cognitive, neuropsychological, and neurophysiological studies of both memory and consciousness. Before proceeding further, some discussion of terminology is necessary. It comes as no surprise to state that "consciousness" is one of the ...

Three experiments investigated level of processing effects on a variety of direct and indirect memory tasks, in the context of a processing theory of dissociations. Subjects studied words in five encoding conditions and received one of ten memory tests. In Experiment 1, four tests previously classified as conceptual showed a robust LOP effect, as did a direct perceptual test of graphemic cued recall. An indirect perceptual word fragment completion test was unaffected by LOP. Experiment 2 showed that a new indirect (...) version of a graphemic cued test was not affected by LOP. In Experiment 3, guided by a generation/recognition model, we constructed three new direct tests in which subjects identified words that were graphemically, phonologically, or semantically similar to studied words. The three tests differed in their sensitivity to study conditions, but LOP had no effect in any case, despite the involvement of deliberate conscious recollection. Contemporary explanatory frameworks couched as dichotomies do not provide an adequate account of the results. It seems necessary instead to specify the types of information activated by each encoding condition, the types of information required by each test, and how encoding and retrieval processes are modified by task instructions. (shrink)

This volume contains contributions from friends and colleagues who have been influenced in one way or another by this accomplished psychologist.

W. D. Furley, ‘Phaidra's pleasurable aidos ’, CQ 46, 84–90 is in part a response to my article, ‘ in Euripides’ Hippolytos 373–430: review and reinterpretation’, JHS 113, 45–59. Furley states that I suggest that aidos is ‘a euphemism for aidoia, the genitals, thus = sex’. This is an over-simplification. I argue that ‘in this context, is a euphemistic metonymy for ’; that ‘in terms of linguistic use, may be viewed as the natural reaction to the … just as is (...) to ; and hence that ‘the linguistic associations and semantic nuances of are sufficient to allow the word, in appropriate contexts, to mean “sex”’. (shrink)

Professor Stevens's fine edition of Andromache, which treats all kinds of problems–linguistic, textual, metrical, theatrical, and interpretative–with great authority in a well-balanced commentary, and in a short introduction deals succinctly with the main ‘background’’ questions, must have prompted many to look anew at the play; so prompted, I here offer some supplementary points, mostly of interpretation.

The wide-ranging content of Places in Man represents the entire Hippocratic Corpus: anatomy, physiology, pathology, medical ideology, clinical instruction, traditional love, gynaecology. Despite this wide and varied scope, the work is conceptually coherent and stylistically consistent. In this new edition of the Greek text with translation and commentary, the language and content of the work are studied in relation to other treatises of the Hippocratic Corpus, and to fragmentary early medical writings. It is argued that while there are `Koan' and (...) `Knidian' elements, a West Greek origin is probable; and that this may be the earliest work in the Corpus. (shrink)

... all probability, Plato's own statement; made indeed to be read by friends in Syracuse in explanation of the role he had played ...

Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how (...) hermeneutical understanding of the phenomena of students' lived experience can catapult both students and teachers into the personal growth and development in a reciprocal way. It is my hope that such an understanding will facilitate an educational aim that focuses on the ontology of being and becoming while students' existence is brought to the center of teaching and learning. (shrink)