Dienes & Perner (D&P) argue that nondeclarative knowledge can take multiple forms. We provide empirical support for this from two related lines of research about the development of mathematical reasoning. We then describe how different forms of procedural and declarative knowledge can be effectively modeled in Anderson's ACT-R theory, contrasting this computational approach with D&P's logical approach. The computational approach suggests that the commonly observed developmental progression from more implicit to more explicit knowledge can be viewed as a consequence of (...) accumulating and strengthening mental representations. (shrink)

Gesture does not have a fixed position in the Dienes & Perner framework. Its status depends on the way knowledge is expressed. Knowledge reflected in gesture can be fully implicit (neither factuality nor predication is explicit) if the goal is simply to move a pointing hand to a target. Knowledge reflected in gesture can be explicit (both factuality and predication are explicit) if the goal is to indicate an object. However, gesture is not restricted to these two extreme positions. When (...) gestures are unconscious accompaniments to speech and represent information that is distinct from speech, the knowledge they convey is factuality-implicit but predication-explicit. (shrink)

According to the SIMS model, mimicry and simulation contribute to perceivers' understanding of smiles. We argue that similar mechanisms are involved in comprehending the hand gestures that people produce when speaking. Viewing gestures may elicit overt mimicry, or may evoke corresponding simulations in the minds of addressees. These real or simulated actions contribute to addressees' comprehension of speakers' gestures.

This study investigated the roles of problem structure and strategy use in problem encoding. Fourth‐grade students solved and explained a set of typical addition problems (e.g., 5 + 4 + 9 + 5 = _) and mathematical equivalence problems (e.g., 4 + 3 + 6 = 4 + _ or 6 + 4 + 5 = _ + 5). Next, they completed an encoding task in which they reconstructed addition and equivalence problems after viewing each for 5 s. Equivalence problems (...) of the form 4 + 3 + 6 = 4 + _ overlap with a perceptual pattern found in traditional arithmetic problems (i.e., answer blank in final position), and students' encoding was poorest on problems of this type. Individual differences in encoding the equivalence problems were related to variations in strategy use. Some students solved blank‐final equivalence problems using the standard arithmetic strategy of performing all given operations on all given numbers. These students made more errors in encoding problem structure, but fewer errors in encoding the numbers, than did students who solved the problems using correct or other incorrect strategies. Moreover, students who expressed many strategies for solving the blank‐final equivalence problems made fewer errors in encoding problem structure, but more errors in encoding the numbers, than did students who expressed only a single strategy. Results highlight that encoding is intended to guide action and that prior experience can simultaneously facilitate and interfere with accurate encoding. (shrink)

Previous work has investigated adults' knowledge of principles for arithmetic with positive numbers (Dixon, Deets, & Bangert, 2001). The current study extends this past work to address adults' knowledge of principles of arithmetic with a negative number, and also investigates links between knowledge of principles and problem representation. Participants (N = 44) completed two tasks. In the Evaluation task, participants rated how well sets of equations were solved. Some sets violated principles of arithmetic and others did not. Participants rated non‐violation (...) sets higher than violation sets for two different principles for subtraction with a negative number. In the Word Problem task, participants read word problems and set up equations that could be used to solve them. Participants who displayed greater knowledge of principles of arithmetic with a negative number were more likely to set up equations that involved negative numbers. Thus, participants' knowledge of arithmetic principles was related to their problem representations. (shrink)

This article explores the complementary strengths and weaknesses of grounded and abstract representations in the domain of early algebra. Abstract representations, such as algebraic symbols, are concise and easy to manipulate but are distanced from any physical referents. Grounded representations, such as verbal descriptions of situations, are more concrete and familiar, and they are more similar to physical objects and everyday experience. The complementary computational characteristics of grounded and abstract representations lead to trade‐offs in problem‐solving performance. In prior research with (...) high school students solving relatively simple problems, Koedinger and Nathan (2004) demonstrated performance benefits of grounded representations over abstract representations—students were better at solving simple story problems than the analogous equations. This article extends this prior work to examine both simple and more complex problems in two samples of college students. On complex problems with two references to the unknown, a “symbolic advantage” emerged, such that students were better at solving equations than analogous story problems. Furthermore, the previously observed “verbal advantage” on simple problems was replicated. We thus provide empirical support for a trade‐off between grounded, verbal representations, which show advantages on simpler problems, and abstract, symbolic representations, which show advantages on more complex problems. (shrink)

A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using “real-world” contexts in textbooks increases students’ motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context. The current study investigates the effects on learning and transfer of connecting mathematics strategies to specific people. A total of 180 (...) college students were presented with an example of a problem-solving strategy that was either linked with a specific person or presented without a person. Students who saw the example without a person were more likely to correctly transfer the novel strategy to new problems than students who saw the example presented with a person. These findings are the first evidence that using people to present new strategies is harmful for learning and transfer. (shrink)

ABSTRACTRecognising a facial expression is more difficult when the expresser's body conveys incongruent affect. Existing research has documented such interference for universally recognisable bodil...

This study investigated the cognitive processes involved in inductive reasoning. Sixteen undergraduates solved quadratic function–finding problems and provided concurrent verbal protocols. Three fundamental areas of inductive activity were identified: Data Gathering, Pattern Finding, and Hypothesis Generation. These activities are evident in three different strategies that they used to successfully find functions. In all three strategies, Pattern Finding played a critical role not previously identified in the literature. In the most common strategy, called the Pursuit strategy, participants created new quantities from (...) x and y, detected patterns in these quantities, and expressed these patterns in terms of x. These expressions were then built into full hypotheses. The processes involved in this strategy are instantiated in an ACT‐based model that simulates both successful and unsuccessful performance. The protocols and the model suggest that numerical knowledge is essential to the detection of patterns and, therefore, to higher‐order problem solving. (shrink)

Why do people shift their strategies for solving problems? Past work has focused on the roles of contextual and individual factors in explaining whether people adopt new strategies when they are exposed to them. In this study, we examined a factor not considered in prior work: people's evaluations of the strategies themselves. We presented undergraduate participants from a moderately selective university (N = 252; 64.8% women, 65.6% White, 67.6% who had taken calculus) with two strategies for solving algebraic word problems (...) and asked them to rate these strategies and their own strategy on a variety of dimensions. Participants’ ratings loaded onto two factors, which we label quality and difficulty. Participants’ initial evaluations of the quality of the strategies were associated with whether they used the strategies at posttest, and this effect held even when controlling for individual and contextual factors. However, people's evaluations of the difficulty of the strategies were not consistently associated with their later adoption of those strategies. We also examined individual and contextual predictors of strategy ratings and strategy adoption. Participants’ need for cognition and their spatial visualization ability were associated with their strategy evaluations, and the framing of the story problems was associated with their strategy adoption. The findings highlight that strategy adoption depends on multiple interacting factors, and that to understand strategy change, it is critical to examine how people evaluate strategies. (shrink)

Aan de hand van voorbeelden uit de literatuurkritiek van de oudheid tot heden wordt een pleidooi geconstrueerd voor kritische openheid bij het ondergaan van kunstwerken met anti-democratische en racistische lading, zoals bijvoorbeeld de muziek van Wagner.

A revolutionary new theory and call to action on animal rights, ethics, and law from the renowned philosopher Martha C. Nussbaum.

In this critique, Martha Nussbaum argues that our dominant theories of development have given us policies that ignore our most basic human needs for dignity and self-respect.

Virtue ethics is standardly taught and discussed as a distinctive approach to the major questions of ethics, a third major position alongside Utilitarian and Kantian ethics. I argue that this taxonomy is a confusion. Both Utilitarianism and Kantianism contain treatments of virtue, so virtue ethics cannot possibly be a separate approach contrasted with those approaches. There are, to be sure, quite a few contemporary philosophical writers about virtue who are neither Utilitarians nor Kantians; many of these find inspiration in ancient (...) Greek theories of virtue. But even here there is little unity. Although certain concerns do unite this disparate group (a concern for the role of motives and passions in good choice, a concern for character, and a concern for the whole course of an agent''s life), there are equally profound disagreements, especially concerning the role that reason should play in ethics. One group of modern virtue-theorists, I argue, are primarily anti-Utilitarians, concerned with the plurality of value and the susceptibility of passions to social cultivation. These theorists want to enlarge the place of reason in ethics. They hold that reason can deliberate about ends as well as means, and that reason can modify the passions themselves. Another group of virtue theorists are primarily anti-Kantians. They believe that reason plays too dominant a role in most philosophical accounts of ethics, and that a larger place should be given to sentiments and passions -- which they typically construe in a less reason-based way than does the first group. The paper investigates these differences, concluding that it is not helpful to speak of virtue ethics, and that we would be better off characterizing the substantive views of each thinker -- and then figuring out what we ourselves want to say. (shrink)

The paper addresses the nature of seemings in light of their role in inquiry. Seemings are mental states or events with propositional content that have a specific phenomenology often referred to as “felt truth”. In epistemology, seemings are mainly discussed as possible (non-inferential) justifications for belief. Yet, epistemology has recently taken a zetetic turn, that is, a turn toward the study of inquiry. I will argue that the role of seemings in epistemology should be re-assessed from the perspective of inquiry (...) and deliberation. Seemings may fall short of justifying beliefs, but there is an important role for seemings in the zetetic realm, which may also explain why seemings lack direct justificatory force for beliefs. Seemings, so I will suggest, can provide normative reasons for performing certain zetetic tasks, but they cannot provide normative reasons for making up one’s mind about the inquired question. In this sense, the zetetic role of seemings can be described as guiding rational inquiry. I will suggest that a modified version of the so-called Taking Evidence View about the nature of seemings is best fitted to accommodate their zetetic role. Yet, contra existing versions of the Taking Evidence View, my modified account acknowledges that seemings are genuine experiences (of one’s evidential standing during inquiry) that are accompanied by the characteristic phenomenology of what is called a “feeling of truth”. By doing so, my modified version of the Taking Evidence View incorporates the (as I take it) most important feature of the rival Experience View of seemings. (shrink)

The ethics of Aristotle , and virtue ethics in general, have enjoyed a resurgence of interest over the past few decades. Aristotelian themes, with such issues as the importance of friendship and emotions in a good life, the role of moral perception in wise choice, the nature of happiness and its constitution, moral education and habituation, are finding an important place in contemporary moral debates. Taken together, the essays in this volume provide a close analysis of central arguments in Aristotle's (...) Nicomachean Ethics and show the enduring interest of the questions Aristotle raises. (shrink)

What drives us to do good things, and to avoid doing bad? This book offers an integrative examination of the role of motivation in shaping moral cognition, judgement, and behavior.

Barion, J. Was es heisst, ein Philosoph zu sein.--Flach, W. Die Objektivität der Erkenntnis.--Schmidt, G. Die Transzendentalität des Seingedankens.--Winterhager, E. Das Sich-Haben des Subjekts.--Hartmann, K. Analytische und kategoriale Transzendentalphilosophie.--Marx, W. Systemidee und die Problematik ihrer Begründung.--Röd, W. Transzendentalphilosophie und deskriptive Philosophie als wissenschaftliche Theorien.--Vuillemin, J. Caractères et fonctions des signes.--Ritzel, W. Zur Theorie praktischer Wissenschaft.--Hufnagel, E. Relationen--zum Streit um die pädagogische Anthropologie.--Derbolav, J. Politik und Moral.--Wolandt, G. Standpunkte der Kunstphilosophie.

The purpose of this article is to analyse the mathematical practices leading to Rafael Bombelli’s L’algebra (1572). The context for the analysis is the Italian algebra practiced by abbacus masters and Renaissance mathematicians of the fourteenth to sixteenth centuries. We will focus here on the semiotic aspects of algebraic practices and on the organisation of knowledge. Our purpose is to show how symbols that stand for underdetermined meanings combine with shifting principles of organisation to change the character of algebra.

This chapter contains section titled: A Home for Love and Violence Capabilities: Each Family Member as End The Family: Not “by Nature” Political Liberalism and the Family: Rawls's Dilemma Love, Dignity, and Community.

In the contemporary world, voices are caught up in fundamentally different realms of discourse, practice, and culture: between sounding and nonsounding, material and nonmaterial, literal and metaphorical. In The Voice as Something More, Martha Feldman and Judith T. Zeitlin tackle these paradoxes with a bold and rigorous collection of essays that look at voice as both object of desire and material object. Using Mladen Dolar’s influential A Voice and Nothing More as a reference point, The Voice as Something More (...) reorients Dolar’s psychoanalytic analysis around the material dimensions of voices—their physicality and timbre, the fleshiness of their mechanisms, the veils that hide them, and the devices that enhance and distort them. Throughout, the essays put the body back in voice. Ending with a new essay by Dolar that offers reflections on these vocal aesthetics and paradoxes, this authoritative, multidisciplinary collection, ranging from Europe and the Americas to East Asia, from classics and music to film and literature, will serve as an essential entry point for scholars and students who are thinking toward materiality. (shrink)

We live in a world of breaking news, where at almost any moment our everyday routine can be interrupted by a faraway event. Events are central to the way that individuals and societies experience life. Even life’s inevitable moments—birth, death, love, and war—are almost always a surprise. Inspired by the cataclysmic events of September 11, Robin Wagner-Pacifici presents here a tour de force, an analysis of how events erupt and take off from the ground of ongoing, everyday life, and (...) how they then move across time and landscape. What Is an Event? ranges across several disciplines, systematically analyzing the ways that events emerge, take shape, gain momentum, flow, and even get bogged down. As an exploration of how events are constructed out of ruptures, it provides a mechanism for understanding eventful forms and flows, from the micro-level of individual life events to the macro-level of historical revolutions, contemporary terrorist attacks, and financial crises. Wagner-Pacifici takes a close look at a number of cases, both real and imagined, through the reports, personal narratives, paintings, iconic images, political posters, sculptures, and novels they generate and through which they live on. What is ultimately at stake for individuals and societies in events, Wagner-Pacifici argues, are identities, loyalties, social relationships, and our very experiences of time and space. What Is an Event? provides a way for us all—as social and political beings living through events, and as analysts reflecting upon them—to better understand what is at stake in the formations and flows of the events that mark and shape our lives. (shrink)

This comprehensive Research Handbook explores the wide variety of work conducted in legal semiotics, providing a thorough understanding of how the law works through signs and symbols. Demonstrating that the law is a strategical system of fluctuating signs, contributors critically analyse the ever-evolving conceptualisations of law and legal discourse. Bringing together leading international experts, this Research Handbook focuses on the material, everyday forms of law comprised by non-verbal legal semiotics. Contributors conduct culturally nuanced semiotic analyses of the modern world, covering (...) topics from COVID-19, religion, and human rights, to comic books and music. Chapters consider the foundations of semiotics, as well as the philosophy of law, identifying the cross-cultural similarities in how legal semiotics and visual legal semiotics intersect. Ultimately, the Research Handbook demonstrates that the law is in a state of perpetual flux, with many unique dimensions only made visible by semiotic analysis. The Research Handbook on Legal Semiotics will be an invaluable resource for students and scholars of law, jurisprudence, legal culture, linguistics, and semiotics. It will also be an important guide for legal practitioners seeking to better understand the nuances of the legal system. (shrink)

This book is a study of ancient views about "moral luck." It examines the fundamental ethical problem that many of the valued constituents of a well-lived life are vulnerable to factors outside a person's control, and asks how this affects our appraisal of persons and their lives. The Greeks made a profound contribution to these questions, yet neither the problems nor the Greek views of them have received the attention they deserve. This updated edition contains a new preface.

The article compares the COVID-19 pandemic and climate change in terms of natural characteristics of the crisis triggers as well as of socio-political responses.

Max Weber ist ein Klassiker der Kultur- und Sozialwissenschaften. Sein Werk gehört weltweit zum Kernbestand von Forschung und Lehre, und dies gilt besonders für seine methodologischen Schriften, denen auch 100 Jahre nach ihrer Publikation nachhaltige Aufmerksamkeit beschieden ist. Allerdings gibt es immer noch kein einvernehmliches Verständnis von Webers Position. Der Grund dafür liegt in der mangelnden Aufarbeitung der Quellen. Viele wichtige Autoren, deren Werke Weber rezipierte, sind in Vergessenheit geraten. Sie in Erinnerung zu rufen, ist dringend notwendig, um seine Wissenschaftslehre (...) in ihrer ganzen Komplexität zu verstehen. 0Das vorliegende Sammelwerk leistet einen Beitrag zur Schließung dieser Forschungslücke. Es rekonstruiert den Denkraum des späten 19. und frühen 20. Jahrhunderts, in dem sich Weber bewegte, und zeigt anhand von Studien zu ausgewählten Autoren, wie umfassend und interdisziplinär sein Denken tatsächlich war. Dabei werden nicht nur Autoren aus den Kultur- und Sozialwissenschaften berücksichtigt, sondern auch solche aus den Naturwissenschaften, denn Weber war mit dem Fortschritt dieser Disziplinen ebenfalls vertraut. (shrink)