WHEN THINKING HESITATES: PHILOSOPHY AS PROSTHESIS AND TRANSFORMATIVE VISION

In this essay, I draw on Henri Bergson and Maurice Merleau‐Ponty to interrogate what philosophy is and how it can continue to think. Though my answer is not reducible to the views of either philosopher, what joins them is an attempt to elaborate philosophy as a different way of seeing. In this light, I propose a view of philosophy as prosthesis—as a means and a way for seeing differently. Rather than a simple tool, philosophy as prosthesis is a transformative supplement, one that our bodily perception calls for and wherein that perception is recast. Rather than a fixed or assured view, this prosthesis holds open the interval in which thinking can take place. Philosophy, I argue, must wait. It sees and thinks hesitatingly, for the temporality it inscribes is not a foreseeable development but the unfolding of life as tendency, as that which creates its own possibility as it comes into existence.     

Evidence of precurrent responses expanding equivalence classes in a delayed matching-to-sample task

Delayed matching to sample (DMTS) increases the probability of equivalence class formation. Precurrent responses can mediate the retention interval in DMTS trials and control the selection of comparisons. In human participants, precurrent responses usually consist of naming the experimental stimuli based on their similarities to meaningful stimuli with preexperimental history. We tested whether precurrents expand classes by serving as nodes between experimental and meaningful stimuli. A DMTS (2 s) was used throughout the entire experiment. Eleven undergraduates learned A1B1 and A2B2 relations and then were submitted to ArC trials that required them to answer math problems presented during the DMTS interval: when the sample was A1, the problems resulted in 12 and C1 was correct; when the sample was A2, they resulted in 9 and C2 was correct. Response-as-node tests assessed whether participants would relate B1 and C1 to the printed number 12 and B2 and C2 to the printed number 9. Ten participants responded accordingly to this pattern, showing that the responses to the problems expanded the classes. Parity tests using the words “even” and “odd” further confirmed this hypothesis. These results contribute to understanding why DMTS enhances equivalence performances. Implications of using this procedure in stimulus-equivalence studies are discussed.     

Effects of posttraining treatments in the posterior cingulate cortex on short- and long-term memory for inhibitory avoidance in rats

Adult male Wistar rats were bilaterally implanted with indwelling cannulae in the caudal region of the posterior cingulate cortex. After recovery, animals were trained in a step-down inhibitory avoidance task (3.0-s, 0.4-mA foot shock) and received, right after training, a 0.5-microl infusion of vehicle (phosphate-buffered saline, pH 7.4), of the GABA(A) receptor agonist muscimol (0.1 or 0.5 microg), of the cAMP-dependent protein kinase (PKA) stimulant Sp-cAMPS (0.1 or 0.5 microg), or of the PKA inhibitor Rp-cAMPS (0.1 or 0.5 microg). Animals were tested twice, 1.5 h and, again, 24 h after training, in order to examine the effects of these agents on short- and long-term memory, respectively. Muscimol (0.5 but not 0.1 microg) hindered retention for both short- and long-term memory (p <.05). Rp-cAMPS (0.1 or 0.5 microg) hindered retention for short-term memory (p <.05). In addition, these animals showed lower, but not significantly lower, latencies than controls in the test session for long-term memory (p >.10). A trend toward an amnesic effect on long-term memory was also observed after Sp-cAMPS infusion at 0.1 microg (p <.10). These results show that strong stimulation of GABAergic synapses in the caudal region of the rat posterior cingulate cortex right after training impairs short- and long-term memory (the latter less dramatically). The same occurs by inhibiting PKA activity with regard to STM and possibly to LTM.     

Parental Practices and Theory of Mind Development

In the past three decades, psychologists have become increasingly interested in the study of theory of mind. This ability involves an understanding of different components of the mind (e.g., emotions, thoughts, beliefs) and of how they are related to human behavior. Several parents’ characteristics (e.g., attachment, mental-state talk) have been associated to children’s theory-of-mind development, but the variables and methods adopted are diverse and at times lead to inconsistent findings. The goal of the present paper, therefore, is to provide a literature review that can point both to possible ways in which discrepancies might be overcome and to promising research directions. Our review covers 78 research reports published in English between 1980 and 2011. Only empirical studies, using children as participants, were included in the review. Three main suggestions are offered for researchers, parents and practitioners on how to nurture young children’s understanding of mind: (a) to treat children as intentional agents, acting in a sensitive and responsive fashion to their mental states; (b) to speak to children about mental states in an elaborate and connected way, pointing out their causes and consequences, and explaining that these may be different for different people; and (c) to expose children to a wide range of emotions while being careful to not express over-frequent and inconsistent negative affect. One limitation of the present review, however, is that we do not look into how parental practices interact with certain individual characteristics of the child (e.g., personality, IQ and language skills). Future research should explore the multifaceted nature of these relationships and interactions.     

Instructional Control with Preschoolers and Stimulus Equivalence

The Psychological Record - The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of...     

Perspectives on Increasing Positive Attitudes Toward Larger Members in Fitness Centers

Physical activity (PA) attenuates weight-associated morbidity and mortality but PA-based weight bias dissuades many people from engaging in and enjoying physical activity. Guided by self-determination theory, we implemented concept mapping with current and past members and employees of fitness centers. One hundred ideas were generated, representing the concepts of programming, fitness culture, code of conduct, professional development, and physical environment/amenities. The ideas can help design interventions that increase positive attitudes that are autonomous, shared throughout a fitness center, and promote inclusivity.