RE: [xmca] Valsiner and pseudoconcepts

["Denise Newnham" <dsnewnham@bluewin.ch>]

Dear Andy,

Many thanks:)

Denise

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Andy Blunden
Sent: 09 August 2010 15:59
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Valsiner and pseudoconcepts

Denise, it's too big as one file to get through the email server, but I have
made a PDF file out of the first 12 pages, so it's easier to read. Let's see
if this gets through.

Andy

Denise Newnham wrote:
> Hello everyone, I copied Valsiner (2007) which has his final ideas on 
> abduction and specifically thinking as a cultural process
> 
> Please tell me if you cannot open these pages I have a limited 
> technology
> 
> Denise
> 
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] 
> On Behalf Of mike cole
> Sent: 07 August 2010 19:21
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Valsiner and pseudoconcepts
> 
> Thanks Denise.
> This time of year (in northern hemisphere) everyone is moving around 
> in every which direction. And when lots of people get into the discussion.
> multi-voicedness goes ballistic!!
> 
> Will read Valsiner on abduction with interest. Mulling over the 
> abduction/ imagination connection which intuitively works, although I 
> had not connect the two ideas before (the influence, too, of prior 
> discussions about LSV and imagination).
> 
> Sure a lot of threads entangled here. very interesting.
> mike
> 
> On Fri, Aug 6, 2010 at 6:46 AM, Denise Newnham <dsnewnham@bluewin.ch>
wrote:
> 
>> Dear Michael,
>>
>>
>>
>> I wrote to Jaan about your question as no where was it clearly 
>> stipulated in the earlier works and he has just replied so I forward 
>> his words and text
>>
>>
>>
>> Denise
>>
>> Dear Denise,
>>
>>
>>
>> Good question! In 1998 I was somewhat naively optimistic about Peirce 
>> cand abduction (see Pizarroso & V 2009 on overcoming that optimism).
>>
>> But the 1998 quote from my book is indeed an embryonic form of what 
>> later
>> (2001 in Potsdam, and more thoroughly in my 2007 book CULTURE IN 
>> MINDS AND SOCIETIES became clear-- words as POINT-LIKE CONCEPTS 
>> cannot be the
> highest
>> level of semiotic mediation as they would close up further creativity 
>> of meaning-making. So Vygotsky was basically limited.
>>
>> Instead, the pseudo-concept translates in my terminology into 
>> field-type sign (Level 4 in my system of semiotic mediation)
>>
>>
>>
>> Jaan
>>
>>
>>
>> From: xmca-bounces@weber.ucsd.edu 
>> [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of Michael Glassman
>> Sent: 05 August 2010 15:22
>> To: eXtended Mind, Culture, Activity
>> Subject: RE: [xmca] Valsiner and pseudoconcepts
>>
>>
>>
>> Hi Denise,
>>
>>
>>
>> I was wondering, does Valsiner have an argument as to how and why 
>> pseudo-concepts actally aids in Peirces ilogic of abduction.  I am 
>> currently under the impresson that abduction is primarily about 
>> hypothesis
> generation
>> - the ability to develop new hypotheses in response to unique problems.
> So
>> I'm wondering what role pseudo-concepts, if we are going by 
>> Vygotsky's definition, might play in all this.
>>
>>
>>
>> Michael
>>
>>
>>
>>  _____
>>
>>  From: xmca-bounces@weber.ucsd.edu on behalf of Denise Newnham
>> Sent: Thu 8/5/2010 5:26 AM
>> To: ablunden@mira.net; 'eXtended Mind, Culture, Activity'
>> Subject: RE: [xmca] Valsiner and pseudoconcepts
>>
>> Hello Andy, the reference as you saw to pseudoconcepts is in his book 
>> 'The guided mind' 1998 and the other is : The development of the 
>> concept of
>> development: Historical and epistemological perspectives. In W. 
>> Damon, &
> R.
>> Lerner(Eds), Handbook of child psychology. 5th Ed. VOl.1. Theoretical 
>> models of human development (pp. 189-232). New York: Wiley.
>>
>> I quote (1998): 'Vygotsky and his colleagues (Luria would be the 
>> closest
>> example) attributed and overly idealized role to the role of concepts 
>> in human reasoning. The role fitted with his emphasis on the 
>> hierarchy of mental functions (i.e. higher mental functions 
>> regulating lower ones), yet by this exaggerated emphasis the focus on 
>> the process of semiogenesis is actually diminished. In contrast, it 
>> could be claimed that pseudo-concepts (i.e. specific unified 
>> conglomerates of concept and complex qualities) are the core (and 
>> highest form) of human psychological functioning. The claim would fit 
>> with the unity of representational fields (of Karl Buhler, described 
>> and extended earlier) and with the central focus of abduction (rather 
>> than induction or deduction) in the process of making sense (along the
lines of Pierce).
>>
>> I read you paper 'when is a concept really a concept' and heard that 
>> there was a debate on XMCA but as I was not connected at that time 
>> have not
> heard
>> or read this debate.
>>
>> Denise
>>
>> -----Original Message-----
>> From: xmca-bounces@weber.ucsd.edu 
>> [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of Andy Blunden
>> Sent: 05 August 2010 10:22
>> To: eXtended Mind, Culture, Activity
>> Subject: [xmca] Valsiner and pseudoconcepts
>>
>> Can you give us the full reference for "see Valsiner, 1997d", Denise, 
>> and maybe even the context? I just find it incredible that someone 
>> could know as much about Vygotsky as Valsiner does and place 
>> pseduoconcepts at the top of the development hierarchy.
>>
>> Andy
>>
>> Denise Newnham wrote:
>>> Dear Larry and others,
>>>
>>> I am new to this game so perhaps am doing something out of turn so 
>>> if so
>> let
>>> me know. Larry I read your reply and this extract below made me 
>>> think of Valsiner's work on semiotic mediators and concepts where he 
>>> states that pseudoconcepts (1998, p.278-279) should be placed at the 
>>> top to the developmental hierarchy as the hierarchy should be seen 
>>> as 'open to
>> changes
>>> or formation of intrasensitive order- [see Valsiner, 1997d]' (2001, p.
>>> 85).This brings ot my mind Markova's discussion on the spontaneous 
>>> of intuitive in knowledge formation (2003) and I think that Cole's 
>>> fifth dimension attests to this argument. There is an interesting 
>>> paper by Galligan (2008) "using Valsiner" on the web.
>>>
>>> Denise
>>>
>>> 'These reflections of linking up multiple perspectives lead to the 
>>> developmental question of how  socially situated microgenetic
> experiences
>>> get "generalized" into "higher" levels of organization that organize 
>>> experience across situations [and organize the relation of the "lower"
>> and
>>> "higher"
>>> functions]?'
>>>
>>> -----Original Message-----
>>> From: xmca-bounces@weber.ucsd.edu 
>>> [mailto:xmca-bounces@weber.ucsd.edu]
>> On
>>> Behalf Of Larry Purss
>>> Sent: 04 August 2010 19:04
>>> To: eXtended Mind, Culture, Activity
>>> Subject: Re: [xmca] Fwd: [COGDEVSOC] Call For Papers: Special Issue 
>>> on Mindreading, Review of Philosophy and Psychology
>>>
>>> Hi Leif and Katerina
>>>
>>> Leif,
>>> I have recently read Daniel Stern's latest book "The Present Moment" 
>>> and
>> I
>>> agree that he has a fascinating perspective on the topic of "engagement"
>>> that emphasizes a "non-mind reading interpretation" of engaging with 
>>> others.  I will look up his earlier work discussing Vygotsky and Glick.
>> It
>>> is also interesting that you mention Joseph Glick. Glick's articles 
>>> on Werner are also fascinating as they suggest that Werner was also 
>>> focused
>> on
>>> "microgenesis" as central to developmental accounts.
>>>
>>> Katerina,
>>> I'm not sure exactly what you mean by "accept metaphor" but 
>>> generally I accept metaphor as a central way of understanding "human 
>>> science" as interpretive and "perspectival".  As I read  Glick's 
>>> interpretation of Werner's microgenetic developmental theory, I was 
>>> also REFLECTING on
> Mike
>> &
>>> Natalia's focus on the microgenetic social situation of development, 
>>> and also my attempt to link these perspectives with neo-Meadian 
>>> notions of social ACTS [interchangeability of actual social 
>>> positions].  These reflections of linking up multiple perspectives 
>>> lead to the
> developmental
>>> question of how  socially situated microgenetic experiences get 
>>> "generalized" into "higher" levels of organization that organize
>> experience
>>> across situations [and organize the relation of the "lower" and "higher"
>>> functions]?
>>>
>>> Glick's article "Werner's Relevance for Contemporary Developmental 
>>> Psychology"  points out that Werner thought developmental processes 
>>> got organized "at one of  three different levels: the sensorimotor, 
>>> the perceptual, or the symbolic." (p.562)  Metaphor organizes 
>>> experience at
>> the
>>> 3rd symbolic level and at this level we can have metaphoric models 
>>> of
>> "mind"
>>> [for example: conversation, text, computers, dance, orchestra, etc.] 
>>> However, this still leaves us with questioning  the RELATIONAL 
>>> process
> of
>>> linking language and metaphor to the other levels of organization at 
>>> the sensorimotor and perceptual levels.
>>> Stern, Reddy, Werner, Glick, Gillespie & Martin, Mike and Natalia, 
>>> and others are exploring the possible dynamic fluidity of the 
>>> capacity for organizing and structuring the 3 levels of experience 
>>> that may be more reciprocal [and possibly simultaneous assemby] than 
>>> a linear
> teleological
>>> dynamic.  The question becomes, how central are the sensorimotor and 
>>> perceptual ways of "constructing" or "forming" experience once 
>>> social situations of development are  symbolic [and metaphorical]?  
>>> As Glick
>> points
>>> out, Werner believed these language and symbolic functions "undergo 
>>> a differentiation process from deeper sensorimotor roots." (p.562) 
>>> However these deeper roots are NOT TRANSCENDED but continue to 
>>> organize
>> experience.
>>> The notion of "leading activity" implies an INVARIANT linear process
>> where
>> a
>>> specific leading activity DOMINATES each stage of development.  An 
>>> alternative perspective emphasizes the fluidity of these "leading 
>>> activities" as continuing to remain central for development. For 
>>> example functions such as "affiliation" are not only dominant in one 
>>> specific stage of developmentand then recede into the background, 
>>> but ACTUALLY continue to ACTIVELY organize experience [depending on 
>>> the
>> societal
>>> microgenetic situation of development].  Whether the previous 
>>> "leading activity" recedes or remains active is dependent, not on 
>>> the stage of development [age determined] but rather on the 
>>> particular social
>> situation
>>> of development. Mike's point that particular school contexts 
>>> correlate
>> with
>>> particular ages of students allows 2 alternative models of development.
>>> Stage theory that is age "determined" or layered development that is 
>>> socially situated [schools CONSTRAIN affiliative activity which 
>>> recedes
>> into
>>> the background]  If the 2nd alternative guided how we structured 
>>> schools
>> and
>>> affiliation and interchangeability of social positions was VALUED,
>> identity
>>> and concept development would be altered.
>>> My personal fascination, working in schools, is the idea of the
>> possibility
>>> of creating institutional structures which promote the
>> "interchangeability
>>> of social positions in social acts" and how to facilitate social 
>>> spaces which nurture this interchangeability. An example of this is 
>>> the
> creation
>> of
>>> the 5th dimension METAPHORICAL SPACES where interchangeability of
>> positions
>>> is fluid and dynamic and leads to the development of "agentic capacity"
>>> where ALL participants experience being recognized and experiencing
>> OTHERS
>>> RESPONDING to their recognition.  This affiliative activity is 
>>> formative
>> of
>>> particular "identity" characteristics [communal self] and also 
>>> "concept development" formed within microgenetic moments of 
>>> development. The
>> reason
>> I
>>> appreciate  neo-Meadian accounts of development are there 
>>> privileging the centrality of ACTUAL INTERCHANGEABILITY of social 
>>> positions [which simultaneously organize and regulate sensorimotor, 
>>> perceptual, and symbolic experiences].  I also believe this "ideal" 
>>> of actual interchangeability is fundamentally affiliative and 
>>> dialogical as
>> the
>>> participants openly share perspectives.  This also creates social 
>>> spaces where cognitive development [and reflective capacity] is 
>>> nurtured
>> and
>>> "grown" [cultured]
>>>
>>> Larry
>>>
>>> On Wed, Aug 4, 2010 at 7:32 AM, Katerina Plakitsi
>> <kplakits@gmail.com>wrote:
>>>> Larry, with "trans situated" do you mean that you accept 
>>>> "metaphor",
>> which
>>>> is been considered as a constructivist argument?
>>>> Katerina Plakitsi
>>>> Assistant Professor of Science Education Department of Early 
>>>> Childhood Education School of Education University of Ioannina 
>>>> 45110 Greece
>>>> tel.: +302651005771 office
>>>> fax: +302651005842
>>>> tel.: +6972898463 mobile
>>>> e-mail: kplakits@cc.uoi.gr
>>>> http://users.uoi.gr/kplakits
>>>> http://users.uoi.gr/5conns
>>>> http://erasmus-ip.uoi.gr <http://erasmus-ip.uoi.gr/> 
>>>> http://www.edife.gr/school/5oschool.html
>>>>
>>>> --------------------------------------------------
>>>> From: "Larry Purss" <lpscholar2@gmail.com>
>>>> Sent: Tuesday, August 03, 2010 8:43 PM
>>>> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>>>> Subject: Re: [xmca] Fwd: [COGDEVSOC] Call For Papers: Special Issue 
>>>> on
>>>>
>>>> Mindreading, Review of Philosophy and Psychology
>>>>
>>>> Hi Martin
>>>>> This topic of "mind-reading" vs  "non-mind reading" models of 
>>>>> young infants CAPACITY for attending to and ENGAGING with other 
>>>>> "minds" [persons] is
>> a
>>>>> fascinating topic which has been discussed previously in CHAT 
>>>>> conversations on this listserve.
>>>>> I recently read V. Reddy's book which recommends a 2nd person 
>>>>> societal interactional microgenetic model of non-mind reading. I 
>>>>> have sympathy
>> for
>>>>> this particular perspective. However, I would like to read more 
>>>>> widely
>> on
>>>>> this particular topic.
>>>>>
>>>>> Do you or others on this listserve have any recommendations for
> further
>>>>> articles which  engage with the pros and cons of the various 
>>>>> models in
>> a
>>>>> spirit similar to the proposed intent of the special issue of the
>> Review
>>>>> of
>>>>> Philosophy and Psychology?
>>>>>
>>>>> I'm curious about the various theories of young infants capacity 
>>>>> for engaging with others within sociogenesis, ontogenesis, and
>> microgenesis.
>>>>> However, I'm also interested in how the various  models of 
>>>>> "infants engaging with others" become transformed in the 
>>>>> transition to TRANS-situational understandings  [the development 
>>>>> of "higher" mental functions.]
>>>>>
>>>>> Larry
>>>>>
>>>>> On Mon, Aug 2, 2010 at 12:57 PM, Martin Packer <packer@duq.edu> wrote:
>>>>>
>>>>> Begin forwarded message:
>>>>>>> From: Victoria Southgate <v.southgate@bbk.ac.uk>
>>>>>>> Date: August 2, 2010 4:22:07 AM GMT-05:00
>>>>>>> To: cogdevsoc@virginia.edu
>>>>>>> Subject: [COGDEVSOC] Call For Papers: Special Issue on 
>>>>>>> Mindreading,
>>>>>> Review of Philosophy and Psychology
>>>>>>> Social Cognition: Mindreading and Alternatives
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> Special issue of the Review of Philosophy and Psychology
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> Guest Editors:
>>>>>>>
>>>>>>> Daniel D Hutto, University of Hertfordshire
>>>>>>>
>>>>>>> Mitchell Herschbach, University of California, San Diego
>>>>>>>
>>>>>>> Victoria Southgate, University of London
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>           CALL FOR PAPERS
>>>>>>>
>>>>>>>           Deadline for submissions: 1 December 2010
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> Human beings, even very young infants, exhibit remarkable 
>>>>>>> capacities for
>>>>>> attending to, and engaging with, other minds. A prevalent account 
>>>>>> of
>>> such
>>>>>> abilities is that they involve "theory of mind" or "mindreading": 
>>>>>> the ability to represent mental states as mental states of 
>>>>>> specific kinds (i.e., to have concepts of "belief," "desire," 
>>>>>> etc.) and the contents of
> such
>>>>>> mental states. A number of philosophers and psychologists 
>>>>>> question
> the
>>>>>> standard mindreading and wider representationalist framework for 
>>>>>> characterizing and explaining our everyday modes and methods of 
>>>>>> understanding other people. One possibility is that infants may 
>>>>>> be exhibiting sophisticated yet non-conceptual, and possibly 
>>>>>> non-representational, mind tracking abilities that do not equate 
>>>>>> to
>> any
>>>>>> sort
>>>>>> of mindreading.
>>>>>>>
>>>>>>> Proponents on both sides of this debate must adequately 
>>>>>>> accommodate
>>>>>> recent work in developmental psychology. Experiments involving a
>> variety
>>>>>> of
>>>>>> nonverbal tasks - e.g., the "violation of expectation" paradigm 
>>>>>> and anticipatory looking tasks, as well as nonverbal tasks 
>>>>>> involving more active responses -suggest that young infants can 
>>>>>> understand others' goals, intentions, desires, 
>>>>>> knowledge/ignorance, and beliefs. Perhaps most prominent are 
>>>>>> studies suggesting infants as young as 13 months of age
>>> are
>>>>>> selectively responsive to the false beliefs of others, well 
>>>>>> before
>> they
>>>>>> are
>>>>>> able to reliably pass standard verbal false belief tasks around 4
>> years
>>>>>> of
>>>>>> age.
>>>>>>> This special issue of the Review of Philosophy and Psychology 
>>>>>>> aims
> to
>>>>>> create a dialogue between the mindreading and non-mindreading
>> approaches
>>>>>> to
>>>>>> basic social cognition. Contributors are asked to clarify their 
>>>>>> theoretical commitments; explain how their accounts compare with 
>>>>>> rivals; and how
>>> they
>>>>>> propose to handle the emerging empirical data, particularly that 
>>>>>> from human developmental psychology. Themes and questions to be 
>>>>>> addressed
> include
>>>>>> but
>>>>>> are not limited to:
>>>>>>>
>>>>>>> -       Infants as young as 13 months old display a systematic
>>>>>> sensitivity to the beliefs of others. Does it follow that they 
>>>>>> must
> be
>>>>>> operating with a concept of belief, or indeed, any concepts at all?
>>>>>>> -       Normally developing children become able to attribute false
>>>>>> beliefs to others between the ages of 3 and 5. Does it follow 
>>>>>> that
>> they
>>>>>> must
>>>>>> be operating with a "theory of mind" or the equivalent?
>>>>>>> -       What does mental attribution minimally involve? What exactly
>>>>>> distinguishes mindreading from non-mindreading approaches to 
>>>>>> early
>>> social
>>>>>> cognition? Are there theoretical reasons to prefer one over the
> other?
>>>>>>> -       What exact roles are mental representations thought to play
>> in
>>>>>> mindreading approaches? What kind of mental representations might 
>>>>>> be involved? Can a principled dividing line be drawn between 
>>>>>> representational and non-representational approaches?
>>>>>>> -       How precisely should we understand the explicit/implicit
>>>>>> distinction as invoked by certain theorists?
>>>>>>>
>>>>>>> Invited contributors
>>>>>>>
>>>>>>> -       José Luis Bermúdez, Texas A&M University
>>>>>>>
>>>>>>> -       Pierre Jacob, Institut Jean Nicod
>>>>>>>
>>>>>>> -       Andrew Meltzoff, University of Washington
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> Important dates
>>>>>>>
>>>>>>> -       Submission deadline: 1 December 2010
>>>>>>>
>>>>>>> -       Target publication date: July 2011
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> How to submit
>>>>>>>
>>>>>>> Prospective authors should register at:
>>>>>> https://www.editorialmanager.com/ropp to obtain a login and 
>>>>>> select "Social
>>>>>> Cognition: Mindreading and Alternatives" as an article type to 
>>>>>> submit
>> a
>>>>>> manuscript. Manuscripts should be no longer than 8,000 words.
>>> Submissions
>>>>>> should follow the author guidelines available on the journal's
>> website:
>>>>>> http://www.springer.com/13164  Any questions? Please email the 
>>>>>> guest
>>>>>> editors: d.d.hutto@herts.ac.uk, mherschb@ucsd.edu,
>> v.southgate@bbk.ac.uk
>>>>>>>
>>>>>>> About the journal
>>>>>>>
>>>>>>> The Review of Philosophy and Psychology (ISSN: 1878-5158; eISSN:
>>>>>> 1878-5166) is a peer-reviewed journal published quarterly by 
>>>>>> Springer
>>> and
>>>>>> focusing on philosophical and foundational issues in cognitive
>> science.
>>>>>> The
>>>>>> aim of the journal is to provide a forum for discussion on topics 
>>>>>> of mutual interest to philosophers and psychologists and to 
>>>>>> foster interdisciplinary research at the crossroads of philosophy 
>>>>>> and the sciences of the
> mind,
>>>>>> including the neural, behavioural and social sciences.
>>>>>>>  The journal publishes theoretical works grounded in empirical
>>> research
>>>>>> as well as empirical articles on issues of philosophical relevance.
> It
>>>>>> includes thematic issues featuring invited contributions from 
>>>>>> leading authors together with articles answering a call for paper.
>>>>>>>
>>>>>>> Editorial board
>>>>>>>
>>>>>>> Editor-in-Chief: Dario Taraborelli, Surrey. Executive Editors:
>> Roberto
>>>>>> Casati, CNRS; Paul Egré, CNRS, Christophe Heintz, CEU.
>>>>>>> Scientific advisors: Clark Barrett, UCLA; Cristina Bicchieri, 
>>>>>>> Penn;
>>> Ned
>>>>>> Block, NYU; Paul Bloom, Yale; John Campbell, Berkeley; Richard
>> Breheny,
>>>>>> UCL;
>>>>>> Susan Carey, Harvard; David Chalmers, ANU; Martin Davies, ANU;
>> Vittorio
>>>>>> Girotto, IUAV; Alvin Goldman, Rutgers; Daniel Hutto, 
>>>>>> Hertfordshire;
>> Ray
>>>>>> Jackendoff, Tufts; Marc Jeannerod, CNRS; Alan Leslie, Rutgers; 
>>>>>> Diego Marconi, Turin; Kevin Mulligan, Geneva; Alva Noë, Berkeley;
>> Christopher
>>>>>> Peacocke, Columbia; John Perry, Stanford; Daniel Povinelli, 
>>>>>> Louisiana-Lafayette; Jesse Prinz, CUNY; Zenon Pylyshyn, Rutgers;
> Brian
>>>>>> Scholl, Yale; Natalie Sebanz, Nijmegen; Corrado Sinigaglia, 
>>>>>> Milan;
>> Barry
>>>>>> C.
>>>>>> Smith, Birkbeck; Elizabeth Spelke, Harvard; Achille Varzi, 
>>>>>> Columbia; Timothy Williamson, Oxford; Deirdre Wilson, UCL
>>>>>>>
>>>>>>> Dr. Victoria Southgate
>>>>>>> Wellcome Trust Research Career Development Fellow Centre for 
>>>>>>> Brain and Cognitive Development Henry Wellcome Building 
>>>>>>> Birkbeck, University of London Malet Street London, WC1E 7HX.
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>> _______________________________________________
>>>>>> xmca mailing list
>>>>>> xmca@weber.ucsd.edu
>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>>> _______________________________________________
>>>>> xmca mailing list
>>>>> xmca@weber.ucsd.edu
>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>>> _______________________________________________
>>>> xmca mailing list
>>>> xmca@weber.ucsd.edu
>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>
>>>
>> --
>> ---------------------------------------------------------------------
>> ---
>> *Andy Blunden*
>> Home Page: http://home.mira.net/~andy/ 
>> <http://home.mira.net/%7Eandy/>
>> Videos: http://vimeo.com/user3478333/videos
>> Book: http://www.brill.nl/scss
>>
>>
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>>
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> 
> ----------------------------------------------------------------------
> --
> 
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca

--
------------------------------------------------------------------------
*Andy Blunden*
Home Page: http://home.mira.net/~andy/
Videos: http://vimeo.com/user3478333/videos
Book: http://www.brill.nl/scss


_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca