In evaluative conditioning, a neutral conditional stimulus (CS) acquires the valence of a pleasant or unpleasant unconditional stimulus (US) after the CS and US are paired (acquisition). Valence acquired by the CS can generalise to other stimuli from the same category. Presenting the CS alone can reduce evaluative conditioning (extinction), but evaluations can return after the US is presented alone (reinstatement). The current research investigated whether extinction and reinstatement generalise to other category members (generalisation (...) class='Hi'>stimuli, GS). In Experiment 1, evaluations generalised in acquisition after conditioning with one category exemplar, but GS evaluations were unaffected by extinction and reinstatement. In Experiment 2, we aimed to enhance generalisation by presenting multiple category exemplars during conditioning. This strengthened the generalisation of evaluations in extinction but not reinstatement. In Experiment 3, conditioning with multiple exemplars caused explicit and implicit evaluations (measured using an affective priming task) to generalise in acquisition but not in extinction or reinstatement. The acquisition and extinction of US expectancy generalised in all experiments, but the reinstatement generalised in Experiment 3 only. Overall, we found partial evidence of evaluative generalisation during extinction (but not reinstatement) and demonstrated that the extinction and reinstatement of US expectancy generalises in evaluative conditioning. (shrink)

Children with developmental language disorder (DLD) have significant deficits in language ability that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. The symptoms displayed by children with DLD differ across languages. In English, DLD is often marked by severe difficulties acquiring verb inflection. Such difficulties are less apparent in languages with rich verb morphology like Spanish and Italian. Here we show how these differential profiles can be understood in terms of an interaction between properties of the (...) input language, and the child's ability to learn predictive relations between linguistic elements that are separated within a sentence. We apply a simple associative learning model to sequential English and Spanish stimuli and show how the model's ability to associate cues occurring earlier in time with later outcomes affects the acquisition of verb inflection in English more than in Spanish. We relate this to the high frequency of the English bare form (which acts as a default) and the English process of question formation, which means that (unlike in Spanish) bare forms frequently occur in third‐person singular contexts. Finally, we hypothesize that the pro‐drop nature of Spanish makes it easier to associate person and number cues with the verb inflection than in English. Since the factors that conspire to make English verb inflection particularly challenging for learners with weak sequential learning abilities are much reduced or absent in Spanish, this provides an explanation for why learning Spanish verb inflection is relatively unaffected in children with DLD. (shrink)

Skeletal myoblasts have their origin early in embryogenesis within specific somites. Determined myoblasts are committed to a myogenic fate; however, they only differentiate and express a muscle‐specific phenotype after they have received the appropriate environmental signals. Once proliferating myoblasts enter the differentiation programme they withdraw from the cell cycle and form post‐mitotic multinucleated myofibres (myogenesis); this transformation is accompanied by muscle‐specific gene expression. Muscle development is associated with complex and diverse protein isoform transitions, generated by differential gene (...) expression and mRNA splicing. The myofibres are in a state of dynamic adaptation in response to hormones, mechanical activity and motor innervation, which modulate differential gene expression and splicing during this functional acclimatisation. This review will focus on the profound effects of thyroid hormone on skeletal muscle, which produce alterations in gene and isoform expression, biochemical properties and morphological features that precipitate in modified contractile/mechanical characteristics. Insight into the molecular events that control these events was provided by the recent characterisation of the MyoD gene family, which encodes helix‐loop‐helix proteins; these activate muscle‐specific transcription and serve as targets for a variety of physiological stimuli. The current hypothesis on hormonal regulation of myogenesis is that thyroid hormones (1) directly regulate the myoD and contractile protein gene families, and (2) induce thyroid hormone receptor‐transcription factor interactions critical to gene expression. (shrink)

This study investigates the procedural learning, retention, and reactivation of temporal sensorimotor sequences in children with and without developmental coordination disorder. Twenty typically-developing children and 12 children with DCD took part in this study. The children were required to tap on a keyboard, synchronizing with auditory or visual stimuli presented as an isochronous temporal sequence, and practice non-isochronous temporal sequences to memorize them. Immediate and delayed retention of the audio-motor and visuo-motor non-isochronous sequences were tested by removing auditory or (...) visual stimuli immediately after practice and after a delay of 2 h. A reactivation test involved reintroducing the auditory and visual stimuli after the delayed recall. Data were computed via circular analyses to obtain asynchrony, the stability of synchronization and errors. Firstly, an overall deficit in synchronization with both auditory and visual isochronous stimuli was observed in DCD children compared to TD children. During practice, further improvements were found for the audio-motor non-isochronous sequence compared to the visuo-motor non-isochronous sequence in both TD children and children with DCD. However, a drastic increase in errors occurred in children with DCD during immediate retention as soon as the auditory stimuli were removed. Reintroducing auditory stimuli decreased errors in the audio-motor sequence for children with DCD. Such changes were not seen for the visuo-motor non-isochronous sequence, which was equally learned, retained and reactivated in DCD and TD children. All these results suggest that TD children benefit from both auditory and visual stimuli to memorize the sequence, whereas children with DCD seem to present a deficit in integrating an audio-motor sequence in their memory. The immediate effect of reactivation suggests a specific dependency on auditory information in DCD. Contrary to the audio-motor sequence, the visuo-motor sequence was both learned and retained in children with DCD. This suggests that visual stimuli could be the best information for memorizing a temporal sequence in DCD. All these results are discussed in terms of a specific audio-motor coupling deficit in DCD. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:After Extinction ed. by Richard Grusin, and: Anthropocene Poetics: Deep Time, Sacrifice Zones and Extinction by David FarrierChris CrewsRichard Grusin, editor. After Extinction. University of Minnesota Press, 2018. 272pp.David Farrier. Anthropocene Poetics: Deep Time, Sacrifice Zones and Extinction. University of Minnesota Press, 2019. 176pp.Thinking Critically and Poetically with the AnthropocenePublished within a year of each other, Richard Grusin’s edited collection, (...) class='Hi'>After Extinction, and David Farrier’s Anthropocene Poetics offer two valuable perspectives on the themes of extinction and the Anthropocene. Most readers are likely familiar with some version of the Anthropocene by now, and its usage in these books (with a few exceptions) follows a common refrain in the humanities and social sciences, where it is used as an umbrella term to describe a wide range of (mostly negative) impacts to the Earth associated with industrial civilization and human activities.The topic of extinction is a much older issue, but increasingly frequent (and alarming) reports about biodiversity loss and extinction from bodies like the United Nations, combined with activism from groups like Extinction Rebellion, have raised its profile. Elizabeth Kolbert’s 2014 book The Sixth Extinction: An Unnatural History, which performs a sort of Derridean hauntology throughout the pages of After Extinction, further reinforced this trend. As Richard Grusin notes in his Introduction to After Extinction, the book emerged from a conference hosted by the Center for Twenty-First Century Studies at the University of Wisconsin-Milwaukee which focused on the question of what comes after extinction. Each chapter is thought-provoking, but at times they sat uneasily together, producing a sort of Chthulucenic cacophony drawn from multiple disciplines and themes, from entangled humanism and the power of photography to a rethinking of disability and Indigenous languages in the Anthropocene. [End Page 156]I found David Farrier’s Anthropocene Poetics harder to pin down, despite being a more cohesive text. The book offers a series of ecocritical musings that engage with a series of poets and authors whose work Farrier uses to draw out a poetic imagination of the Anthropocene. Farrier develops this Anthropocene poetics through a dizzying array of textual and artistic examples that draws inspiration from queer ecology and New Materialism (e.g., Elizabeth Grosz, Timothy Morton, Jane Bennett, Quentin Meillassoux) to problematize the liminal spaces and borders between human and non-human agencies and affect, animacies and intimacies, while suggesting that poetry is well suited (perhaps best suited?) to help us rethink our relationship to deep time and geologic agency. While reading Farrier’s book, I could not help but think of Bruno Latour’s comments about how we need a new geostory to help us make sense of the Anthropocene.Farrier engages widely with Donna Haraway and Anna Tsing to develop some key themes, yet there is no attempt to force the concept of the Anthropocene into any prefigured box, despite his study’s grounding in ecocriticism and his stated sympathy with the fledgling field of Anthropocene studies. As Farrier notes, “I pursue a more inclusive approach to defining the Anthropocene, that is, that each discipline must do so according to its own terms and, by implication, that each discipline must reappraise its boundaries and assumptions in the Anthropocene’s shadows” (3). Farrier’s familiarity with both the scientific basis and cultural debates around the Anthropocene allows him to pull this off successfully.A key aim for Farrier is to explore what an Anthropocene poetics might look like, and to show how such a poetics can allow for more fluid engagements with the Anthropocene. He does this through three framing devices: intimacy (deep time), entanglements (sacrifice zones), and swerve (kin-making), each of which allows him to think more deeply about our growing awareness of deep time (past and future) and our entanglements with a changing planet. Farrier suggests this awareness is creating a deeper appreciation for how the human project is (and always has been) deeply bound up with other than human beings and non-human agencies. As Farrier argues: “One of the most striking and unsettling aspects of the Anthropocene is the newly poignant sense that our present is in fact accompanied by deep pasts and... (shrink)

This study aims to disentangle the often-confounded effects of input frequency and morphophonological complexity in the acquisition of inflection, by focusing on simple and complex verb forms in Japanese. Study 1 tested 28 children aged 3;3–4;3 on stative and simple past forms, and Study 2 tested 30 children aged 3;5–5;3 on completive and simple past forms, with both studies using a production priming paradigm. Mixed effects models for children's responses were built to test the prediction that children's verb use is (...) explained by the relative bias in input frequency between the two inflectional forms. Although Study 1 did not show a significant effect of input bias, Study 2, which corrected for this problem, yielded the predicted relationship. These findings suggest that input frequency effects, at the level of different inflectional forms of the same verb stem, hold even after controlling for morphophonological complexity. (shrink)

Macphail’s (1985) null hypothesis challenged researchers to demonstrate any differences in intelligence between vertebrate species. Rather than focus on differences, we asked whether rats would show the same unexpected, counterintuitive features of skill learning observed in humans: Factors that degrade performance during acquisition often enhance performance in a subsequent retention/autonomy phase. Providing post-trial “knowledge of results” (KR) on 30%-67% of trials instead of 100% degrades accuracy, yet increases retention in a subsequent phase without KR. We tested this feature by providing (...) three groups of rats with KR on every trial (100% KR), 67% KR, or 0% KR. We also provided operant feedback in every trial for completing the left-right lever-press skill (food for correct sequences, timeout for all others). In the autonomy phase, we assessed their ability to complete the skill independently—in the absence of differential cues and KR feedback. In agreement with human performance in the autonomy phase, 67% KR yielded higher skill accuracy than providing 100% KR. Also, providing 67% KR improved skill accuracy above that observed with operant feedback alone (0% KR). Rather than degrading performance during acquisition, the 67% KR condition yielded unexpected higher accuracy than the other conditions. Accuracy increased systematically across our extended acquisition phase, which provided each rat with over 3600 trials compared to 20-30 trials for human studies. Providing limited KR promoted skill learning in rats as it does in humans, consistent with the conjecture that both species share common learning processes. Introducing difficulties to rats during training improved their autonomy. (shrink)

Effective altruism is a movement which aims to maximise good. Effective altruists are concerned with extreme poverty and many of them think that individuals have an obligation to donate to effective charities to alleviate extreme poverty. Their reasoning, which I will scrutinise, is as follows: -/- Premise 1. Extreme poverty is very bad. -/- Premise 2. If it is in our power to prevent something very bad from happening, without thereby sacrificing anything else morally significant, we ought, morally, to do (...) it. -/- Premise 3. Individuals ought to choose the effective option in preventing very bad things. -/- Premise 4. Donating to effective charities is one of the best ways to alleviate extreme poverty. -/- Conclusion. Individuals ought to donate to effective charities working towards extreme poverty alleviation where doing so does not require them to give up anything of moral significance. -/- I will scrutinise each of these premises in turn. -/- For Premise 1, I focus on hedonistic utilitarianism and criticise its outlook on extreme poverty. I claim that hedonistic utilitarianism might be problematic for effective altruism. -/- Premise 2 is Peter Singer's Weaker Principle of Sacrifice. I introduce several possible interpretations of it, and press several objections to it by stressing overpermissiveness, luck, and rights. I defend strengthening the Weaker Principle of Sacrifice without making it overdemanding. -/- I claim that Premise 3 can be attractive to both consequentialists and non-consequentialists. Nevertheless, by showing that effectiveness sometimes violates fairness, I propose a method which avoids always helping the greater number and always giving everyone equal chances of being helped, which is compatible with effective altruism. -/- Against Premise 4, I assess the systemic change objection, which states that effective altruism unjustifiably distracts individuals from systemic change. By considering risk and the moral standing of the future extremely poor, I claim that the systemic change objection is partially successful, but cannot undermine effective altruism. -/- After analysing all of these, I argue that individuals have an obligation to donate to effective charities to alleviate extreme poverty where doing so does not require them to give up anything of moral significance. (shrink)

Persons with Parkinson’s disease are advised to use compensatory strategies such as external cues or cognitive movement strategies to overcome gait disturbances. It is suggested that external cues involve the processing of sensory stimulation, while cognitive-movement strategies use attention allocation. This study aimed to compare over time changes in attention allocation in PwP between prolonged walking with cognitive movement strategy and external cues; to compare the effect of cognitive movement strategies and external cues on gait parameters; and evaluate whether these (...) changes depend on cognitive function. Eleven PwP participated in a single-group pilot study. Participants walked for 10 min under each of three conditions: natural walking, using external cuing, using a cognitive movement strategy. Attention and gait variables were extracted from a single-channel electroencephalogram and accelerometers recordings, respectively. Attention allocation was assessed by the% of Brain Engagement Index signals within an attentive engagement range. Cognitive function was assessed using a neuropsychological battery. The walk was divided into 2-min time segments, and the results from each 2-min segment were used to determine the effects of time and condition. Associations between cognitive function and BEI signals were tested. Findings show that in the cognitive movement strategy condition, there was a reduction in the % of BEI signals within the attentive engagement range after the first 2 min of walking. Despite this reduction the BEI did not consistently differ from natural and metronome walking. Spatiotemporal gait variables were better in the cognitive movement strategy condition relative to the other conditions. Global cognitive and information processing scores were significantly associated with the BEI only when the cognitive movement strategy was applied. In conclusion, the study shows that a cognitive movement strategy has positive effects on gait variables but may impose a higher attentional load. Furthermore, when walking using a cognitive movement strategy, persons with higher cognitive function showed elevated attentive engagement. The findings support the idea that cognitive and attentional resources are required for cognitive movement strategies in PwP. Additionally, this study provides support for using single-channel EEG to explore mechanistic aspects of clinical interventions. (shrink)

This review provides an overview of the ethics of extinctions with a focus on the Western analytical environmental ethics literature. It thereby gives special attention to the possible philosophical grounds for Michael Soulé’s assertion that the untimely ‘extinction of populations and species is bad’. Illustrating such debates in environmental ethics, the guiding question for this review concerns why – or when – anthropogenic extinctions are bad or wrong, which also includes the question of when that might not be the (...) case (i.e. which extinctions are even desirable). After providing an explanation of the disciplinary perspective taken (section “Introduction”), the concept of extinction and its history within that literature are introduced (section “Understanding extinction”). Then, in section “Why (or when) might anthropogenic extinctions be morally problematic?”, different reasons for why anthropogenic extinctions might be morally problematic are presented based on the loss of species’ value, harm to nonhuman individuals, the loss of valuable biological variety and duties to future generations. This section concludes by also considering cases where anthropogenic extinctions might be justified. Section “How to respond to extinctions?” then addresses a selection of topics concerning risks and de-extinction technologies. Finally, the section on “Extinction studies” introduces other viewpoints on the ethics of extinction from the extinction studies literature, followed by the “Conclusion”. (shrink)

Debating on Second Language Acquisition is not merely in terms of concept but also the real phenomena which postulate each research result. It needs more investigation on SLA due to the various realities on how children and adults acquire and learn any language. This research aims to describe how children and adults acquire and learn their first and second language. Participants consisted of children and adults whose ages determined by the researcher based on the purposive sampling technique. They were all (...) six persons and chosen based on certain characteristics. Content analysis technique was applied in order to analyze all data gained. The result showed that since human alive inside mother’s womb especially at up to the age of three months, a fetus has tried to acquire sounds subconsciously. Language proficiency is really determined by three factors of Phased Process Approach namely Subconscious Acquisition, Conscious Acquisition, and Learning. The ideal time for learning something is begun from the age of 2 or 3 years old, by the fact that children have had the ability to bear a meaning on any input that they catch. The learning process has been begun within the process of acquisition. Based on the findings, it is clear that the children acquire the language step by step based on the development of the brain. Children acquire language is just the same as adult in acquiring the language although there will be some constraints faced by adult concern with the first language because adult has had the strong basis of the first language just than children. (shrink)

Children have difficulty comprehending novel verbs in the double object dative as compared to the prepositional dative. We explored this pattern with 3 and 4 year olds. In Experiment 1, we replicated the documented difficulty with the double object frame, even though we provided more contextual support. In Experiment 2, we tested a novel hypothesis that children would comprehend novel verbs in, and generalize them to, the double object frame if they were first familiarized to the verbs in the prepositional (...) frame. They did, suggesting that part of their difficulty with the double object frame is due to uncertainty about a new verb's semantic/syntactic properties, information that the easy-to-comprehend prepositional frame provides. The benefits of training were short-lived, however; children again struggled after a 2-h delay. The results are discussed in the context of mechanisms underlying verb acquisition. (shrink)

People with Down syndrome often exhibit deficiencies in wayfinding activities, particularly route learning (e.g., Courbois et al., 2013 ; Davis et al., 2014 ; Farran et al., 2015 ). Evidence concerning more sophisticated survey learning has been sparse. In the research reported here, two experiments are reported that evaluated survey learning of youth with DS and typically developing children (TD) matched on mental age. In Experiment 1, participants learned two overlapping routes consisting of three turns each through a virtual environment (...) depicting 9 square city blocks. Following acquisition, they were tested on multiple measures of survey knowledge: finding a shortcut, identifying the direction of landmarks not currently visible from their location in the environment, and recognizing a bird’s-eye representation of the overall environment. Under these conditions, which should provide relatively optimal opportunities for survey learning, the participants with DS performed comparably to TD participants matched on non-verbal ability on all of our measures of survey learning. Hence, we concluded that people with DS can acquire some survey knowledge when tasked with learning a small environment and given the opportunity to do so. In Experiment 2, the experimenter navigated participants through a large, relatively complex, virtual environment along a circuitous path, beginning and ending at a target landmark. Then, the participants were placed at a pre-specified location in the environment that they had viewed previously and instructed to navigate to the same target (a door) using the shortest possible path from their current location. They completed the task three times: once after being shown the environment one time, once after three exposures, and once after five exposures. Results indicated that the participants with DS exhibited significantly less skill at identifying the shortcut than did the TD participants, with differences emerging as the number of exposures increased. Participants with DS were also less able to recall landmarks at the end of the experiment. Overall, however, the performance of both groups was relatively poor in both experiments – with the performance of participants with DS being worse as conditions became less optimal. These results were discussed in terms of underlying mechanisms that may account for variations in survey learning as environmental complexity increases. (shrink)

Words that describe sensory perception give insight into how language mediates human experience, and the acquisition of these words is one way to examine how we learn to categorize and communicate sensation. We examine the differential predictions of the typological prevalence hypothesis and embodiment hypothesis regarding the acquisition of perception verbs. Studies 1 and 2 examine the acquisition trajectories of perception verbs across 12 languages using parent questionnaire responses, while Study 3 examines their relative frequencies in English corpus data. (...) We find the vision verbs see and look are acquired first, consistent with the typological prevalence hypothesis. However, for children at 12–23 months, touch—not audition—verbs take precedence in terms of their age of acquisition, frequency in child‐produced speech, and frequency in child‐directed speech, consistent with the embodiment hypothesis. Later at 24–35 months old, frequency rates are observably different and audition begins to align with what has previously been reported in adult English data. It seems the initial orientation to verbalizing touch over audition in child–caregiver interaction is especially related to the control of physically and socially appropriate behaviors. Taken together, the results indicate children's acquisition of perception verbs arises from the complex interplay of embodiment, language‐specific input, and child‐directed socialization routines. (shrink)

Recent studies indicate that plakoglobin may have a similar function to that of β-catenin within the Wnt signaling pathway. β-catenin is known to be an oncogene in many forms of human cancer, following acquisition of stabilizing mutations in amino terminal sequences. Kolligs1 and coworkers show, however, that unlike β-catenin, plakoglobin induces neoplastic transformation of rat epithelial cells in the absence of such stabilizing mutations. Cellular transformation by plakoglobin also appears to be distinct from that of β-catenin in that it (...) requires activation of the proto-oncogene c-myc. Surprisingly, c-myc is activated more efficiently by plakoglobin than β-catenin, despite its previous identification as a target of Tcf/β-catenin.2 In contrast, a synthetic Tcf reporter gene is activated to a much greater extent by β-catenin than plakoglobin. Plakoglobin and β-catenin may therefore have different roles in Wnt signaling and cancer, which reflect their differential effects on target gene activity. BioEssays 22:961–965, 2000. © 2000 John Wiley & Sons, Inc. (shrink)

In Hegel ou Spinoza,1 Pierre Macherey challenges the influence of Hegel’s reading of Spinoza by stressing the degree to which Spinoza eludes the grasp of the Hegelian dialectical progression of the history of philosophy. He argues that Hegel provides a defensive misreading of Spinoza, and that he had to “misread him” in order to maintain his subjective idealism. The suggestion being that Spinoza’s philosophy represents, not a moment that can simply be sublated and subsumed within the dialectical progression of (...) the history of philosophy, but rather an alternative point of view for the development of a philosophy that overcomes Hegelian idealism. Gilles Deleuze also considers Spinoza’s philosophy to resist the totalising effects of the dialectic. Indeed, Deleuze demonstrates, by means of Spinoza, that a more complex philosophy antedates Hegel’s, which cannot be supplanted by it. Spinoza therefore becomes a significant figure in Deleuze’s project of tracing an alternative lineage in the history of philosophy, which, by distancing itself from Hegelian idealism, culminates in the construction of a philosophy of difference. It is Spinoza’s role in this project that will be demonstrated in this paper by differentiating Deleuze’s interpretation of the geometrical example of Spinoza’s Letter XII (on the problem of the infinite) in Expressionism in Philosophy, Spinoza,2 from that which Hegel presents in the Science of Logic.3. (shrink)

Fodor gained a certain amount of embarrassment in 1981 after realizing that the intentional integrity of the link between the concept and the cause may be questioned. While the older Fodor, the one in 1998, is able to acknowledge that his earlier conceptions had to be modified, Fodor emphasizes that acquiring a concept is not to be recognized as a psychological process. In this chapter, however, we look into how psychological processing plays, in fact, no small part in the (...) acquisition of concepts and that cognitive psychology is capable of providing and should provide a theory regarding such. The author attempts to prove how Fodor's argument about how concepts are “brute-causally” attained and cannot be interminable, as well as to show how cognitive mediation can be obtained, and to defend the notion of acquisition from some of Fodor's criticisms on the subject of nonclassical theories about content and verificationism. (shrink)

The Meno has traditionally been viewed as "one of Plato's earliest and most noteworthy forays into epistemology." In this dialogue, and in the course of a discussion between Socrates and his young interlocutor, Meno, about the nature of virtue and whether it can be taught, “Meno raises an epistemological question unprecedented in the Socratic dialogues.” This question - or rather, dilemma - has come to be known in the philosophical literature as Meno’s Paradox of Inquiry, due its apparently containing an (...) easy-to-detect equivocation of the word ‘know’. Immediately after the paradox, and in an apparent response to it, Socrates recounts a myth: a story told by priests and priestesses about the pre-natal existence and immortality of the soul. From this this myth, Socrates concocts the infamous theory of recollection – a theory according to which the soul has acquired knowledge of everything before it was born, while in a disincarnate state. According to the traditional reading of Meno’s paradox, this theory constitutes Plato’s response to it. The traditional reading has come under fire in recent years by advocates of the epistemological reading (ERM), who argue that the theory of recollection is not Plato’s intended response to the paradox. Instead, they suggest, Plato’s distinction between true belief and knowledge – which appears towards the end of the dialogue – is sufficient for solving the paradox; and as such, it ought to be read as Plato’s response to it. In this thesis, I argue against ERM’s claim that a mere epistemological distinction is all it takes to solve the paradox. To do so, I explore the metaphysics of change in Plato’s ontology. From this, I appeal to our everyday notion of ‘memory’ in order to show that Meno’s paradox, in fact, contains a hidden-premise, which when laid bare, reveals two distinct challenges contained within the argument: a superficial one, and a deeper one. I argue that although it appears at first blush as though the former could easily be dismissed as an equivocation, to which the epistemological distinction between belief and knowledge could provide an answer, the latter cannot. This is because the deeper challenge threatens the very preconditions of knowledge itself – that is to say, it renders cognition impossible – and, as such, it cancels out any effort to provide an epistemological response to the superficial challenge. Hence, unless the deeper-level challenge is satisfactorily disarmed, both challenges remain unanswered. I argue that although the major motivation for the theory of recollection in the Meno is indeed to provide an answer to scepticism about knowledge, nevertheless, it ought to be understood, first, as a theory of cognition – i.e. as a theory about the preconditions and atomic building blocks of knowledge – and not a theory of knowledge per se. This answer comes in the form of a radical theory of the mind and cognition – one that stands in stark opposition to our common-sense views about the mind: a view from which, Plato believed, the paradox arises. Drawing on recent debates between Nativists and Empiricists in the Cognitive Sciences, I argue that it was a great achievement of Plato’s to grasp that our common-sense view about the mind, and its concomitant process of learning, language acquisition and knowledge acquisition, might in fact be at the very root of scepticism about our ability to engage in meaningful philosophical practice, and our ability to acquire objective knowledge – especially, objective moral knowledge. The Meno’s paradox, then – so I contend - is not a puzzle whose solution rests upon merely pointing to an epistemological distinction between true belief and knowledge, as advocates of ERM have suggested. Rather, it is a puzzle about cognition. More precisely, it is a puzzle that targets the rudimentary cognitive stages of initial cognition and truth-recognition - one whose solution entails offering an account of the mind that would make these elementary cognitive processes possible. Accordingly, Plato’s theory of recollection in the Meno ought to be read as an attempt to map the structure of the mind, and as such, to provide an account of cognition. In doing so, he intended to put forward a view about the preconditions of knowledge – the sort of preconditions without which language acquisition and knowledge acquisition would simply not be possible. With this theory, Plato has the beginnings of an argument against the kind of relativism and scepticism prevalent at his time. As such, a correct interpretation of the so-called paradox of inquiry (and Plato’s proposed solution to it via the theory of recollection) should approach it as a puzzle about mind and cognition – and not solely as an epistemological one, as it has previously been treated. (shrink)

Theories of skill acquisition have made radically different predictions about the role of general problem‐solving methods in acquiring rules that promote effective transfer to new problems. Under one view, methods that focus on reaching specific goals, such as means‐ends analysis, are assumed to provide the basis for efficient knowledge compilation (Anderson, 1987), whereas under an alternative view such methods are believed to disrupt rule induction (Sweller, 1988). We suggest that the role of general methods in learning varies with both the (...) specificity of the problem solver's goal and the systematicity of the strategies used for testing hypotheses about rules. In the absence of a specific goal people are more likely to use a rule‐induction learning strategy, whereas provision of a specific goal fosters use of difference reduction, which tends to be a non‐rule‐induction strategy. We performed two experiments to investigate the impact of goal specificity and systematicity of rule‐induction strategies in learning and transfer within a complex dynamic system. The results of Experiment 1 indicated that during free exploration of a problem space, greater learning occurred if participants adopted more systematic strategies for rule induction, and that participants come to favor such strategies. Experiment 2 revealed that participants who were provided with a specific goal performed well on the initial problem but were impaired on a transfer test using a similar problem with a different goal. Instruction on a systematic rule‐induction strategy facilitated solution for both the initial and transfer problems, but participants' use of this strategy declined if they had a specific goal. Our results support Sweller's (1988) proposal that general problemsolving methods applied to a specific goal foster acquisition of knowledge about an isolated solution path but do not provide an effective way of learning the overall structure of a problem space. We interpret these results in terms of dualspace theories of search through problem space. (shrink)

There is growing evidence that words that are acquired early in life are processed faster and more accurately than words acquired later, even by adults. As neuropsychological and neuroimaging studies have implicated different brain networks in the processing of action verbs and concrete nouns, the present study was aimed at contrasting reaction times to early and later-acquired action verbs and concrete nouns, in order to determine whether effects of word learning age express differently for the two types of words. Our (...) results show that while word frequency affected both types of words in the same way, distinct learning age effects were observed for action verbs and concrete nouns. A further experiment specified that this difference was observed for verbs describing actions belonging to the human motor repertoire, but not for verbs denoting actions past this repertoire (e.g., to neigh). We interpret these data within a recently emerging framework according to which language processing is associated with sensory motor programs. (shrink)

Different housing conditions, including housing space and the physiological and social environment, may affect rodent behavior. Here, we examined the effects of different housing conditions on post-stroke angiogenesis and functional recovery to clarify the ambiguity about environmental enrichment and its components. Male rats in the model groups underwent right middle cerebral artery occlusion followed by reperfusion. The MCAO rats were divided into four groups: the physical enrichment group, the social enrichment group, the combined physical and social enrichment group and the (...) ischemia/reperfusion + standard conditioning group. The rats in the sham surgery group were housed under standard conditions. In a set of behavioral tests, including the modified Neurological Severity Score, rotarod test, and adhesive removal test, we demonstrated that the animals in the enriched condition groups exhibited significantly improved neurological functions compared to those in the standard housing group. Smaller infarction volumes were observed in the animals of the PSE group by MRI detection. The enriched conditions increased the microvessel density in the ischemic boundary zone, as revealed by CD31 immunofluorescent staining. The immunochemical and q-PCR results further showed that environmental enrichment increased the expression levels of angiogenic factors after ischemia/reperfusion injury. Our data suggest that all three enrichment conditions promoted enhanced angiogenesis and functional recovery after ischemia/reperfusion injury compared to the standard housing, while only exposure to the combination of both physical and social enrichment yielded optimal benefits. (shrink)

If the cortex is an associative memory, strongly connected cell assemblies will form when neurons in different cortical areas are frequently active at the same time. The cortical distributions of these assemblies must be a consequence of where in the cortex correlated neuronal activity occurred during learning. An assembly can be considered a functional unit exhibiting activity states such as full activation (“ignition”) after appropriate sensory stimulation (possibly related to perception) and continuous reverberation of excitation within the assembly (...) (a putative memory process). This has implications for cortical topographies and activity dynamics of cell assemblies forming during language acquisition, in particular for those representing words. Cortical topographies of assemblies should be related to aspects of the meaning of the words they represent, and physiological signs of cell assembly ignition should be followed by possible indicators of reverberation. The following postulates are discussed in detail: (1) assemblies representing phonological word forms are strongly lateralized and distributed over perisylvian cortices; (2) assemblies representing highly abstract words such as grammatical function words are also strongly lateralized and restricted to these perisylvian regions; (3) assemblies representing concrete content words include additional neurons in both hemispheres; (4) assemblies representing words referring to visual stimuli include neurons in visual cortices; and (5) assemblies representing words referring to actions include neurons in motor cortices. Two main sources of evidence are used to evaluate these proposals: (a) imaging studies focusing on localizing word processing in the brain, based on stimulus-triggered event-related potentials (ERPs), positron emission tomography (PET), and functional magnetic resonance imaging (fMRI), and (b) studies of the temporal dynamics of fast activity changes in the brain, as revealed by high-frequency responses recorded in the electroencephalogram (EEG) and magnetoencephalogram (MEG). These data provide evidence for processing differences between words and matched meaningless pseudowords, and between word classes, such as concrete content and abstract function words, and words evoking visual or motor associations. There is evidence for early word class-specific spreading of neuronal activity and for equally specific high-frequency responses occurring later. These results support a neurobiological model of language in the Hebbian tradition. Competing large-scale neuronal theories of language are discussed in light of the data summarized. Neurobiological perspectives on the problem of serial order of words in syntactic strings are considered in closing. Key Words: associative learning; cell assembly; cognition; cortex; ERP; EEG; fMRI; language; lexicon; MEG; PET; word category. (shrink)

Temporal Changes in Ovarian Gonadotropin-Releasing Hormone mRNA Levels by Gonadotropins in the Rat Sung Ho Lee, Eun-Seob Song, Sun Kyeong Yu, Changmee Kim, Dae Kee Lee, Wan Sung Choi l and Kyungjin Kim* Department of Molecular Biofogy and SRC for Cell Differentiation, Seoul National University, Seoul 150-742, Korea; IDepartment of Anatomy, College of Medicine, Gyeongsanf; National University, Chinju 660-280, Korea (Recei·. cd on December 29, 1993) The present study examines whether gonadotropins are involved in the regulation of ovarian GnRH gene (...) expression and how ovarian GnRH gene expression temporalJy correlates with alterations in hypothalamic GnRH, pituitary LH~ gene expression in respons to gonadotropins. Hypothalamic and ovarian GnRH mRNA and pituitary LH~ mRNA levels were determined by respective RNA-blot hybridizations, and ovarian GnRH and estradiol contents and serum LH levels were measured by respective radioimmunoassays. Three animal models such as 1) PMSG-treated, 2) PMSG and heG-treated immature rats and 3) proestrous stage of adult rats were used. Immature rats (25-days old) were administered with PMSG (10 iu) at 10:00 hand 48 h later with heG (10 iu) to induce ovulation. In the PMSG-injected model, hypothalamic GnRH mRNA levels were markedly augmented about 9-fold at 50 h, and pituitary LH mRNA 3-fold at 52 h after PMSG administration. Serum LH levels were increased to the preovulatory surge levels at 56 h, and ovarian GnRH mRNA levels were augmented 4-fold at 60 h after PMSG injection. Administration of heG also induced a marked enhancement in ovarian GnRH mRNA levels in comparison to the values shown in both intact and PMSGtreated rats at 52 hand 54 h, respectively. In the proestrous stage of normal adult rats, pituitary LH~ mRNA levels were peaked at 16:00 h. The preovulatory LH surge was evident at 4 h before increment in ovarian GnRH mRNA levels as shown in PMSG-treated rats. The present study clearly showed the sequential increase in hypothalamic GnRH mRNA, pituitary LH~ mRNA and ovarian GnRH mRNA levels, indicating that ovarian GnRH may play a possible role in the control of follicular maturation and the ovulation process. (shrink)

Differentiated instruction is an approach that centers on the fact that every student is different and shapes the teaching process according to this reality. Students in the learning environment differ from each other in terms of characteristics such as prior knowledge, interest, needs, learning style, socio-cultural background, cognitive-affective-psychomotor readiness. In order for students with different characteristics to benefit from education in the best way, it is necessary to diversify education in terms of content, teaching-learning process and measurement-evaluation dimensions, taking these (...) differences into account. In this diversification, students' readiness, interest and learning profiles are taken into account as a whole. Although educational programs are prepared by taking the similarities between individuals into account in practice, teachers are expected to diversify the process by taking the individual differences of the students into account and design different learning paths for students with different characteristics. One of the areas that needs to be planned and implemented with a differentiated teaching approach within formal education is religious education. Differentiated religious teaching is to diversify religious teaching in terms of content, learning-teaching process and measurement and evaluation dimensions, taking the individual differences of students into account such as their prior religious knowledge, interest and attitudes towards religion, cultural affiliations and learning profiles. In this study, the self-efficacy perceptions of Religious Culture and Moral Knowledge (“Din Kültürü ve Ahlâk Bilgisi”, abb. DKAB in Turkish) teachers towards differentiated teaching were examined. Determining the self-efficacy perceptions of DKAB teachers regarding differentiated instruction is important in terms of providing information about their success in planning, implementing and evaluating according to differentiated instruction in the Religious Culture and Moral Knowledge course. The research sought answers to the following questions: 1. What are DKAB teachers' self-efficacy perceptions towards differentiated instruction? 2. Is there a significant relationship between DKAB teachers' self-efficacy perceptions towards differentiated instruction and teachers' gender, age, years of service, graduated higher education program and the type of school they work in? The research is a descriptive study and is of quantitative type and survey model. The population of the research consists of DKAB teachers working in primary and secondary education institutions in the 2nd semester of the 2021-2022 academic year. The sample of the research consists of 425 DKAB teachers selected from the population using the appropriate sampling method. Differentiated Instruction Self-Efficacy Scale developed by Mutlu, Öztürk and Aktekin was used to collect the data used in the research. The data collected in the study was analyzed using the SPSS 25.0 package program. According to the findings obtained in the study, DKAB teachers' self-efficacy perceptions regarding differentiated instruction are at a high level. The characteristics of DKAB teachers' age, years of service, and the type of school they work in do not have a significant effect on teachers' self-efficacy perceptions regarding differentiated instruction. There is a significant relationship between DKAB teachers' gender and the characteristics of the higher education program they graduated from and their self-efficacy perceptions. Male teachers consider themselves more competent in differentiated instruction. The self-efficacy perceptions of the teachers who graduated from the primary education DKAB Teaching program are at a higher level than the teachers who graduated from the theology (Ilahiyat) program, which is described as the faculty of theology. It is thought that the research will contribute to the field of differentiated religious teaching. (shrink)

While anthropogenic species extinctions can be considered morally problematic for a range of reasons, they can also be described as a problem of interspecies justice. That is the focus of this paper in which we argue that human-caused species extinctions can be integrated within a non-anthropocentric account of reparative justice that is significantly similar to how reparation is understood within political theory at large. An account such as this faces a series of difficulties, such as how to make (...) right past injustices against victims that do not exist any longer and which belonged to species now extinct. For that purpose, we offer an argument in favour of symbolic forms of reparation in the form of, amongst other things, the preservation and restoration of habitat to materially repair the interspecies justice relationship; as well as monuments and education to honour the nonhuman dead. (shrink)

Negative emotion differentiation has been suggested to be important for adaptive emotion regulation. However, knowledge concerning how ED may impact specific ER strategy choice remains surprisingly sparse. We therefore investigated if person-level negative ED was associated with habitual use of individual ER strategies, how person-level negative ED was associated with daily use of individual ER strategies, and finally how within-person daily fluctuations in negative ED were associated with daily use of individual ER strategies. During a 10-day experience sampling study, (...) 90 healthy participants rated their momentary emotions and their ER efforts in response to those emotions. ER strategies included four putatively adaptive strategies and four putatively maladaptive strategies. Results revealed that negative ED at the person level was neither associated with habitual nor daily ER strategy endorsement when controlling for negative emotions. Likewise, associations between within-individual daily variation in negative ED and daily ER did not remain statistically significant after controlling for negative emotions. The results thus point to no or weak associations between negative ED and ER choice above and beyond negative emotions. Future experimental studies addressing ED at the momentary level and teasing out the ED–ER causal timeline are needed to further evaluate ED–ER associations. Findings from such research may represent an important step toward refining psychotherapeutic interventions aimed at improving emotional problems. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Justice and Generality After CritiqueLisa Landoe Hedrick (bio)The context for my paper is Wesley J. Wildman's understanding of the dispute between modernity and postmodernity; namely, that it is fundamentally a dispute about generality and justice. Where postmodern critique goes wrong, he argues, is in failing to appreciate how a tireless commitment to self-criticism can manage the risks of assertion. We need both consciousness-raising critique and orienting conceptual interpretations (...) of the world—achieving such checks and balances is the promise of a pragmatic theory of inquiry. In contrast to postmodernist asceticism, Wildman invites us to build responsibly. I agree that constructive steps are needed after genealogical, post-colonial, feminist, and other such critical social theories. My concern, shared by several contributors to Religion in Multidisciplinary Perspective, is that these steps can be taken too soon, meaning before they have been sufficiently retooled by way of such theories' concerns about the politics of discourse and inquiry and the conceptual tools with which we conceive comparative programs.I begin by detailing Wildman's position with respect to postmodern criticism. I then explore (and second) concerns voiced by LeRon Shults, Timothy Knepper, and Sarah Fredericks with respect to this position. I proceed to put them in constructive conversation with contemporary anthropologists striving for new conceptions of comparative inquiry in response to similar concerns. My purpose is to show how shame-induced asceticism about a certain type of assertion can create space, not just for greater readiness to revise, but for entirely new senses of assertion.Wildman regards the work of postmodernist critics as "far and away the most ascetic form of philosophy ever attempted."1 The contributions of these "philosophical analysts of ideology in politics and discourse" including thinkers "from Freud and before to Derrida and beyond" have greatly improved our awareness and understanding of "the power of narratives and theories to structure imaginations."2 But they have almost exclusively regarded this power in negative ways, as a subject of suspicion and enemy of an authentic [End Page 12] life. Attempting to systematically avoid ideology, these thinkers have developed highly "ritualized form[s] of discourse" as a way of habitually divulging and eliminating frameworks of understanding.This expectation, according to Wildman, is "impossible" to satisfy and is as such "disabling," not to mention "undesirable."3 Ideology can be as helpful as it can be hurtful and, in any case, it is unavoidable: "[these] coded frameworks of interpretation and meaning … are invaluable in helping us to engage our social worlds constructively." He continues, "Without partially hidden frameworks for orienting ourselves to the endless complexities of social life and politics, we have only painful exposure to the harsh light of more self-awareness than we can tolerate, producing paralysis and impotence. Thus, we need both partially submerged frameworks for social orientation and efficient mechanisms for correcting those frameworks when they produce undesirable or unjust effects."4 Bracketing the discussion about how we judge effects to be "undesirable" or "unjust," I wonder about what this statement implies regarding the placating function of frameworks against reality. What is it about which we become aware that produces paralysis? And what is the framework within which we can make such assessments?Wildman does not see any issue in answering such questions; he draws upon evolutionary biology to establish a positive valence for ideology to counterbalance postmodernist concerns.The ability to appeal to the natural sciences is central to Wildman's protest, since a one-sided account of the way power penetrates knowledge overestimates the arbitrariness and irrationality of that knowledge and invalidates any bid for authority on the part of the natural sciences. As I understand him, Wildman takes this postmodernist move to be symptomatic of a broader lack of self-awareness, which forgets that ideological criticism was itself a modern creation.5 He takes the very fact that ideological criticism has emerged to be a testament against postmodernist fatalism. A two-sided account of the way power penetrates knowledge would, presumably on his logic, admit partial arbitrariness and partial irrationality. (It is unclear to me what differentiates arbitrariness from irrationality here, and I'd be grateful for a lesson.)At least in this context... (shrink)

Extinction learning although initially successful in blocking fear responses, can result in relapse in some individuals over time. This deficit demands a strategy that could reinforce the extinction of fear. The current study aimed to investigate the top-down regulatory processes like cognitive reappraisal and the nature of reappraisal on augmentation of fear extinction and retention. We used a screaming lady fear conditioning paradigm with 63 participants (M = 43, F = 20; Mean (SD) age = 20.6 (1.40) (...) years) and subjective fear, valence, expectancy ratings and skin conductance response (SCR) as outcome measures. The participants were randomly assigned into three groups: creative reappraisal, ordinary reappraisal and standard extinction groups and completed acquisition (day 1), extinction (day 2) and extinction-retest (day 3) phases. Our results indicate that cognitive reappraisal aimed at reducing the aversiveness of the UCS does not disrupt prediction error during extinction. Our results did not indicate any enhanced effect of cognitive reappraisal on subjective and physiological measures of conditioned fear responses during extinction. Our findings highlight the gap between the implementation of cognitive reappraisal and successful affective outcomes. Effective cognitive reappraisal requires careful consideration of factors like cognitive effort, situation intensity, reappraisal affordance, implementation cost and appraisals associated with fear. Interventions aimed at enhancing extinction through cognitive reappraisal should consider these factors for the effective implementation of cognitive reappraisal. (shrink)

This book is about the philosophy of de-extinction. -/- CHAPTER 1 introduces the two main philosophical questions that are raised by the prospect of extinct species being brought back from the dead—namely, the ‘Authenticity Question’ and the ‘Ethical Question’. It distinguishes the many different types and methods of de-extinction. Finally, it examines the aims of wildlife conservation with a view to whether they are compatible with de-extinction, or not. -/- CHAPTER 2 examines three prime candidates for de- (...) class='Hi'>extinction—namely, the aurochs, the woolly mammoth, and the passenger pigeon. It is about what these animals were like, why people want to resurrect them, and the methods by which their resurrections could be accomplished. -/- CHAPTER 3 is about the authenticity of de-extinct animals. Critics of de-extinction have offered many reasons for thinking that the products of de-extinction will be inauthentic. The bulk of the chapter is taken up with surveying their arguments. We attempt to show that none are convincing, and end the chapter by offering and defending two arguments in favour of the view that authentic de-extinctions are possible. -/- CHAPTER 4 surveys and critically evaluates all the main arguments both for and against de-extinction. It presents a qualified defence of the claim that conservationists should embrace de-extinction. It ends with a list of do’s and don’ts for conservationist de-extinction projects. (shrink)

A motivational system approach to avoidance behavior is presented. According to this approach, a motivational state increases the probability of relevant response patterns and establishes the appropriate or “ideal” consummatory stimuli as positive reinforcers. In the case of feeding motivation, for example, hungry rats are likely to explore and gnaw, and to learn to persist in activities correlated with the reception of consummatory stimuli produced by ingestion of palatable substances. In the case of defense motivation, fearful rats are (...) likely to flee or freeze, and to learn to persist in activities correlated with consummatory stimuli produced by flight from a dangerous place. Defense system activation is distinct from alarm reactions. The latter prepare the animal for probable noxious events, involve relatively intense negative affect and extinguish rapidly in situations where the noxious event no longer occurs. In contrast, defense system activation potentiates innate and modified defense reactions, thus preparing the animal for possible, but not necessarily probable, noxious events; it involves little or no negative affect and extinguishes very slowly when the noxious event no longer occurs. With these assumptions and the resulting model we attempt to resolve several long-standing problems in avoidance learning, including the low correlation between negative affect and avoidance performance, differential rates of extinction for avoidance performance and conditioned emotional responses, and evidence that some avoidance responses are much more easily learned than others. In addition, the model has implications for the study of parallels between appetitive and aversive motivation, sign tracking in aversive conditioning, and orientation of flight responses. Historical antecedents and alternative approaches are discussed. (shrink)

Abstract:Since 31 October 2018, Extinction Rebellion has advocated in numerous examples of civil disobedience across the UK in an attempt to call for further action to address climate change. Following this example, similar activism has also been seen across Europe and North America. Such activism falls within the context of climate justice (the framing of climate change as an ethical and political issue); given the disproportionate impacts that climate change has on the most vulnerable people in society, e.g., (...) low-income communities, women, and future generations. What is noticeable about Extinction Rebellion is its ability to place climate change on the social agenda, a task that has proven difficult in the age of denialism, skepticism, false-balance media reporting, and far-right politics. With reference to recent examples of civil disobedience and protests in 2019, this paper evaluates how climate justice movements, specifically Extinction Rebellion, change meanings of urban landscapes into becoming more contested places and disrupt the consciousness of everyday routines toward sustainability. This disruption and contested nature is brought about through changing the sociocultural dynamics of urban landscapes during, and after, such protests. The meanings of urban landscapes thus change from being viewed as purely sites of materialist consumption to sites of initial resistance against business-as-usual approaches to climate change leading to changes in policy. Through substantial public engagement with the narrative of climate justice, civil disobedience protests, and urban art, it is clear that urban areas “held” for a number of successive days have started to be perceived differently. This article concludes with implications for subsequent spatial disruption and civil disobedience advocating for stronger climate policy. (shrink)

The evaluative conditioning effect refers to the change in the liking of a neutral stimulus due to its pairing with another stimulus. We examined whether the extinction rate of the EC effect is moderated by feature-specific attention allocation. In two experiments, CSs were abstract Gabor patches varying along two orthogonal, perceptual dimensions. During the acquisition phase, one of these dimensions was predictive of the valence of the USs. During the extinction phase, CSs were presented alone and participants were (...) asked to categorise the CSs either according to their valence, the perceptual dimension that was task-relevant during the acquisition phase, or a perceptual dimension that was task-irrelevant during the acquisition phase. As predicted, explicit valence measures revealed a linear increase in the extinction rate of the EC effect as participants were encouraged to assign attention to non-evaluative stimulus information during the extinction phase. In Experiment 1, Affect Misattribution Paradigm data mimicked this pattern of results, although the effect just missed conventional levels of significance. In Experiment 2, the AMP data revealed an increase of the EC effect if attention was focused on evaluative stimulus information. Potential mechanisms to explain these findings are discussed. (shrink)

The paper explores the contact between the literary notion of the end of the world as depicted in H.G. Wells’s science fiction novel _The Time Machine_ and the concept of extinction, in the sense developed by the French naturalist Georges Cuvier, who at the turn of the 19 th century formulated a thesis about the structure of the world with a built-in end. The time traveller in Wells’s novel is driven into the distant future by an obsessive desire to (...) know the fate of the world. He encounters it on the shores of an already dead sea, where he is greeted by the image of a dying world, unmoving in the dull red light of a never-setting sun. Cuvier, on the other hand, encounters the end of the world as a reader of traces of history as told by nature through its layering and piling up. Within these layers, Cuvier recognises moments of repetitive interruptions that have left behind not only whole species and genera, but also entire worlds in the great natural history. The key question, then, is the status of the end within the proposed mechanism of return and repetition. (shrink)

In her Introduction, Tymieniecka states the core theme of the present book sharply: Is culture an excess of nature's prodigious expansiveness - an excess which might turn out to be dangerous for nature itself if it goes too far - or is culture a 'natural', congenial prolongation of nature-life? If the latter, then culture is assimilated into nature and thus would lose its claim to autonomy: its criteria would be superseded by those of nature alone. Of course, nature and culture (...) may both still be seen as being absorbed by the inner powers of specifically human inwardness, on which view, human being, caught in its own transcendence, becomes separated radically in kind from the rest of existence and may not touch even the shadow of reality except through its own prism. Excess, therefore, or prolongation? And on what terms? The relationship between culture and nature in its technical phase demands a new elucidation. Here this is pursued by excavating the root significance of the 'multiple rationalities' of life. In contrast to Husserl, who differentiated living types according to their degree of participation in the world, the phenomenology of life disentangles living types from within the ontopoietic web of life itself. The human creative act reveals itself as the Great Divide of the Logos of Life - a divide that does not separate but harmonizes, thus dispelling both naturalistic and spiritualistic reductionism. (shrink)

Previous work suggests that threat-related stimuli are stored to a greater degree in working memory compared to neutral stimuli. However, most of this research has focused on stimuli with physically salient threat attributes, failing to account for how a “neutral” stimulus that has acquired threat-related associations through differential aversive conditioning influences working memory. The current study examined how differentially conditioned safe and threat stimuli are stored in working memory relative to a novel, non-associated stimuli. (...) Participants completed a differential fear conditioning task followed by a change detection task consisting of three conditions across two loads. Results revealed individuals successfully learned to distinguishing CS+ from CS– conditions during the differential aversive conditioning task. Our working memory outcomes indicated successful load manipulation effects, but no statistically significant differences in accuracy, response time, or Pashler’s K measures of working memory capacity between CS+, CS–, or N conditions. However, we observed significantly reduced RT difference scores for the CS+ compared to CS– condition, indicating greater RT differences between the CS+ and N condition vs. the CS– and N condition. These findings suggest that differentially conditioned stimuli have little impact on behavioral outcomes of working memory compared to novel stimuli that had not been associated with previous safe of aversive outcomes, at least in healthy populations. (shrink)

This study examined patterns of auxiliary provision and omission for the auxiliaries BE and HAVE in a longitudinal data set from 11 children between the ages of two and three years. Four possible explanations for auxiliary omission—a lack of lexical knowledge, performance limitations in production, the Optional Infinitive hypothesis, and patterns of auxiliary use in the input—were examined. The data suggest that although none of these accounts provides a full explanation for the pattern of auxiliary use and nonuse observed in (...) children's early speech, integrating input-based and lexical learning-based accounts of early language acquisition within a constructivist approach appears to provide a possible framework in which to understand the patterns of auxiliary use found in the children's speech. The implications of these findings for models of children's early language acquisition are discussed. (shrink)

In Pitjantjatjara, a central Australian Indigenous language, speakers typically describe sequences of actions using clause chaining constructions. While similar constructions are common among the world’s languages, very little is known about how children acquire them. A notable exception are the converb constructions of Turkish, which have been relatively well-studied. The present paper examines the acquisition of Pitjantjatara clause chaining constructions and compares this with the acquisition of Turkish converb constructions. Data is drawn from a naturalistic corpus recorded between 2016 and (...) 2019. The corpus contains over 4000 utterances from 23 children aged between 10 months and 10 years, five of whom are recorded at multiple ages. The corpus also includes approximately 1600 utterances from 21 adults, aged between 16 and 70. Results show that the acquisition of Pitjantjatjara clause chains consists of three stages. Stage 1 features juxtaposition of finite verb forms. In Stage 2, children make regular use of clause chain morphology, but primarily for modification purposes. In Stage 3, clause chains are the preferred strategy for sequential actions as well as modification purposes. The initial use of verb juxtaposition followed by increasing use of dedicated morphology is consistent with findings for Turkish converb acquisition, with speakers of both languages utilizing dedicated forms from around 2;6 onwards. A notable difference between the acquisition of Pitjantjatjara clause chains and Turkish converbs is in the order of acquisition of semantic functions. In Turkish, children acquire temporal functions, such as sequential actions, before modifying functions, such as manner specification. In Pitjantjatjara, the order is reversed, with children first using clause chaining constructions for modification and simultaneous aspects of events before utilizing them to combine sequential actions. This raises questions regarding the distribution and relative timing of event combination and modification strategies. (shrink)

Can awarding migrants fewer legal rights than citizens ever be just? This paper explores this issue. I first outline an abstract argument in favor of rights differentiation. According to this argument, people’s rights ought to track their independent claims; since these claims may vary, some rights differentiation is permissible. I then suggest that this argument threatens to undermine the institution of citizenship because citizens’ claims on the state can differ in just the way migrants’ claims can, and the rights of (...) citizenship can be unbundled and awarded piecemeal. To resolve this tension, I offer a novel account of the normative functions of citizenship, which turns on the assertion that citizenship’s public conferral of equal rights promotes status equality and confers equal recognition. This account sets firm bounds on rights differentiation without ruling it out entirely. (shrink)

People judge positive information to be more alike than negative information. This good-bad asymmetry in similarity was argued to constitute a true property of the information ecology (Alves, H., Koch, A., & Unkelbach, C. (2017). Why good is more alike than bad: Processing implications. Trends in Cognitive Sciences, 21, 69–79). Alternatively, the asymmetry may constitute a processing outcome itself, namely an influence of phasic affect on information processing. Because no research has yet tested whether phasic affect influences perceived similarity among (...) stimuli, we conducted 5 Experiments that also tested whether phasic affect can account for the higher judged similarity among positive compared to negative stimuli. In three experiments, we affectively charged pictures of different Pokemon by pairing them with monetary gains and losses (Exp. 1a, 1b) as well as positive and negative trait words (Exp. 2); yet, the evaluative charge did not differentially influence perceived similarity among the Pokemon. Experiment 3 replicated the basic similarity asymmetry among positive and negative words, and found that it was unaffected by externally induced phasic affect. Experiment 4 showed that phasic affect had no influence on perceived similarity of non-evaluative words either. We conclude that albeit a weak influence of phasic affect on perceived similarity of stimuli cannot be ruled out entirely, it can most likely not account for the typically medium to large sized asymmetry in similarity among positive and negative stimuli. (shrink)

Studies of callosal sexual differentiation have concentrated on global measures of callosal size, using the rat as a model for studies of potential hormonal mechanisms. It is time to shift the study of callosal sexual differentiation to a more cellular level. Finally, there are potential problems with using the female rat as the primary model for understanding hormonal mechanisms during postnatal life.