equally the intense suffering and violence which typically accompanied any disruption of their supply. Such outbreaks frequently punctuated the chaotic final decades of the Republic, but they also scarred more than one régime during the first two centuries of the Principate. (shrink)

The central problem which cognitive scientists face in studying thinking is that thinking cannot be observed directly by other people. The traditional solution has been to rely on introspective methods, where individuals observe their own thinking and reflect on its characteristics. In everyday life, the most common technique involves asking people questions about their thinking, knowledge, and strategies. Psychologists have refined the methods for questioning individuals by designing questionnaires and structured interviews. However, these two ways of obtaining information about thinking (...) share two fundamental methodological problems. First, the accuracy of the reports cannot be assessed, because in naturally occurring situations in everyday life the investigator doesn't have any other empirical evidence against which to evaluate the validity of the subjects' reported information. Hence, psychologists are forced to trust the subjects to provide valid information. The second issue concerns whether even those individuals who strive to give accurate reports are able to access and supply valid information on the cognitive processes that mediate their behavior. (shrink)

In summary, the discussion by Professors Helmchen and Müller-Oerlinghausen of the morality of clinical trials has emphasized a point that is frequently overlooked. It is an essential to consider those situations in which it might be unethical not to conduct a trial as it is to be concerned about the ways in which trials might restrict the rights of the individuals taking part in them. They and I have dealt mainly with the first of these two issues because it has (...) been relatively neglected. The second is, of course, equally important and has rightly received much attention. Both matters deserve further public discussion. (shrink)

Higher education students experience high rates of negative emotions such as stress, anxiety, and depression. Although emotions are known to influence attitudes per se, previous research has not examined how emotionality may relate to attitudes toward plagiarism. This study sought to examine how positive and negative emotionality relates to students’ positive attitudes, negative attitudes, and subjective norms concerning plagiarism. University students completed the Attitudes Toward Plagiarism questionnaire and measures of anxiety, stress, depression, and negative and positive affect. Extending on previous (...) research, it was found that a lack of positive affect and negative emotionality, specifically stress, were significant predictors of attitudes toward plagiarism. Emotionality predicted 8.9% and 10% of the variance in positive plagiarism attitudes and subjective norms, respectively. Interestingly, gender was unable to predict subjective norms relating to plagiarism. Support for negative and positive emotionality predicting attitudes toward plagiarism challenges the assumption that emotions do not predict attitudes within the plagiarism context. These findings are practically relevant, as they highlight the necessity of implementing interventions directly targeting mental health within the higher education setting. (shrink)

We sketch a group-theoretical framework, based on the Heisenberg–Weyl group, encompassing both quantum and classical statistical descriptions of unconstrained, non-relativistic mechanical systems. We redefine in group-theoretical terms a kinematical arena and a space of statistical states of a system, achieving a unified quantum-classical language and an elegant version of the quantum-to-classical transition. We briefly discuss the structure of observables and dynamics within our framework.

University human research ethics application procedures can be complicated and daunting, especially for international students unfamiliar with the process and the language. We conducted focus groups and interviews with four research higher degree and 21 Master’s coursework international students at an Australian university to gain their views on the human ethics application process. We found the most important influences on their experience were: the time it took to do an application; support from supervisors, peers and others; their own language skills; (...) and their lack of familiarity with research ethics procedures. To improve the experience of international students undertaking research involving human research ethics applications, we recommend universities provide guidance on institutional ethics review processes, concepts and terminology, with translations in a range of languages, together with guidance on how to conduct research ethically within and outside the students’ own countries. We also recommend curricula be developed to further students’ understanding of the importance of ethical research practice, and that these curricula be embedded in undergraduate and postgraduate degree programs and reflected in course learning outcomes. (shrink)

On April 3, 1995, the Fourth Circuit upheld the right of a Maryland hospital to terminate a surgeon who was HIV-positive ). A resident in the University of Maryland Neurosurgical Training Program was dismissed when hospital administrators learned of his infection with HIV. The resident, known as Dr. Doe, claimed that his termination violated federal laws protecting persons with disabilities. The court upheld the hospital's actions as lawful and affirmed the trial court's grant of summary judgment for the hospital.Dr. Doe (...) charged that his dismissal from the training program violated the Rehabilitation Act and the Americans with Disabilities Act. (shrink)

In recent years a novel picture of Mably's thought has begun to emerge within Anglo-American scholarship, suggesting perhaps a constructive alternative to both the �radical� and the �conservative� interpretations. On this reading, Mably should be seen as neither a proto-socialist nor a reactionary thinker, but as a republican -- a classical republican, in fact, whose writing represents a later Gallic contribution to the political tradition founded by Machiavelli and Harrington.3 In fact, nothing is more obvious to any reader than the (...) absolute centrality of the reference to Graeco-Roman antiquity in his writings, from beginning to end -- with precisely that celebration of the �mixed governments� of Sparta and Rome, and intense preoccupation with the politics of �virtue�, that we have come to associate with the civic humanist tradition. The object of this essay is to provide a brief introduction to this �new� Mably. It will do so chiefly through an examination of a single work, albeit a pivotal one in Mably's career. Entretiens de Phocion, a dialogue first published in 1763, introduced in print for the first time most of the major themes of his mature thought; and it remained by far the most popular work to appear in his lifetime. A brief look at it should give us the opportunity to test the cogency of the civic humanist reading of Mably's thought, as well as to suggest something of thespecific character of the French contribution to the �Atlantic republican tradition�. (shrink)

Originally published in 1926, this book attempts to state 'what has been believed with regard to God's incapacity for suffering'. Mozley charts the development of the doctrine from the Apostolic Fathers through the Reformation to the modern influence of metaphysical philosophy and concludes with six questions intended to prompt further theological discussion on this point. This book will be of value to anyone with an interest in the history of Christian theology.

Open peer commentary on the article “Designing Academic Conferences in the Light of Second-Order Cybernetics” by Laurence D. Richards. Upshot: This commentary gives voice to Richards’s desire to move away from traditional formats, such as the paper presentation, by digressing from the OPC format by illustrating how the proposal inspires and disseminates rather than merely adding any critical commentary.