Remembering War: Fabre on Remembrance

Following wars, what requirements, if any, of remembrance do we – those who live in peacetime – have? On whom do they fall? Who must be remembered? How should they be remembered? Fabre offers us an account of remembrance that answers some of those questions and provides a helpful framework for working through the others. It is philosophically nuanced as well as attuned to the complexity of war and informed by actual commemorative practices. In this article, however, I expand Fabre's list of desiderata that a good account of war remembrance must meet. I argue that Fabre's account needs to be refined and, at least in one respect, revised in light of these new desiderata.     

Storying Ruptures as Educational Practice

Studies in Philosophy and Education -     

Casting a spell with witches and broomsticks: Direct and associative influences on nonword orthography

Abstract

This study investigated direct and associative lexical priming of nonword spelling in adults and children. Two possible alternative orthographies of each nonword were targeted under both direct and associative priming conditions. It was found that both direct and associative priming manipulations were effective in influencing the choice of spelling pattern of nonwords, with both children and adults showing the effect. Levels of priming in children were lower, though not significantly lower, than those in adults. Direct priming was significantly stronger than associative priming for both subject groups, with the size of this differential being reduced in children. The differences between the types of priming are seen as speaking to a multiple-activation model of the orthographic lexicon, whereas those between age groups as pointing to a differential functional organisation of the lexicon.     

Memory confusions and memory codes: A simulation of the acoustic similarity effect

It is hypothesized that items are coded for short-term storage in the language of the modality through which the customary responses to these items are normally monitored. This Response Monitoring Modality Hypothesis may account for the acoustic similarity effect in short-term memory for verbal items. The hypothesis was tested using non-verbal material. After paired-associate training subjects were found to confuse, in retention tests, items sharing similar previously trained responses to a greater extent than items that were directly similar to one another. The experiment simulates under controlled conditions the natural phenomenon of acoustical confusions in short-term memory, and provides strong support for the Response Monitoring Modality Hypothesis.     

Repetition of previously novel melodies sometimes increases both remember and know responses in recognition memory

Recognition memory for previously novel melodies was tested in three experiments in which subjects usedremember andknow responses to report experiences of recollection, or of familiarity in the absence of recollection, for each melody they recognized. Some of the melodies were taken from Polish folk songs and presented vocally, but without the words. Others were taken from obscure pieces of classical music, presented as single-line melodies. Prior to the test, the melodies were repeated for varying numbers of study trials. Repetition of the Polish melodies increased both remember and know responses, while repetition of classical melodies increased remember but not know responses. When subjects were instructed to report guesses, guess responses were inversely related to remember and know responses and there were more guesses to lures than to targets. These findings establish that remembering and knowing are fully independent functionally and, by the same token, they provide further evidence against the idea that response exclusivity causes increases in remembering to force decreases in knowing. The findings also suggest that simultaneous increases in remembering and knowing occurred because the Polish melodies came from a genre for which the subjects had relatively little previous experience.