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Wyświetlanie 1-2 z 2
Tytuł:
Deliberation and Automaticity in Habitual Acts
Autorzy:
Douskos, Christos
Powiązania:
https://bibliotekanauki.pl/articles/781205.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
habit
deliberation
automaticity
action explanation
Opis:
Most philosophers and psychologists assume that habitual acts do not ensue from deliberation, but are direct responses to the circumstances: habit essentially involves a variety of automaticity. My objective in this paper is to show that this view is unduly restrictive. A habit can explain an act in various ways. Pointing to the operation of automaticity is only one of them. I draw attention to the fact that acquired automaticity is one outgrowth of habituation that is relevant to explanation, but not the only one. Habituation shapes our emotional and motivational make up in ways that affect deliberation itself. Hence mentioning a habit might be indispensable in explaining an act which nevertheless ensues from deliberation. The view that habitual acts are direct responses to the circumstances implies an impoverished conception of habit, which fails to do justice to its rich explanatory potential in theoretical and pre-theoretical contexts, as well as to its role in the history of philosophy.
Źródło:
Ethics in Progress; 2018, 9, 1; 25-43
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Automaticity of lexical access and executive control in Croatian-German bilinguals and second language learners
Autorzy:
Vujnović Malivuk, Kristina
Palmović, Marijan
Zergollern-Miletić, Lovorka
Powiązania:
https://bibliotekanauki.pl/articles/780735.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
automaticity
lexical access
executive control
bilingualism
second language learning
Opis:
The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 4; 755-774
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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