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Journal ArticleDOI

Images of Time.

01 Jan 1975-Psyccritiques-Vol. 20, Iss: 7
About: This article is published in Psyccritiques.The article was published on 1975-01-01. It has received 20 citations till now. The article focuses on the topics: Image resolution.
Citations
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Journal ArticleDOI
TL;DR: Empirical evidence from psychophysics and neuropsychology on these distinct temporal processing levels on different time scales is presented and discussed within philosophical conceptualizations of time experience.
Abstract: It has been suggested that perception and action can be understood as evolving in temporal epochs or sequential processing units. Successive events are fused into units forming a unitary experience or ‘psychological present’. Studies have identified several temporal integration levels on different time scales which are fundamental for our understanding of behaviour and subjective experience. In recent literature concerning the philosophy and neuroscience of consciousness these separate temporal processing levels are not always precisely distinguished. Therefore, empirical evidence from psychophysics and neuropsychology on these distinct temporal processing levels is presented and discussed within philosophical conceptualizations of time experience. On an elementary level, one can identify a functional moment, a basic temporal building block of perception in the range of milliseconds that defines simultaneity and succession. Below a certain threshold temporal order is not perceived, individual events are processed as co-temporal. On a second level, an experienced moment, which is based on temporal integration of up to a few seconds, has been reported in many qualitatively different experiments in perception and action. It has been suggested that this segmental processing mechanism creates temporal windows that provide a logistical basis for conscious representation and the experience of nowness. On a third level of integration, continuity of experience is enabled by working-memory in the range of multiple seconds allowing the maintenance of cognitive operations and emotional feelings, leading to mental presence, a temporal window of an individual’s experienced presence.

144 citations


Cites background from "Images of Time."

  • ...If perception is really limited to a present moment then we cannot perceive motion, change, the passage of time (Le Poidevin, 2007)....

    [...]

Journal ArticleDOI
TL;DR: In this paper, the authors argue that neither theory of temporal awareness can be made workable unless it is rejected, and that our experience of temporal phenomena cannot be understood if we attempt to break experience down into instantaneous slices.
Abstract: Philosophers have long struggled to understand our perceptual experience of temporal properties such as succession, persistence and change. Indeed, strikingly, a number have felt compelled to deny that we enjoy such experience. Philosophical puzzlement arises as a consequence of assuming that, if one experiences succession or temporal structure at all, then one experiences it at a moment. The two leading types of theory of temporal awareness—specious present theories and memory theories—are best understood as attempts to explain how temporal awareness is possible within the constraints of this principle. I argue that the principle is false. Neither theory of temporal awareness can be made workable unless it is rejected. Our experience of temporal phenomena cannot be understood if we attempt to break experience down into instantaneous slices. In order to understand the perception of temporal properties we must look beyond the instant. 1. Puzzlement Nao ¨vely, we think that myriad different temporal properties and relations can be made manifest in perceptual awareness. Recall, for example, the celebrated opening bars of Gershwin's Rhapsody in Blue during which the first B-flat clarinet, starting from a long low trill, crescendos flamboyantly through a smooth two- and-a-half octave glissando to arrive on a sustained minim concert B-flat (see below).

133 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history-teaching?
Abstract: History teaching usually focuses on understanding the past as an aim in itself. Research shows that many students don’t see the point of this and perceive history as not very useful. Yet history plays a major role in the orientation on present and future. If students fail to see this, the question arises whether this is due to a lack of explicit attention in history classes on the application of knowledge about the past to the present and the future. This article explores two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history teaching? The first question is answered by means of historical and educational theory. The second is answered by exploring a number of teaching strategies that have been described in the literature, as well as a small-scale experiment conducted by the authors. This article aims at providing a basis for developing mean...

64 citations


Cites background from "Images of Time."

  • ...Taking into account contingency in historical developments, the role of chance and the vicissitudes of fate, may teach students to deal critically with predetermined visions of the future (Van Straaten, Claassen, Groot, Raven, & Wilschut, 2012; Wilschut, 2012)....

    [...]

Journal ArticleDOI
TL;DR: It is argued that existing attempts to explain the conflict between appearance and reality as the result of a perceptual illusion fail, and that it is, in fact, the nature of memory, rather than perception, that explains why the authors are inclined to think of time as passing.
Abstract: It is often thought that there is little that seems more obvious from experience than that time objectively passes, and that time is, in this respect, quite unlike space. Yet nothing in the physical picture of the world seems to correspond to the idea of such an objective passage of time. In this paper, I discuss some attempts to explain this apparent conflict between appearance and reality. I argue that existing attempts to explain the conflict as the result of a perceptual illusion fail, and that it is, in fact, the nature of memory, rather than perception, that explains why we are inclined to think of time as passing. I also offer a diagnosis as to why philosophers have sometimes been tempted to think that an objective passage of time seems to figure directly in perceptual experience, even though it does not.

26 citations

Journal ArticleDOI
TL;DR: In this paper, a successful Professional Development Program for improving students' understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently, was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11).

21 citations


Cites background or result from "Images of Time."

  • ...The understanding of historical time is a very important part of the learning of history and essential for understanding events in today's society (Barton & Levstik, 2004; Wilschut, 2012)....

    [...]

  • ...…shows that teachers hold outdated beliefs related to the Piagetian stage theory about the learning of clock and calendar time being conditional for the learning of historical time and that the teaching of history therefore cannot start before the age of 9 (Barton & Levstik, 1996; Wilschut, 2012)....

    [...]

  • ...Research into students' learning processes on the understanding of historical time shows that teachers hold outdated beliefs related to the Piagetian stage theory about the learning of clock and calendar time being conditional for the learning of historical time and that the teaching of history therefore cannot start before the age of 9 (Barton & Levstik, 1996; Wilschut, 2012)....

    [...]

  • ...Beliefs about students first having to master clock and calendar time before they can learn about historical time, were compared to more recent insights into students' development in the understanding of historical time, and the age at which teaching and learning of historical time can start (Barton & Levstik, 1996; Harnett, 1993; Hodkinson, 2003; Hoge & Foster, 2002; Levstik & Pappas, 1987; Wilschut, 2012)....

    [...]

  • ...…were compared to more recent insights into students' development in the understanding of historical time, and the age at which teaching and learning of historical time can start (Barton & Levstik, 1996; Harnett, 1993; Hodkinson, 2003; Hoge & Foster, 2002; Levstik & Pappas, 1987; Wilschut, 2012)....

    [...]

References
More filters
Journal ArticleDOI
TL;DR: Empirical evidence from psychophysics and neuropsychology on these distinct temporal processing levels on different time scales is presented and discussed within philosophical conceptualizations of time experience.
Abstract: It has been suggested that perception and action can be understood as evolving in temporal epochs or sequential processing units. Successive events are fused into units forming a unitary experience or ‘psychological present’. Studies have identified several temporal integration levels on different time scales which are fundamental for our understanding of behaviour and subjective experience. In recent literature concerning the philosophy and neuroscience of consciousness these separate temporal processing levels are not always precisely distinguished. Therefore, empirical evidence from psychophysics and neuropsychology on these distinct temporal processing levels is presented and discussed within philosophical conceptualizations of time experience. On an elementary level, one can identify a functional moment, a basic temporal building block of perception in the range of milliseconds that defines simultaneity and succession. Below a certain threshold temporal order is not perceived, individual events are processed as co-temporal. On a second level, an experienced moment, which is based on temporal integration of up to a few seconds, has been reported in many qualitatively different experiments in perception and action. It has been suggested that this segmental processing mechanism creates temporal windows that provide a logistical basis for conscious representation and the experience of nowness. On a third level of integration, continuity of experience is enabled by working-memory in the range of multiple seconds allowing the maintenance of cognitive operations and emotional feelings, leading to mental presence, a temporal window of an individual’s experienced presence.

144 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that neither theory of temporal awareness can be made workable unless it is rejected, and that our experience of temporal phenomena cannot be understood if we attempt to break experience down into instantaneous slices.
Abstract: Philosophers have long struggled to understand our perceptual experience of temporal properties such as succession, persistence and change. Indeed, strikingly, a number have felt compelled to deny that we enjoy such experience. Philosophical puzzlement arises as a consequence of assuming that, if one experiences succession or temporal structure at all, then one experiences it at a moment. The two leading types of theory of temporal awareness—specious present theories and memory theories—are best understood as attempts to explain how temporal awareness is possible within the constraints of this principle. I argue that the principle is false. Neither theory of temporal awareness can be made workable unless it is rejected. Our experience of temporal phenomena cannot be understood if we attempt to break experience down into instantaneous slices. In order to understand the perception of temporal properties we must look beyond the instant. 1. Puzzlement Nao ¨vely, we think that myriad different temporal properties and relations can be made manifest in perceptual awareness. Recall, for example, the celebrated opening bars of Gershwin's Rhapsody in Blue during which the first B-flat clarinet, starting from a long low trill, crescendos flamboyantly through a smooth two- and-a-half octave glissando to arrive on a sustained minim concert B-flat (see below).

133 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history-teaching?
Abstract: History teaching usually focuses on understanding the past as an aim in itself. Research shows that many students don’t see the point of this and perceive history as not very useful. Yet history plays a major role in the orientation on present and future. If students fail to see this, the question arises whether this is due to a lack of explicit attention in history classes on the application of knowledge about the past to the present and the future. This article explores two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history teaching? The first question is answered by means of historical and educational theory. The second is answered by exploring a number of teaching strategies that have been described in the literature, as well as a small-scale experiment conducted by the authors. This article aims at providing a basis for developing mean...

64 citations

Journal ArticleDOI
TL;DR: It is argued that existing attempts to explain the conflict between appearance and reality as the result of a perceptual illusion fail, and that it is, in fact, the nature of memory, rather than perception, that explains why the authors are inclined to think of time as passing.
Abstract: It is often thought that there is little that seems more obvious from experience than that time objectively passes, and that time is, in this respect, quite unlike space. Yet nothing in the physical picture of the world seems to correspond to the idea of such an objective passage of time. In this paper, I discuss some attempts to explain this apparent conflict between appearance and reality. I argue that existing attempts to explain the conflict as the result of a perceptual illusion fail, and that it is, in fact, the nature of memory, rather than perception, that explains why we are inclined to think of time as passing. I also offer a diagnosis as to why philosophers have sometimes been tempted to think that an objective passage of time seems to figure directly in perceptual experience, even though it does not.

26 citations

Journal ArticleDOI
TL;DR: In this paper, a successful Professional Development Program for improving students' understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently, was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11).

21 citations