Oxford Scholarly Classics is a new series that makes available again great academic works from the archives of Oxford University Press. Reissued in uniform series design, the reissues will enable libraries, scholars, and students to gain fresh access to some of the finest scholarship of the last century.

There is a popular hypothesis that performance on implicit and explicit memory tasks reflects 2 distinct memory systems. Explicit memory is said to store those experiences that can be consciously recollected, and implicit memory is said to store experiences and affect subsequent behavior but to be unavailable to conscious awareness. Although this division based on awareness is a useful taxonomy for memory tasks, the authors review the evidence that the unconscious character of implicit memory does not necessitate that it be (...) treated as a separate system of human memory. They also argue that some implicit and explicit memory tasks share the same memory representations and that the important distinction is whether the task (implicit or explicit) requires the formation of a new association. The authors review and critique dissociations from the behavioral, amnesia, and neuroimaging literatures that have been advanced in support of separate explicit and implicit memory systems by highlighting contradictory evidence and by illustrating how the data can be accounted for using a simple computational memory model that assumes the same memory representation for those disparate tasks. (shrink)

Une éthique de la bio-médecine s'élabore depuis plus de vingt ans dans des institutions hospitalières, professionnelles ou politiques. Elle vise à protéger les droits de la personne face aux progrès de la techno-science. Elle est pluridisciplinaire et mêle aux chercheurs des penseurs de diverses familles d'esprit. Une aide à la décision est proposée aux praticiens par plusieurs méthodes : les « conférences de consensus » entre experts, les « protocoles » de soins, les « arbres décisionnels » qui connectent toutes (...) les hypothèses possibles et leurs issues prévisibles, l'évaluation médico-économique des coûts et de l'utilité des soins. L'éthique clinique qui commence à être intégrée aux études médicales s'intéresse aux décisions prises, ou à prendre, au chevet du malade. Des méthodes d'analyse de ces cas ont été mises au point, pour tenir compte, notamment, de la situation singulière, physique, mentale, sociale du patient et des modalités de l'expression de sa volonté. Ces analyses et prospectives font appel, entre autres spécialistes, au concours d’«- éthiciens », représentants des diverses « valeurs » spirituelles reconnues dans la société, qui sont souvent interrogés sur le fondement des décisions éthiques, et c'est alors que la théologie a son mot à dire.A biomedical ethics bas been developing for over twenty years in hospitals, professional groups and political committies. It’s goal is to protect an individual’s rights in face of techno-scientific progress. It is pluri-disciplinary and mixes groups of different intellectual tendencies with those wbo do research. Help in making decisions is given to practitioners by many metbods : “consensus conferences”between experts, treatment “protoco1s”, “decision trees” that connect all possible hypotheses and their foreseeable results, medico economical evaluation of the costs and utility of the treatments. Clinical ethics, which is beginning to be integrated into medical studies, concerns decisions already made or to be made by the bedside of the patient. Analytical methods of these cases bave been perfected to take into account the patient's special physical, mental, and social conditions, as well as his metbods of expressing his will. These analyses and their trends call upon representatives of diverse spiritual “values” recognized in society, among other specialists, at the gatherings of “ethicians“ wbo are often questioned about the basis of ethical decisions. This is wben theology has something to say. (shrink)

This paper emphasizes the crucial role of variation, at several different levels, for a detailed historical understanding of the development of the biomedical sciences. Going beyond valuable recent studies that focus on model organisms, experimental systems and instruments, we argue that all of these categories can be accommodated within our approach, which pays special attention to organismal and cultural variation. Our empirical examples are drawn in particular from recent historical studies of nineteenth- and early twentieth-century genetics and physiology. Based on (...) the quasi-paradoxical conclusion that biological and cultural variation both constrains and enables innovation in the biomedical sciences, we argue that more attention should be paid to variation as an analytical category in the historiography of the life sciences. (shrink)

This book shows that philosophers and linguists of quite different brands have tended to give undue priority to their own favorite theoretical framework, and have presupposed that the descriptive scheme invoked by that framework constitutes a pattern to which any linguistic practice somehow has to conform. United by a critical attitude towards such essentialist aspirations, the authors collectively manage to cast doubt on the very attempt to fit the whole of linguistic practice into a general theoretical mould.

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used for assessment (...) and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. -/- We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods. (shrink)

Evolution of the humane resonances between Hindu values and contemporary experiences and challenges; contributed research papers.