Как звук модулирует ответы на свет при разных временных интервалах между различными модальностями
The article concerns R. Wollheim’s theory of twofoldness, the one of the most acclaimed analytical theories of pictorial representation. Wohhleim has pointed to the structural distinction of seeing pictures from seeing objects and situations face-to-face, thus proposing the theory of seeing-in and twofoldness. This conception presupposes the split, simultaneous seeing of the picture’s object and material surface. Considering the basic influences, features and shortcomings of Wollheim’s theory, author specifies the question of to what extent the scope of this theory is limited to artistic pictures. Alongside with this theory’s reconstruction and critique, the article provides its interpretation based on spatially-oriented definitions of twofoldness (B. Nanay, J. Kulvicki) coupled with the actualization of the distinction between representational content of a picture and its figurative content. The first one includes all spatial relations that can be seen in it, the second one – all that can be seen in it and described by non-abstract concepts. Wollheim reframed to apply this distinction to his notion on twofoldness. But it gives the possibility to bring out the convincing definition of twofoldness as the simultaneous visual experience of pictorial surface (i.e., some material object in viewer’s egocentric space) and of representational content (i.e., semantically active spatial relations which one sees in the picture). This interpretation may be considered a useful instrument for non-reductionist description of pictorial experience and pictures’ ontological duality, hence it is devoid of Wollheim’s psychologism while maintaining his focus on visuality. Moreover, it provides some opportunities for applying Wollheim’s theory beyond the contexts of analytical philosophy of pictures, thus connecting it to the problems of phenomenological and hermeneutic theories of image.
Plato’s interest in vision and the visual is multifaceted, and complex. Visual words and images are frequent in the dialogues along with many direct and indirect discussions of physiological, intellectual, and social vision. The increased emphasis in recent scholarship on the importance of visuality in Plato is a part of a ‘scopic turn,’ the effect of which was to ground interpretations of the history of western European philosophy and metaphysics in its entirety in certain optical premises.
In our study 3—4yearold children were given a task to set up the connection between a novel object, its name and some additional information about that object, which was either available to visual perception (outer colour) or unavailable (inner colour). Despite the hypothesis of the social determination of a word (Bloom, 2000), sug gesting that children prefer to connect a new word to the information unavailable to their perception but coming from the adult, we found that 4yearolds could remember both pieces of information as well as the word. Unlike them, 3yearolds could only remember the object's name and visually available information. Children's knowledge of colour names influenced their ability to remember the information about the inner colour: those children who could barely name colours themselves didn't remember the inner colour of the object. In the additional research we demonstrated that the language experience itself isn't the only one that it takes to remember the visually unavail able information, but it had to be connected to the relevant conceptual knowledge. At the end of the article we are considering the constraints related to the interaction of the social, language and conceptual experience in novel words' learning which specify the hypothesis of the social determination of a word.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.