The Concept of Experience by John Dewey Revisited: Conceiving, Feeling and ��Enliving��

The concept of experience by John Dewey revisited: conceiving, feeling and ??enliving??. Dewey takes a few steps towards a differentiation of the concept of experience, such as the distinction between primary and secondary experience, or between ordinary (partial, raw, primitive) experience and complete, aesthetic experience. However, he does not provide a systematic elaboration of these distinctions. In the present text, a differentiation of Dewey??s concept of experience is proposed in terms of feeling, ??enliving?? (a neologism proposed in this paper) and conceiving. Feeling refers to the basic mode of experience where action, emotion, cognition and communication constitute an original unity. Enliving, aesthetic experience, constitutes the lifeworld, as a person-in-world experience. Even though enliving is holistic and relational, a certain distance emerges between action, emotion and cognition which allows contemplation and choice. Conceiving, on the other hand, refers to the isolating and abstracting understanding of the world with even greater distance between action, emotion and cognition. Such a differentiation provides a clearer understanding of the scope of education. It avoids the risks of regressive tendencies in the concept of experience, and it helps to include conceiving within the realm of experience.     

Intuitions in physics

This paper is an exploration of the role of intuition in physics. The ways in which intuition is appealed to in physics are not well understood. To the best of my knowledge, there is no analysis of the different contexts in which we might appeal to intuition in physics, nor is there any analysis of the different potential uses to which intuition might be put. In this paper I look to provide data that goes some way to giving a sense of the different contexts in which intuition is appealed to in physics. As I note in the conclusion, there is still much work to be done but I hope that the work here provides us with a first step in the journey to properly understand the use to which intuitions are put in physics and science more generally.     

The effects of list composition and perceptual fluency on judgments of learning (JOLs)

The perceptual fluency hypothesis proposes that items that are easier to perceive at study will be given higher memorability ratings, as compared with less fluent items. However, prior research has examined this metamemorial cue primarily using mixed-list designs. Furthermore, certain memory effects are moderated by the design (mixed list vs. pure list) used to present stimuli. The present study utilized mixed as well as pure lists to assess whether judgments of learning based on perceptual fluency are relative or absolute and whether people are sensitive to differences in recall produced by variation in list composition. Using font size and generation manipulations, Experiments 1 and 2 showed that the effect of perceptual fluency on metamemory is relative in nature, occurring only in mixed lists. Experiments 2 and 3 revealed that metamemory is insensitive to the effect of list composition on recall. These findings are consistent with the assumptions of Koriat’s (Journal of Experimental Psychology: General 126: 349-370, 1997) cue-utilization framework, that JOLs reflect a comparative process and are insensitive to cues pertaining to conditions of learning.     

Adapting School-Based Substance Use Prevention Curriculum Through Cultural Grounding: A Review and Exemplar of Adaptation Processes for Rural Schools

A central challenge facing twenty-first century community-based researchers and prevention scientists is curriculum adaptation processes. While early prevention efforts sought to develop effective programs, taking programs to scale implies that they will be adapted, especially as programs are implemented with populations other than those with whom they were developed or tested. The principle of cultural grounding, which argues that health message adaptation should be informed by knowledge of the target population and by cultural insiders, provides a theoretical rational for cultural regrounding and presents an illustrative case of methods used to reground the keepin’ it REAL substance use prevention curriculum for a rural adolescent population. We argue that adaptation processes like those presented should be incorporated into the design and dissemination of prevention interventions.     

Trait anxiety and trait anger measured by ecological momentary assessment and their correspondence with traditional trait questionnaires

Ecological momentary assessments (EMA) of anxiety and anger/hostility were obtained every 25–30 min over two 24-h periods, separated by a median of 6 months, from 165 employees at a university in the Northeast. We used a multilevel trait-state-error structural equation model to estimate: (1) the proportion of variance in EMA anxiety and anger/hostility attributable to stable trait-like individual differences; (2) the correspondence between these trait-like components of EMA anxiety and anger/hostility and traditional questionnaire measures of each construct; and (3) the test–retest correlation between two 24-h averages obtained several months apart. After adjustment for measurement error, more than half the total variance in EMA reports of anxiety and anger/hostility is attributable to stable trait-like individual differences; however, the trait-like component of each construct is only modestly correlated with questionnaire measures of that construct. The 6-month “test–retest” correlations of latent variables representing the true 24-h EMA average anxiety and average anger are quite high (r ? 0.83). This study represents the longest follow-up period over which EMA-based estimates of traits have been examined. The results suggest that although the trait component (individual differences) of EMA momentary ratings of anxiety and anger is larger than the state component, traditional self-report questionnaires of trait anxiety and anger correspond only weakly with EMA-defined traits.     

Acting Up and Acting Out: Conduct Disorder and Competing Media Frames

This article compares diverse symbolic frames for the childhood psychiatric diagnosis “Conduct Disorder” (CD) found in the popular media with the dominant medicalized frame in the professional literature. Although vestiges of earlier frameworks remain, almost all professional accounts frame the disorder as a way of “acting out” the sick role. In contrast, the popular media use various culturally consistent frames, including delinquently “acting up.” However, unlike other instances in which the public and professionals lack a common understanding about a health condition, there has been no overt contestation about the definition of CD. Social, policy, and theoretical implications are explored.     

Integrating spatial information across experiences

The current study examined the potential influence of existing spatial knowledge on the coding of new spatial information. In the Main experiment, participants learned the locations of five objects before completing a perspective-taking task. Subsequently, they studied the same five objects and five additional objects from a new location before completing a second perspective-taking task. Task performance following the first learning phase was best from perspectives aligned with the learning view. However, following the second learning phase, performance was best from the perspective aligned with the second view. A supplementary manipulation increased the salience of the initial view through environmental structure as well as the number of objects present. Results indicated that the initial learning view was preferred throughout the experiment. The role of assimilation and accommodation mechanisms in spatial memory, and the conditions under which they occur, are discussed.