出于理由而行动

实践理由是由心理状态还是心理状态所回应的事实（即所谓的成善属性）所提供的,这个争论在很大程度上是由于我们给出理由的日常实践的含混所造成的。亚里士多德与康德的行动论说则向我们表明,这种含混是忽略了理由在本质上具有自反结构,也就是说,它不仅仅是对于成善属性的回应,同时还意识到对于这种成善属性的回应是恰当的。一旦把提了理由的这两个特征,我们就可以区分行为与行动,后者是为了某个目而实施某个行为,既包合行为,也包含目的。由此,选择的对象与道德价值的承担者均应是行动,而不是行为。不仅如此。理由与行动相关的方式与目的和行为相关的方式是不一样的,行动的实践理由不是外在于、后于或分离于行动的因素,理由的描述与行动的说明是同一回事。     

实用主义对我来说意味着什么：十条原则

实用主义是一种复杂的传统,它的代表人物都极力维护他们各自不同的观点在哲学上的地位。本文列出的实用主义十个基本原则是实用主义哲学的本质所在,而且其中的大多数一直是实用主义运动所关注的。这十个原则即：（1）实在的本性是变动的、开放的和偶然的;（2）思想理论领域的人类行动、实践和意愿的优先性;（3）非还原的、具身性的自然主义;（4）与二元论及确定性研究截然相对的反笛卡尔主义;（5）作为知识获得和意义生成之必要条件的共同体;（6）确认经验和实验在认识中（如同在人类其他活动领域中）作用的经验主义立场;（7）强调面向未来的前瞻性;（8）对实践和理论的改良态度;（9）强调整体性而非二元论的整体论思想;（10）强调实践、价值、意义等的多样性的多元论主张。     

Virtual/real transfer of spatial knowledge: benefit from visual fidelity provided in a virtual environment and impact of active navigation

The purpose of this study was to evaluate the effect the visual fidelity of a virtual environment (VE) (undetailed vs. detailed) has on the transfer of spatial knowledge based on the navigation mode (passive vs. active) for three different spatial recall tasks (wayfinding, sketch mapping, and picture sorting). Sixty-four subjects (32 men and 32 women) participated in the experiment. Spatial learning was evaluated by these three tasks in the context of the Bordeaux district. In the wayfinding task, the results indicated that the detailed VE helped subjects to transfer their spatial knowledge from the VE to the real world, irrespective of the navigation mode. In the sketch-mapping task, the detailed VE increased performances compared to the undetailed VE condition, and allowed subjects to benefit from the active navigation. In the sorting task, performances were better in the detailed VE; however, in the undetailed version of the VE, active learning either did not help the subjects or it even deteriorated their performances. These results are discussed in terms of appropriate perceptive-motor and/or spatial representations for each spatial recall task.     

On ‘Doing’ Memory and Self in Different Cultural Contexts

After a brief and pointed recapitulation of the main issues of Demuth, Chaudhary and Keller’s article, Memories of me. Comparisons from Osnabrück (Germany) and Delhi (India) students and their mothers (doi:), alternative or complementary approaches to the investigation of ‘doing’ memory and self in different cultural contexts are outlined in a sketch of three interrelated proposals. These proposals turn around a) ‘contemporaneousness of the non-contemporaneous’ (Gleichzeitigkeit des Ungleichzeitigen) and the analysis of ‘cultural hybrids’, b) ‘indigenous concepts of memory and self’ and c) ‘memory and self in actual cultural practice’.     

Associative learning impairments in patients with frontal lobe damage

The performance of 18 frontal lobe lesion (FL) and 10 frontal lobe dementia (FLD) patients on an associative memory test was compared with the performance of their matched normal controls. The FL group was severely impaired on cued and free recall and was moderately impaired on a recognition condition. Left FL patients performed the poorest on the cued and free recall conditions. The FLD patients were moderately impaired on the free recall condition only but there was a subgroup of FLD patients with additional left temporal atrophy who appeared severely impaired on both cued and free recall. These findings indicate that both left frontal and temporal lobe damage can impair associative learning and that this impairment is more strikingly seen with free rather than cued recall.