Phillips,Barth, and the concept of God

International Journal for Philosophy of Religion -     

Effect of drugs on the cardiac conditioned response of dogs

Dogs were conditioned to an anxiety response characterized by an increase in heart rate upon presentation of a musical tone. Meprobamate, chlordiazepoxide and diazepam effectively prevented the cardiac conditioned response. Phenobarbital and chlorpromazine were less effective. Amphetamine, 1.5 orally, also blocked the cardiac conditioned response. Atropine, meperidine, caffeine, imipramine and -methyl-dopa had no effect on the cardiac conditioned response. Morphine and methyl phenidate were clearly active only in doses producing marked side effects. Ethanol in relatively small doses was mildly effective.     

Convex and Concave,Part I: Images of Emptiness in Women

The American Journal of Psychoanalysis -     

Scientific Meetings of the Association for the Advancement of Psychoanalysis

The American Journal of Psychoanalysis -     

The role of causal discourse structure in narrative writing

All writers produce text content and ideally connect it together according to discourse conventions. We investigate whether a particularly strong discourse convention, the need for causal coherence in narratives, can predict the kind of text writers will produce. Causality has been found to be a significant discourse factor in reading comprehension and hence can be expected to determine also what writers produce during composition. In Experiment 1, writers composed short continuations at various points throughout a simple narrative, whereas in Experiment 2, writers composed continuations to complete several narratives. The results indicate that causality indeed plays a major role in composition. Writers tend to produce new text in such a way that it is causally connected to the prior text. Furthermore, writers favored causal relations of necessity or of necessity and sufficiency while largely avoiding relations of sufficiency alone, which suggests a general discourse constraint to be maximally informative (e.g., Grice, 1975).     

Aging and the visual, haptic, and cross-modal perception of natural object shape

One hundred observers participated in two experiments designed to investigate aging and the perception of natural object shape. In the experiments, younger and older observers performed either a same/different shape discrimination task (experiment 1) or a cross-modal matching task (experiment 2). Quantitative effects of age were found in both experiments. The effect of age in experiment 1 was limited to cross-modal shape discrimination: there was no effect of age upon unimodal (ie within a single perceptual modality) shape discrimination. The effect of age in experiment 2 was eliminated when the older observers were either given an unlimited amount of time to perform the task or when the number of response alternatives was decreased. Overall, the results of the experiments reveal that older observers can effectively perceive 3-D shape from both vision and haptics.     

Neural markers of categorization in 6-month-old infants

Little is known of the neural processes that underlie concept-formation abilities in human infants. We investigated category-learning processes in infants both by using a common behavioral measure and by recording the brain's electrical activity (event-related potentials, or ERPs). ERPs were recorded while 6-month-olds viewed cat images during training, followed by novel cat images interspersed with novel dog images during test. The data indicate that distinct neural signals correspond with learning of a category presented during familiarization, preferential responding to a novel category, and representation of category exemplars at multiple levels of inclusiveness. The results suggest that fundamental components of the neural architecture supporting object categorization are functional within the first half-year of postnatal life, before infants acquire language and young children engage in formal learning of semantic categories. The findings are discussed in terms of their implications for models of category learning and development.