Global basic structure and institutions: The WTO as a practical example

In this article, I discuss the location of the sources of global poverty and injustice. I take it as granted that the members of the globally lowest income group live in unacceptable conditions and suffer from injustice. Yet the source of this injustice is a debatable question. Often the existing global institutions are seen as major causes behind this injustice. By taking the World Trade Organization (WTO) negotiations as a practical example, I aim to show that blaming the institutions as such can lead to misguided conclusions. The WTO, in fact, is quite just if one merely analyses its institutional structure. I argue that the major source of injustice are rather the prevailing power structures and the conduct of individual governments within this institutional framework, in other words the metaprocedural unfairness in the trade negotiations. I further argue that applications of Rawlsian theory of justice tend to be misleading at the global institutional level, as they focus disproportionately on the institutional structure, and tend to underestimate the relevance of the conduct of governments and the existing power structures, which allow powerful countries to use the institutional framework unjustly in their favour.     

Semantic categorization and event-related potentials

The N400 component of the event-related brain potential (ERP) was examined by presenting subjects with a series of words belonging to the same category and a series of declarative sentences. Half of the word series ended with a semantically unrelated word, while half of the sentences ended with a semantically inappropriate word. In the first experiment, subjects were instructed to read the word series and sentences, while in the second experiment they were instructed to indicate whether the word series or sentences ended appropriately or not with a button-press response. Word series and sentences with semantically incongruous endings produced a robust negative component at 400 msec followed by a positive-going wave for both the reading and decision tasks. When the subjects were required to categorize the word series and sentences endings, the negative component was followed by a robust P3 in both conditions. Analysis of scalp amplitude distributions for each task taken in conjunction with previous findings suggests that the semantically induced N400 component is most likely a "generic" N2. The relationship between the N2, N400, and P3 is discussed.     

WIEMAN'S MISUNDERSTANDING OF DEWEY: THE CHRISTIAN CENTURY DISCUSSION

Abstract. An important issue in the development of the American school of philosophy known as critical naturalism was whether the naturalistic vision implied a humanistic or a theistic interpretation of religion. Is the divine a creativity within nature but more than human effort, or is it the human vision of ideal possibilities and the effort to realize them? This issue is clarified through a study of the concept of the divine developed by the leading naturalist John Dewey in A Common Faith, the misunderstanding of this book by Henry Nelson Wieman, and the discussion of this misunderstanding in the pages of Christian Century. The essay concludes that Wieman's misunderstanding of Dewey is instructive in that it reveals unintended possibilities in Dewey's thought.     

Lateral asymmetry in subgroups of dyslexic children

It has been proposed that in examining hemispheric dominance in dyslexics, investigators must make a distinction between subtypes of the disorder. Using the Denver Reading and Spelling Test, 72 dyslexics were divided into three groups: dysphonetics, dyseidetics, and nonspecifics. Three measures of hemispheric dominance were administered: a dichotic listening test, a hemiretinal test with linguistic stimuli, and a hemiretinal test with spatial stimuli. Results indicated that the three subgroups of dyslexics did not differ from one another on measures of hemispheric dominance. Dyslexics, taken as a group, tended to show an exaggerated right ear advantage on the dichotic listening test, in comparison with that of controls. It was proposed that the dichotic listening test may be confounded by attentional deficits in the dyslexics.     

Effect of preacquisition UCS exposure on classical conditioning of the rabbit's nictitating membrane response

Conditioning of the rabbit nictitating membrane response was found to be inversely related to the number (0, 50, 200, 350) and intensity, (0, 1, 3, 5 mA) of preacquisition UCS exposures and directly related to the interval between preexposure and acquisition (0 or 24 hr). The results were discussed in terms of sensory adaptation, habituation, blocking, and emotional reactivity.