... depends on understanding their origins and roles in the cogni- THE PSYCHOLOGY OF LEARNING Copyright © by Academic Press, Inc. AND MOTIVATION, VOL. ...

Gordon H Bell; Industrial Culture and the School: some conceptual and practical issues in the schools-industry debate [1], Journal of Philosophy of Education, V.

Presents the basis of Merleau-Ponty's ontology, as presented in his book Phenomology of Perception, and shows how it can help provide humans with a foundation ...

This book is an examination of the literary and philosophical writings of Sartre, what he says about Evil and how to fight it, from which the authors evolve guidelines for applying Sartre's writings to the contemporary world.

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Implicit and explicit memory tasks are interpreted within a traditional memory theory that distinguishes associations between different classes of memory units . Associations from specific sensory features to logogens are strengthened by perceptual experiences, leading to specific perceptual priming. Associations among concepts are strengthened by use, leading to specific conceptual priming. Activating associations from concepts to logogens leads to semantic and associative priming. Item presentation also establishes a new association from it to a representation of the personal context, comprising an (...) “episodic memory.” Such contextual associations play a major role in explicit memory tasks such as recall or recognition. A critical assumption of the theory is that presentation of a given item strengthens its sensory and contextual associations independently; this permits the theory to explain various dissociations of implicit and explicit memory measures. Furthermore, by assuming that brain-injured patients with global amnesia have a selective deficit in establishing novel associations to the context, the theory can explain their deficits in explicit memory along side their intact implicit memory. (shrink)

Machine generated contents note: PART I: HEIDEGGER'S FUNDAMENTAL -- ONTOLOGY OF DASEIN -- Section A: Being and Time -- 1 Dasein and the World -- 2 Dasein's Being-in, Care, and Truth -- 3 Dasein and Temporality -- Section B: Heidegger's Rejection of the I-Thou -- 4 Phenomenology and Dasein -- 5 Heidegger's First Critique of the I-Thou -- 6 The I-Thou in Heidegger's Study of Kant -- 7 Metaphysics and Logic -- PART II: BUBER'S I-THOU -- Section A: I and (...) Thou -- 8 First Presentation of the I-Thou -- 9 Living the I-Thou -- Section B: Beyond I and Thou -- 10 The I-Thou and Dialogue -- 11 Buber's Critique of Heidegger -- 12 Conclusion and Some Implications -- Selected Bibliography -- Index. (shrink)