Dissecting the experience of space as peripersonal

2021 ◽  
pp. 117-136
Author(s):  
Wayne Wu

Are we aware of peripersonal space as peripersonal? Is there a distinctive way that peripersonal space is perceptually experienced that differs from the perceptual experience of other parts of space? I explore two ways of thinking about peripersonal experience. A substantial view takes the content of experience of peripersonal space to effectively represent that space as peripersonal while a deflationary view understands peripersonal experience to be constituted by specific sensory-motor links and implicates a distinctive role for attention. In both, there is a distinctive type of peripersonal experience, but only on the substantial view does the perceptual system speak in terms of the peripersonal. By examining the role of attention in peripersonal experience, I argue that we should not endorse a substantive conception of peripersonal experience over a deflationary conception. I explore what a deflationary account of peripersonal experience might be.

2021 ◽  
pp. 215-230
Author(s):  
Alisa Mandrigin ◽  
Matthew Nudds

When we watch a film at the cinema, we typically experience the speech we hear as coming from the mouths of the actors depicted on the screen, rather than from the loudspeakers. This is an everyday example of the spatial ventriloquism effect. In this chapter, we are interested in what it is for things that we are aware of through different senses to appear to be in a single space, or even—as in spatial ventriloquism—at the same place. The answer may seem trivial: all that is required is that we pick out places in the different senses in the same way. However, as Millikan (1991, 2000) has argued, representing a single location in the same way is not the same as representing sameness of location. What we need, either instead of, or as well as, sameness of reference frame, is for sameness of place to be a part of the content of experience. Empirical evidence suggests that there exist peripersonal representations that encode multisensory information about the region of space that immediately surrounds the body. Their existence generates a puzzle for accounts of perception—namely, what is the relation between peripersonal representations that figure in empirical discussions and our everyday perceptual experience of ourselves and the world? Here we examine whether peripersonal space representations might play a role in our conscious awareness of the spatial relations between entities experienced in vision, audition, and touch.


2013 ◽  
Vol 33 (2) ◽  
pp. 1-25 ◽  
Author(s):  
B. Anthony Billings ◽  
Xinghua Gao ◽  
Yonghong Jia

SUMMARY: The alleged perverse role of managerial incentives in accounting scandals, and the distinctive role of auditors in identifying and intervening in attempted earnings manipulation, highlight the importance of explicitly considering executive incentive plans by auditors in the auditing process. By empirically testing auditors' responses to CEO/CFO equity incentives in planning and pricing decisions using data from 2002 through 2009, we document compelling evidence that CFO equity incentives are positively associated with audit fees and CEO equity incentives are not statistically related to audit fees, suggesting that auditors perceive heightened audit risk associated with CFO equity incentives. Our further analyses reveal that the positive association between CFO equity incentives and audit fees is more pronounced in firms with weak internal controls, indicating heightened risk associated with CFO equity incentives in this setting perceived by auditors. JEL Classifications: G30, G34, M42, M52.


Author(s):  
Eleonore Stump

This chapter is concerned with the question of the difference between philosophy and theology. It rejects certain prevalent ways of thinking about this difference. It argues that a more promising way of thinking about these disciplines is to be found in their names: “philosophy” in its etymology means something like the love of wisdom; “theology” in its etymology means something like the word with regard to God. God, unlike wisdom, is not an abstract universal. Rather, and by virtue of being characterized by mind and will, God is more nearly a person. The chapter spells out the implications of this difference, arguing that the knowledge at issue when we do theology is irreducible to propositional knowledge. Rather, it is a knowledge of persons. The chapter illuminates the role of the knowledge of persons in theological discussion and draws some conclusions about the methodology which will be useful to theology.


Author(s):  
Susanna Schellenberg

Chapter 5 takes a step back and traces the way in which excessive demands on the notion of perceptual content invite an austere relationalist account of perception. It argues that any account that acknowledges the role of discriminatory, selective capacities in perception must acknowledge that perceptual states have representational content. The chapter shows that on a relational understanding of perceptual content, the fundamental insights of austere relationalism do not compete with representationalism. Most objections to the thesis that perceptual experience has representational content apply only to austere representationalist accounts, that is, accounts on which perceptual relations to the environment play no explanatory role. By arguing that perceptual relations and perceptual content are mutually dependent the chapter shows how Fregean particularism can avoid the pitfalls of both austere representationalism and austere relationalism. With relationalists, Fregean particularism argues that perception is constitutively relational, but with representationalists it argues that it is constitutively representational.


1999 ◽  
Vol 24 (1) ◽  
pp. 4-7 ◽  
Author(s):  
Dorothy Scott

This paper is based on an address given at the Oz Child Annual General Meeting on 7 December 1998 in Dandenong, Victoria.


2019 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Michaella Cavanagh

Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.


2021 ◽  
Vol 70 (1) ◽  
pp. 5-9
Author(s):  
Larisa-Bianca Holhos ◽  
◽  
Mihaela Coroi ◽  
Teodora Holhos ◽  
Ioana Damian ◽  
...  

According to current estimations, globally, there are around 150 million people with an uncorrected refractive disorder, which means 27% of the world’s population. Approximately 1.4 million of these are children and have a milder or more severe form of visual dysfunction secondary to refractive errors. Since 1990, refractive errors are considered to be a public health problem among children and cause visual dysfunction, with a prevalence of up to 43%. Vision maturation occurs in early childhood, when all the senses and motor skills work together to acquire language, first ideas about the environment and all the elements that define the person himself. Sight is a contributory perceptual system for the cognitive, social, sensory-motor development and for the assemblage of information about the environment. In the first years of life, the child increasingly discovers complex activities, requiring the ability to change the eyes fixation in space from one point to another and a normal binocular motility.


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