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Copyright of Praxis Sprache is the property of Schulz-Kirchner Verlag Gmbh and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kant-Studien is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper reconstructs the "speculative exposition" of the correlative distinction between being and cognition called for by Fink in Husserl's intentional analytics on the basis of his discussion of Hegel's Phenomenology of Spirit. In this context, for Fink the chapter "Force and the Understanding, Appearance and the Supersensible World" is key in the Phenomenology as a whole. There, not only the transition from object-consciousness to self-consciousness is accomplished but also the question of the basic structure of thinghood in general is raised: From where does being as such and as a whole make itself appear ? The paper traces Fink's reading step by step, which is guided by a radicalisation of "ontological experience" - ontology as an "Er-fahrung (ex-perience)", which sounds out itself in view of its presuppositions. "Radicalisation", according to Fink, is the "transition from operative use to the subject": the living, performative reference itself moves to the abysmal centre of an "inverted world", which at the same time can be read as an introduction to Fink's own thinking of a "cosmological difference". [ABSTRACT FROM AUTHOR]

Copyright of Der Nervenarzt is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we focus on Biblical stories and, within them, on the connection between emotions and bodily sensations. We use a cognitive theory of emotions, which understands emotions as based on value judgments. The focus is on stories involving conflict in which emotions, including bodily sensations, are key to conflict resolution and to the orientation toward moral action. In the Bible, emotions play a multifaceted role. They are a natural and essential part of the human experience and of the relationship between man and God. This paper argues that bodily sensations are the building blocks of emotions or play an important role in the formation of emotions. A theology of emotions contributes to an understanding of this aspect of the body that is related to our emotions. The paper shows the hermeneutical potential of these stories for understanding emotions as embodied cognition and their relevance for morality.

Copyright of Kant-Studien is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguistica is the property of Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper deals with the application of the theoretical concept of the recently deceased American psychologist Susan Carey. Carey was devoted to the study of the development of cognitive functions in early and school-age children, as well as the cognitive processes that make scientific knowledge possible. The theory is part of the conceptual apparatus used by the quoted author. It is based on the assumption that children, as they develop cognitively, form theories about how the world works and, to some extent, test them in a similar way to scientific theories. One of the most important results of her research is what we now know about the origin of concepts. According to her, concepts are not just aggregate ideas about a particular class of entities, events, relations, etc., as is usually claimed. They are tools and as such make knowledge possible. Understanding concepts in Susan Carey’s terms makes it possible, among other things, to understand how it is that some people persist in beliefs that are obviously contrary to reality for others, such as the belief in a flat earth. The concept also has interesting methodological implications. Aristotelian logic, as it was practically developed until the end of the nineteenth century, was understood as the rules of right thinking. As such, it included psychological and ethical questions. The conception described here precisely develops the psychological component of the former logic. The final section of the paper then proposes hypotheses on which to base the study of adults, including those who hold some extreme views.

Copyright of Zeitschrift für Epileptologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The lack of objectivity in experiencing pain is a given fact, regarding the multiplicity of individual reactions. Research, so far, indicates pain as having structural analogy with human cognition. What is clinically detectable concerning pain are its acute and chronical phases. In the chronic phase, pain begins to be structurally fixed in the brain. We have reliable data showing that both the course and the means for understanding chronical pain can be traced back in early childhood as much as in fully developed, matured individuals. Beside this real core of personal traumatic history, there is another kind of pain which could be described as purely cognitive. We will call it "metaphysical pain". This type of pain is caused by the mortality / immortality difference. Blaise Pascal was one who bodily felt this particular pain. Psychologists use the concept of "resilience" in order to describe the mechanism which could provide an easy explanation for the problems implied by it. To sum up: there is nobody who does not suffer from some kind of trauma. But, at the same time, everybody has the force of resilience. In this paper, the idea that resilience is a natural gift endowed to all humans is developed. Thus, it can be seen as a natural, universal trait of human thought. [ABSTRACT FROM AUTHOR]

Objective: The paper aims to illustrate how continuously recording performance in cognitive trainings conducted with people suffering from dementia helps to investigate long-term effects of these trainings., Methods: The recorded training performance of 5 people with dementia is analyzed over the time interval of 1.5 years., Results: Cognitive functioning, indicated by training performance recordings, decreased significantly; the decrease was moderate, but less pronounced when the number of exercises was high., Conclusion: The results of the analyses correspond with the clients' MMSE-scores, and the changes in cognitive functioning are in line with those documented in the literature. In sum, the results provide support for the validity of the methodological procedure., Competing Interests: Interessenkonflikt: Das Tagestherapiezentrum, welches die anonymisierten Dokumente zur Analyse zur Verfügung stellte, ist eine Einrichtung der pro mente Oberösterreich, und der Mitautor Mag. Martin Böhm ist Mitarbeiter der pro mente Oberösterreich., (© Georg Thieme Verlag KG Stuttgart · New York.)

Copyright of HNO is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to review research regarding the possibilities of using machine translation in order to translate literary texts. Based on previous research, the paper will look at problems that were identified, related to the lexical, structural and pragmatic levels, analysing reasons for these errors. The paper will draw a comparison between machine translation and human translation in terms of cognitive understanding and accuracy of interpretation of literary texts. Features of literary texts will also be taken into account in order to draw the appropriate conclusions of human and machine translator possibilities of understanding these texts.

Copyright of HNO is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Proximity and distance in Schnitzler's Fräulein Else - a linguistic analysis This paper attempts to apply the concepts of proximity and distance to a literary text - Arthur Schnitzler's "Fräulein Else". The analysis builds on five different proximity-distance relations: spatial, temporal, social, emotional and cognitive. The purpose is to show how linguistic devices are used to describe individual relations and what roles these relations play in the given text. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Filozofija i Drustvo is the property of University of Belgrade, Institute for Philosophy & Social Theory and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cognitive abilities develop during the first 2 decades and start to decrease in the 6th decade of life. There is strong heritability of general cognitive ability as well as of specific cognitive functions which might increase with age till about age 80. Cognitive disorders derive from this physiological cognitive development; they are also under genetic control. This paper discusses age-specific genetic influences on cognitive functions in interplay with environmental factors and compares these determinants across the life span.

The years before and after retirement are characterized by substantial changes in the lifes' of aging individuals. However, the same changes may be appraised as stressful, neutral, or positive, depending on the available skills, experiences, and future expectations. In other words, the subjective experience of cognitive aging strongly determines health-related behaviors and, thus, the effectiveness of treatments. An area of increasing concern in this age group is the development of one's cognitive abilities. The demand for adequate trainings to preventively maintain cognitive skills plays an important role. Persons may also start worrying if observed changes in their memory performance are still in the range of normal functioning or if they may represent early indications of dementia. This paper (a) briefly describes normal cognitive development between 50 and 75 years, (b) provides examples for the plasticity of cognitive abilities, (c) highlights the importance of subjective memory complaints for the detection of mental health and memory problems, and (d) suggests a procedure to help detecting memory problems early on.

The anthroposophic medicine plays a prominent role among the special forms of therapy. The concept of a cognition-based medicine (CBM)--in critical analogy to the evidence-based medicine (EBM)--has emerged from the circle of promoters of this type of therapy. The present paper attempts to identify common and different features of EBM and CBM. Criticisms of CBM to EBM are presented and addressed. The central aspect of the CBM concept is the single-case recognition, in analogy to the early gestalt-psychological considerations of Dunckers in the nineteen-thirties. The EBM can certainly accept the critical relevance and justification of this concept, particularly with regard to the constantly educational (self)evaluation of the clinical decision. Individual causal recognition, on the other hand, is unable to replace the summatory evaluation of controlled studies. In certain single cases, the CBM makes "evident" the effect of a given therapy, on the other hand it is unable to establish a generally valid efficacy, which is so critical for the orientation of patients, physicians, and the socially-based healthcare system.

Copyright of Zeitschrift für Sportpsychologie is the property of Hogrefe Verlag GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the standard interpretation, Kant's major contribution to philosophy consists in his position that overcomes a dilemma between two equally dissatisfying positions on how we understand our capacity for judgments: the so-called empiricist position, according to which the ultimate ground for judgment is to be found in acts of sensibility, and the so-called rationalist position, according to which its ultimate ground is to be found in cognitions. In my paper I focus on Kant's analysis of the judgment of beauty and argue that in his analysis of beauty Kant does not simply develop another understanding of the concept of beauty, but that his understanding of beauty manifests a different conception of ›what it means to have such an understanding‹ in the first place. Kant's so-called middle course calls into question the assumption that the philosopher can investigate the concept of beauty from outside the self-consciousness that constitutes the capacity of his competent judgment of beauty. According to this reading, Kant's account of judgments of beauty is of special interest to philosophy because they turn out to have a form that, in a certain respect, mirrors the form of philosophical judgments which attempt to articulate this form. [ABSTRACT FROM AUTHOR]

The tangible presence of cognitive anthropology decreased strongly within the cognitive sciences and even within socio-cultural anthropology during the last approximately three decades. Reasons for this development can be found in four different factors which are outlined in this paper and used as impetus for change. From the perspective of young academics or students of anthropology, possibilities and ideas are discussed that might help improving the rather poor condition cognitive anthropology is in and encourage or challenge senior scientists to become aware of their responsibilities. As one topic for interdisciplinary exchange between cognitive anthropology and other cognitive sciences, studies on the influence of cultural self-construal on cognition are introduced. These are usually conducted within cross-cultural psychology but provide an intersection between psychology and anthropology as well as an opportunity for fruitful interdisciplinary collaboration in teaching and research. At the end of this paper, remarks on rather practical than theoretical contemplations summarize miscellaneous preconditions and opportunities for (re-)establishing a strong anthropological share in the big picture of cognition. [ABSTRACT FROM AUTHOR]

Copyright of Psychiatrie und Psychotherapie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Der Nervenarzt is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ignoring a distractor on a prime trial generally impairs responses to that stimulus on a subsequent probe trial. This so called negative-priming (NP) effect supports the view that the representations of distracting stimuli underly a cognitive inhibition during target selection (Tipper, 1985). Aiming at the optimization of NP designs for analyzing cognitive inhibition the present paper investigates two open questions within this context: Which classical designs using words, letters, or pictures as stimuli are most accepted by subjects and at the same time result in possibly strong NP effects? What is the time course of NP, and at which interstimulus interval (ISI) the maximum is reached? In experiment 1, three "classical" NP designs were compared within one sample of subjects and a picture design was selected as the most suitable one. In experiment 2 the ISI was varied within subjects; the maximal NP effect was found at an ISI of around 1000 ms.

Studies on the influence of affective states on cognitive processes have used different techniques of experimentally inducing the subjects' mood. One of these techniques, the "autobiographical recollection methodology" is analyzed in the present paper. The experimental studies are concerned with two main questions: first, the reliability, stability and potential reactivity of mood effects produced by this method as well as possible mechanisms underlying these effects; second, possible differences in the descriptions of positive versus negative life events are analyzed. In four studies with altogether N = 344 subjects, the participants were asked to remember and vividly write down an important happy or sad event from their lives. These descriptions were content-analyzed and their effects on the subjects' mood were studied. The results show that the autobiographical recollection methodology is in all four studies an effective mood induction technique lasting 15 minutes. After this time, the subjects' mood comes back to its pretest state. If an adequate cover story is used, there are no signs of reactivity effects of this method. With respect to the underlying mechanisms, the data show that the vividness and specificity of the description were positively related to the respective mood effects. Additionally, the description of negative events led to stronger mood effects when they were uncontrollable. All other variables analyzed (for example, number of words written, time needed, degree of analytical reasoning, degree of expressed emotionality) were unrelated to the mood changes. It is concluded that the effect of the autobiographical recollection methodology is dependent mainly on the event valence category and more or less unrelated to quantitative variables of the event description. With respect to the descriptions of positive versus negative life events, the data show that descriptions of sad events were longer, took more time, were more analytical, and contained more causal attributions than descriptions of positive events. These differences are interpreted as demonstrations of a positivity negativity asymmetry in the processing and storage of affective material.

In this paper, we develop an integrative conceptual framework capturing the underlying mental models that guide engagement in relationships at work and elsewhere. Specifically, we are looking at mental models that go beyond egocentrism and social exchange, which have served as the basis for most frameworks found in research on organizations. The goal of this paper is to present a more complex picture of human cognition and behavior that suggests that egocentrism is not an exclusive motivator. We view this more integrative framework as a set of concentric circles of increasingly inclusive and expansive identities. Although the mental models used by individuals may be static over a shorter time frame, they are thought to be more dynamic over a relatively longer timeframe, in adaptive response to changing conditions. Movement between these mental models can be triggered by changes in cognitions as well as by events that arouse affect.

Just as every culture is autonomous in the creation of its social values, it is likewise self-governing in the creation of customs and beliefs that define it. Some of those self-defining creeds are strongly entrenched in the use of language and communication. When an American executive places his/her feet on the desk, the message of authority and relaxation that is being sent is readily understood, while the same gesture in an Arabic country would have a totally different implication, one of disdain and insult. Such implications can be culture specific or culture ubiquitous. To better illustrate the dichotomy, it would be useful to recall Grice’s views on the efficiency of communication as being dependent on adherence to four maxims. In his portentous article ‘Logic and Conversation’ (1975), he shows that prudence and intellect empower human kind in an obliging way to successfully generate and construe messages that are sent via conversational implicatures. This paper aims to explore the fine line that balances these two facets within the realm culture and translation.

The paper provides a compact discussion of some of the relationships obtaining between content and language integrated learning (CLIL) and some of the underpinnings of human cognition. The paper starts with a short description of a personal reminiscence from the author’s school days, and uses this as an empirically based introduction to the notion of content and language integrated learning. The author specifically suggests that there are a number of cognitively motivated reasons for adopting a CLIL approach on a number of teaching missions. First, the approach is based to a notable extent on the explicit use of concepts, which in turn are essential to any attempt at clarifying or even explaining various phenomena in the language-external world. Secondly, the CLIL approach also seems to be compatible with and supported by much of the motivation for what is commonly known as the constructivist notion of teaching, that is, the idea that the type of successful long-term learning which results in profound understanding of the world is inherently dependent on the view that students should be made active participants in the process of acquiring knowledge and not be allowed to play the part of a passive recipient in a teaching situation. Finally, the CLIL approach also makes it clear why certain analogies between the human brain and a regular computer do not necessarily hold by making it explicit that learning processes crucially involve both the possibility and the need to change, including the possibility of forgetting things, which is demonstrably beyond the capabilities of present-day computers.

In this paper I approach the problem of the boundaries and location of consciousness in a strictly physicalist way. I start with the debate on extended cognition, pointing to two unresolved issues: the ontological status of cognition and the fallacy of the center. I then propose using identity to single out the physical basis of consciousness. As a tentative solution, I consider Mind-Object Identity (MOI) and compare it with other identity theories of mind.