Intentionality Research Articles

Creative Solutions for a Condensed Anatomy Course.

There are many variations of anatomy courses taught in accredited physician assistant (PA) programs in the United States. Course directors and program leadership must choose how to effectively deliver content within their program constraints. Our anatomy course has faced challenges related to instructional time for didactic and laboratory sessions, course length, curricular placement and alignment, assessments, and faculty availability. These challenges are not specific to anatomy courses in PA curricula but exist in anatomy courses in various health care programs. In this article, we present major solutions to challenges in didactic delivery, laboratory sessions, course content, and assessments over a 5-year period. Through modifications and problem-solving, we identified the following 4 lessons learned during this process: course alignment to clinical relevance, intentional content delivery for different pedagogical approaches, structured laboratory sessions with appropriate staffing, and an appropriate weighting for assessments. These lessons and solutions will be useful to other anatomy and disciplines-based course directors facing similar challenges.

“Thinking Like an Activist”: Preservice Teachers Make Sense of the Past

History education holds strong potential for students to examine how racism and other intersecting forms of oppression embedded within U.S. institutions have and still impact today’s social fabric. When rooted in Martell and Stevens’ “thinking like an activist” framework, history education provides opportunities for preservice teachers (PSTs) to see, understand, and disrupt the dominant narrative. They can begin to reimagine their roles as future leaders in the classroom and beyond to ensure that all students thrive and not just survive. Thus, for this qualitative study, we engaged our PST in a book study of A Different Mirror for Young People: A History for Multicultural America. Through intentional content and pedagogical choices, we investigated the question, “ How do preservice teachers make sense of history using the ‘thinking like an activist’ framework?” Findings indicated how Takaki’s different mirror, as a counternarrative centering the perspectives and experiences of historically marginalized groups, allowed PSTs 1) to unlearn oppressive structures (cultural preparation), 2) begin to develop a sociopolitical consciousness of systemic oppression, albeit through an outsider’s perspective (critical analysis), and 3) to analyze how collective action in the past enacted change–although through an already, but not yet, understanding of their role in social change in the present (collective action).

The ambiguity of BERTology: what do large language models represent?

The field of “BERTology” aims to locate linguistic representations in large language models (LLMs). These have commonly been interpreted as representing structural descriptions (SDs) familiar from theoretical linguistics, such as abstract phrase-structures. However, it is unclear how such claims should be interpreted in the first place. This paper identifies six possible readings of “linguistic representation” from philosophical and linguistic literature, concluding that none has a straight-forward application to BERTology. In philosophy, representations are typically analyzed as cognitive vehicles individuated by intentional content. This clashes with a prevalent mentalist interpretation of linguistics, which treats SDs as (narrow) properties of cognitive vehicles themselves. I further distinguish between three readings of both kinds, and discuss challenges each brings for BERTology. In particular, some readings would make it trivially false to assign representations of SDs to LLMs, while others would make it trivially true. I illustrate this with the concrete case study of structural probing: a dominant model-interpretation technique. To improve the present situation, I propose that BERTology should adopt a more “LLM-first” approach instead of relying on pre-existing linguistic theories developed for orthogonal purposes.

Why inconsistent intentional states underlie our grasp of objects

AbstractSeveral authors maintain that we are capable of having inconsistent intentional states, either in cases of illusion, in certain cases of imagination, or because the observable world is (partly) inconsistent and we perceive it as such. These views are all premised on the assumption that inconsistent intentional states—even if acknowledged—are peculiar and have nothing essential to do with our perceptual capacities. In the present article, I would like to present, and argue for, a much stronger thesis: that inconsistent intentional states underlie the possibility of having intentional content in mind. I argue for this thesis based on a Husserlian phenomenological analysis of our grasp of objects, which I formulate in terms of incompatibility semantics.

A structuralist theory of phenomenal intentionality

ABSTRACT This paper argues for a theory of phenomenal intentionality (herein referred to as ‘Structuralism’), according to which perceptual experiences only possess intentional content when their phenomenal components are appropriately related to one another. This paper responds to the objections (i) that Structuralism cannot explain why some experiences have content while others do not, or (ii) why contentful experiences have the specific contents that they have. Against (i), I argue that to possess content, an experience must present itself as an experience of something distinct from itself, and that only experiences whose components are suitably structured satisfy this requirement. Against (ii), I argue that Structuralists can provide a deeper explanation of perceptual content than other theories of phenomenal intentionality by showing how the content-determining relations among our experiences depend on the selection pressures under which our perceptual systems developed.

Personal Intentionalism and the Understanding of Emotion Experience

How should we seek to account for the qualitative aspect of emotion? Strong intentionalism presents one promising avenue for such an account. According to strong intentionalism, the phenomenology of a mental state is entirely determined by that state's intentional content. Given that many views of the emotions have it that the intentionality and phenomenology of the emotions are very closely related, this makes strong intentionalism an especially promising route. However, strong intentionalism has rarely been defended for emotions and, we argue, where it has, it has failed to be explanatory. This paper proposes a new explanatory form of strong intentionalism about emotion. We call it personal intentionalism. According to this view, the qualitative features of emotion are fully determined by the emotion's intentional content. This content varies inter- and intraindividually, according to one's cares and concerns, as well as one's other mental states. We assess its compatibility with theories of consciousness.

Intentional Feelings, Practical Agency, and Normative Commitments

A dominant approach to conceptualizing a role for emotions in practical agency has been to focus on a relation between emotions and reasons, whereby emotions are claimed to track reason-giving considerations via their intentional content. Yet, if we reflect on the phenomenology of emotional consciousness and take seriously a growing consensus that emotions involve intentional feelings then, I argue, such a reason-tracking approach at best only provides part of the story and at worst is fundamentally misguided. This does not mean that emotion has no role in practical agency, however. I tentatively propose that the normative category of commitments offers a promising alternative for thinking about the role of emotions in practical agency, an alternative that has the potential to do justice to intentional feelings while avoiding the problems of a reason-tracking approach.

Intention and Judgment-Dependence: First-Personal vs. Third-Personal Accounts

ABSTRACT A Third-Person-Based or Third-Personal Judgment-Dependent account of mental content implies that, as an a priori matter, facts about a subject’s mental content are precisely captured by the judgments of a second-person or an interpreter. Alex Byrne, Bill Child, and others have discussed attributing such a view to Donald Davidson. This account significantly departs from a First-Person-Based or First-Personal Judgment-Dependent account, such as Crispin Wright’s, according to which, as an a priori matter, facts about intentional content are constituted by the judgments of the subject herself, formed under certain optimal or cognitively ideal conditions. I will argue for two claims: (1) Attributing a Third-Personal Judgment-Dependent account to Davidson is unjustified; Davidson’s view is much closer to a non-reductionist First-Personal Judgment-Dependent account. (2) Third-Personal accounts rest on a misconstrual of the role of an interpreter in the First-Personal accounts; the notion of an interpreter still plays an essential role in the latter ones.

Reflections From School Communities in Underserved Populations on Childhood COVID-19 Vaccination.

Outbreaks in vaccine-preventable diseases among children have increased, primarily among under- or unvaccinated subgroups. The influence and interaction of a child's school community on parental health care decisions, such as vaccination, has not been explored. Our study examined childhood coronavirus disease 2019 (COVID-19) vaccine hesitancy within the context of school communities. This study combines data from 4 independent research studies funded by the National Institutes of Health Rapid Acceleration of Diagnostics Underserved Populations Return to School Initiative. We examined focus group data to better understand the apprehension surrounding parental and child COVID-19 vaccination among underserved school populations. Across all study sites, 7 main themes emerged with regard to COVID-19-related vaccination concerns for children: (1) potential side effects, (2) vaccine development, (3) misinformation (subthemes: content of vaccine and negative intent of the vaccine), (4) vaccine effectiveness, (5) timing of vaccine administration/availability for children, (6) fear of needles, and (7) mistrust. School settings offered unique access to youth and family perspectives in underserved communities. Our studies highlighted several factors contributing to COVID-19 vaccine hesitancy in school communities, which align with existing literature on vaccine hesitancy. These concerns centered primarily on potential harm of vaccines, as well as misinformation, mistrust, and timing of vaccines. Related recommendations for increasing vaccination rates are provided. Developing specific strategies that address parent and child concerns will be critical to reducing health inequities related to COVID-19 vaccination.

Конфликт интерпретаций текста как следствие когнитивного диссонанса участников интернет-обсуждений

Latent cognitive dissonance in Internet disputers manifests itself as a conflict of text interpretations. This cognitive interpretation process of pre-textual cognitive dissonance often results in aggressive comments. The author analyzed interpretive Internet texts (comments) to reveal the cognitive patterns and prove the effect of pre-textual, i.e., cognitive, dissonance on the language and content of Internet comments. Addressee's external interpretive activity, represented in the text, is determined by internal cognitive processes, i.e., pre-textual presumptions and expectations. The study was based on the article entitled The people are multiplying "on earth", which was posted on a Runet information network resource on January 30, 2023. The article, which featured national demographic problems and possible solutions, yielded 189 comments that clearly illustrated the mechanism of conflict of interpretations. The methods of content and intent analyses revealed two cognitive patterns: the first one correlated with the intentional content of the trigger-text whereas the second pattern did not. Both patterns covered a number of cognitive models. The original text, subjectively interpreted by the addressee, triggered a wide range of comments that followed various cognitive patterns. As a result, the discussion unfolded as a conflict scenario, i.e., a struggle of attitudes and opinions, determined by the pre-textual cognitive dissonance of the disputers.

Understand Flipped Learning as an Effective Tool for Enhancing Thinking and Learning

Recent advances in Science and Technology have changed the structure and the educational systems of societies. The recent years of research explores one of the new Learning strategy i.e. “Flipped Learning Strategy”. The Flipped Classroom Model is Receiving increased attention in educational circles. In Flipped Learning, the traditional Practice of spending class time engaged in direct instruction and completing content Related activities for homework is “Flipped”, so that students receive initial content Instruction at home, and spend class time working with their peers in a collaborative Setting. This Module discusses the features of flipped classroom in today’s generation Where technology has incredibly advanced. How flipped classroom are more beneficial Than the existing traditional classroom is discussed in detail and how it can affect the Students are clearly mentioned. Flipped Learning is an Effective Tool for Enhancing Thinking and Learning among learners and it is Potential Model of Blended Learning. Essential essential elements Of Flipped Learning include flipped environment, Learning culture, intentional content, and professional educator. This lesson details the Different learning strategies for Flipped Classrooms followed by steps of implementing Flipped Learning Strategy. Flipped Classroom Strategies incorporate diverse strategies And technologies toward the broader goal of making learning more participatory, Personal and meaningful

Проблемы квалификации посягательства на жизнь двух или более лиц

The purpose of the work is an attempt to consider doctrinal options for qualifying an encroachment on the life of two or more persons and to present our own vision of solving the problems of criminal law assessment of multiple encroachment.
 As a methodological basis for this study, the dialectical method was used in conjunction with instrumental methods of cognition, tested in the criminal law doctrine.
 The following results were obtaineel during the study: 1) significant (principal) elements of a single composition of an encroachment on the life of two or more persons are: objective signs — simultaneous or non-simultaneous commission of criminal acts, as well as subjective signs — types of intentional guilt and motivation for criminal behavior; 2) the most adequate criminal law assessment of the actions of the perpetrator who encroached on the life of two or more persons, as a result of which a completed and unfinished crime was committed, allows the principle of differentiated qualification to be implemented; 3) the unity of intent to take the life of several victims also takes place with varying degrees of realization of criminal intent, since intent is a subjective sign, and the degree of its realization acts as real consequences.
 A fair criminal law assessment of the actions of a person who encroached on the life of two or more victims will ensure the implementation of the principle of differentiated qualification, based on taking into account the content of intent, its direction and real consequences.

Speech acts and Russian text-generating discourse

The relevance of the study is determined by the hidden turbulence of such concepts often used in Russian studies as “speech activity”, “speech acts” and “discourse”. The aim of the work is to determine the genetic connections of this trinity and the functional purpose of each of the categories under consideration. The main research means is the authors’ method of discursive-modus analysis of artistic speech. The research materials were dictionary definitions from explanatory dictionaries of the Russian language, in particular from “Dictionary of expressive stable phrases of the Russian language” compiled by V.Ju. Melikyan, as well as utterances extracted from the Russian National Corpus. The authors found that the communicative-speech act is a synergistic combination of mental-psychic and speech activity. Mental-psychic activity involves mental acts - the thought processes of the communicant at the moment of his locative readiness to make a statement and psychic activity of searching for adequate ways to reflect a communicatively significant event in the discursive consciousness of the communicants. Mental-psychic activity encodes and decodes the semantic content of the author's intentions with the help of the means of the language system. Speech activity produces speech acts - functional units of speech communication embodying a purposeful speech action. In conclusion, the categorical essence of the speech act and discourse are generalized. The perspective of the research is the development of a cognitive-pragmatic theory of speech-thinking activity based on the material of the Russian language.

Advance disclosure of insider transactions: Empirical evidence from the Vietnamese stock market

We investigate the impact of legal insider trading announcements on stock returns in Vietnam. Vietnamese insiders must announce their trading intentions in advance as well as after the actual trade, which contrasts with the vast majority of countries where only post-trade announcement is mandatory. This regulatory setting allows to put to test the predictions from the theoretical models of advance disclosures (Huddart et al., 2004, Lenkey, 2014). Consistent with the theoretical literature, we find that the abnormal returns are large and significant after the pre-trade announcement, showing that the market takes into consideration the information content of the insiders' intention to trade. In addition, no significant stock price effect is found after the announcement of the actual trade occurrence or cancellation. We argue in favor of the implementation of advance disclosure policies since they help mitigate the returns obtained by insiders, better share the profits with outsiders and contribute to a better information dissemination.

Quality and Evaluation of architectural Structure Design -- Taking Several Structural Design Consulting as Examples

The construction project's feature is first settled by the design's quality. So as to to live up to the purpose quality's prime prerequisites, a written document review system for the intent drawings' design has been built in China to ensure that the design meets the intention standards' prerequisites for the project's construction, and the design written documents satisfy the intent depth's prerequisites. But in a quantity of respects, such as resource saving, surroundings cordial, constitution or modern technology covering ability, durability, performance, construction efficiency, disaster prevention and calamity rebate, it is required to take fraught consideration of stakeholders' views, throw back government management guarantee's prime prerequisites, and encourage the company to amend the requirements' quality management consciousness. From the standpoint of the development enterprise and the detailed technical work content of the architectural structure intention, assessment index's organization is an good direction to mobilize the initiative and gusto of the technical staff to meet the efficiency demands and efficiency of the evolution firm. By using several instances of reference and morphological design optimization, the main problems in morphological design's every respect are embodied. Though the prevailing intent package has put a lot of drawing work and scientific computing back, the advanced nature and innovation of the intention work yet needs to depend on the designer to fill it in.To comprehend the distinct qualities of connection and each design and have enough space for corresponding management measures is an effective way to improve constitution design's standard and scientifically assess the design's property.

Речевые интенции и референциальные объекты в дискурсе социальных медиа (на материале дискуссий в условиях локдауна)

<p>The article continues the series of studies directed at concretizing the ideas about the functioning of Internet discourse, and contains the results of the research on the discourse of social media, which reflects, forms and transforms the positions of Internet users, their assessment of current events. The aim of the research is to analyze the topical content and to reveal the peculiarities of its intentional organization. The material of the study is 6 informational messages about the lockdown announced due to a sharp increase in the number of COVID-19 cases, and their discussion on various Internet sites (168 participants; 326 comments, =54, min=46, max=63). Social media discourse is highly dialogic. Its general communicative structure and thematic specificity related to the topic of discussion are revealed. Using the intent-analysis method, a change in the intentional content of the discourse relative to the initiating post and a significant increase in the number of referential objects is shown. A tendency was found to strengthen the role of negative intentions of social media discourse, which correlates with the need for joint understanding of the problem situation and, at the same time, with verbal aggression directed at the interlocutor.</p>

Intentional Content and Non-Combatant Immunity: When Has One Intentionally Killed a Non-Combatant?

Intentional Content and Non-Combatant Immunity: When Has One Intentionally Killed a Non-Combatant?

Teleology and Basic Actions: A reading of the chapter on Teleology in Hegel's Subjective Logic in the terms of action theory

AbstractIn this paper I argue that there is textual evidence that the chapter on Teleology in Hegel's Science of Logic, read under certain premises, also discusses something that in contemporary analytic philosophy is called a ‘basic action’. The three moments of Teleology—(a) ‘The Subjective Purpose’, (b) ‘The Means’ and (c) ‘The Realized Purpose’—can be interpreted as (a) a certain intentional content in the mind of a subject, which can be expressed in the form of an imperative, (b) the immediate taking in possession of the body, which can be described as a basic action, and (c) the description of the relation of the event brought about by the basic action with other events in the world, which can be described in the terms of event-causality. This reading reveals an astonishing parallel to Donald Davidson's distinction between proper basic actions and their different descriptions in the form of events. In this way we can make Hegel's, at first glance, confusing identification of subjective purpose (intention), means (basic action) and realized purpose (event) comprehensible. Through that, the actual aim is to show that what I call basic actions are in fact an example of a more general thought that Hegel calls a teleological relation.

Korean Pre-service Teachers' Flipped Learning Experiences in a Teacher Education Program

<p style="text-align:justify">This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education program. A mixed research method was used to collect the end-of-semester survey (n=62) and individual interview data (n=4). Guided by the four pillars of flipped learning (FL), study results are followed. First, Korean pre-service teachers believed that flipped learning format provided a flexible learning environment where pre-service teachers (PSTs) learn course materials in their own space. This result indicated that their learning happened without the limits of time and space. Second, pre-service teachers showed that their self-directed learning could be enhanced while watching pre-recorded videos before attending the class. Most PSTs agreed that their self-directed learning could be enhanced after participating in the flipped learning courses. Third, pre-service teachers evaluated that the FL course instructor was a professional educator who conveyed the intentional content effectively. Fourth, pre-service teachers were generally satisfied with the FL courses and were willing to take the FL courses again in the future.</p>

The Content of COVID-19 Information Searches and Vaccination Intention: An Implication for Risk Communication.

The main objective of this study was to examine the association between COVID-19 information search activities and vaccination intention. Cross-sectional data were collected using online surveys. Independent variables included COVID-19 information search on the (1) science of viral effects of COVID-19 on the body, (2) origin of COVID-19, (3) symptoms and outcomes, (4) transmission and prevention, (5) future outbreak, and (6) policies/procedures to follow. The outcome variable was vaccination intention. A multivariable regression analysis was conducted. Participants (N = 501) had a mean age of 32.44 ± 11.94 years, were 55.3% female, and 67.9% were white. Most COVID-19 information searches were on symptoms and outcomes (77.7%) and policies/procedures to follow (69.9%). Intention to vaccinate against COVID-19 was higher among participants who searched for information on the science of viral effects of COVID-19 on the body (β = 0.23, 95% CI: 0.03-0.43; P = 0.03) and policies/procedures to follow (β = 0.24, 95% CI: 0.03-0.41; P = 0.02). People who searched for information about (1) the science of viral effects of COVID-19 and (2) policies/procedures recommendations also reported higher vaccination intention. Risk communication seeking to increase vaccination should meet the consumers' information demand by prioritizing the scientific rationale for COVID-19 vaccination and by clarifying what policies/procedures are recommended.