ABSTRACTThe present study examined the effect of stimulus valence on two levels of selection in the cognitive system, selection of a task-set and selection of a response. In the first experiment, participants performed a spatial compatibility task in which stimulus-response mappings were determined by stimulus valence. There was a standard spatial stimulus-response compatibility effect for positive stimuli and a reversed SRC effect for negative stimuli, but the same data could be interpreted as showing faster responses when positive and negative stimuli (...) were assigned to compatible and incompatible mappings, respectively, than when the assignment was opposite. Experiment 2 disentangled these interpretations, showing that valence did not influence a spatial SRC effect when task-set retrieval was unnecessary. Experiments 3 and 4 replaced keypress responses with joystick deflections that afforded appr... (shrink)

As world leaders strengthen their nuclear arsenals, and fears of global nuclear proliferation increase, social studies teachers must be prepared to help learners investigate the devastating consequences on human life and property associated with their use. This manuscript presents an ethnological study of six atomic bomb survivors from Hiroshima and Nagasaki during World War II. Participants completed a qualitative questionnaire describing their experiences during World War II, and making recommendations to U.S. social studies teachers when teaching about the dropping of (...) the atomic bombs in Hiroshima and Nagasaki in Japan. Data was analyzed to identify patterns and themes, and two categories emerged related to our research question. Findings suggest participants support U.S. teachers imparting global perspectives that speak directly to the destructive power of the atomic bomb and its impact on humans and the environment for years to come. This includes a movement away from using the social studies curriculum to point fingers of historic blame in the use of atomic weapons, and towards empowering learners to become agents of change in actualizing a nuclear free and peaceful world. We discuss the implications of this study's findings in social studies and global education. (shrink)

Pupil contagion is the phenomenon in which an observer’s pupil-diameter changes in response to another person’s pupil. Even chimpanzees and infants in early development stages show pupil contagion. This study investigated whether dynamic changes in pupil diameter would induce changes in infants’ pupil diameter. We also investigated pupil contagion in the context of different faces. We measured the pupil-diameter of 50 five- to six-month-old infants in response to changes in the pupil diameter of upright and inverted faces. The results showed (...) that in the upright presentation condition, dilating the pupil diameter induced a change in the infants’ pupil diameter while constricting the pupil diameter did not induce a change, and pupil contagion occurred only in the upright face presentation, and not in the inverted face presentation. These results indicate the face-inversion effect in infants’ pupil contagion. (shrink)

This study examined whether 8-month-old infants’ hemodynamic responses in the temporal region were modulated by repeated presentation of “Peekaboo” by using functional near-infrared spectroscopy. Previous studies have shown that infants’ temporal region responds to faces. A recent electroencephalography study showed that the neural activity of infants was modulated by repeated presentation of “Peekaboo.” Some fNIRS studies also revealed that the movie of “Peekaboo” activated the hemodynamic response of the temporal region in infancy. However, no studies have shown the hemodynamic modulation (...) of the temporal region according to the repeated presentation of “Peekaboo” in infants. In order to examine whether the hemodynamic responses of the temporal region were modulated by repeated presentation of “Peekaboo,” we compared the activity of the temporal region between the early and late trials. We set long and short delays before face-presentation. The results showed that the concentration of oxy-hemoglobin in the right occipitotemporal region in both conditions increased after the presentation of “Peekaboo” relative to the baseline. Moreover, in the long delay condition, the hemodynamic modulation of the right occipitotemporal region was induced according to the repeated presentation of “Peekaboo” in infants. (shrink)

The theory of the appearance of the Absolute is the last theme of Fichte’s Science of Knowledge. Since he lectured the theory of appearance with that of truth in his Systemconcept of the Transcendentalphilosophy in 1804, he said that the Absolute exists, and that the Absolute appears. In the lecture in 1812, he explains the necessity of appearance, criticizing Spinoza’s Monismus. It is denied by the fact that a concept exists outside the only one substance, while the latter is thought (...) about. There is a Nonabsolute outside the Absolute. Fichte names it ›appearance‹, which is synonym with ›image‹ and ›scheme‹ of the Absolute. The appearance has a life to appear to itself. Because it is a concept and knowledge of the Absolute, it knows itself as such. Between two appearances is a difference, through which the manifold springs. The earlier question against Schelling’s philosophy of identity, how the finite can be deduced from the infinite or the Absolute, is solved here. Fichte calls the self-appearance of the appearance ›Seeing‹ and ›reflection‹. Also the ego as subject-object is born in it. The task of Science of Knowledge is to analyze it, through which the appearance appears to itself not only as appearing to itself, but also as appearing to itself as appearing to itself. Fichte calls this the formula of Science of Knowledge. In the appearance is a reflexibility, whose ground is the visibility of the Absolute, the absolute evidence or the light. Even the image-making act of ego is in fact that of the Absolute. The Absolute intuits itself. Ego, as a representant of it, should stand under the law of the Absolute and devote its freedom and will to this. Standing upon the will to obey the law Science of Knowledge can gain the total scope of knowledge and open the way to God and the morality.Die Lehre der Erscheinung des Absoluten ist der letzte Schritt der Entwicklung der Wissenschaftslehre bei Fichte. Nachdem er in seinem Systementwurf von 1804 die Erscheinungslehre neben die Wahrheitslehre gestellt hat, äußerte Fichte, »Das Absolute existiert« und »Das Absolute erscheint«. Im Vortrag von 1812 erklärt er die Notwendigkeit der Erscheinung des Absoluten in der Auseinandersetzung mit Spinozas Monismus. Dieser sei schon widerlegt, weil das Denken der Substanz als das Sein außerhalb derselben ist. Dies Nicht-Absolute heißt ›Erscheinung‹, welche als Bild oder Schema des Absoluten genommen wird. Die Erscheinung hat das Leben, sich selbst zu erscheinen. Da sie der Begriff oder das Wissen vom Absoluten ist, weiß sie zugleich sich selbst als solches. Zwischen zwei Erscheinungen ist eine Disjunktion, womit das Entspringen des Mannigfaltigen erklärt wird. Die früher gegen Schellings Identitätsphilosophie gerichtete Frage, wie aus dem Absoluten das Endliche abgeleitet werden könne, wird hier aufgelöst. Das Sicherscheinen der Erscheinung nennt Fichte ›Sehen‹ und ›Reflexion‹, und sieht die Aufgabe der Wissenschaftslehre in dessen Analyse. Dabei gehört diese selbst der Erscheinung an. In ihr erscheint die Erscheinung sich selbst als sich selbst erscheinend. Außerdem erscheint sie sich selbst als sich selbst erscheinend als sich selbst erscheinend, welches die Formel der Wissenschaftslehre ist. In ihr liegt die Reflexibilität, wodurch eben das Ich als Subjekt-Objekt entsteht. Dahinter aber ist die Sichtbarkeit des Absoluten, die absolute Evidenz oder das Licht. Die Bildungskraft des Ich ist in Wahrheit die des Absoluten. Das Absolute selbst schaut sich selbst an, und das Ich ist bloß sein Repräsentant. Es soll unter dem Gesetz des Absoluten stehen und seine Freiheit und den Willen diesem übertragen. Die Wissenschaftslehre macht den ganzen Umkreis des Wissens klar und öffnet den Weg zu Gott und zur Sittlichkeit, indem sie auf dem Willen als ihrem Standpunkt steht. (shrink)

Savant syndrome and prime numbers Oliver Sacks reported that a pair of autistic twins had extraordinary number abilities and that they spontaneously generated huge prime numbers. Such abilities could contradict our understanding of human abilities. Sacks' report attracted widespread attention, and several researchers speculated theoretically. Unfortunately, most of the explanations in the literature are wrong. Here a correct explanation on prime number identification is provided. Fermat's little theorem is implemented in spreadsheet. Also, twenty years after the report, questionable aspects were (...) found in it. Extreme abilities became dubious. One possibility for the less extreme abilities is incomplete trial division. (shrink)

Little is known about the time of development of the binocular suppression. In the present study, we evaluated the emergence of binocular suppression in infants by using continuous flash suppression (CFS, Tsuchiya & Koch, 2006). In our experiment, one eye of infants presented with a static face image at one side of the screen, while another eye is presented with dynamic Mondrian patterns in full screen. Adult observers confirmed that the static face image was consciously repressed by the changing Mondrian (...) patterns. If binocular suppression were functional, the infant would not perceive the face as did the adults, and thus would not show any preference in the experiment. However, if binocular suppression in the infants were not yet acquired, they would perceive the face and the Mondrian patterns at the same time, and would thus show preference for the side where the face was presented. The results showed that infants aged 2–3 months, but not those aged 4–5 months, detected the position of the face. Furthermore, this detection was not due to weak contrast sensitivity to the dynamic Mondrian mask. These results indicated that the immature binocular visual system may perceive different images from different eyes simultaneously, and that infants may lose this ability after establishing binocular suppression at 4–5 months of age. (shrink)