scholarly journals Mental action and event structure in the semantics of 'try'

2011 ◽  
Vol 21 ◽  
pp. 426 ◽  
Author(s):  
Thomas Grano
Keyword(s):  
Action Theory ◽  
Event Structure ◽  
Mental Action ◽  
Progressive Aspect ◽  
Initial Stage ◽  
Action Stage ◽  
Aspectual Meaning

Sharvit (2003) proposes a semantics for 'try' inspired by Landman's (1992) account of progressive aspect. This paper discusses two empirical shortcomings of Sharvit's analysis and proposes a new solution that retains Sharvit's insight that 'try' has an aspectual meaning but argues that (a) as suggested by much work in action theory, volitional events include an initial stage corresponding to a `mental action' and (b) 'try' picks out the 'mental action' stage of an event. The proposal is formalized by adapting Condoravdi's (2009) theory of progressive meaning.

scholarly journals Mental action and event structure in the semantics of 'try'

2015 ◽  
pp. 426
Author(s):  
Thomas Grano
Keyword(s):  
Action Theory ◽  
Event Structure ◽  
Mental Action ◽  
Progressive Aspect ◽  
Initial Stage ◽  
Action Stage ◽  
Aspectual Meaning

Sharvit (2003) proposes a semantics for 'try' inspired by Landman's (1992) account of progressive aspect. This paper discusses two empirical shortcomings of Sharvit's analysis and proposes a new solution that retains Sharvit's insight that 'try' has an aspectual meaning but argues that (a) as suggested by much work in action theory, volitional events include an initial stage corresponding to a `mental action' and (b) 'try' picks out the 'mental action' stage of an event. The proposal is formalized by adapting Condoravdi's (2009) theory of progressive meaning.

Mental Overpopulation and Mental Action: Protecting Intentions from Mental Birth Control

2007 ◽  
Vol 37 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Andrei A. Buckareff
Keyword(s):  
Birth Control ◽  
Action Theory ◽  
Causal Role ◽  
Philosophy Of Action ◽  
Mental Action ◽  
Explanatory Role ◽  
Mental Actions ◽  
Orthodox View

Many, I suspect most, philosophers of action afford intentions a central role in theorizing about action and its explanation. Furthermore, current orthodoxy in the philosophy of action has it that intentions play a causal role with respect to the etiology and explanation of action. But action theory is not without its heretics. Some philosophers have challenged the orthodox view. In this paper I will examine and critique one such challenge. I will consider David-Hillel Ruben's case against the need for intentions to play a causal role in the etiology and explanation of mental actions. Contra Ruben, I will defend the orthodox view that intentions play an indispensable causal and explanatory role with respect to mental actions.

Drifting and Directed Minds: The Significance of Mind-Wandering for Mental Agency

2021 ◽  
Vol 118 (11) ◽  
pp. 614-644
Author(s):  
Zachary C. Irving ◽  
Keyword(s):  
Action Theory ◽  
Relevant Information ◽  
Mind Wandering ◽  
Mental Action ◽  
Attentional Guidance ◽  
Analogous Question ◽  
Starting Point ◽  
Mental Agency ◽  
Directed Thought

Perhaps the central question in action theory is this: what ingredient of bodily action is missing in mere behavior? But what is an analogous question for mental action? I ask this: what ingredient of active, goal-directed thought is missing in mind-wandering? My answer: attentional guidance. Attention is guided when you would feel pulled back from distractions. In contrast, mind-wandering drifts between topics unchecked. My unique starting point motivates new accounts of four central topics about mental action. First, its causal basis. Mind-wandering is a case study that allows us to tease apart two causes of mental action––guidance and motivation. Second, its experiential character. Goals are rarely the objects of awareness; rather, goals are “phenomenological frames” that carve experience into felt distractions and relevant information. Third, its scope. Intentional mind-wandering is a limit case of action where one actively cultivates passivity. Fourth, my theory offers a novel response to mental action skeptics like Strawson.

scholarly journals Drifting and Directed Minds: The Significance of Mind-Wandering for Mental Action

2019 ◽  
Author(s):  
Zachary Irving
Keyword(s):  
Action Theory ◽  
Relevant Information ◽  
Mind Wandering ◽  
Central Question ◽  
Mental Action ◽  
Analogous Question ◽  
Directed Thought ◽  
Action Guidance ◽  
Action Goals

Perhaps the central question in action theory is this: what ingredient of bodily action is missing in mere behaviour? But what is an analogous question for mental action? I ask the following: what ingredient of active, goal-directed, thought is missing in mind-wandering? I answer that guidance is the missing ingredient that separates mind-wandering and directed thinking. I define mind-wandering as unguided attention. Roughly speaking, attention is guided when you would feel pulled back, were you distracted. In contrast, a wandering attention drifts from topic to topic unchecked. From my discussion of mind-wandering, I extract general lessons about the causal basis, experiential character, and limits of mental action. Mind-wandering is a case study that allows us to tease apart two causal bases of mental action––guidance and motivation––that often track together and are thus easy to conflate. The contrast between mind-wandering and active thinking also sheds light on how goals are experienced during mental action. Goals are rarely the objects of awareness; rather, goals are “phenomenological frames” that carve experience into felt distractions (which we are guided away from) and relevant information (which we are guided towards). Finally, I account for a puzzling case of mental action that psychologists call “intentional mind-wandering”.

Attention, Not Self

2018 ◽  
Author(s):  
Jonardon Ganeri
Keyword(s):  
Philosophy Of Mind ◽  
Action Theory ◽  
Social World ◽  
States Of Mind ◽  
Human Beings ◽  
Mental Action ◽  
Directed Attention ◽  
The World ◽  
Epistemic Standing

Attention is of fundamental importance in the philosophy of mind, in epistemology, in action theory, and in ethics. This book presents an account in which attention, not self, explains the experiential and normative situatedness of human beings in the world. Attention consists in an organization of awareness and action at the centre of which there is neither a practical will nor a phenomenological witness. Attention performs two roles in experience, a selective role of placing and a focal role of access. Attention improves our epistemic standing, because it is in the nature of attention to settle on what is real and to shun what is not real. When attention is informed by expertise, it is sufficient for knowledge. That gives attention a reach beyond the perceptual: for attention is a determinable whose determinates include the episodic memory from which our narrative identities are made, the empathy for others that situates us in a social world, and the introspection that makes us self-aware. Empathy is other-directed attention, placed on you and focused on your states of mind; it is akin to listening. Empathetic attention is central to a range of experiences that constitutively require a contrast between oneself and others, all of which involve an awareness of oneself as the object of another’s attention. An analysis of attention as mental action gainsays authorial conceptions of self, because it is the nature of intending itself, effortful attention in action, to settle on what to do and to shun what not to do.

scholarly journals IMPLEMENTASI PEMBELAJARAN TEMATIK TERPADU DENGAN PENDEKATAN KONTEKSTUAL DI KELAS VI B SD NEGERI 16 BANDA ACEH

2020 ◽  
Vol 7 (1) ◽  
pp. 34-49
Author(s):  
Lili Kasmini ◽  
Haris Munandar ◽  
Herda Linda
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Real Life ◽  
Contextual Approach ◽  
Real Situation ◽  
Average Value ◽  
Initial Stage ◽  
Thematic Learning ◽  
Action Stage ◽  
Banda Aceh

This study aims to describe the planning and implementation of integrated thematic learning with a contextual approach in Banda Aceh 16 Primary Schools. Integrated thematic learning with a contextual approach is learning that contains some content in a theme that is connected with the real situation of students in real life everyday. This research is a classroom action research in which the sample used was all students of class VI B who participated in learning on theme 1 and theme 2. Data were collected by observing techniques and providing learning outcomes tests. The test is carried out three times, namely at the initial or pre-action stage and at the end of each cycle I and cycle II. The results obtained showed that there was an increase in each cycle which showed better results in every action. The completeness of students at the initial stage only reached 31% with an average value of students at 65.76. The results obtained increased in the first cycle, namely the completeness of students reached 87.87% with an average value of students at 76.48. The results obtained in the second cycle also increased, namely the completeness of students reached 100% with an average value of students at 88.36. The implementation of integrated thematic learning with a contextual approach at Banda Aceh 16 Elementary School has shown the characteristics of appropriate thematic learning that can increase the enthusiasm of students while participating in the learning process both inside and outside the classroom.   Abstrak Penelitian ini bertujuan untuk mendeskripsikan perencanaan dan pelaksanaanpembelajaran tematik terpadu dengan pendekatan kontekstual di Sekolah Dasar Negeri 16 Banda Aceh. Pembelajaran tematik terpadu dengan pendekatan kontekstual adalah pembelajaran yang memuat beberapa muatan dalam suatu tema yang dihubungkan dengan situasi nyata peserta didik dalam kehidupan nyata sehari-hari. Penelitian ini merupakan penelitian tindakan kelas di mana sampel yang digunakan adalah seluruh peserta didik kelas VI B yang mengikuti pembelajaran pada tema 1 dan tema 2.Data dikumpulkan dengan teknik observasi dan pemberian tes hasil belajar. Pemberian tes dilaksanakan sebanyak tiga kali, yaitu pada tahap awal atau tahap pra tindakan dan pada akhir dari masing-masing siklus I dan siklus II. Hasil penelitian yang diperoleh menunjukkan terdapat peningkatan pada setiap siklus yang menunjukkan hasil yang lebih baik pada setiap tindakan. Ketuntasan peserta didik pada tahap awal hanya mencapai 31% dengan nilai rata-rata peserta didik sebesar 65,76. Hasil yang diperoleh mengalami peningkatan pada siklus I yaitu ketuntasan peserta didik mencapai 87,87% dengan nilai rata-rata peserta didik sebesar 76,48. Hasil yang diperoleh pada siklus II juga mengalami peningkatan, yaitu ketuntasan peserta didik mencapai 100% dengan nilai rata-rata peserta didik sebesar 88,36. Pelaksanaan pembelajaran tematik terpadudengan pendekatan kontekstual di Sekolah Dasar Negeri 16 Banda Aceh sudah menunjukkan karakteristik pembelajaran tematik yang sesuai yaitu dapat meningkatkan antusiasme peserta didik selama mengikuti proses pembelajaran baik yang dilakukan di dalam ruangan kelas, maupun di luar ruangan kelas. Kata Kunci:  Pembelajaran Tematik, Pendekatan Kontekstual

Reaction couples of ceramic thin films prepared by CVD

1988 ◽  
Vol 46 ◽  
pp. 798-799
Author(s):  
D.W. Susnitzky ◽  
S.R. Summerfelt ◽  
C.B. Carter
Keyword(s):  
Thin Film ◽  
Vapor Deposition ◽  
Chemical Vapor ◽  
Deposition Process ◽  
Solid State Reactions ◽  
Spatial Distributions ◽  
Diffusion Couples ◽  
Kinetics Studies ◽  
Ceramic Thin Films ◽  
Initial Stage

Solid-state reactions have traditionally been studied in the form of diffusion couples. This ‘bulk’ approach has been modified, for the specific case of the reaction between NiO and Al2O3, by growing NiAl2O4 (spinel) from electron-transparent Al2O3 TEM foils which had been exposed to NiO vapor at 1415°C. This latter ‘thin-film’ approach has been used to characterize the initial stage of spinel formation and to produce clean phase boundaries since further TEM preparation is not required after the reaction is completed. The present study demonstrates that chemical-vapor deposition (CVD) can be used to deposit NiO particles, with controlled size and spatial distributions, onto Al2O3 TEM specimens. Chemical reactions do not occur during the deposition process, since CVD is a relatively low-temperature technique, and thus the NiO-Al2O3 interface can be characterized. Moreover, a series of annealing treatments can be performed on the same sample which allows both Ni0-NiAl2O4 and NiAl2O4-Al2O3 interfaces to be characterized and which therefore makes this technique amenable to kinetics studies of thin-film reactions.

Decoration technique and surface physics

1978 ◽  
Vol 36 (1) ◽  
pp. 436-437 ◽  
Author(s):  
H. Bethge
Keyword(s):  
Diffusion Path ◽  
Special Importance ◽  
Surface Physics ◽  
Step Structure ◽  
Initial Stage ◽  
Special Cases ◽  
Atomic Surface ◽  
The Mean ◽  
Bulk Structure ◽  
Decoration Technique

Besides the atomic surface structure, diverging in special cases with respect to the bulk structure, the real structure of a surface Is determined by the step structure. Using the decoration technique /1/ it is possible to image step structures having step heights down to a single lattice plane distance electron-microscopically. For a number of problems the knowledge of the monatomic step structures is important, because numerous problems of surface physics are directly connected with processes taking place at these steps, e.g. crystal growth or evaporation, sorption and nucleatlon as initial stage of overgrowth of thin films.To demonstrate the decoration technique by means of evaporation of heavy metals Fig. 1 from our former investigations shows the monatomic step structure of an evaporated NaCI crystal. of special Importance Is the detection of the movement of steps during the growth or evaporation of a crystal. From the velocity of a step fundamental quantities for the molecular processes can be determined, e.g. the mean free diffusion path of molecules.

Nucleation and initial growth of Pd2Si crystals on Si(111)

1993 ◽  
Vol 51 ◽  
pp. 844-845
Author(s):  
Xianghong Tong ◽  
Oliver Pohland ◽  
J. Murray Gibson
Keyword(s):  
High Vacuum ◽  
Dark Field ◽  
Ultra High Vacuum ◽  
Initial Growth ◽  
Surface And Interface ◽  
Dark Field Imaging ◽  
Transmission Electron ◽  
Initial Stage ◽  
Effect Of Surface

The nucleation and initial stage of Pd2Si crystals on Si(111) surface is studied in situ using an Ultra-High Vacuum (UHV) Transmission Electron Microscope (TEM). A modified JEOL 200CX TEM is used for the study. The Si(111) sample is prepared by chemical thinning and is cleaned inside the UHV chamber with base pressure of 1x10−9 τ. A Pd film of 20 Å thick is deposited on to the Si(111) sample in situ using a built-in mini evaporator. This room temperature deposited Pd film is thermally annealed subsequently to form Pd2Si crystals. Surface sensitive dark field imaging is used for the study to reveal the effect of surface and interface steps.The initial growth of the Pd2Si has three stages: nucleation, growth of the nuclei and coalescence of the nuclei. Our experiments shows that the nucleation of the Pd2Si crystal occurs randomly and almost instantaneously on the terraces upon thermal annealing or electron irradiation.

Anisotropy of interfacial defects in the initial stage of MOVPE GaAs growth On Si

1990 ◽  
Vol 48 (4) ◽  
pp. 592-593
Author(s):  
C. Vannuffel ◽  
C. Schiller ◽  
J. P. Chevalier
Keyword(s):  
Early Stage ◽  
Threading Dislocations ◽  
Mbe Growth ◽  
Detailed Mechanism ◽  
Si Substrates ◽  
Initial Stage ◽  
Interfacial Defects ◽  
Interfacial Dislocations ◽  
Step Growth ◽  
Essential Problem

Recently, interest has focused on the epitaxy of GaAs on Si as a promising material for electronic applications, potentially for integration of optoelectronic devices on silicon wafers. The essential problem concerns the 4% misfit between the two materials, and this must be accommodated by a network of interfacial dislocations with the lowest number of threading dislocations. It is thus important to understand the detailed mechanism of the formation of this network, in order to eventually reduce the dislocation density at the top of the layers.MOVPE growth is carried out on slightly misoriented, (3.5°) from (001) towards , Si substrates. Here we report on the effect of this misorientation on the interfacial defects, at a very early stage of growth. Only the first stage, of the well-known two step growth process, is thus considered. Previously, we showed that full substrate coverage occured for GaAs thicknesses of 5 nm in contrast to MBE growth, where substantially greater thicknesses are required.

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