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Urbanity and literature
(2011)
Transarea studies focus upon spaces as created by the movements that criss-cross them. From this point of view, from its very beginnings, literature is closely interrelated with a vectorial (and much less with a purely spatial) conception of history - and with urbanity, which plays a decisive role in Gilgamesh's travels through a (narrative) cosmos centered upon the city of Uruk. This article explores the city as a transareal space of movement in three examples of literature, with no fixed abode, around the turn of the millennium, i.e. Assia Djebar's Les Nuits de Strasbourg, Emine Sevgi Oezdamar's Istanbul-Berlin Trilogy, and Cecile Wajsbrot's L'ile aux musees. These three writers project, in a very specific way, cities in motion as anagrammatic and fractal structures.
In 'Beyond the Myth of the Myth: A Kantian Theory of Non-Conceptual Content', Robert Hanna argues for a very strong kind of non-conceptualism, and claims that this kind of non-conceptualism originally has been developed by Kant. But according to 'Kant's Non-Conceptualism, Rogue Objects and the Gap in the B Deduction', Kant's non-conceptualism poses a serious problem for his argument for the objective validity of the categories, namely the problem that there is a gap in the B Deduction. This gap is that the B Deduction goes through only if conceptualism is true, but Kant is a non-conceptualist. In this paper, I will argue, contrary to what Hanna claims, that there is not a gap in the B Deduction.
The relations between adolescents' habitual usage of media violence and their tendency to engage in aggressive and prosocial behavior in a school setting were examined in a cross-sectional study with 1688 7th and 8th graders in Germany who completed measures of violent media exposure and normative acceptance of aggression. For each participant, ratings of prosocial and aggressive behavior were obtained from their class teacher. Media violence exposure was a unique predictor of teacher-rated aggression even when relevant covariates were considered, and it predicted prosocial behavior over and above gender. Path analyses confirmed a direct positive link from media violence usage to teacher-rated aggression for girls and boys, but no direct negative link to prosocial behavior was found. Indirect pathways were identified to higher aggressive and lower prosocial behavior via the acceptance of aggression as normative. Although there were significant gender differences in media violence exposure, aggression, and prosocial behavior, similar path models were identified for boys and girls.