Learning to expect and monitor the future: How fast do anticipatory saccades toward future action consequences emerge?

2021 ◽  
Vol 47 (7) ◽  
pp. 992-1008
Author(s):  
Florian Gouret ◽  
Christina U. Pfeuffer
Keyword(s):  
1979 ◽  
Vol 20 (1) ◽  
pp. 51-61 ◽  
Author(s):  
J. B. Peires

The sudden expulsion of the Xhosa across the Fish River in 1811–12 created a practical and conceptual crisis which the traditional political authorities were unable to resolve. Two commoners, Nxele and Ntsikana, emerged in this vacuum, each proposing his own solution to the problems posed by the white irruption. Although these responses were religious responses, they were neither irrational nor incomprehensible. Xhosa religion had long functioned as an instrument for the control of the material world. By incorporating selected Christian concepts with the Xhosa world-view, Nxele and Ntsikana were able to provide the Xhosa with acceptable explanations of past events and prescriptions for future action.Nxele urged resistance and Ntsikana preached submission, but an examination of their personal histories shows that these final conclusions were more the product of exterior pressure than interior revelation. It may be suggested that the future reputations of the two men, like their past actions, will be determined more by the popular mood than by anything they themselves did or said.


Author(s):  
Olga Nikolaevna Selezneva

The article raises the question of ambiguity of Future in the Past in expressing the future tense in the modern English language. The author of the article analyzes should/would + infinitive, its grammatical status and the expressed lexical meaning. The article notes that ambiguity of Future in the Past is mainly due to the homonymy of should/would + infinitive forms with the forms of the subjunctive mood. However, Future in the Past is a part of the verb system of tenses in the modern English language and it expresses assumption, intention or obligation to perform a future action from the past position.


2016 ◽  
Vol 6 (3) ◽  
pp. 156
Author(s):  
Saadat Nuriyeva

<p>Belonging to different language families, the English and Azerbaijani languages differ in all the aspects (grammar, phonetics and lexis) of the language. Therefore, as non-native speakers, Azerbaijanis have many difficulties in learning English. Many scholars try to eliminate those difficulties by comparing and analyzing the languages, finding out the similarities and differences between the languages compared. One of the main problems for Azerbaijani learners of English is learning the ways of expressing futurity in English to be able to select proper means of expression while translating from English into Azerbaijani and vice versa. The development of linguistics in the last few decades has been so quick and manifold that a new insight has been implemented concerning the current problems. It gave rise to the development of the comparative typological investigation of non-kindred languages. We shall try to investigate future tense in English basing upon quantitative typology that investigates this or that phenomena existing in two compared languages. The aim of our investigation is to show the grammatical ways of expressing the future in contemporary English, reveal similarities and differences between the ways of expressing future in English and Azerbaijan and, consequently, provide corresponding forms in Azerbaijani. As English is much richer in the ways of expressing future action than Azerbaijani, we will analyze and provide all the possible ways of conveying them in Azerbaijani. There are many controversial and quarrel some points concerning the future tense problem in English and Azerbaijani. The article highlights these problems by providing prominent linguists’ theoretical points of view as well as the author’s own analysis and approach to the stated problems.</p>


Pragmatics ◽  
2014 ◽  
Vol 24 (3) ◽  
pp. 623-647 ◽  
Author(s):  
Elizabeth Couper-Kuhlen

Using cases of misalignment and realignment in the unfolding of interactional sequences in which future actions and events are being negotiated in everyday English conversation, this paper demonstrates that participants distinguish between the initiating actions of Proposal*, Offer*, Request*, and Suggestion*, if these labels are understood as technical terms for distinct constellations of answers to the questions (i) who will carry out the future action? and (ii) who will benefit from it?. The argument made is that these different action types are routinely associated with different sets of recurrent linguistic forms, or social action formats, and that it is through these that speakers can frame their turns as implementing one action type as opposed to another and that recipients can recognize these actions as such and respond to them accordingly. The fact that there is only a limited amount of ‘polysemy’, or overlap in the formats commonly used for Proposals*, Requests*, Offers*, and Suggestions* in English conversation, means that these formats deliver often distinctive cues to the type of action being implemented. When misalignments and realignments occur, they can often be traced to the fact that ‘polysemous’ linguistic formats have been used to implement the initiating action.


2012 ◽  
Vol 16 (1) ◽  
pp. 151-164 ◽  
Author(s):  
Jessica Mange ◽  
Cécile Sénémeaud ◽  
Nicolas Michinov

2021 ◽  
Author(s):  
Irene Lacal ◽  
Lucy Babicola ◽  
Roberto Caminiti ◽  
Simone Ferrari-Toniolo ◽  
Andrea Schito ◽  
...  

A hallmark of successful evolution resides in the ability to adapt our actions to those of others, optimizing collective behaviour, so as to achieve goals otherwise unattainable by individuals acting alone. We have previously shown that macaques constitute a good model to analyse joint behavior, since they are able to coordinate their actions in a dyadic context. In the present work, we investigated whether monkeys can improve their joint-action performance, under special visuomotor conditions. The behavior of 5 monkeys was analyzed in isometric center-out tasks, requiring hand force application in different directions, either individually or together with a partner. Manipulating the presence or absence of a pre-instruction about the future action condition (SOLO or TOGETHER), allowed us to investigate on the existence of a "we-representation" in macaque monkeys. We found that pre-cueing the future action context increased the chances of dyadic success, also thanks to the emergence of an optimal kinematic setting, that ultimately facilitates inter-individual motor coordination. Our results offer empirical evidence in macaques of a "We-representation" during collective behavior, that once is cued in advance has an overall beneficial effect on joint performance.


2021 ◽  
Author(s):  
Zanda Rubene ◽  
◽  
Linda Daniela ◽  
Edīte Sarva ◽  
Arta Rūdolfa

The project “Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for societal resilience in the future” (CoLife) was launched in Latvia in the summer of 2020. In this project, researchers representing different fields of social sciences were involved; researchers of education sciences were aiming to find out how the COVID-19 crisis contributed to the digital transformation of education and which changes in education caused by the COVID-19 crisis situation should be maintained in the future. The results of the project are a scientific prognosis on future action scenarios related to the digital transformation of education in Latvia, scientifically backed recommendations for related competency transformation, and tools for evaluating proposed solutions from the perspective of education to conceptualize recommendations for policy-makers on the digital transformation of education in relation to the digitalization and use of digital solutions at all levels of education (preschool, general education, higher education), thus laying the foundation for establishing and implementing a flexible and student-focused education. This article is dedicated to conceptualizing the recommendations for policy-makers on the digital transformation of education using the Delphi method.


1965 ◽  
Vol 31 (7) ◽  
pp. 356-360
Author(s):  
Harrie M. Selznick

This article identifies three major problems in special education which will require our efforts in the future. Questions are raised regarding present procedures for grouping children for educational purposes; preservice training of teachers; and the current levels of understanding about exceptional children. The need to identify important questions and to organize an orderly process for resolution of these questions is suggested.


Sign in / Sign up

Export Citation Format

Share Document