Apprendre à lire: Des sciences cognitives à la salle de classe (OJ.SCIENCES) (French Edition)
Thomas Garet rated it really liked it Nov 11, Livie Prantoni marked it as to-read Sep 06, Agathe Vime marked it as to-read Sep 12, Diane marked it as to-read Sep 13, Jazzy marked it as to-read Sep 23, Dim marked it as to-read Oct 01, Stanley Hanks marked it as to-read Oct 09, Caroline marked it as to-read Oct 10, Karim Drissi marked it as to-read Oct 18, Aymeric marked it as to-read Oct 23, Joanne added it Oct 23, Gerda marked it as to-read Oct 24, Elsa marked it as to-read Oct 24, Einaffit marked it as to-read Oct 25, Rami marked it as to-read Nov 01, Fred marked it as to-read Nov 07, Adrien Rouchet marked it as to-read Nov 14, Maria Jose marked it as to-read Nov 22, Constance marked it as to-read Nov 30, Gregoire is currently reading it Nov 30, Michel Ferry marked it as to-read Dec 12, Florian F marked it as to-read Dec 29, Gaston Vallet added it Jan 01, Jess marked it as to-read Jan 04, Fraancooiisee marked it as to-read Jan 08, Nicolas Guillard marked it as to-read Jan 08, Amina Benammar marked it as to-read Jan 14, There is disagreement about exactly which, or how many, possible states of affairs cannot possibly be brought about by an omnipotent being.
For instance, philosophers disagree about whether the claim that an omnipotent being exists is necessarily true, necessarily false, or contingent. If it is a contingent matter whether an omnipotent being exists, then the state of affairs of no omnipotent being ever existing is possible, but nevertheless cannot possibly be brought about by an omnipotent being.
Perhaps the most widely accepted examples, and those Plantinga focuses on, are statements about the free choices of creatures. Plantinga believes that it is logically impossible that any being other than Caesar should bring about the possible state of affairs such as Caesar's freely choosing not to cross the Rubicon , for if Caesar's not crossing the Rubicon had been brought about by some other being for example, God , then Caesar would not have freely chosen. If it is accepted that there are some possible states of affairs which it is impossible that an omnipotent being should bring about, a more complicated analysis of omnipotence is needed.
An obvious candidate is:. However, this brings back the McEar objection, which the Leibniz-Ross theory had escaped. It is essential to McEar that he never bring about anything other than his own scratching of his ear. It is therefore impossible that McEar bring about some other state of affairs. As a result, this definition, once again, wrongly counts McEar as omnipotent, provided only that he is able to scratch his ear. Some philosophers have responded by arguing that there could not possibly be such a being as McEar Wierenga Others have given up on the project of giving a general analysis of omnipotence La Croix Still others have advocated theories of omnipotence which make special accommodation to creaturely freedom Flint and Freddoso An entirely different approach to the problem is advocated by Erik J.
- Sueño de fuego (Spanish Edition).
- Mathématicien, psychologue cognitif et neuroscientifique, né le 12 mai 1965;
- Passé composé (FICTION) (French Edition);
- Intlekt Editor | IEML.
- Travels of Learning | SpringerLink!
Wielenberg According to Wielenberg, omnipotence cannot be analyzed simply by consideration of which states of affairs an omnipotent being could or could not bring about. Instead, it is necessary to consider why the being could or could not bring them about. Wielenberg proposes the following analysis:. This analysis avoids attributing omnipotence to McEar since McEar's limitation seems to be at least in part due to lack of power. It also solves the problem of the consistency of God's inability to do evil with omnipotence, since God's inability to do evil is not due to lack of power.
Finally, according to Wielenberg, if it is really true that even an omnipotent being could not bring about Caesar's freely choosing not to cross the Rubicon, then this must be due not to lack of power, but to the logic of the situation. The chief limitation of Wielenberg's account is that it makes use of some unanalyzed notions whose analysis philosophers have found quite difficult. These are the notion of lack of power and the notion of one state of affairs obtaining partially due to another state of affairs obtaining.
Without analyses of these notions, it is hard to tell whether Wielenberg's analysis is self-consistent and whether it is consistent with other traditional divine attributes.
The Leibniz-Ross theory entails that the exercise of omnipotent power cannot occur within time. This is because, in this view, to exercise omnipotent power is to choose some particular possible world to be actual. To think of such a choice as occurring in time would be to imagine that some possible world could, at some particular time, become actual, having previously been merely possible.
This, however, is absurd Ross Therefore, on the Leibniz-Ross theory, an omnipotent being can act only atemporally. The notion of an atemporal action has, however, been found difficult. To give just one example of such a difficulty, it is widely held that acting requires one to be the cause of certain effects. However, many philosophers have also held that it is part of the concept of a cause that it must occur before its effects. Since something atemporal is neither before nor after anything else, there cannot be an atemporal cause, and, therefore, there cannot be an atemporal action.
On the other hand, even apart from the Leibniz-Ross theory, there are difficulties with the notion of being omnipotent at a time. This is because there are contingent states of affairs about the past, but the notion of changing the past is generally agreed to be incoherent see Time Travel.
Thus, omnipotence at a point in time cannot be defined as, for instance, the ability to bring about any contingent state of affairs because, although many past states of affairs are contingent, nothing done in the present, even by an omnipotent being, could possibly bring about a past state of affairs. Richard Swinburne has proposed an analysis of omnipotence at a point in time based on definition 5 above Swinburne :. If the notion of changing the past is incoherent, then 7 does not require that an omnipotent being be able to change the past. However, 7 inherits 5 's flaw when it comes to McEar: Since it is inconsistent to suppose that McEar who, by hypothesis, is necessarily such that he only scratches his ear does something other than scratch his ear, he need not have the power to do anything else in order to count as omnipotent.
Additionally, there are well-known problems with specifying which facts are about the past. For instance, consider the fact that the U. Declaration of Independence was issued years before President Obama took office. It is difficult to say whether this is a fact about or about Intuitively, it is about both. In order for 7 to succeed in dealing with the difficulties of temporal omnipotence, there must be a distinction between those facts which are, and those which are not, about the past. However, relational facts like the one under discussion show that it is quite difficult to draw this distinction.
Some philosophers have attempted to meet this difficulty head-on by adopting particular theories of temporal facts Flint and Freddoso , while others have tried to sidestep the concern by formulating theories of temporal omnipotence which do not require a distinction between past and non-past facts. Rosenkrantz and Hoffman introduce a number of further qualifications, but the central point of their account is the notion of unrestricted repeatability. Intuitively, an unrestrictedly repeatable state of affairs is one that can obtain, cease to obtain, and then obtain again indefinitely many times, throughout all of history.
Vesuvius's erupting is unrestrictedly repeatable, but Mt. Vesuvius's erupting prior to is not, since the latter cannot obtain at any time after Rosenkrantz and Hoffman hold that an omnipotent being could, before , have brought about Mt. Vesuvius's erupting prior to by, at that time, bringing about Mt. Vesuvius's erupting. After , an omnipotent being could still bring about the latter state of affairs, though not the former. Since the former state of affairs is not unrestrictedly repeatable, the inability to bring it about after is no bar to a being's counting as omnipotent.
Traditionally, these divine inabilities are taken quite seriously, and are said to follow from God's attribute of impeccability or necessary moral perfection. According to this view, it is impossible for God to do evil. It seems, however, that no being could be both omnipotent and necessarily morally perfect, since an omnipotent being could do anything, but there are many things a necessarily morally perfect being could not do.
The argument can be formulated as follows Morriston Consider some particularly evil state of affairs, E, such as every sentient being suffering excruciating pain throughout its entire existence. Some theists have simply accepted the conclusion, replacing either necessary moral perfection or omnipotence with some weaker property. Pike's view is, in essence, a rather complicated version of the claim that God is only contingently morally perfect, a view which some have regarded as extremely objectionable from a theological standpoint Geach A number of philosophers who have accepted the incompatibility of omnipotence with necessary moral perfection have regarded the latter as more central to religious notions of God, and have argued that divine omnipotence should therefore be rejected Geach ; Morriston ; Funkhouser Defenders of the compatibility of omnipotence and necessary moral perfection must deny at least one of the premises of the argument, and, indeed, each of them has been denied.
Premise 1 is perhaps the most difficult to reject. To be necessarily morally perfect is to be morally perfect in every possible world, but there seem to be some states of affairs such that bringing them about is inconsistent with moral perfection, and so it seems that if any being is necessarily morally perfect, then there are some states of affairs which that being does not bring about in any possible world.
However, defenders of certain sorts of divine command theories of ethics are committed to the claim that God is morally perfect only in a trivial sense, and these views will have the result that 1 is false. If what is morally good depends on God's choice, then, if God chose something else, that something else would be morally good.
If this is right, then 1 is false: God could bring about E, but if he did bring about E, then E would be morally good. However, most philosophers regard this line of thought as tending to show the absurdity of these versions of divine command theory, rather than the falsity of 1. Premise 2 can be rejected by those philosophers who regard omnipotence as the ability to perform any action or bring about any result which is consistent with the actor's nature, as in definitions 2 , 5 , and 7.
However, these definitions fall prey to the McEar objection and, more generally, open the door to all kinds of limitations on what an omnipotent being can do. Many philosophers of action take it as an axiom that there are no necessarily unexercised powers or abilities, or capacities , and 3 is merely an instance of this general principle. Nevertheless, the rejection of 3 is defended by Wielenberg , who argues by means of the following analogy. Suppose, however, that a certain stone is too slippery for him to get a grip on. He therefore cannot lift it. Hercules' inability to lift the slippery stone does not count against his omni-strength, since the stone is not too heavy for him, but only too slippery.
In the same way, Wielenberg argues, there are many things which it is not possible for God to do. However, God is omnipotent, since it is not for lack of power that God is unable to do these things, but for other reasons, such as his necessary moral perfection. The aptness of Wielenberg's analogy is still open to dispute, and the principle that there are no necessarily unexercised powers continues to be widely accepted.
It is sometimes argued that if the existence of an omnipotent agent is possible, then the existence of a non-omnipotent free agent is impossible. According to this line of thought, if Caesar was free, then Caesar, and only Caesar, could have brought about Caesar's freely refraining from crossing the Rubicon. However, if Caesar could have brought about that state of affairs, then it must be a possible state of affairs, and an omnipotent being could therefore bring it about.
This, however, cannot be correct, for if someone other than Caesar brought about Caesar's refraining , then Caesar would not have refrained freely. Therefore, an omnipotent being could not bring about this state of affairs. But if even an omnipotent being could not bring it about, then surely Caesar, who is not omnipotent, could not bring it about either. Therefore, Caesar was not free and, by parity of reasoning, neither is any other non-omnipotent agent. The Leibniz-Ross theory renders the problem even more acute. According to Leibniz, God chooses precisely which possible world will obtain.
God, therefore, chooses whether Caesar will cross the Rubicon. However, if someone else chooses what Caesar will do, then Caesar is not free. Similarly, for Ross, Caesar's crossing the Rubicon is logically equivalent to God's effectively choosing that Caesar cross the Rubicon. The choice is up to God. It is therefore not up to Caesar, at least not in the sense which according to some philosophers is required for free will.
Neither Leibniz nor Ross finds this objection particularly troubling. According to Leibniz, since it is possible that Caesar freely refrain from crossing the Rubicon, there must be a possible world which represents him as doing so. In making a world actual, God does not in any way change the intrinsic character of that world Leibniz sect. As a result, had God brought about that world, Caesar would still have been free. Similarly, Ross suggests that whatever sort of independence from external determination freedom requires, it certainly does not require that the agent's choice be independent of its own logical entailments.
However, in his view, God's effectively choosing that the agent so choose is logically equivalent to the agent's so choosing, and so cannot be inconsistent with freedom Ross sect. Compatibilists about free will may be satisfied with the responses given by Leibniz and Ross. Libertarians, however, have generally not been satisfied, and have argued that an omnipotent being need not have the power to bring about such states of affairs as Caesar's freely refraining from crossing the Rubicon.
Most of those who have been so concerned have followed an approach developed by Plantinga ch. This approach hinges on the existence of a class of propositions known as counterfactuals of freedom. A counterfactual of freedom is a statement about what an individual would freely choose if faced with a certain hypothetical circumstance.
For instance, the claim, "If Caesar were offered a bribe of fifty talents, he would freely refrain from crossing the Rubicon," is a counterfactual of freedom. Now, suppose that Brutus wants Caesar to freely refrain. If he uses force to prevent Caesar from crossing the Rubicon, then he has not succeeded in bringing it about that Caesar freely refrains, for in this case, Caesar's refraining has been brought about by Brutus and not by Caesar, and so Caesar did not do it freely.
This sort of bringing about is known as strongly actualizing. Only Caesar can strongly actualize Caesar's freely refraining from crossing the Rubicon. However, if Brutus knows that if Caesar were offered the bribe, he would freely refrain, then there is a sense in which Brutus can bring it about that Caesar freely refrains: Brutus can strongly actualize the state of affairs Caesar's being offered the bribe , and he knows that if he does this then Caesar will freely refrain.
In such a case, Brutus would be said to have weakly actualized Caesar's freely refraining. According to Plantinga, in order for creatures to be free, it must not be up to anyone else which counterfactuals of freedom are true of them, so even an omnipotent being could not bring it about that particular counterfactuals of freedom are true.
However, an omnipotent being could presumably bring it about that it knows the true counterfactuals of freedom or if the omnipotent being was also essentially omniscient, then it would already know , and it could presumably strongly actualize many of their antecedents, and so weakly actualize a variety of states of affairs in which non-omnipotent beings acted freely.www.maserekamangeni.com/plugins/1199.php
jxxcjmo.tk Ebooks and Manuals
An omnipotent being could not, however, weakly actualize just any possible state of affairs. For instance, if there were no possible circumstance such that, if Caesar were in that circumstance, he would freely refrain from crossing the Rubicon, then even an omnipotent being could not weakly actualize Caesar's freely refraining. Among those who accept Plantinga's arguments, some have attempted to analyze omnipotence in terms of what an omnipotent being could strongly actualize, and made appropriate qualifications for free actions.
It is typically pointed out that it is logically impossible for any being to strongly actualize a state of affairs in which another being makes a free choice, and it suffices for omnipotence that a being be able to strongly actualize those states of affairs which it is logically possible that that being should strongly actualize Wierenga This approach, however, runs into McEar-style counterexamples.
Others have attempted to analyze omnipotence in terms of what an omnipotent being could weakly actualize. Flint and Freddoso require that an omnipotent being S be able to weakly actualize any possibly actualized state of affairs which is consistent with the counterfactuals of freedom about beings other than S. However, as Graham Oppy has pointed out, Flint and Freddoso's analysis also seems to make omnipotence too easy, since on Flint and Freddoso's account a being who could not strongly actualize such mundane states of affairs as a five-pound stone's being lifted or a barn's being painted red could turn out to be omnipotent if it was able to weakly actualize them Oppy , Divine omnipotence is typically used as a key premise in the famous argument against the existence of God known as the Logical Problem of Evil.
The argument can be formulated as follows:. The argument is here formulated in Leibnizian terms, and Leibniz notoriously rejected premise 3. Premise 2 has also been rejected: some philosophers have denied that there is a unique best possible world and others, most notably Robert Adams, have argued that even if there is such a world, creating it might not be the best course of action Adams However, the premise that is of present concern is 1.
Although 1 is accepted by Leibniz and Ross, considerations related to necessary moral perfection and human freedom have led many philosophers to reject it. If this is so, then, despite being both omnipotent and morally perfect, God would bring about a world which was less than the best, such as, perhaps, the actual world. Kenneth L. Pearce Email: kpearce usc.
Edmund Husserl — was an influential thinker of the first half of the twentieth century. His philosophy was heavily influenced by the works of Franz Brentano and Bernard Bolzano, and was also influenced in various ways by interaction with contemporaries such as Alexius Meinong, Kasimir Twardowski, and Gottlob Frege. In his own right, Husserl is considered the founder of twentieth century Phenomenology with influence extending to thinkers such as Martin Heidegger, Jean-Paul Sartre, Maurice Merleau-Ponty, and to contemporary continental philosophy generally.
Different thoughts present objects in different ways from different perspectives or under different descriptions and one way of doing justice to this fact is to speak of these thoughts as having different intentional contents. For Husserl, intentionality includes a wide range of phenomena, from perceptions, judgments, and memories to the experience of other conscious subjects as subjects inter-subjective experience and aesthetic experience, just to name a few.
Given the pervasive role he takes intentionality to play in all thought and experience, Husserl believes that a systematic theory of intentionality has a role to play in clarifying and founding most other areas of philosophical concern, such as the theory of consciousness, the philosophy of language, the philosophy of logic, epistemology, and the philosophies of action and value. Franz Brentano — is generally credited with having inspired renewed interest in the idea of intentionality, especially in his lectures and in his book Psychology from an Empirical Standpoint.
In this work Brentano is, among other things, concerned to identify the proper sphere or subject matter of psychology. While every such mental phenomenon has an object, different mental phenomena relate to their objects in different ways depending on whether they are mental acts of presenting something, of judging about something, or of evaluating something as good or bad. Identifying intentionality as the mark of the mental in this way opens up the possibility of studying the mind in terms of its relatedness to objects, the different modes or forms that this relatedness takes perceiving, imagining, hallucinating, and so forth , and in terms of the relationships that these different modes of intentionality bear to one another the relationships between presentations, judgments, and evaluations; for example, that every judgment fundamentally depends on a presentation the object of which it is a judgment about.
Husserl studied with Brentano from to and, along with others such as Alexius Meinong, Kasimir Twardowski, and Carl Stumpf, took away from this experience an abiding interest in the analysis of the intentionality of mind as a key to the clarification of other issues in philosophy. This latter being a way of saying that Jack directed his mind toward the bird by thinking of it or perceiving it as a blue jay. Husserl himself analyzes intentionality in terms of three central ideas: intentional act, intentional object, and intentional content.
The intentional act or psychological mode of a thought is the particular kind of mental event that it is, whether this be perceiving, believing, evaluating, remembering, or something else. The intentional act can be distinguished from its object, which is the topic, thing, or state of affairs that the act is about.
So the intentional state of seeing a white dog can be analyzed in terms of its intentional act, visually perceiving, and in terms of its intentional object, a white dog. Intentional act and intentional object are distinct since it is possible for the same kind of intentional act to be directed at different objects perceiving a tree vs.
At the same time the two notions are correlative. For any intentional mental event it would make no sense to speak of it as involving an act without an intentional object any more than it would to say that the event involved an intentional object but no act or way of attending to that object no intentional act. The third element of the structure of intentionality identified by Husserl is the intentional content.
The basic idea, however, can be stated without too much difficulty. The intentional content of an intentional event is the way in which the subject thinks about or presents to herself the intentional object. The idea here is that a subject does not just think about an intentional object simpliciter; rather the subject always thinks of the object or experiences it from a certain perspective and as being a certain way or as being a certain kind of thing.
Intentional content can be thought of along the lines of a description or set of information that the subject takes to characterize or be applicable to the intentional objects of her thought. Thus, in thinking that there is a red apple in the kitchen the subject entertains a certain presentation of her kitchen and of the apple that she takes to be in it and it is in virtue of this that she succeeds in directing her thought towards these things rather than something else or nothing at all.
Laboratoire Psychologie de la Perception | UMR
It is important to note, however, that for Husserl intentional content is not essentially linguistic. While intentional content always involves presenting an object in one way rather than another, Husserl maintained that the most basic kinds of intentionality, including perceptual intentionality, are not essentially linguistic. Indeed, for Husserl, meaningful use of language is itself to be analyzed in terms of more fundamental underlying intentional states this can be seen, for example, throughout LI, I.
The distinction between intentional object and intentional content can be clarified based on consideration of puzzles from the philosophy of language, such as the puzzle of informative identity statements. It is quite trivial to be told that Mark Twain is Mark Twain. However, for some people it can be informative and cognitively significant to learn that Mark Twain is Samuel Clemens. The notion of intentional content can be used to explain this.
Cases such as this both motivate the distinction between intentional content and intentional object and can be explained in terms of it. The notion of intentional content as distinct from intentional object is also important in relation to the issue of thought about and reference to non-existent objects. Examples of this include perceptual illusions, thought about fictional objects such as Hamlet or Lilliput, thought about impossible objects such as round-squares, and thought about scientific kinds that turn out not to exist such as phlogiston. Identifying intentional content as a distinct and meaningful element of the structure of intentionality makes it possible for Husserl to explain such cases of meaningful thought about the non-existent in a way similar to that of Gottlob Frege and different from the strategy of his fellow student of Brentano, Alexius Meinong.
Meinong, on the other hand, was driven by his commitment to the thesis of intentionality to posit a special category of objects, the non-existing objects or objects that have Nichtsein , as the intentional objects of such thoughts Meinong For Husserl, such cases involve an intentional act and intentional content where the intentional content does present an intentional object, but there is no real object at all corresponding to the intentional appearance.
However, throughout his work Husserl is able to make use of the distinction between intentional content and intentional object to handle cases of meaningful thought about the non-existent without having to posit, in Meinongian fashion, special categories of non-existent objects. For Husserl, the systematic analysis of these elements of intentionality lies at the heart of the theory of consciousness, as well as, in varying ways, of logic, language and epistemology.
Husserl, notably in agreement with Frege, believed that this view had the undesirable consequences of treating the laws of logic as contingent rather than necessarily true and as being empirically discoverable rather than as known and validated a priori. For Husserl, pure logic is an a priori system of necessary truths governing entailment and explanatory relationships among propositions that does not in any way depend on the existence of human minds for its truth or validity.
However, Husserl maintains that the task of developing a human understanding of pure logic requires investigations into the nature of meaning and language, and into the way in which conscious intentional thought is able to comprehend meanings and come to know logical and other truths.
Thus the bulk of a work that is intended to lay the foundations for a theory of logic as a priori, necessary, and completely independent of the composition or activities of the mind is devoted precisely to systematic investigations into the way in which language, meaning, thought, and knowledge are intentionally structured by the mind. While this tension is more apparent than real, it was a major source of criticism directed against the first edition of Logical Investigations , one which Husserl was concerned to clarify and defend himself against in his subsequent writings and in the second edition of the Investigations in In Logical Investigations Husserl developed a view according to which conscious acts are primarily intentional, and a mental act is intentional only in case it has an act-quality and an act-matter.
Introducing this key distinction, Husserl writes:. The one, however, judges one content and the other another content. Husserl views act-quality, act-matter and act-character as mutually dependent constituents of a concrete particular thought. Just as there cannot be color without saturation, brightness and hue, so for Husserl there cannot be an intentional act without quality, matter and character.
The character of an act can be thought of as a contribution of the act-quality that is reflected in the act-matter. Act-character has to do with whether the content of the act, the act-matter, is posited as existing or as merely thought about and with whether the act-matter is taken as given with evidence fulfillment or without evidence emptily intended.
A Geography of Science in Europe
The next two sub-sections deal with act-character and act-matter respectively. It seems clear that the character of an act is ultimately traceable to the act-quality, since it has to do with the way in which an act-matter is thought about rather than with what that act-matter itself presents.
However, it is a contribution of the act-quality that casts a shadow or a halo around the matter, giving the content of the act a distinctive character. This becomes clearer through consideration of particular cases. Consider first positing and non-positing acts. When a subject wonders whether or not the train will be on time, the content or act-matter of her intention is that of the train being on time.
Here what is at issue is the extent to which a subject has evidence of some sort for accepting the content of their intention. At this point the intention is an empty one because it merely contemplates a possible state of affairs for which there is no intuitive experiential evidence. When the same subject witnesses the sun set later in the day, her intention will either be fulfilled if the sunset matches what she thought it would be like or unfulfilled if the sun set does not match her earlier intention.
Importantly, the distinctions between positing and non-positing acts on the one hand and between empty and fulfilled intentions on the other are separate. As noted above, the matter of an intentional act is its content: the way in which it presents the intentional object as being. The act-matter is:. So the act-matter both determines to what object, if any, a thought refers, and determines how the thought presents that object as being. For Husserl, the matter of an intentional act does not consist of only linguistic descriptive content.
The notion of act-matter is simply that of the significant object-directed mode of an act, and can be perceptual, imaginative, or memorial, linguistic or non-linguistic, particular and indexical, or general, context-neutral and universal. This makes intentionality and intentional content act-matter the fundamental targets of analysis, with the theory of language and expression to be analyzed in terms of these notions rather than the other way around.
Motivated by his anti-psychologism he wants to treat meanings as objective and independent of the minds of particular subjects. However, having done this Husserl also needs to explain how it is that these abstract meanings can play a role in the intentional thought of actual subjects. Whereas Fregean accounts deal with the fact that one individual can have the same thought at different times and different individuals can think about the same thing at any time by positing a single abstract sense that is the numerically identical content of all of their thoughts, Husserl views particular act-matters or contents as instances of ideal act-matter species.
These include the distinction between linguistic types and tokens, the distinction between words and sentences and the meanings that these express, the distinction between sentence meaning and speaker meaning, the meaning and reference of proper names and the function of indexicals and demonstratives. As noted above, Husserl takes the intentionality of thought to be fundamental and the meaning-expressing and reference fixing capabilities of language to be parasitic on more basic features of intentionality. Husserl is interested in analyzing the meaning and reference of language as part of his project of developing a pure logic.
This leads him to focus primarily on declarative sentences from ordinary language, rather than on other kinds of potentially meaningful signs such as the way in which smoke normally indicates or is a sign of fire and gestures such as the way in which a grimace might indicate or convey that someone feels pain or is uncomfortable.
Edit Topic Repertories
Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking. Multitasking on a single device: Arousal and the frequency, anticipation, and prediction of switching between media content on a computer. Why do media users multitask? JUDD, T. Making sense of multitasking : The role of Facebook. The laptop and the lecture: The effects of multitasking in learning environments. The consequences of media multitasking for youth : A review. Working memory controls involuntary attention switching : Evidence from an auditory distraction paradigm.
European Journal of Neuroscience, 17 5 , LIN, L. Task speed and accuracy decrease when multitasking. Make it our time : In class multitaskers have lower academic performance. The effect of multitasking on time perception, enjoyment, and ad evaluation. Trends in Cognitive Sciences, 17, Learning variables, in-class laptop multitasking and academic performance : A path analysis.
Growing up multitasking : The costs and benefits for cognitive development. Exam performance and attitudes toward multitasking in six, multimedia-multitasking classroom environments. CAIN, M. Media multitasking in adolescence. Forecasting errors in student media multitasking during homework completion. CHEN, Q. Does multitasking with mobile phones affect learning? A review. The laptop and the lecture : the effects of multitasking in learning environments. Journal of Computing in Higher Education, 15 1 , On the relation of working memory and multitasking : Memory span and synthetic work performance.
Memory-based attention capture when multiple items are maintained in visual working memory. Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. Neuroimage, , Media multitasking and memory : Differences in working memory and long-term memory. Measuring media multitasking : development of a short measure of media multitasking for adolescents. Journal of Media Psychology, 29 2 , Multi-tasking behaviors of general duty police officers.
LAU, W. Effects of social media usage and social media multitasking on the academic performance of university students. Deciding when to switch tasks in time-critical multitasking. Cognitive Systems Research, 6, A naturalistic investigation of media multitasking while studying and the effects on exam performance. Society for the Teaching of Psychology, 44 1 , A multitasking general executive for compound continuous tasks.
Cognitive Science, 29, Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. Task structure. Task structure and group process. American Psychologist, 6, Groups, tasks, and technology : the effects of experience and change. Small Group Research, 24, The effects of group, task, context, and technology variables on the usefulness of group support systems : a meta-analysis of experimental studies. Exploring the planning fallacy : Why people underestimate their task completion times. The effects of task and interpersonal cohesiveness on performance of a disjunctive group task.
Journal of Applied Social Psychology, 18, LAM, S. The effects of group decision support systems and task structures on group communication and decision quality. Journal of Management Information Systems Archive, 13 4 , Cohesiveness and performance on an additive task : evidence for multidimensionality. Journal of Social Psychology, , The construct validity of task inventory ratings : A multi-trait multi-method analysis. Human Performance, 13, A general framework for the analysis of concept identification tasks.
Acta Psychologica, 49, Piagetian conservation task. Naming of objects by dyslexic and other learning-disabled children. Rapid automatized naming R. Neuropsychologia, 14, Neural systems for rapid automatized naming in skilled readers : unraveling the RAN-Reading relationship. Scientific Studies of Reading, 8 3 , Asch's line judgment task. ASCH, S. Effects of group pressure on the modification and distortion of judgments.
Guetzkow Ed. Pittsburgh, PA : Carnegie Press. Studies of independence and conformity : a minority of one against a unanimous majority. Culture and conformity : a meta-analysis of studies using Asch's , Psychological Bulletin, , Is working memory capacity task dependent? Brown-Peterson's task. Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 10, Wason selection task.
On the failure to eliminate hypothesis in a conceptual task. Quarterly Journal of Experimental Psychology, 14, No interpretation without representation : The role of domain-specific representations in the Wason selection task. Cognition, 77, Natural and contrived experience in a reasoning problem. Foss Ed. Harmondsworth : Penguin. A parallel processing model of Wason's card selection task.
Cognitive Systems Research, , The elusive thematic-materials effect in Wason's selection task. British Journal of Psychology, 73, Le raisonnement humain. Politzer Ed. A philosophical and empirical analysis of subjects' modes of inquiry in Wason's task. Quarterly Journal of Experimental Psychology, 38A, The logic of social exchange : Has natural selection shaped how humans reason?
Studies with the Wason selection task. Cognition, 31 3 , Distrust and the positive test heuristic : Dispositional and situated social distrust improves performance on the Wason rule discovery task. Sternerg's task. High-speed scanning in human memory. Science, , Dual task. Household labor. Employment schedules among dual-earner spouses and the division of household labor by gender. American Sociological Review, 59, Nonstandard work schedules and marital instability. Motor task, locomotor task. Social facilitation in motor tasks : A review of research and theory.
Infants use handrails as tools in a locomotor task. Developmental Psychology, 39, Overconfidence in an objective anticipatory motor task.
Psychological Science, 19 6 , Brain mechanisms of serial and parallel processing during dual-task performance. Journal of Neuroscience, 28 30 , Tachylalie : Du grec tacky qui signifie "vitesse". Tact et commande. Verbal behavior. New York : Appleton-Century-Crofts. The use of intraverbal prompts to teach tacts to children with autism. The Analysis of Verbal Behavior, 17, The tact relation : An experiment in verbal behavior.
Journal of General Psychology, 71, LOWE, F. Naming and categorization in young children : vocal tact training. Journal of the Experimental Analysis of Behavior, 78 3 , The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43 1 , Effects of mand-tact vs. Journal of Applied Behavior Analysis, 35 4 , Three senses of the word "tact". Behaviorism, 13 1 , Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior, 20, Reply to Place : Three senses of the word "tact".
Naming and categorization in young children : III. Vocal tact training and transfer of function. Journal of the Experimental Analysis of Behavior, 83 1 , The effects of alternating mand and tact training on the acquisition of tacts. The Analysis of Verbal Behavior, 5, The effects of multiple-tact and receptive-discrimination training on the acquisition of intraverbal behavior. The Analysis of Verbal Behavior, 21, A preliminary investigation of the consequences that define the mand and the tact.
The Analysis of Verbal Behavior, 8, Using transfer procedures to teach tacts to a child with autism. Correspondence in children's self-report : Tacting and manding aspects. Journal of the Experimental Analysis of Behavior, 51, Establishment of mands following tact training as a function of reinforcer strength. Journal of Applied Behavior Analysis, 39 1 , Research in Developmental Disabilities,11, Generalization of tacting actions in children with autism. Journal of Applied Behavior Analysis, 39 2 , The acquisition of tacts, mands, and intraverbals by individuals with traumatic brain injury.
The role of naming in stimulus categorization by preschool children. Journal of the Experimental Analysis of Behavior, 89 3 , Overcoming an autistic child's failure to acquire a tact repertoire. Journal of Applied Behavior Analysis, 27 4 , Generic instruction versus intensive tact instruction and the emission of spontaneous speech. The functional independence of impure mands and tacts of abstracts stimulus properties. The Analysis of Verbal Behavior, 13, Increasing tact control and student comprehension through such new postcedent terms as added and subtracted reinforcers and punishers.
Behaviorology Today, 13 1 , Learning by playing: echo and tact in expanding the verbal repertoire of infants. On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65, Effects of social reinforcement on the emission of tacts by preschoolers. Behavioral Development Bulletin, 22 1 , Voir aussi Skinner, Mand et Comportement verbal.
Taffe Michael A. WEED, M. Scopolamine alters rhesus monkey performance on a novel neuropsychological test battery. Cognitive Brain Research, 8 3 , Differential muscarinic and NMDA contributions to visuo-spatial paired-associate learning in rhesus monkeys. Psychopharmacology, , Effects of parametric feeding manipulations on behavioral performance in macaques.
Modeling a task that is sensitive to dementia of the Alzheimer's type : individual differences in acquisition of a visuo-spatial paired-associate learning task in rhesus monkeys. Behavioural Brain Research, , Delta 9 Tetrahydrocannabinol impairs visuo-spatial associative learning and spatial working memory in rhesus macaques. Journal of Psychopharmacology, 26, Les fins de l'antiracisme. Paris : Michalon. Le racisme.
Paris : Flammarion. L'effacement de l'avenir. Paris : Mille et une nuits. L'imaginaire du complot mondial. Aspects d'un mythe moderne. A randomized controlled trial of Tai chi for balance, sleep quality and cognitive performance in elderly Vietnamese. Clinical Interventions in Aging, 7, Taille et poids. Body size, physical growth, height, stature. Hereditary stature.
Nature, 33, Size constancy at birth : Newborn infants' responses to retinal and real size. Journal of Experimental Child Psychology, 49, Influence of body image on estimation of body mass index based on self-reported weight and height. Effects of using self-reported versus measured weight and height in epidemiologic analyses. American Journal of Epidemiology, , Physical growth of California boys and girls from birth to eighteen years.
Outcome of dyadic conflict in male green swordtail fish Xiphophorus helleri : Effects of body size and prior dominance. Animal Behaviour, 41, Inaccuracies in self-reported weights and heights of a sample of sixth-grade children. Journal of The American Dietetic Association, 91, Self-reported weight and height in adolescents and their parents. Journal of Adolescent Health, 13, Reliability of adolescents' reports of height reliability of adolescents' reports of height and weight. The increase of stature in France. Journal of Human Evolution, 9, The weights and heights of Mexican-American adolescents : The accuracy of self-reports.
American Journal of Public Health, 84, Comparison of self-reported height and weight with controlled height and weight in women and men. International Journal of Obesity, 5, The influence of increasing density on body weight, kid production, home range and winter grouping in roe deer Capreolus capreolus. Journal of Zoology, , Distortion in self-reported height and weight data. Journal of the American Dietetic Association, 78, Behaviour, , The shrinking of America : Myths of psychological change. Boston : Little Brown. SAND, H. Life history patterns in female moose Alces alces : the relationship between age, body size, fecundity and environmental conditions.
Oecologia, , Effects of body size and resource value on fighting behaviour in a jumping spider. Animal Behaviour, 36, Perception of current and ideal body size in preschool age children. A new look at intrauterine growth and the impact of race, altitude, and gender. Pediatrics, 2 , Who thinks I need a perfect body? Perceptions and internal dialogue among adolescents about their bodies.
Sex roles, 55 Decisions during fights in the house cricket, Acheta domesticus : mutual or self assessment of energy, weapons and size? Animal Behaviour, 75, Reaching new heights : Insights into the genetics of human stature. Trends in Genetics, 24, Sizing up human height variation. Nature Genetics, 40, Common SNPs explain a large proportion of the heritability for human height.
Nature Genetics, 42, The relative importance of body size and aggressive experience as determinants of dominance in pumpkinseed sunfish, Lepomis gibbosus. Body size variations in caribou ecotypes and relationships with demography. Journal of Wildlife Management, 74 3 , The predictive validity of body mass index based on self-reported weight and height.
A commentary on "Common SNPs explain a large proportion of the heritability for human height" by Yang et al. Journal of Wildlife Management, 74, Measuring height. Intelligence, reading achievement, physical size and social class. Journal of Pediatrics, 85, Body size overestimation and depressed mood. British Journal of Clinical Psychology, 25, Body size distortion and self-esteem in asymptomatic, normal weight males and females. International Journal of Eating Disorders, 5, Taiwan : Pays. CHIU, S. Video game addiction in children and teenagers in Taiwan.
Taiwanese immigrant mothers' childcare preferences : Socialization for bicultural competency. WAN, C. Why are adolescents addicted to online gaming? An interview study in Taiwan. Taiwan's education cloud : Current development and future challenge. Journal of Education Research, , CHEN, H. Gender reality regarding mathematic outcomes of students aged 9 to 15 years in Taiwan.
Students' perspectives on e-portfolio development and implementation : A case study in Taiwanese higher education. Australasian Journal of Educational Technology, 31 6 , Professeur de Bourhis. Collaborateur de Gardner, Moscovici et Turner. Classification and quantitative judgment. British Journal of Psychology, 54, Experiments in intergroup discrimination. Scientific American, 5 , Social categorization and intergroup behavior.
European Journal of Social Psychology, 1 2 , Social identity and intergroup behaviour. Social Science Information, 13, Social psychology of intergroup relations. Annual Review of Psychology, 33, On the role of familiarity with units of measurement in categorical accentuation : Tajfel and Wilkes revisited and replicated.
Psychological Science, 4, On lui doit le concept de spirale des connaissances. Collaborateur de Nonaka. Productivity : Learning from the Japanese. California Management Review, 23 4 , Quality Is more than making a good product. Harvard Business Review, 61 4 , The changing role of the Japanese market and its impact on global strategy. The new new product development game.
Harvard Business Review, 64 1 , Wise leadership and wise capitalism. Kindai Management Review, 1, Innate talent, talent. The indivisibility of mathematical talent. Acta Psychologica, 5, Intellectual talent : Psychometric and social issues. Baltimore : Johns Hopkins University Press. Apprentissage et Socialisation, 6, REIS, S. Key features of successful programs for the gifted and talented. Educational Leadership, 41 7 , Innate talents : Reality or myth?
Developing talent in young people. New York : Ballantine Books. The influence of the family in the develo- pment of talent in sport. The Sport Psychologist, 13, Special Issue : Gifted students with disabilities. Roeper-Review, 12 1 , Talent and its development : An emergenic and epigenetic model. Toward a differentiated model of giftedness and talent. Davis Eds. Boston : Allyn and Bacon. Perceptual skill in soccer : Implications for talent identification and development. Journal of Sports Sciences, 18, Academically talented children : The case for early identification and nurturance.
Pediatrics, 89, Talent identification and development in soccer. Journal of Sports Sciences, 18, - The notion of giftedness and student expectations about writing. Written Communication, 9 1 , The roles of talent, physical precocity and practice in the development of soccer expertise. Is writing a gift? The impact on students who believe it is.
Hayes, R. Young, M. Matchett, M. McCaffrey, C. Hajduk Eds. Reading empirical research studies : The rhetoric of research. Hillsdale NJ : Erlbaum. International handbook for research on giftedness and talent. Oxford : Pergamon Press. Schools for talent development : A practical plan for total school improvement. SHEA, D.
Importance of assessing spatial ability in talented young adolescents : A year longitudinal study. Journal of Educational Psychology, 93,