The aim of this study was to assess the links between religious discrimination and developmental and contextual variables. Based on the assumption that discrimination results from the interplay of prejudice and moral thinking, discriminatory behaviour was hypothesised to be linked to age, school environment, minority or majority group membership, and parental religious socialisation practices. The results indicate that discrimination is more frequent during childhood than during pre-adolescence or adolescence, more common in homogeneous schools than in heterogeneous schools, and more likely (...) when parents frequently express messages promoting mistrust of other religious groups. Participants from the minority group were more likely to discriminate against their own ingroup than were those from the majority group. Further studies are needed to determine whether these links are correlative or predictive, and to understand the underlying processes of religious discrimination. (shrink)

The emulation theory of representation is developed and explored as a framework that can revealingly synthesize a wide variety of representational functions of the brain. The framework is based on constructs from control theory (forward models) and signal processing (Kalman filters). The idea is that in addition to simply engaging with the body and environment, the brain constructs neural circuits that act as models of the body and environment. During overt sensorimotor engagement, these models are driven by efference copies in (...) parallel with the body and environment, in order to provide expectations of the sensory feedback, and to enhance and process sensory information. These models can also be run off-line in order to produce imagery, estimate outcomes of different actions, and evaluate and develop motor plans. The framework is initially developed within the context of motor control, where it has been shown that inner models running in parallel with the body can reduce the effects of feedback delay problems. The same mechanisms can account for motor imagery as the off-line driving of the emulator via efference copies. The framework is extended to account for visual imagery as the off-line driving of an emulator of the motor-visual loop. I also show how such systems can provide for amodal spatial imagery. Perception, including visual perception, results from such models being used to form expectations of, and to interpret, sensory input. I close by briefly outlining other cognitive functions that might also be synthesized within this framework, including reasoning, theory of mind phenomena, and language. Key Words: efference copies; emulation theory of representation; forward models; Kalman filters; motor control; motor imagery; perception; visual imagery. (shrink)

Eine tragfähige affektive Beziehung wird als Grundlage für reflexive kooperative Prozesse in der psychoanalytisch orientierten Therapie erachtet. Was ist die Essenz dieser affektiven Bindung (des Attachments)? Es werden zwei bildhafte Konzepte entwickelt: das affektive Feld und die Trajektorie. Letztere ist als ein Weg der affektiven Information zwischen den Protagonisten gezeichnet. Jedes Selbst hat ein affektives Feld. Die Felder zwischen zwei Selbsten werden verknüpft, jedoch nicht im Sinne der Feldtheorie, die eine eigen­ständige Entwicklung eines gemeinsamen Feldes postuliert. In einem wissenschaftstheoretischen Exkurs (...) werden die Ansätze »Feld« und »two singles« als gleichwertige Möglichkeiten diskutiert, Intersubjektivität zu verstehen. Die affektive Beziehung entwickelt sich zunächst zu den beiden Funktionen der resonanten und der responsiven Relation, um dann zunehmend durch die kognitive überlagert zu werden. Affektive Kommunikation ist nicht identisch mit der affektiven Bindung. Es werden Störungen im Bereich der Psychosen und Formen früher Störungen beschrieben. Die Ergebnisse der Bindungsforschung sind bekannt, spielen aber in dieser klinisch ausgerichteten Arbeit nur hintergründig eine Rolle. (shrink)

In an earlier paper, I set out to apply to animal mimicry the definition of the sign, and, more specifically, of the iconic sign, which I originally elaborated in the study of pictures, and which was then extended by myself and others to language, gesture, and music. The present contribution, however, while summarizing some of the results of those earlier studies, is dedicated to the demonstration that animal mimicry, as well as phenomena of the human Lifeworld comparable to it, are (...) in a sense the opposite of signs. It has often been observed, not only within speech act philosophy, but also by the semiotician Luis Prieto, that as sign can only function as such once it is recognized to be a sign. Animal mimicry, camouflage, and the like, in contrast, only work as such, to the extent that they are not perceived as signs. Unlike what speech act philosophy claims, nevertheless, the “difference which makes a difference” is not the recognition of a purpose attributed to the subject producing the sign. A footprint, for example, has to be recognized as a sign in order to function as such. Nevertheless, to the extent that a purpose is attributed to the subject setting the sign, it may be considered a sign, but one that hides its nature, a fake footprint. Mimicry and camouflage, however, are similar to such “natural meanings” as footprints in entertaining a different relation to the agent initiating the act and the agent perceiving it. Classical studies of mimicry distinguish its varieties according to what is rather vaguely called function. In this paper, we will investigate whether these classifications can be recuperated from a semiotic point of view, or whether a semiotically valid classification should start from scratch. (shrink)

This review demonstrates that an individualist view of emotion and regulation is untenable. First, I question the plausibility of a developmental shift away from social interdependency in emotion regulation. Second, I show that there are multiple reasons for emotional experiences in adults to elicit a process of social sharing of emotion, and I review the supporting evidence. Third, I look at effects that emotion sharing entails at the interpersonal and at the collective levels. Fourth, I examine the contribution of emotional (...) sharing to emotion regulation together with the relevant empirical evidence. Finally, the various functions that the social sharing of emotion fulfills are reviewed and the relevance of the social sharing of emotion for emotion scientists is discussed. (shrink)

In September 2007, more than 100 philosophers came to Prague with the determination to approach Karl Popper's philosophy as a source of inspiration in many areas of our intellectual endeavor. This volume is a result of that effort.

F. J. J.Buytendijk died on October 21st 1974 at the age of 87. His important contribution to the study of animal behaviour is analyzed here in relation to the historical development of animal psychology and ethology. The detailed study of his scientific production suggests, according to the authors, that some important findings, although largely not paid attention to in present-day literature, are akin to the conceptual and methodological evolution of comparative ethology.

This article is intended as a brief introduction to the lifeworld approach to empirical research in education. One decisive feature of this approach is the inclusion of an explicit discussion of its ontological assumptions in the research design. This does not yet belong to the routines of empirical research in education. Some methodological consequences of taking the lifeworld ontology as a ground for empirical research are discussed as well as the importance of creativity in the choice of method for particular (...) projects. In this way, the lifeworld approach has its own particular perspective in phenomenological, empirical research in education. The article concludes with a description of an empirical study based on the lifeworld approach in order to illuminate the possibilities for empirical research in education as well as the significance of this approach for education. (shrink)

In C. S. Peirce, as well as in the work of many biosemioticians, the semiotic object is sometimes described as a physical “object” with material properties and sometimes described as an “ideal object” or mental representation. I argue that to the extent that we can avoid these types of characterizations we will have a more scientific definition of sign use and will be able to better integrate the various fields that interact with biosemiotics. In an effort to end Cartesian dualism (...) in semiotics, which has been the main obstacle to a scientific biosemiotics, I present an argument that the “semiotic object” is always ultimately the objective of self-affirmation (of habits, physical or mental) and/or self-preservation. Therefore, I propose a new model for the sign triad: response-sign-objective. With this new model it is clear, as I will show, that self-mistaking (not self-negation as others have proposed) makes learning, creativity and purposeful action possible via signs. I define an “interpretation” as a response to something as if it were a sign, but whose semiotic objective does not, in fact, exist. If the response-as-interpretation turns out to be beneficial for the system after all, there is biopoiesis. When the response is not “interpretive,” but self-confirming in the usual way, there is biosemiosis. While the conditions conducive to fruitful misinterpretation (e.g., accidental similarity of non-signs to signs and/or contiguity of non-signs to self-sustaining processes) might be artificially enhanced, according to this theory, the outcomes would be, by nature, more or less uncontrollable and unpredictable. Nevertheless, biosemiotics could be instrumental in the manipulation and/or artificial creation of purposeful systems insofar as it can describe a formula for the conditions under which new objectives and novel purposeful behavior may emerge, however unpredictably. (shrink)

This thesis studies the role of conceptual content in inference and reasoning. The first two chapters offer a theoretical and historical overview of the relation between inference and meaning in philosophy and psychology. In particular, a critical analysis of the formality thesis, i.e., the idea that rational inference is a rule-based and topic-neutral mechanism, is advanced. The origins of this idea in logic and its influence in philosophy and cognitive psychology are discussed. Chapter 3 consists of an analysis of the (...) relationship between inference and representation. It is argued that inference has to be studied from a pluralistic per- spective due to its dependence on different formats of representing information. The following four chapters apply conceptual spaces, a formal theory of concepts within cognitive semantics, to three concept-based inference-types. First, an explication of Sellars notion of material inference is advanced. Later, the model is extended to account for nonmonotonic inference by studying the role expectations in reasoning. Finally, a conceptual space-model of category-based induction is presented. This model predicts most of the empirical properties of this psychological phenomenon and subsumes some of the previous theories in psychology. It is stated that the explanatory fruitfulness of this new approach is evidence for the failure of the formality thesis and calls for a unified model of rational inference that puts semantics at center stage. The last chapter of the thesis discusses how inference and concepts interact in scientific reasoning, which makes constant use of hybrid symbolic structures for representing conceptual information. Stephen Toulmin’s notions of method of representation and inferential technique are developed and applied in a case study about the emergence of the notion of instantaneous speed during the passage from geometrical physics to analytical mechanics. It is claimed that this analysis provides support to the pluralistic perspective for theorizing about reasoning. (shrink)

In this theoretical contribution, we interpret the notion of professional development in the light of concepts coming from cognitive development. This brings us to consider teacher training as not only having to allow the elaboration of skills, but also as having to encourage the development of new cognitive structures. We explore the theoretical concepts in relation with certain processes revealed by the reflexive texts of the students. Finally, we propose ways that could foster certain dimensions of global professional development in (...) learners, among which self-regulated learning, the focus on certain concerns and taking into account certain types of information. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2014 Issue: 198 Pages: 205-240.