In general, seventeenth-century philosophers seem to have assumed that intentionality is an essential characteristic of our mental life. Malebranche is perhaps the only philosopher in the period who stands out clearly against the prevailing orthodoxy; he is committed to the thesis that there is a large class of mental items - sensations - which have no representational content. In this paper I argue that due attention to this fact makes it possible to mount at least a partial defence of his notorious doctrine of ‘the rainbow-coloured soul’; Malebranche's doctrine is a striking anticipation of modern adverbial theories of sensation. I then argue that failure to appreciate the non-intentional character of sensations for Malebranche vitiates one recent attempt to explain why he accepted the Cartesian doctrine of the beastmachine; in contrast to the Radners, I suggest that Malebranche has the philosophical resources to offer an interesting theory of animal consciousness, and that his failure to develop such a theory rests largely on his acceptance of certain theological arguments. The paper ends by speculating about how Malebranche's theological commitments may have encouraged him to adopt the philosophically important thesis that intentionality is not the mark of the mental. 相似文献
Abstract— Many of the decisions that people must make involve selections from arrays of identical options The studies presented explored people's preferences in two contexts choosing one Item from rows of identical items and choosing a route from a series of identical routes The first three studies examined preferences for items in particular positions Whether people were choosing a product from a grocery shelf, deciding which bathroom stall to use, or marking a box on a questionnaire, they avoided the ends and tended to make their selection from the middle For example, when there were four rows of a product in the supermarket, only 29% of the purchases were from the first and last rows, and 71% were from the middle two The last three studies examined whether a similar preference exists in picking a route when all of the available routes are the same length and require same number of turns In solving mazes, planning routes on maps, and walking around campus, people showed the pattern opposite to that found for choosing Items in rows They avoided the middle routes and tended to take either the first or the last one Overall, the last available route was the favorite The notion that these behaviors may minimize mental effort is explored 相似文献
This paper presents a nonmonotonic deontic logic based on commonsense entailment. It establishes criteria a successful account of obligation should satisfy, and develops a theory that satisfies them. The theory includes two conditional notions of prima facie obligation. One is constitutive; the other is epistemic, and follows nonmonotonically from the constitutive notion. The paper defines unconditional notions of prima facie obligation in terms of the conditional notions. 相似文献
We present three experiments designed to investigate the role of prosody during sentence processing. The first investigated the question of whether an utterance's prosodic contour influences its comprehension on-line. We spliced the beginning and end portions of direct object and embedded clause sentences and observed the consequent effects on comprehension using a dual-task procedure to measure processing load. Our second experiment sought to determine-whether the constituent structure of these sentences could be reliably predicted using prosodic information. We found that the duration and F0 contour associated with the main-clause verb and the following NP reliably distinguished between the direct object and embedded clause constructions. In the final experiment, we manipulated the duration of the main-clause verb and found that subjects used this information to guide their initial parse during on-line sentence comprehension. The need for a model of sentence processing that addresses the use of prosodic information is discussed.The work reported in this paper was supported in part by NTH grant DC00494. 相似文献
Underachievement in gifted students has perplexed educators and parents for decades. Researchers are continually looking for information about the nature and patterns of gifted underachievers that will enlighten those concerned. Counselors are particularly involved, because they often are asked to provide illumination and interventions. This study demonstrates how information in the cumulative school file, accessible to the school counselor, is a rich resource for understanding the patterns of achievement and underachievement among students identified as gifted and for use in planning interventions for students at risk for underachievement. Participants were gifted students (N = 153) who were determined to be either achievers or under-achievers, based on their grade point average at graduation. High and moderate achievers and moderate and extreme underachievers were compared on information found in the school file, such as attendance, tardiness, course selection, and onset and duration of underachievement. Results indicate that there are differences between achievers and underachievers on a number of variables found in the school files. Profiles of these groups are presented with suggestions for actions by counselors.相似文献
Children ranging in age from 3 to 12 tapped on a morse key with their index finger as fast as possible. After a control test, they concurrently tapped and recited a nursery rhyme, recited animal names, and memorized shapes. Previous results suggested that more interference in a motor task results from attempting at the same time to perform another task controlled by the same, than by a different, hemisphere. Right-handed tapping and talking both used left hemisphere space; left-handed tapping and talking were controlled by different hemispheres. Relative to silent tapping concurrent talking caused a greater drop in right-hand tapping rate than in left-hand tapping rate in both the rhyme and animal conditions. Interference by shape memorizing was equal across hands. The differential effect of speaking on right-hand preference indicates the left lateralization of speech output control. The size of this effect did not vary with increasing grade level. The findings support the view that speech output control is fully lateralized at least by age 3 years. 相似文献
This paper outlines an alternative approach to curriculum design in higher education focusing in particular on the introduction of personal growth into the programme, and on facilitating the selection by students of the optimal choice of options. It is argued that models of curriculum design need to take cognizance of at least four interested parties; and that in the resolutions of their divergent interests, curriculum designers must make clear their most potent values, as well as their theories and assumptions about the nature of learning. A brief outline follows of two courses based upon these propositions. Finally, evaluations by both trainers and students involved in these courses are presented. 相似文献
The goal of education can be defined in many ways; but in searching the literature, we found that in most cases, people consider the goal of education to be developing a self-determined individual. Self-determination is an abstract term. Behavior analysts may find this term difficult to define. Therefore, it may be difficult to observe and measure whether “self-determined behaviors” have developed. Many other service providers use this term frequently; thus, behavior analysts working with these service providers must come to terms with this concept in order to better collaborate. We argue that self-determination can be operationally defined with the concepts of choice, self-control, and self-management. By using the measurable behaviors included in these concepts, we believe that services can be developed to teach self-determination skills. This paper explores these concepts and how they can contribute to an operational definition of self-determination, and ultimately, help behavior analysts work with other providers to effectively teach self-determination to individuals with developmental disabilities.