We discuss five basic principles of E-Z Reader in terms of their potential for models of eye-movement control in object and scene perception. We identify several obstacles which may hinder the extrapolation of the E-Z Reader principles to nonreading tasks, yet find that sufficient similarities remain to justify using E-Z Reader as a guide for modeling eye-movement control in object and scene perception.

This essay takes as its point of departure Charles Taylor's contention, in Sources of the Self that literature — and in particular the poetry associated with what he calls'Romantic expressivism' — enables an articulation of constitutive goods that can figureas a viable alternative for the theistic support of our moral commitments. While Taylordeserves credit for his honest attempt to take literature philosophically seriously, his cavalier treatment of the actual texts he invokes to underpin his argument tends to thwart his enterprise. (...) By way of a preliminary, broadly deconstructive reading of a set of texts also used by Taylor , I argue that literary texts simultaneously invite and resist transcendentalising interpretations such as Taylor's. To the extent that literature allows for such interpretationsit is not an alternative for but a non-critical variation of theistic groundings; to the extent that it resists such framing it offers a singular intimation of a critical ethics that is strictly insupportable but not therefore irresponsible. (shrink)

To eliminate the leap of faith required to explain how visual consciousness arises from visual representation, O'Regan & Noë focus on the sensorimotor interaction with the outside world and ban internal representations from their account of vision. We argue that evidence for transsaccadic representations necessitates a central position for an internal, on-line stimulus rendition in any adequate theory of vision.

O presente artigo busca tecer algumas considerações sobre o desenvolvimento do Subprojeto de pesquisa Formação instaurando competência que visa verificar como os processos de formação, dado ao contexto sócio-econômico atual, estão-se organizando quanto à construção da competência, demanda recente do mundo do trabalho.