In this volume the author tackles this problem in a rigorous analysis which begins with the general dynamics of living systems and leads the reader step-by-step ...

“This is surely the ultimate expression of the top-down approach to consciousness, written with Sommerhoff's characteristic clarity and precision. It says far more than other books four times the size of this admirably concise volume. This book is destined to become a pillar of the subject.” —Rodney Cotterill, Technical University of Denmark The problem of consciousness has been described as a mystery about which we are still in a terrible muddle and in Understanding Consciousness: Its Function and Brain Processes, (...) the author attempts to unravel this mystery by offering a clarification of the main concepts related to consciousness, and positing a comprehensive biological explanation. Consequently, this book will be ideal for a wide-range of upper level undergraduate and postgraduate courses. The author interprets consciousness as a property that can be possessed by many creatures lacking a language faculty and comprises all of the following: awareness of the surrounding world; awareness of the self as an entity; and awareness of such things as thoughts and feelings. He argues that a biological approach can achieve both the necessary conceptual clarifications and a joint explanation of these divisions of awareness in terms of just two accurately defined concepts of 'internal representation' and two empirically supported assumptions about the functional architecture of a specific set of brain processes. Despite this striking simplicity, his model covers these divisions of awareness both as objective faculties of the brain and as subjective experience. These conclusions are applied to a broad range of fundamental questions, including the biological rationale of subjective experience and where consciousness resides in the neural networks. (shrink)

An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as ‘resource-based,’ as they require the availability, coordination, and integration of multiple underlying resources such as skills and knowledge facets. However, research on the support of cognitive skills rarely takes this resource-based nature explicitly into account. This is mirrored in prior research on mathematical argumentation and proof skills: Although repeatedly highlighted as resource-based, for example relying on mathematical topic knowledge, methodological knowledge, mathematical strategic (...) knowledge, and problem-solving skills, little evidence exists on how to support mathematical argumentation and proof skills based on its resources. To address this gap, a quasi-experimental intervention study with undergraduate mathematics students examined the effectiveness of different approaches to support both mathematical argumentation and proof skills and four of its resources. Based on the part-/whole-task debate from instructional design, two approaches were implemented during students’ work on proof construction tasks: (i) asequential approachfocusing and supporting each resource of mathematical argumentation and proof skills sequentially after each other and (ii) aconcurrent approachfocusing and supporting multiple resources concurrently. Empirical analyses show pronounced effects of both approaches regarding the resources underlying mathematical argumentation and proof skills. However, the effects of both approaches are mostly comparable, and only mathematical strategic knowledge benefits significantly more from the concurrent approach. Regarding mathematical argumentation and proof skills, short-term effects of both approaches are at best mixed and show differing effects based on prior attainment, possibly indicating an expertise reversal effect of the relatively short intervention. Data suggests that students with low prior attainment benefited most from the intervention, specifically from the concurrent approach. A supplementary qualitative analysis showcases how supporting multiple resources concurrently alongside mathematical argumentation and proof skills can lead to a synergistic integration of these during proof construction and can be beneficial yet demanding for students. Although results require further empirical underpinning, both approaches appear promising to support the resources underlying mathematical argumentation and proof skills and likely also show positive long-term effects on mathematical argumentation and proof skills, especially for initially weaker students. (shrink)

Hume's Reception in Early America: Expanded Edition brings together the original American responses to one of Britain's greatest men of letters, David Hume. Now available as a single volume paperback, this new edition includes updated further readings suggestions and dozens of additional primary sources gathered together in a completely new concluding section. From complete pamphlets and booklets, to poems, reviews, and letters, to extracts from newspapers, religious magazines and literary and political journals, this book's contents come from a wide variety (...) of sources published in colonial America and the early United States between 1758 and 1850. As well as classics by Thomas Jefferson, John Adams and Alexander Hamilton, it contains scores of unknown and hard-to-locate items, many of which have not been reprinted since their original publication. These responses are divided into four parts covering Hume's Essays; his Philosophical Writings; his History of England; and his Character and Death. Each of those parts has a separate introductory essay, and every selection is introduced by a short headnote that sets the piece in its historical context and provides bibliographical references. Packed with new insights into Hume and American thought and culture, Hume's Reception in Early America reveals the relevance and impact of Hume on American political, philosophical, historical, religious, and aesthetic debates. (shrink)

Resumen: El objetivo de este trabajo es describir la situación actual y las proyecciones de la comparación forense de la voz en Chile, a la luz de los estándares internacionales que se enfocan en la producción de evidencia confiable, que pueda ser utilizada en los tribunales de justicia. Para ello, en principio, se dan a conocer los fundamentos científicos que caracterizan esta rama de las ciencias forenses y, luego, sobre esa base se analiza y comenta la situación de Chile y (...) sus proyecciones, tanto en la práctica como en la investigación forense. Abstract: The objective of this work is to describe the current situation and the projections of forensic voice comparison in Chile, in the light of international standards that focus on the production of reliable evidence that can be used in the courts of justice. To do this, first, the scientific foundations that characterize this branch of forensic sciences are disclosed and, then, on that basis, the situation in Chile and its projections are analyzed and discussed, both in practice and in the forensic research. (shrink)

Resumen: Durante la comisión de un crimen, testigos o víctimas, expuestos al habla del agresor pueden ser llamados, en forma posterior, a reconocer la voz de quien se sospecha es el autor del delito, con el fin de establecer si ellos la reconocerían como la voz del delincuente. Un ejemplo de esta situación, donde se vio involucrado el testimonio de testigos auditivos, fue durante el proceso del caso de Emilio Berkhoff, el joven universitario que fue declarado culpable de los delitos (...) de porte ilegal de armas y municiones y condenado a cinco años y un día de cárcel. El caso no estuvo exento de cierta controversia debido a las declaraciones públicas del imputado sobre supuestas violaciones al debido proceso. En este trabajo se revisa el procedimiento ocupado para la recolección de la evidencia auditiva a la luz de los criterios más ampliamente compartidos sobre la materia.: During the commission of a crime, witnesses or victims, exposed to the speech of the aggressor can be called, later, to recognize the voice of the person suspected of being the perpetrator of the crime, in order to establish whether they would recognize it as the voice of the offender. An example of this situation, where the testimony of hearing witnesses was involved, was during the case of Emilio Berkhoff, the young university student who was found guilty of the crimes of illegal bearing of arms and ammunition and sentenced to five years and one day in jail. The case was not exempt from some controversy due to the public statements of the accused about alleged violations of due process. In this paper we review the procedure used to collect the auditory evidence in light of the most widely shared criteria on the subject. (shrink)

Resumen Auditores chilenos no entrenados y sin conocimientos del alemán deben identificar dentro de una secuencia de voces en alemán la voz de una mujer alemana que habló previamente en español con un retardo de 2 horas. Los enunciados fueron emitidos por estudiantes alemanas nativas de la Universität Regensburg. Los resultados muestran que los auditores identifican la voz original, pero con imprecisión al otorgarle, dentro de una escala de 1 a 7, el mayor puntaje a la voz objetivo por sobre (...) las demás, pero con un promedio general de 6,1. Esto refuerza la idea de que la evidencia auditiva solo debe tener un valor orientativo. El presente texto se basa en un manuscrito presentado en el congreso INGEACUS 2010 celebrado en Valdivia, Chile.Untrained Chilean auditors and without knowledge of German must identify, within a sequence of German voices, the voice of a German woman who previously spoke in Spanish with a delay of 2 hours. The statements were spoken by native German students from the University of Regensburg. The results show that the auditors identify the original voice, but inaccurately, by giving, within a scale of 1 to 7 the highest score to the target voice above the others, but with an overall average of 6.1. This reinforces the idea that hearing evidence should only have an indicative value. This text is based on a manuscript presented at the 2010 INGEACUS Congress held in Valdivia, Chile. (shrink)

This is a welcome reprint of a book that continues to grow in importance.

Editor James Fetzer presents an analytical and historical introduction and a comprehensive bibliography together with selections of many of Carl G. Hempel's most important studies to give students and scholars an ideal opportunity to appreciate the enduring contributions of one of the most influential philosophers of science of the 20th century.

This entirely new work guides the reader through the most basic systems of modal propositional logic up to systems of modal predicate with identity, dealing with both technical developments and discussing philosophical applications.

Includes bibliographical references and index.

Second, there is a form of ampliative inference that has come to be called ‘inference to the best explanation,’ or more briefly ‘explanatory inference.’ Roughly: From the fact that a certain hypothesis would explain the data at hand better than any other available hypothesis, we infer with some degree of confidence that that leading hypothesis is correct. There is no question but that this inference is often performed. Arguably, every human being performs it many times in a day, perhaps without (...) letup. (shrink)

The first English translation of Fichte’s second set of 1804 lectures on the Wissenschaftslehre.