Some spatio-temporal structures are easier to transfer implicitly in sequential learning. In this study, we investigated whether the consistent reversal of triads of learned components would support the implicit transfer of their temporal structure in visuomotor sequence learning. A triad comprised three sequential button presses ([1][2][3]) and seven consecutive triads comprised a sequence. Participants learned sequences by trial and error, until they could complete it 20 times without error. Then, they learned another sequence, in which each triad was reversed ([3][2][1]), (...) partially reversed ([2][1][3]), or switched so as not to overlap with the other conditions ([2][3][1] or [3][1][2]). Even when the participants did not notice the alternation rule, the consistent reversal of the temporal structure of each triad led to better implicit transfer; this was confirmed in a subsequent experiment. These results suggest that the implicit transfer of the temporal structure of a learned sequence can be influenced by both the structure and consistency of the change. (shrink)

なぜ学校に行くのか、 なぜ仕事をするのか、 そもそもなぜ生きるのか......? 物質的な不足や社会的な不自由さがない状況で抱く「空虚感」とどう向き合うかを考える一冊。.

ニーチェ、本居宣長、小林秀雄......碩学の思考を読み解き、崖っぷちの日本に必要なものは何かを問う。真の保守思想家の集大成的論集。.

江戸の思想家たちが到達した場所、それは人類未踏の頂だった―。雄大な世界史的構図のなかに日本文明の清らかな輝きを甦らせる圧倒的大業。.

戦後民主主義の擁護者が向き合った、真実の『葉隠』。礼賛でも全否定でもなく、当時の道徳や価値観の限界と、それらを超えた普遍的な思想や倫理性を照らし出す珠玉の論考。.

Prediction is essential for the efficiency of many cognitive processes; however, this process is not always perfect. Predictive coding theory suggests that the brain generates and updates a prediction to respond to an upcoming event. Although an electrophysiological index of prediction, the stimulus preceding negativity, has been reported, it remains unknown whether the SPN reflects the prediction accuracy, or whether it is associated with the prediction error, which corresponds to a mismatch between a prediction and an actual input. Thus, the (...) present study aimed to investigate this question using electroencephalography. Participants were asked to predict the original pictures from pictures that had undergone different levels of pixelation. The SPN amplitude was affected by the level of pixelation and correlated with the subjective evaluation of the prediction accuracy. Furthermore, late positive components were negatively correlated with SPN. These results suggest that the amplitude of SPN reflects the prediction accuracy; more accurate prediction increases the SPN and reduces the prediction error, resulting in reduced LPC amplitudes. (shrink)

John Henry Newman has rightly been hailed as a giant in the Catholic intellectual tradition. His contributions to theology, literature, and education have been studied at length; however, his contribution to philosophy has not received appropriate attention. This essay 1) explores Newman’s unique philosophical insights in terms of the phenomenological tradition of Edmund Husserl; 2) analyzes the transcendental approach of certain British scientists—notably Ronald Knox and Charles Darwin; and 3) discusses how Newman might be considered a phenomenologist.

Both Ambrose St. John (1815–1875) and John Henry Newman (1801–1890), who were received into the Roman Catholic Church in 1845, became members of the Birmingham Oratory. Newman’s closest companion for over three decades, St. John’s death was extremely painful for Newman, not only because it was unexpected, but because of his devotion to Newman as well as his dedication to his spiritual duties. Along with presenting Newman’s narrative of the last few weeks of St. John’s life, this essay raises the (...) question: why did Newman write this “account.”. (shrink)

The aim of this paper is to examine the relationship between education and technological rationality from the perspective of the philosophy of education, and to show that while education is deeply related to technique, skills, or technology, it can never be reduced to technical knowledge, and that there are things in education that overflow technical knowledge. I will here ask why there is something in education that overflows technical knowledge — I will define it as knowledge of pathos — and (...) why it is necessary to redefine the meaning of education in terms of knowledge of pathos. In order to address this issue, I will first examine the relationship between technology and transcendence in the world of education in Kei Hachiya’s Education and Transcendence. Second, I will show that recent outstanding theoretical achievements of Japanese philosophers of education — Satoji Yano’s Education from the Perspectives of Gift and Exchange, Yasuo Imai’s Medial Perspective on Education, and Tsunemi Tanaka’s Clinical Theory of Human Becoming — are all located within the problematic area of ‘technology-pathos-education’. Finally, I would like to propose a ‘philosophy of education built on fragile parts’, with a view to redefining education through the knowledge of pathos, paying attention to the experience of pathei mathos and the opportunity of weakness in the philosophy of education. (shrink)

We develop a general algebraic and proof-theoretic study of substructural logics that may lack associativity, along with other structural rules. Our study extends existing work on substructural logics over the full Lambek Calculus [34], Galatos and Ono [18], Galatos et al. [17]). We present a Gentzen-style sequent system that lacks the structural rules of contraction, weakening, exchange and associativity, and can be considered a non-associative formulation of . Moreover, we introduce an equivalent Hilbert-style system and show that the logic associated (...) with and is algebraizable, with the variety of residuated lattice-ordered groupoids with unit serving as its equivalent algebraic semantics. Overcoming technical complications arising from the lack of associativity, we introduce a generalized version of a logical matrix and apply the method of quasicompletions to obtain an algebra and a quasiembedding from the matrix to the algebra. By applying the general result to specific cases, we obtain important logical and algebraic properties, including the cut elimination of and various extensions, the strong separation of , and the finite generation of the variety of residuated lattice-ordered groupoids with unit. (shrink)

Glivenko-type theorems for substructural logics are comprehensively studied in the paper [N. Galatos, H. Ono, Glivenko theorems for substructural logics over FL, Journal of Symbolic Logic 71 1353–1384]. Arguments used there are fully algebraic, and based on the fact that all substructural logics are algebraizable 279–308] and also [N. Galatos, P. Jipsen, T. Kowalski, H. Ono, Residuated Lattices: An Algebraic Glimpse at Substructural Logics, in: Studies in Logic and the Foundations of Mathematics, vol. 151, Elsevier, 2007] for the details). As (...) a complementary work to the algebraic approach developed in [N. Galatos, H. Ono, Glivenko theorems for substructural logics over FL, Journal of Symbolic Logic 71 1353–1384], we present here a concise, proof-theoretic approach to Glivenko theorems for substructural logics. This will show different features of these two approaches. (shrink)

We will give here a purely algebraic proof of the cut elimination theorem for various sequent systems. Our basic idea is to introduce mathematical structures, called Gentzen structures, for a given sequent system without cut, and then to show the completeness of the sequent system without cut with respect to the class of algebras for the sequent system with cut, by using the quasi-completion of these Gentzen structures. It is shown that the quasi-completion is a generalization of the MacNeille completion. (...) Moreover, the finite model property is obtained for many cases, by modifying our completeness proof. This is an algebraic presentation of the proof of the finite model property discussed by Lafont [12] and Okada-Terui [17]. (shrink)

Epistemological investigation belonged to the core topics in Indian philosophical traditions, too. Right cognition had generally been regarded as one of the important means to emancipation (niḥśreyasa) since ancient times. To reach this religious goal, they keenly discussed the problems of what kinds of cognition we should accept as right or what kinds of objects a right cognition refers to. Specifically it is about the number and the nature of the means of right cognition that opinions differ from school to (...) school. The number ranges from one (perception) to six or even ten (perception, inference, comparison, testimony, implication, non-perception, equivalence, tradition, gesture, and intuition). The concept of each means of right cognition, too, varies greatly among schools. In this paper I take up the Nyāya System, a rationalistic school of Brahmanic philosophy. In Nyāya the inference is regarded as particularly important, but it never means that logical thinking dominates testimony or the authority of religious scriptures in the Nyāya System. On the contrary we find such cases as the religious authority seems to delimit the validity of inference. Some inferences are obstructed by an axiom established in the school, whereas others by a ristriction of Brahmanic tradition. In this manner they seemed to protect their whole system from followers of other Schools. By examining this topic I would like to throw a tiny light on the characteristic affinity between philosophy and religion in Indian thought. (shrink)