We often want to explain and predict behavior, both our own and that of others. For various reasons we want to know not only why (in the sense of etiology) someone is doing what he is, but we also have interests in understanding the agent's reasons for which he is acting as he is. Though not uncontroversial, it is common to cite intentional states when offering such explanations. Most philosophers take certain intentional states to be the causes of our actions and to play a role in accounting for the reasons for which one acts. Additionally, most theorists who adopt such a line take the relevant intentional states to be propositional attitudes, most commonly beliefs and desires (or other pro attitudes which relate one to a proposition). In many of our explanations, we do indeed cite beliefs and desires, but we also cite many other psychological states that aren't obviously beliefs or desires. In fact, some of the relevant psychological states don't even appear to be propositional attitudes. In this paper I pursue two lines of questioning, one about the explanations of action and one about intentionality. First, what role is played by these apparently non-propositional attitudes? Such attitudes turn up in Davidson's locus classicus and can be found in the most recent work on action as well, but explications are sparse. Second, are these attitudes in fact non-propositional? Despite appearances to the contrary, one might argue that such states are to be, in some way or other, assimilated to the more familiar propositional attitudes. I resist this line in the second chapter. / text

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Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Magister Educationis - MEd / This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study analysed the effect of an intentional teaching strategy on learners' engagement with integers. The idea of combining an intentional teaching strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this study unique. A qualitative study was adopted. Data was collected by means of audio and video and also by means of learners' completed worksheets. The results of the study indicate that the majority of learners could recognise, compare and order integers. It is recommended that the application of intentional teaching with a temperature model is a viable strategy to introduce grade 7 learners to integers.

This master's thesis entitled "The Crime of Murder under Section 140 of the Czech Criminal Code, Criminal-law and Criminological Acpects" provides a comprehensive analysis of the most relevant criminal-law and criminological aspects of the crime mentioned above. As the aim of this thesis is to compose a comprehensive text, this thesis also refers to related legal institutes. It is composed of seven chapters and other subchapters and parts, which are connected and arranged in a logical order. There are also considerations de lege ferenda throughout the entire text. The opening part of this thesis deals with the historical development of the legal codification of murder from the Middle Ages until the contemporary Criminal Code which came into effect in 2010. This Criminal Code introduced some significant changes to the area of intentional killings and murders, especially. This thesis also characterises human life and precisely defines the beginning and end thereof. Such moments are pivotal for the purpose of this thesis as these moments are important for determination whether the murder may have been commited or not. A summary of international and internal legal codification which protect human life is also included. The main part of this thesis analyzes systematically the valid legal regulation of...

Agency is the capacity of an entity to act independently in a world. Many previous studies have demonstrated that inanimate objects without human or animal traits are under some circumstances perceived as having features of animate objects and can elicit attribution of mental states like motivation, emotion or intention. There are three main types of cues that evoke attribution of agency: morphological cues (head, face, biomechanical movement), behavioral cues (self-propelled movement, goal-directedness, changes in speed or direction, unpredictability, principle of rational (efficient) action) and communicative cues (interaction). In the current study we focused on examinaton of behavioral irregularity and its role in eliciting agency attribution to simple geometric figures. The aim of this study was to verify whether behavioral irregularity can lead to attribution of agency to irregular object. Two studies were designed to test this possibility. In Study A participants (N=20) watched a sequence of priming videoclips displaying four moving geometric shapes. In every trial one object was automatically selected and participans were asked to evaluate its movement on a seven-point scale. Six attributes related to attribution of agency (animacy, goal-directedness, freedom, dynamism, rationality and...

Early childhood programs enhance children's knowledge and skills when teachers intentionally engage with children during free play. Preschool teachers' ability to notice and capitalize on teachable moments has been questioned in the literature. The purpose of this mixed-methods study was to examine the efficacy of professional development designed to increase teachers' awareness of teachable moments in their informal interactions with young children during independent play, and teachers' intentionality in responding to those opportunities. The study was grounded in Vygotsky's principles of socially constructed learning, including teachers adjusting their intentional interactions to accommodate the thinking of learners. Qualitative data were collected using reflective journals kept before and after the vignette-based professional development sessions and focus group responses by 11 preschool teachers in the Southwestern United States. Chi square analysis of qualitative findings revealed significant positive change in teacher intentionality for the themes of daily schedule, awareness, and scaffolding. Vignette-based professional development coupled with reflective journaling appears to be an effective method to increase teacher awareness of intentional teaching, which may positively influence the education of preschool children.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第20805号 / 医博第4305号 / 新制||医||1025(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 高橋 淳, 教授 古川 壽亮, 教授 小杉 眞司 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

This diploma thesis is focused on the analysis of the factums of murder and manslaughter pursuant to Section 140 and 141 of the Act No. 40/2009 Coll., Criminal Code, as amended, by studying historical and present-day legal acts, related documents, specialised literature from the field of law, medicine, psychology and anthropology, and of the jurisprudence of the Czech courts. The thesis is divided into five main chapters. The first chapter is focused on the historical development of the criminal regulation of intentional homicides since the foundation of the independent Czechoslovakia, starting from the reception of the 1852 Austrian Criminal Code which was applicable in the Austrian part of the former Austro-Hungarian Empire, through the period socialist legislation represented by the Criminal Codes of 1950 and 1961, up to the adoption of the current Criminal Code in 2009. The second chapter addresses the problem of defining the term human life, explaining the moment and the moment of its end. This chapter also gives an overview of the protection of human life as it is guaranteed by the international agreements and treaties as well as by Czech constitutional order in the Charter of Fundamental Rights and Freedoms. The third chapter is the analysis of the criminal offence of murder pursuant to the...