Grapheme-color synesthetes experience color, not physically present, when viewing symbols. Synesthetes cannot remember learning these associations. Must synesthetic percepts be formed during a sensitive period? Can they form later and be consistent? What determines their nature? We tested grapheme-color synesthete, MC2, before, during and after she studied Hindi abroad. We investigated whether novel graphemes elicited synesthetic percepts, changed with familiarity, and/or benefited from phonemic information. MC2 reported color percepts to novel Devanagari and Hebrew graphemes. MC2 monitored these percepts over 6 (...) months in a Hindi-speaking environment. MC2 and synesthete DN, reported synesthetic percepts for Armenian graphemes, or Cyrillic graphemes + phonemes over time. Synesthetes, not controls, reported color percepts for novel graphemes that gained consistency over time. Phonemic information did not enhance consistency. Thus, synesthetes can form and consolidate percepts to novel graphemes as adults. These percepts may depend on pre-existing grapheme-color relationships but they can flexibly shift with familiarity. (shrink)

No livro I da Ethica Eudemia, Aristóteles dedica um capítulo a considerações acerca de seu método. No entanto, analisando passagens de outros tratados do autor, é possível concluir que há algo comum que perpassa as diversas considerações acerca de seu método, a saber: que o ponto de partida de toda investigação é dado pelo que é mais cognoscível a nós, e todo o procedimento de investigação visa chegar ao que é mais cognoscível em si mesmo – o conhecimento estrito do (...) objeto, que inclui compreender suas causas. O objetivo deste trabalho é tentar compreender como esse procedimento acontece na investigação moral, que opera no âmbito do discurso e, portanto, das definições. Para isso, pretendemos analisar como acontece a passagem da análise do que é dado na experiência em direção ao conhecimento de suas causas, que é próprio de outros tratados aristotélicos, para a análise das opiniões vagas e imprecisas em direção às definições estritas com as quais a Ethica Eudemia pretende operar. (shrink)

Strategic games require reasoning about other people’s and one’s own beliefs or intentions. Although they have clear commonalities with psychological tests of theory of mind, they are not clearly related to theory of mind tests for children between 9 and 10 years of age “Flobbe et al. J Logic Language Inform 17:417–442 ”. We studied children’s individual differences in how they played a strategic game by analyzing the strategies that they applied in a zero, first, and second-order reasoning task. For (...) the zero-order task, we found two subgroups with different accuracy levels. For the first-order task, subgroups of children applied different suboptimal strategies or an optimal strategy. For the second-order task only suboptimal strategies were present. Strategy use for all tasks was related to age. The 5- and 6-year old children were additionally tested on theory of mind understanding and executive functioning. Strategy-use in these children was related to working memory, but not to theory of mind after correction for age, verbal ability and general IQ. (shrink)

O presente artigo visa defender a tese de que há dois tipos diferentes de métodos nas éticas de Aristóteles. Costumeiramente, as prescrições metodológicas de EN VII 1 e EE I 6 são vistas como complementares, fazendo parte de um mesmo método que fora descrito por Barnes como o “método dos endoxa”. Esse método, claramente presente na prescrição da EN, consiste em estabelecer os phainomena, percorrer as aporias e provar o que for possível das opiniões reputadas. Contudo, o método que é (...) prescrito em EE I 6 parte da noção de “passar do mais vago ao mais preciso” utilizando os phainomena como indícios e modelos. Defenderemos aqui que a noção de phainomena, embora apareça nas duas prescrições, tem papéis e escopos diferentes em cada um dos métodos, de onde surge sua diferença. Para isso, analisaremos a prescrição de EN VII 1 juntamente ao assim chamado “método dos endoxa”, em seguida partiremos para a análise da prescrição de EE I 6 e, por fim, analisaremos detalhadamente a diferença entre essas duas prescrições. (shrink)

Strategic games require reasoning about other people’s and one’s own beliefs or intentions. Although they have clear commonalities with psychological tests of theory of mind, they are not clearly related to theory of mind tests for children between 9 and 10 years of age “Flobbe et al. J Logic Language Inform 17(4):417–442 (2008)”. We studied children’s (5–12 years of age) individual differences in how they played a strategic game by analyzing the strategies that they applied in a zero, first, and (...) second-order reasoning task. For the zero-order task, we found two subgroups with different accuracy levels. For the first-order task, subgroups of children applied different suboptimal strategies or an optimal strategy. For the second-order task only suboptimal strategies were present. Strategy use for all tasks was related to age. The 5- and 6-year old children were additionally tested on theory of mind understanding and executive functioning. Strategy-use in these children was related to working memory, but not to theory of mind after correction for age, verbal ability and general IQ. (shrink)

Fifty years later it is still necessary to talk about some decisions of Second Vatican Ecumenical Council regarding the role of the layperson as the Church's mission participant and also its fundamental role concerning the dialogue between Church and the world, as discussed throughout the Council and singularly in the Pastoral Constitution Gaudium et Spes. It can be seen throughout history that the layman, somewhat, could see himself forgotten, taking part in the Church passively. This thought, however, is changing from (...) what was said at the Council as its several documents show: the layman as a transforming agent in the Church but, more essencially, out of it, it is recognized its important role as participants in the mission. So we talk about the Mission of the Church and the Council contributions to this new understanding of the laity, the role of the layperson in the Church, the importance of dialogue between the Church and the world and finally, the layman as the main agent in this dialogue. (shrink)

Este artigo dialoga com autores que estudam a temática juventude e escola, problematizando a função da escola como locus de socialização. Parte do pressuposto de que muitos problemas enfrentados pelos jovens na escola é resultado de uma realidade em que as culturas juvenis, caracterizadas por determinadas formas de comportamento, como, gostos, atitudes, estilo de vida, forma de ser, vestir, dançar, falar, se divertir e se relacionar não podem se fazer presentes. Em virtude disso, analisa a desarticulação da escola com as (...) perspectivas dos jovens, ao acharem-na desinteressante por não contemplar seus anseios e suas necessidades e tampouco reconhecer a realidade em que estão inseridos. Parte da concepção de que a escola deve contemplar espaços e situações que promovam experiências de sociabilidade. Busca uma reflexão acerca do papel da escola diante das tensões e dos dilemas juvenis. (shrink)

Inhaltsverzeichnis/Table of ContentsThemenschwerpunkt/Special Topic: Bolzano & KantGastherausgeber/Guest Editor: Sandra LapointeSandra Lapointe: IntroductionSandra Lapointe: Is Logic Formal? Bolzano, Kant and the Kantian LogiciansNicholas F. Stang: A Kantian Reply to Bolzano’s Critique of Kant’s Analytic-Synthetic DistinctionClinton Tolley: Bolzano and Kant on the Place of Subjectivity in a WissenschaftslehreTimothy Rosenkoetter: Kant and Bolzano on the Singularity of IntuitionsWaldemar Rohloff: From Ordinary Language to Definition in Kant and BolzanoWeitere Artikel/Further ArticlesChristian Damböck: Wilhelm Diltheys empirische Philosophie und der rezente Methodenstreit in der analytischen PhilosophieBernd Prien: (...) Socially Constituted Actions and ObjectsDaniel Enrique Kalpokas: Two Dogmas of CoherentismJon Cogburn & Jeff W. Roland: Strong, therefore Sensitive. Misgivings about DeRose’s ContextualismAndre Abath: Brewer’s Switching ArgumentEssay-Wettbewerb/Essay CompetitionAmadeus Magrabi: The Value of Feelings for Decision-MakingStefan Reining: Do Pain-Accompanying Emotions Mislead Us?—Considerations in the Light of Reactive Dissociation PhenomenaPeter Königs: Patriotism. A Case Study in the Philosophy of EmotionsBesprechungsaufsatz/Review EssayChristopher Gauker: What Do Your Senses Say? On Burge’s Theory of PerceptionDiskussion/DiscussionGeorg Brun: Adequate Formalization and De Morgan’s ArgumentBuchnotizen/Critical Notes. (shrink)

Conceptualized within the framework of self-determination theory, the aim of the current study was to investigate the relation between perfectionistic concerns and (a) controlled (non-self-determined) motivation and (b) performance anxiety through basic psychological need frustration (frustration of competence, autonomy, and realtedness), and if these relations would be moderated by controlling teaching/coaching conditions. We used a cross-sectional moderated mediation design and purposefully selected Norwegian elite junior performers (N = 171; Mage = 17.3; SDage= 0.94) from talent development schools, who completed an (...) online questionnaire to report their perceptions of the study variables. Associations were examined using structural equation modeling. The results showed that perfectionistic concerns were positively associated with controlling conditions, basic needs frustration, controlled motivation, and performance anxiety. Reported controlling teaching/coaching conditions moderated the positive indirect relationship between perfectionistic concerns and (a) controlled motivation and (b) performance anxiety through competence need frustration. Specifically, these indirect associations were evident for performers reporting moderate or high levels of controlling teaching/coaching conditions. In contrast, there were no indirect associations via competence need frustration for those performers who reported low levels of controlling conditions. In conclusion, the results indicate that perfectionistic concerns appear to be a vulnerability factor that exposes elite junior performers to higher risks of entering a debilitative motivational process. This seems especially likely when exposed to controlling teaching/coaching conditions. Coaches and teachers working with elite junior performers should avoid using controlling mechanisms and instead foster autonomous functioning. (shrink)

To study animal welfare empirically we need an objective basis for deciding when an animal is suffering. Suffering includes a wide range ofunpleasant emotional states such as fear, boredom, pain, and hunger. Suffering has evolved as a mechanism for avoiding sources ofdanger and threats to fitness. Captive animals often suffer in situations in which they are prevented from doing something that they are highly motivated to do. The an animal is prepared to pay to attain or to escape a situation (...) is an index ofhow the animal about that situation. Withholding conditions or commodities for which an animal shows (i.e., for which it continues to work despite increasing costs) is very likely to cause suffering. In designing environments for animals in zoos, farms, and laboratories, priority should be given to features for which animals show inelastic demand. The care ofanimals can thereby be based on an objective, animal-centered assessment of their needs. (shrink)

Este artigo dialoga com autores que estudam a temática juventude e escola, problematizando a função da escola como locus de socialização. Parte do pressuposto de que muitos problemas enfrentados pelos jovens na escola é resultado de uma realidade em que as culturas juvenis, caracterizadas por determinadas formas de comportamento, como, gostos, atitudes, estilo de vida, forma de ser, vestir, dançar, falar, se divertir e se relacionar não podem se fazer presentes. Em virtude disso, analisa a desarticulação da escola com as (...) perspectivas dos jovens, ao acharem-na desinteressante por não contemplar seus anseios e suas necessidades e tampouco reconhecer a realidade em que estão inseridos. Parte da concepção de que a escola deve contemplar espaços e situações que promovam experiências de sociabilidade. Busca uma reflexão acerca do papel da escola diante das tensões e dos dilemas juvenis. (shrink)

For centuries pilgrimages are present in Christianity. For Catholics, the importance of devotions and visits to the Marian sanctuaries is indisputable. The number of visitors and pilgrims to these temples make the local economy an important destination of religious tourism. In order to understand the economic determinants of religious tourism, two sanctuaries were studied, namely, Aparecida and Fatima. Given the large collection of statistical information of the Portuguese Sanctuary, it was verified through the Vector Autoregressive model that Gross Domestic (...) Product and Unemployment have a causal unidirectional relation with the pilgrimages. The Autoregressive Distributed Lag model revealed that an increase in Gross Domestic Product and international arrivals in the short term positively impacts the number of pilgrims. Through the Ordinary Least Squares regression, significant statistical relationships between climatic factors and visitors in the Sanctuary of Fatima were found. The Seasonal Autoregressive Integrated Moving Average forecast method was applied to the number of monthly visitors to the Sanctuary of Aparecida and to the number of pilgrims in the Sanctuary of Fatima, the results show a strong seasonality and that the first and last months of the year are periods of low demand. The results of this study allow a new look at religious tourism in the Marian context, the empirical results allow those responsible for establishing public policies, tourism agents and the administration of the Sanctuaries to direct their actions. Measures planned and executed jointly between the various agents can benefit residents, visitors, pilgrims, the tourism sector, the local economy and the Sanctuaries themselves. (shrink)

Narrowly speaking, the correspondence theory of truth is the view that truth is correspondence to a fact -- a view that was advocated by Russell and Moore early in the 20 th century. But the label is usually applied much more broadly to any view explicitly embracing the idea that truth consists in a relation to reality, i.e., that truth is a relational property involving a characteristic relation (to be specified) to some portion of reality (to be specified). During the (...) last 2300 years this basic idea has been expressed in many ways, resulting in a rather extended family of views, theories, and theory sketches. The members of the family employ various concepts for the relevant relation (correspondence, conformity, congruence, agreement, accordance, copying, picturing, signification, representation, reference, satisfaction) and/or various concepts for the relevant portion of reality (facts, states of affairs, situations, events, objects, sequences of objects, sets, properties, tropes). The resulting multiplicity of versions and reformulations of the theory is due to a blend of substantive and terminological differences. (shrink)

The purpose of this paper is to describe the evolution of the fundamental guidelines according to René Girard’s interpretation of the Oedipus myth. After close examination, it appears Girard’s methodology is based on four complementary levels: (1) the common-sense tracking of sacrificial substitutions; (2) the careful analysis of symmetries and dissymmetries in mythical texts; (3) the identification of cross-cultural and historical persecution stereotypes; (4) the application of the common standard of evidence (i.e. guilty beyond a reasonable doubt) for criminal conviction. (...) Throughout the paper, we will show that Girard’s approach bears strong resemblance with William Whewell’s method of consilience as well as Charles Sanders Peirce’s views of the historical sciences. (shrink)

The contemporary scientific and technological progress builds on the accomplishments of classical mechanics from the 19th century when the so-called ‘European scientific method and values’ were accepted practically by the whole educated world. Most scientific results and conclusions were reached based on the causal ontological approach proposed in principle already by Plato’s Socrates and developed further by Aristotle. Despite the late-modern paradigm shift in science, the topicality of the ontological approach proposed by Aristotle remains. On the other hand, 19th and (...) 20th century philosophers, mainly positivists such as Mach and Avenarius but also Schlick and Carnap, attempted to change this approach to unify scientific knowledge in accordance with an ideological, i.e. positivist outlook on reality. The authors place a special emphasis on the contribution of Rudolf Carnap and his interaction with Martin Heidegger. Three very different theories are applied to physical reality in the present: classical mechanics in the standard macroscopic realm, Copenhagen quantum mechanics in the microscopic realm, and special theory of reality in both realms in the case of systems consisting of objects having higher velocity values. Any explanation or description of transitions between different realms and theories had not been provided until now. Our paper describes the corresponding evolution in the modern period and identifies the underlying false philosophical assumptions and statements existing in today’s scientific systems. We will then demonstrate that one common theory for all realms of reality may exist; one that will be based fully on Hamilton equations. Only time change of particle impulse is to be determined by a corresponding force. All necessary characteristics of physical reality may be derived in such a case. Direct correlations of such physical approach to philosophy will be drawn. (shrink)

The topic of science was one of the most significant topics in the work of Martin Heidegger. Heidegger was not primarily a science methodologist; he could be considered a significant philosopher of science. Heidegger’s philosophy of science is often labeled supertemporal. Although Heidegger was interested in reflecting several stages of science, the present article only deals with his philosophical view of modern science. The article does not analyze how Heidegger reflects on particular sciences; it analyses how he reflects on science (...) as a whole, specifically the individual stages of Heidegger’s philosophy of science. The basic question of the research is whether his philosophy of science before the “Turn” is in any way different from his philosophy of science after the “Turn,” i.e., whether we can speak of two completely different approaches to science, or whether it is possible to find some continuity between them. Besides Heidegger’s published works, the paper also reflects on the discovery of an original, unpublished version of his text and looks critically at some interpreters of Heidegger’s philosophy of science. The study concludes that despite numerous differences in his reflection on science before and after the Turn, it can be stated that there is substantial continuity between the stages of Heidegger´s philosophy of science. (shrink)