Review of <Emphasis Type="BoldItalic">William L. Rowe on Philosophy of Religion: Selected Writings</Emphasis>, edited by Nick Trakakis

‘William L. Rowe on Philosophy of Religion’ edited by Nick Trakakis, collects 30 papers of William Rowe's important work in the philosophy of religion. I review this collection, and offer an objection of one of Rowe's arguments.     

Correction to: Relief from rescue

Philosophical Studies -     

Word superiority over isolated letters: The neglected case of forward masking

Previous research shows that when briefly presented alphabetic stimuli are followed by pattern masks, letters in words are reported more accurately than are isolated letters (the “Word-Letter Phenomenon,” or WLP); however, when these masks are replaced by blank fields, the WLP disappears. These findings have led to the popular notion that the WLP reflects selective masking of ongoing stimulus processing and so critically depends on the use of poststimulus masks. Here we report three experiments which re-examine the role of masking in the WLP by contrasting the effects of postmasked displays with the effects of premasked displays in which words and isolated letters werepreceded by a pattern mask and followedby a completely blank field. Despite the critical role generally assigned to poststimulus pattern masks, similar WLPs were obtained with pre- and postmasked displays. Implications for theories of word and letter recognition are discussed.     

Timing the shift in retinal local signs that accompanies a saccadic eye movement

Thephantom array was used to probe the time course of the shift in retinal local signs that accompanies a saccadic eye movement. The phantom array materializes when one saccades in the dark across a point light source blinking 120 times per second. One sees a stationary array of flashes—the first materializes discretely near the intended endpoint of the saccade, and subsequent flashes materialize progressively closer to the actual position of the blinking light. Four trained observers indicated the perceived location, relative to the phantom array, of a 1-msec marker flash (M) produced by two LEDs (light-emitting diodes) that vertically bracketed the blinking light. The marker was seen as spatially coincident with the first flash when it flashed 80 to 0 msec before the saccade, and was seen as spatially coincident with either the first flash or the actual position of the blinking light when it flashed mare than 80 msec before the saccade, indicating, respectively, that the shaft is presaccadic and rather abrupt.     

Development of calculation abilities in young children.

This study investigates the development of skills for solving verbally and nonverbally presented calculation problems in children between 4 and 6 years of age. Identical addition and subtraction calculations were presented in three problem-type formats: nonverbal problems, story problems, and number-fact problems. The nonverbal problems involved presenting sets of physical referents that were then transformed either by adding or removing elements. The child saw the initial set and the number of elements that were added or removed, but not the final set. The task was to construct an array that contained the number of elements in the final set. The story problems and number-fact problems were presented orally, without props. Results indicate that children as young as 4 years of age have some success on the nonverbal problems, showing that they can transform sets by adding or subtracting elements. In contrast, children do not achieve comparable levels of success on the story problems or number-fact problems until 5 1/2 to 6 1/2 years of age. Moreover, throughout the age range tested, children performed better on nonverbal problems than on either story problems or number-fact problems. These results suggest that children's earliest ability to add and subtract is based on experiences combining and separating sets of objects in the world and that this ability precedes the development of conventional verbal methods of calculating.     

The illusory-letters phenomenon: an illustration of graphemic restoration in visual word recognition

We present a demonstration of word perception in which stimuli containing very few letters (just 50% of their original number) are presented for unlimited durations and yet are seen unequivocally as complete words. The phenomenon suggests that recognition of words can be achieved even when perception of their component letters is prevented.