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181.
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Andrea Zhok 《Husserl Studies》2016,32(3):213-235
Clarifying the nature of possibility is crucial for an evaluation of the phenomenological approach to ontology. From a phenomenological perspective, it is ontological possibility, and not spatiotemporal existence, that has pre-eminent ontological status. Since the sphere of phenomenological being and the sphere of experienceability turn out to be overlapping, this makes room for two perspectives. We can confer foundational priority to the acts of consciousness over possibilities, or to pre-set possibilities over the activity of consciousness. Husserl’s position on this issue seems to change over time. Ultimately, the establishment of a phenomenological perspective must involve a rejection of any hypostatization of pre-set possibilities, but not all implications of this theoretical step seem to be drawn in Husserl’s texts. This paper is devoted to an illustration of how the phenomenological notion of possibility should change when we reject the hypostatization of possibility, that is, when we reject the idea that all acts of consciousness are to be conceived as realizations of pre-set “ideal forms”. We examine this question, first, by trying to clarify the conceptual constellation of “possibility” in Husserl’s texts. This leads to an overall classification of the features of constituted (ontic) possibilities. Then we distinguish such constituted possibilities from their constituting conditions, which outlines a different sense of “possibility”. In the last instance two “possibilizing” dimensions (transcendental motivation and transcendental contingency) are shown to lie at the root of all ontic possibilities. This leads to a final suggestion on the nature of the relation between experience and possibility. Actual experiences create the room for possibility: they are possibilizations (Ermöglichungen). In this sense, experience is to be taken as a generative sphere which goes beyond the customary boundary between epistemic and ontological. From this point of view all experience is to be conceived as emergence . 相似文献
184.
Maurizio Codispoti Andrea De Cesarei Simone Biondi Vera Ferrari 《Cognitive, affective & behavioral neuroscience》2016,16(6):1063-1073
The interference produced by the viewing of emotional distractors has been interpreted as evidence that emotional cues are processed in a fairly mandatory fashion, and that they divert attention from the primary ongoing task. However, few studies have examined how behavioral emotional interference varies with repeated presentation of the same emotional distractors. In two experiments, while participants were engaged in a parity judgment task, we investigated the effects of repetition of task-irrelevant emotional pictures, as reflected in both behavioral interference (Experiments 1 and 2) and neural activity (Experiment 2). Both experiments showed that the slowing of reaction times that was observed when viewing emotional, compared to neutral, scenes disappeared after only a few repetitions, suggesting diminished attention allocation to repeated emotional pictures. Conversely, in Experiment 2, neural correlates of picture processing revealed that the late positive potential (LPP) amplitude continued to be enhanced for emotional, compared to neutral, distractors despite picture repetition and the presence of a concurrent task. Altogether, these findings suggest that while evaluative processes are mandatory, and continue to engage cortico-limbic appetitive and defensive systems even after massive repetition, as suggested by the affective modulation of the LPP, attentional processes are not necessary after several repetitions of the same stimulus, as indicated by the rapid decline of behavioral emotional interference. 相似文献
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Not being able to combine work with family properly is negatively related to employees’ quality of life. Some firms are aware of this reality and provide their employees family-friendly practices, a set of practices designed to enable employees a work–family balance. Family-friendly practices are classified in three subsets: family support practices, flexible arrangement practices, and parental leave practices. Then, this paper analyzes the impact of different subsets of family-friendly practices on work–family balance for women and men subsamples, as well as to disentangle the mechanisms through with such effects occur. Based on a representative sample of 8,061 Spanish workers and using the Baron and Kenny procedure to test for mediation, the results show that the three subsets of family-friendly practices increase work–family balance for both genders, although some of them have different effects for women and men. In line with societal gender role expectation, family support practices better accommodate men’s need, increasing work–family balance almost for them, and parental leave practices women’s need, increasing work–family balance more for them. However, flexible arrangement practices increase work–family balance equally for both genders. Moreover, in all cases, the effect of family-friendly practices on work–family balance goes beyond the effect of time outside work and time at work, then this partial mediation indicates that time is an important mechanism in achieving work–family balance. In sum, offering employees family-friendly practices is a good starting point in order to increase people’s quality of life by helping them achieve work–family balance. 相似文献
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Andrea Berger Laura Jones Mary K. Rothbart Michael I. Posner 《Behavior research methods》2000,32(2):297-303
Children enjoy playing games. We can take advantage of this in the designs of computerized tasks that will engage their interest.
These designs also serve to advance the study of chronometric measures, such as manual and saccadic reaction times and event
related potentials, with young children. The goals of our method development are (1) to allow for comparable tasks across
a wide variety of ages, (2) to make possible comparisons of child performance with data gathered in adult cognitive studies,
and (3) to help to support inferences about the development of underlying mechanisms. We have designed a battery of computerized
tasks in order to study the development of attention functions of alertness, orienting, and executive control during childhood.
Our purpose is to describe each of these tasks in detail and present the results that have been obtained so far. The battery
was tested using a sample of 5-year-old children as subjects. 相似文献
189.
Marilyn Stern Katherine Hildebrandt Karraker Andrea Meldrum Sopko Sloan Norman 《Infant mental health journal》2000,21(6):495-509
Research exploring the effects of labeling on maternal perceptions and behaviors was extended by simultaneously examining the cognitive and behavioral effects of prematurity stereotyping with both mothers of full‐term and premature infants, and by examining the effects of an information‐based intervention on the stereotyped responses of mothers of premature infants. An experimental design wherein mothers of both full‐term and premature infants were randomly assigned to interact with, and then rate, either a full‐term or premature infant who was described as either full‐term or premature was employed to test several hypotheses. Two hypotheses related to prematurity stereotyping received support: mothers showed more positive responses to infants labeled full‐term than to infants labeled premature, and mothers of full‐term infants exhibited more prematurity stereotyping than did mothers of premature infants. The hypothesis concerning gender effects also was supported, with mothers showing more positive responses to male infants than to female infants. In contrast to expectations, a brief cognitive intervention provided to some mothers of premature infants failed to reduce stereotyping, and, indeed, appeared to increase stereotyping. These results are compared with the results of previous studies, most of which did not include actual interactions between mothers and infants, and the implications of these results are considered. © 2000 Michigan Association for Infant Mental Health. 相似文献
190.
James K. Luiselli Rita Gardner Michelle Arons Helen McDonald Colleen Madigan Nina Marchese Elizabeth Peck Andrea Potoczny-Gray Michele Simon 《Behavioral Interventions》1998,13(3):181-200
Children and adolescents who experience a traumatic brain injury (TBI) typically have sensory, cognitive, behavioral, and functional skill challenges that must be addressed in acute and post-acute rehabilitation settings. This article describes a community-based school that combines educational, medical, nursing, family, residential-living, and psychological services in a comprehensive program of pediatric neurorehabilitation. The operational, administrative, and clinical features of these service components are presented. A critical aspect of the program is an emphasis on applied behavior analysis procedures for purposes of assessment, treatment formulation, and evaluation. Data are reviewed to demonstrate demographics, patterns of service delivery, and outcome. The school program represents an educational alternative for students with TBI who are discharged from acute-care settings and require comprehensive support services to facilitate their transition and re-entry to public school and community living. © 1998 John Wiley & Sons, Ltd. 相似文献