143 research outputs found

    Light during embryonic development modulates patterns of lateralization strongly and similarly in both zebrafish and chick

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    Some aspects of lateralization are widespread. This is clear for the association between left-eye (LE) use and readiness to respond intensely to releasing stimuli presented by others, which has been found in representatives of all major groups of tetrapods and in fishes. In the chick, this behavioural asymmetry is linked developmentally to greater ability to sustain response against distracting stimuli with right-eye (RE) use, in that both reverse with the reversal of the normal RE exposure to light. In the zebrafish, the same two asymmetries (normally) have similar associations with the LE and the RE, and both also reverse together (owing to epithalamic reversal). Here, we show that light exposure early in development is needed in zebrafish to generate both asymmetries. Dark development largely abolishes both the enhanced abilities, confirming their linkage. Resemblance to the chick is increased by the survival in the chick, after dark development, of higher ability to assess familiarity of complex stimuli when using the LE. A somewhat similar ability survives in dark-developed zebrafish. Here, LE use causes lesser reliance on a single recent experience than on longer term past experience in the assessment of novelty. Such resemblances between a fish and a bird suggest that we should look not only for resemblances between different groups of vertebrates in the most common overall pattern of lateralization, but also for possible resemblances in the nature of inter-individual variation and in the way in which it is generated during development

    Perceptual Pluralism

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    Perceptual systems respond to proximal stimuli by forming mental representations of distal stimuli. A central goal for the philosophy of perception is to characterize the representations delivered by perceptual systems. It may be that all perceptual representations are in some way proprietarily perceptual and differ from the representational format of thought (Dretske 1981; Carey 2009; Burge 2010; Block ms.). Or it may instead be that perception and cognition always trade in the same code (Prinz 2002; Pylyshyn 2003). This paper rejects both approaches in favor of perceptual pluralism, the thesis that perception delivers a multiplicity of representational formats, some proprietary and some shared with cognition. The argument for perceptual pluralism marshals a wide array of empirical evidence in favor of iconic (i.e., image-like, analog) representations in perception as well as discursive (i.e., language-like, digital) perceptual object representations

    Mental representation and the subjectivity of consciousness

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    Many have urged that the biggest obstacles to a physicalistic understanding of consciousness are the problems raised in connection with the subjectivity of consciousness. These problems are most acutely expressed in consideration of the Knowledge Argument against physicalism. I develop a novel account of the subjectivity of consciousness by explicating the ways in which mental representations may be perspectival. Crucial features of my account involve analogies between the representations involved in sensory experience and the ways in which pictorial representations exhibit perspectives or points of view. I argue that the resultant account of subjectivity provides a basis for the strongest response physicalists can give to the Knowledge Argument

    True and intentionally fabricated memories

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    The aim of the experiment reported here was to investigate the processes underlying the construction of truthful and deliberately fabricated memories. Properties of memories created to be intentionally false - fabricated memories - were compared to properties of memories believed to be true - true memories. Participants recalled and then wrote or spoke true memories and fabricated memories of everyday events. It was found that true memories were reliably more vivid than fabricated memories and were nearly always recalled from a first person perspective. In contrast, fabricated differed from true memories in that they were judged to be reliably older, were more frequently recalled from a third person perspective, and linguistic analysis revealed that they required more cognitive effort to generate. No notable differences were found across modality of reporting. Finally, it was found that, intentionally fabricated memories were created by recalling and then ‘editing’ true memories. Overall, these findings show that true and fabricated memories systematically differ, despite the fact that both are based on true memories

    Learning from multimedia and hypermedia

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    Computer-based multimedia and hypermedia resources (e.g., the world wide web) have become one of the primary sources of academic information for a majority of pupils and students. In line with this expansion in the field of education, the scientific study of learning from multimedia and hypermedia has become a very active field of research. In this chapter we provide a short overview with regard to research on learning with multimedia and hypermedia. In two review sections, we describe the educational benefits of multiple representations and of learner control, as these are the two defining characteristics of hypermedia. In a third review section we describe recent scientific trends in the field of multimedia/hypermedia learning. In all three review sections we will point to relevant European work on multimedia/hypermedia carried out within the last 5 years, and often carried out within the Kaleidoscope Network of Excellence. According to the interdisciplinary nature of the field this work might come not only from psychology, but also from technology or pedagogy. Comparing the different research activities on multimedia and hypermedia that have dominated the international scientific discourse in the last decade reveals some important differences. Most important, a gap seems to exist between researchers mainly interested in a “serious” educational use of multimedia/ hypermedia and researchers mainly interested in “serious” experimental research on learning with multimedia/hypermedia. Recent discussions about the pros and cons of “design-based research” or “use-inspired basic research” can be seen as a direct consequence of an increasing awareness of the tensions within these two different cultures of research on education
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