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The article offers information about what accounts for the perspectival character of perception. It offers details about the types of phenomena exemplifying the perspectival character of perception and the phenomenon called perspectival variance and perspectival similarity as well as other topics on the concept of a pluralist approach.

In this paper we approach the idea that, the ease or fluency of information processing being subjectively experienced as feeling of familiarity with a positive affective tone, interfere with evaluative processing. The close association of familiarity and positive affect is here addressed within a affective priming paradigm. Participants were asked to evaluate a set of target stimuli previously tested for their valence. These targets were immediately preceded either by a familiar or a unfamiliar stimuli. Congruently with the familiarity-positive affect association, familiar stimuli facilitated evaluations (generate faster responses) of affective consistent targets (positive targets). [ABSTRACT FROM AUTHOR]

Research has shown that increasing the number of turns that a route takes through the environment increases estimates of distance-the route angularity effect. This study tested implications of different memory-based explanations of the route angularity effect within a virtual setting. Participants maneuvered through virtual pathways of varying length that included zero, two, or seven turns. After each set of three paths, they estimated relative path lengths on an analog scale. Results demonstrated that both increasing memory load during navigation and making retrieval more difficult by interpolating another spatial task prior to estimation significantly increased the magnitude of route angularity effects. These results are consistent with the idea that the number of turns is categorically encoded and used as a memory heuristic when fine-grained memory for the route distance is degraded either at encoding or prior to retrieval. [ABSTRACT FROM AUTHOR]

History of mathematics occupies itself describing processes of growth and development, whereas philosophy of mathematics is concerned with questions of justification. Both play an essential role within the educational context. But there is a problem because genuine historical studies necessitate ever greater particularity whereas mathematics and philosophy require generality and abstraction. The paper offers some methodological reflections about these matters together with two case studies from nineteenth century history of arithmetic and integration theory, respectively, which try to strike a balance between the directly opposed requirements. [ABSTRACT FROM AUTHOR]

The article offers information on representation and development of cognition. It is posed that one of the major differences between dynamical systems theory and symbolism lies in their concepts on the role played by representation in cognition. It is also forwarded that from the standpoint of development, cognitive development could be divided into three levels. These include sensorimotor, linguistic representation, and imagery representation. Moreover, it is argued that representation is not an adequate condition though it is essential for cognition.

I offer an explanation of how subjects are able to perceive the intrinsic spatial properties of objects, given that subjects always perceive from a particular location. The argument proceeds in two steps. First, I argue that a conception of space is necessary to perceive the intrinsic spatial properties of objects. This conception of space is spelled out by showing that perceiving intrinsic properties requires perceiving objects as the kind of things that are perceivable from other locations. Second, I show that having such a conception of space presupposes that a subject represent her location in relation to perceived objects. More precisely the thesis is that a subject represents her location as the location from which she both perceives objects and would act in relation to objects were she to act. So I argue that perception depends on the capacity to know what it would be to act in relation to objects. [ABSTRACT FROM AUTHOR]

James Conroy's Betwixt and Between: The Liminal Imagination, Education and Democracy implies three main aims: first, to celebrate aspects of imagination in education and politics; second, to challenge defensive closure in varieties of discourse, especially in the language of economic and monetary management in education and politics; and third, to open up, for reciprocal enrichment, situations and discourses pertaining to consideration of state funding for religiously affiliated schools. Liminality, characteristic of thresholds and borders, calls for interpretation and mediation, as well as appreciation of uncertainties. Liminality of imagination is explored in contexts associated with this third aim, but also in other kinds of context associated with the first two aims. As well as offering critical assessment of the book, this review article indicates some scope for interpretation and development. [ABSTRACT FROM AUTHOR]

Abstract: Research on epistemological beliefs has clearly increased in the last decade. Even though the construct is clearer and relevant data are being collected, there are important theoretical and methodological issues that need further clarification. One of them is the debate about the domain generality–specificity of epistemological beliefs. I argue that there are both theoretical and methodological difficulties that hinder a more fruitful approach of the domain generality–specificity debate. Differences in goals and scope of the diverse conceptualizations about epistemological beliefs and how they devise the role of content-domain and context are a major source of difficulties. Methodological problems such as whether such epistemological beliefs can be measured “in isolation”—free of content and context influence—or the impossibility of collecting direct measures of epistemological beliefs may influence how the domain generality–specificity question is approached. Some suggestions about how these difficulties may be overcome are developed. The relevance of exploring epistemological beliefs across domains and across contexts is emphasized. [Copyright &y& Elsevier]

This study examines Tagalog expressions pertaining to cognition. It focuses on (1) the location of thinking terms within the categorization of experience and (2) the grammar of thinking. Also discussed are Tagalog philosophy of thought, metaphors of thinking, and sequential cognitive metamodels. The taxonomy of experiential terms has three main categories: (a) thought, (b) transient feelings caused by external events, and (c) ways of doing things (thought processes). In the grammar of thinking each term has its own set of rules and contexts, but in general, as in English, thinking in Tagalog is prototypically something you do, while feelings are something you experience. [ABSTRACT FROM AUTHOR]

Introduces articles in published in the first 2001 issue of the periodical "Studies in Philosophy and Education,". Exploration of the theme of transforming and redescribing critical thinking; Questions raised about the critical thinker's effort to become objective and neutral at the expense of their emotions, imagination and intuition.

The article presents a study that examines the role of international perception in predicting personal adjustment. The researchers reanalyzes a certain data from a study relating assumed similarity (AS) scores to adjustment in order to determine empirically the extent to which dyadic or pattern scores contribute to prediction and interpretation of results. The first of these involves the similarity a man sees between himself and others in his group. The second type of AS involves the similarity that the subject fellow group members perceive between themselves. Meanwhile, the subjects of the research were 200 members of small antiaircraft artillery units.