Sustained attention, a key cognitive skill that improves during childhood and adolescence, tends to be worse in some emotional and behavioural disorders. Sustained attention is typically studied in non-affective task contexts; here, we used a novel task to index performance in affective versus neutral contexts across adolescence (N = 465; ages 11–18). We asked whether: (i) performance would be worse in negative versus neutral task contexts; (ii) performance would improve with age; (iii) affective interference would be greater in younger adolescents; (...) (iv) adolescents at risk for depression and higher in anxiety would show overall worse performance; and (v) would show differential performance in negative contexts. Results indicated that participants performed more poorly in negative contexts and showed age-related performance improvements. Those at risk of depression performed more poorly than those at lower risk. However, there was no difference between groups as a result of affective context. For anxiety there was no difference in performance as a function of severity. However, those with higher anxiety showed less variance in their reaction times to negative stimuli than those with lower anxiety. One interpretation is that moderate levels of emotional arousal associated with anxiety make individuals less susceptible to the distracting effects of negative stimuli. (shrink)

People are adept at inferring novel causal relations, even from only a few observations. Prior knowledge about the probability of encountering causal relations of various types and the nature of the mechanisms relating causes and effects plays a crucial role in these inferences. We test a formal account of how this knowledge can be used and acquired, based on analyzing causal induction as Bayesian inference. Five studies explored the predictions of this account with adults and 4-year-olds, using tasks in which (...) participants learned about the causal properties of a set of objects. The studies varied the two factors that our Bayesian approach predicted should be relevant to causal induction: the prior probability with which causal relations exist, and the assumption of a deterministic or a probabilistic relation between cause and effect. Adults’ judgments (Experiments 1, 2, and 4) were in close correspondence with the quantitative predictions of the model, and children’s judgments (Experiments 3 and 5) agreed qualitatively with this account. (shrink)

Inferring an individual's preferences from their observable behavior is a key step in the development of assistive decision-making technology. Although machine learning models such as neural networks could in principle be deployed toward this inference, a large amount of data is required to train such models. Here, we present an approach in which a cognitive model generates simulated data to augment limited human data. Using these data, we train a neural network to invert the model, making it possible to infer (...) preferences from behavior. We show how this approach can be used to infer the value that people assign to food items from their eye movements when choosing between those items. We demonstrate first that neural networks can infer the latent preferences used by the model to generate simulated fixations, and second that simulated data can be beneficial in pretraining a network for predicting human-reported preferences from real fixations. Compared to inferring preferences from choice alone, this approach confers a slight improvement in predicting preferences and also allows prediction to take place prior to the choice being made. Overall, our results suggest that using a combination of neural networks and model-simulated training data is a promising approach for developing technology that infers human preferences. (shrink)

Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB. Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher John Rawls. Methods. Needs (...) assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively. Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff. Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Homeric ΔΙΙΠΕΤΕΟΣΠΟΤΑΜΟΙΟand the Celestial NileR. Drew GriffithHomeric διιπετής, which occurs only in the verse–end formula διιπετέος (Il. 16.174, 17.263, 21.268, 326; Od. 4.477, 581, 7.284; cf. Hes. fr. 320 Merkelbach–West), is usually interpreted as "fallen from Zeus, i.e., from heaven,... fed or swollen by rain" (LSJ),1 for high–thundering, cloud–gatherer Zeus is the sky who rains and snows (Il. 12.25; Od. 9.111, 14.457, Alc. Z 14.1 Lobel–Page 5 338.1 Voigt; (...) Ar. Nub. 368, 373; Babrius 65.1; Marcus Aurelius 5.7), and rivers can be "swollen by rain and melted snow" (). Yet it only takes a moment for the desperate nature of this interpretation to become clear: it has at least four flaws.2First, there is διι–. We may explain the quantity of the second iota (long in διιπετής, short in Διί) either as metrical lengthening, or as a survival of the Mycenaean, with or without the emendation to διειπετής proposed by one Zenodorus (schol. E2Od. 4.477, var. l. Zenodotus, HQ) and supported by some moderns,3 but the form itself is unexpected. Even supporters of the usual interpretation admit that διι is a very odd way of saying "from Zeus," which should be expressed by a [End Page 353] genitive of source:4 indeed, when Euripides wants to characterize a statue as having "fallen from the sky," he uses διοπετής (IT 977; cf. fr. 971 Nauck2 ). They account for διι- in one of three ways: either as chosen on the analogy of διίφιλος where the dative is appropriate,5 or as a compendious expression meaning "by (the command of) Zeus,"6 as an Arcado– Cypriot use of the dative as an ablative.7 This last approach relies in turn on the hypothesis (itself controversial) of an Achaean stratum of the Homeric language, in which are alleged to persist forms specific to the Mycenaean dialect.8Second, the final element, πετής, is elsewhere in Homer derived from πέτομαι (Il. 12.201, etc.;Il. 8.42, etc.; cf. Hes. Theog. 267). Unlike διιπετής, these words are accented paroxytone (but note παλιμπετές Il. 16.395, Od. 5.27, which means "falling or flying backward"; Pind. Pyth. 3.105; and Aesch. Supp. 782), but this shows only that during the Alexandrian period, when the written accents were devised, scholars associated them with a different root from διιπετής. Leaving our word aside, for examples of -πετής derived from πίπτω we must look to Aeschylus, Pindar, and subsequent authors.9 (Words with πετής from πετάννυμι are attested in later Greek.)10Third, the earliest post–Homeric uses of διιπετής (Eur. Bacch. 1267, Rhes. 43, Hypsipyle fr. 1. sp. IV, 1.31 Bond; Hippoc. Morb. Mul. 1.24) demand the translation "translucent" vel sim. (Etym. Magn. s.v.), and Zenodotus (apud schol. Il. 17.263) glosses the word in its Homeric use as διαυγής,11 yet the semantic development from "fallen from Zeus, etc." (on the usual interpretation) to "translucent" can only be seen as "encore inexpliqué."12 [End Page 354]Fourth, one of the three named rivers to which Homer applies διιπετής is the Nile (Od. 4.477, 581; the others are Spercheius, Il. 16.174, and Scamander, Il. 21.268, 326), yet if ever there were a river that is not "fed or swollen by rain" it is the Nile: rainfall is scarce in Egypt (Hdt. 3.10.3), and, knowing this, Diogenes hypothesized that the Nile was fed by subterranean springs (64 A18 Diels–Kranz; cf. Sen. Q.Nat. 4.2.28–30, 6.8.3–5; schol. Ap. Rhod. 4.269 = p. 277 Wendel). The application of the epithet to the Nile would have, therefore, to be classed among Homer's (admittedly numerous) formulary illogicalities.13Not all scholars accept the usual view. In 1958 M. Treu pointed to a then newly discovered papyrus fragment of Alcman containing the adjective διαιπετής in the phrase (III 66–67 PMG, PMGF = fr. 26.66–67 Calame), which was taken to describe a star "falling through..., less prob.... flying through" heaven (LSJ Suppl. s.v.),14 to hypothesize that the Homeric instances of διιπετής are all miscorrections of an original διαιπετής, "flying through." This theory has won few adherents,15 and R. Renehan (1972b) has with more... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Homeric ΔΙΙΠΕΤΕΟΣΠΟΤΑΜΟΙΟand the Celestial NileR. Drew GriffithHomeric διιπετής, which occurs only in the verse–end formula διιπετέος (Il. 16.174, 17.263, 21.268, 326; Od. 4.477, 581, 7.284; cf. Hes. fr. 320 Merkelbach–West), is usually interpreted as "fallen from Zeus, i.e., from heaven,... fed or swollen by rain" (LSJ),1 for high–thundering, cloud–gatherer Zeus is the sky who rains and snows (Il. 12.25; Od. 9.111, 14.457, Alc. Z 14.1 Lobel–Page 5 338.1 Voigt; (...) Ar. Nub. 368, 373; Babrius 65.1; Marcus Aurelius 5.7), and rivers can be "swollen by rain and melted snow" (). Yet it only takes a moment for the desperate nature of this interpretation to become clear: it has at least four flaws.2First, there is διι–. We may explain the quantity of the second iota (long in διιπετής, short in Διί) either as metrical lengthening, or as a survival of the Mycenaean, with or without the emendation to διειπετής proposed by one Zenodorus (schol. E2Od. 4.477, var. l. Zenodotus, HQ) and supported by some moderns,3 but the form itself is unexpected. Even supporters of the usual interpretation admit that διι is a very odd way of saying "from Zeus," which should be expressed by a [End Page 353] genitive of source:4 indeed, when Euripides wants to characterize a statue as having "fallen from the sky," he uses διοπετής (IT 977; cf. fr. 971 Nauck2 ). They account for διι- in one of three ways: either as chosen on the analogy of διίφιλος where the dative is appropriate,5 or as a compendious expression meaning "by (the command of) Zeus,"6 as an Arcado– Cypriot use of the dative as an ablative.7 This last approach relies in turn on the hypothesis (itself controversial) of an Achaean stratum of the Homeric language, in which are alleged to persist forms specific to the Mycenaean dialect.8Second, the final element, πετής, is elsewhere in Homer derived from πέτομαι (Il. 12.201, etc.;Il. 8.42, etc.; cf. Hes. Theog. 267). Unlike διιπετής, these words are accented paroxytone (but note παλιμπετές Il. 16.395, Od. 5.27, which means "falling or flying backward"; Pind. Pyth. 3.105; and Aesch. Supp. 782), but this shows only that during the Alexandrian period, when the written accents were devised, scholars associated them with a different root from διιπετής. Leaving our word aside, for examples of -πετής derived from πίπτω we must look to Aeschylus, Pindar, and subsequent authors.9 (Words with πετής from πετάννυμι are attested in later Greek.)10Third, the earliest post–Homeric uses of διιπετής (Eur. Bacch. 1267, Rhes. 43, Hypsipyle fr. 1. sp. IV, 1.31 Bond; Hippoc. Morb. Mul. 1.24) demand the translation "translucent" vel sim. (Etym. Magn. s.v.), and Zenodotus (apud schol. Il. 17.263) glosses the word in its Homeric use as διαυγής,11 yet the semantic development from "fallen from Zeus, etc." (on the usual interpretation) to "translucent" can only be seen as "encore inexpliqué."12 [End Page 354]Fourth, one of the three named rivers to which Homer applies διιπετής is the Nile (Od. 4.477, 581; the others are Spercheius, Il. 16.174, and Scamander, Il. 21.268, 326), yet if ever there were a river that is not "fed or swollen by rain" it is the Nile: rainfall is scarce in Egypt (Hdt. 3.10.3), and, knowing this, Diogenes hypothesized that the Nile was fed by subterranean springs (64 A18 Diels–Kranz; cf. Sen. Q.Nat. 4.2.28–30, 6.8.3–5; schol. Ap. Rhod. 4.269 = p. 277 Wendel). The application of the epithet to the Nile would have, therefore, to be classed among Homer's (admittedly numerous) formulary illogicalities.13Not all scholars accept the usual view. In 1958 M. Treu pointed to a then newly discovered papyrus fragment of Alcman containing the adjective διαιπετής in the phrase (III 66–67 PMG, PMGF = fr. 26.66–67 Calame), which was taken to describe a star "falling through..., less prob.... flying through" heaven (LSJ Suppl. s.v.),14 to hypothesize that the Homeric instances of διιπετής are all miscorrections of an original διαιπετής, "flying through." This theory has won few adherents,15 and R. Renehan (1972b) has with more... (shrink)

Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our (...) approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real-time feedback and to model data from an existing educational game. (shrink)

Generalization is a fundamental problem solved by every cognitive system in essentially every domain. Although it is known that how people generalize varies in complex ways depending on the context or domain, it is an open question how people learn the appropriate way to generalize for a new context. To understand this capability, we cast the problem of learning how to generalize as a problem of learning the appropriate hypothesis space for generalization. We propose a normative mathematical framework for learning (...) how to generalize by learning inductive biases for which properties are relevant for generalization in a domain from the statistical structure of features and concepts observed in that domain. More formally, the framework predicts that an ideal learner should learn to generalize by either taking the weighted average of the results of generalizing according to each hypothesis space, with weights given by how well each hypothesis space fits the previously observed concepts, or by using the most likely hypothesis space. We compare the predictions of this framework to human generalization behavior with three experiments in one perceptual (rectangles) and two conceptual (animals and numbers) domains. Across all three studies we find support for the framework's predictions, including individual‐level support for averaging in the third study. (shrink)

In this commentary piece, I argue that Asay’s accounts of truth and truthmaking in A Theory of Truthmaking give no role to the idea that truth depends on being. In fact, some of the positions taken in the book are in tension with this idea that has been central to truthmaker theory. I consider how three aspects of Asay’s account relate to the idea that truth depends on being.

Most cognitive psychology experiments evaluate models of human cognition using a relatively small, well-controlled set of stimuli. This approach stands in contrast to current work in neuroscience, perception, and computer vision, which have begun to focus on using large databases of natural images. We argue that natural images provide a powerful tool for characterizing the statistical environment in which people operate, for better evaluating psychological theories, and for bringing the insights of cognitive science closer to real applications. We discuss how (...) some of the challenges of using natural images as stimuli in experiments can be addressed through increased sample sizes, using representations from computer vision, and developing new experimental methods. Finally, we illustrate these points by summarizing recent work using large image databases to explore questions about human cognition in four different domains: modeling subjective randomness, defining a quantitative measure of representativeness, identifying prior knowledge used in word learning, and determining the structure of natural categories. (shrink)

Determining the knowledge that guides human judgments is fundamental to understanding how people reason, make decisions, and form predictions. We use an experimental procedure called ‘‘iterated learning,’’ in which the responses that people give on one trial are used to generate the data they see on the next, to pinpoint the knowledge that informs people's predictions about everyday events (e.g., predicting the total box office gross of a movie from its current take). In particular, we use this method to discriminate (...) between two models of human judgments: a simple Bayesian model (Griffiths & Tenenbaum, 2006) and a recently proposed alternative model that assumes people store only a few instances of each type of event in memory (MinK; Mozer, Pashler, & Homaei, 2008). Although testing these models using standard experimental procedures is difficult due to differences in the number of free parameters and the need to make assumptions about the knowledge of individual learners, we show that the two models make very different predictions about the outcome of iterated learning. The results of an experiment using this methodology provide a rich picture of how much people know about the distributions of everyday quantities, and they are inconsistent with the predictions of the MinK model. The results suggest that accurate predictions about everyday events reflect relatively sophisticated knowledge on the part of individuals. (shrink)

Machine learning algorithms may radically improve our ability to diagnose and treat disease. For moral, legal, and scientific reasons, it is essential that doctors and patients be able to understand and explain the predictions of these models. Scalable, customisable, and ethical solutions can be achieved by working together with relevant stakeholders, including patients, data scientists, and policy makers.

This paper concerns the ontological status of ontological categories (e.g., universal, particular, substance, property, relation, kind, object, etc.). I consider E.J. Lowe’s argument for the view that ontological categories do not exist and point out that it has some undesirable consequences for his realist ontology. I go on to argue that the main premise in Lowe’s argument—that ontological categories cannot be categorized—is false and then develop a conception of ontological categories as formal ontological kinds.

The dominant paradigm of experiments in the social and behavioral sciences views an experiment as a test of a theory, where the theory is assumed to generalize beyond the experiment's specific conditions. According to this view, which Alan Newell once characterized as “playing twenty questions with nature,” theory is advanced one experiment at a time, and the integration of disparate findings is assumed to happen via the scientific publishing process. In this article, we argue that the process of integration is (...) at best inefficient, and at worst it does not, in fact, occur. We further show that the challenge of integration cannot be adequately addressed by recently proposed reforms that focus on the reliability and replicability of individual findings, nor simply by conducting more or larger experiments. Rather, the problem arises from the imprecise nature of social and behavioral theories and, consequently, a lack of commensurability across experiments conducted under different conditions. Therefore, researchers must fundamentally rethink how they design experiments and how the experiments relate to theory. We specifically describe an alternative framework, integrative experiment design, which intrinsically promotes commensurability and continuous integration of knowledge. In this paradigm, researchers explicitly map the design space of possible experiments associated with a given research question, embracing many potentially relevant theories rather than focusing on just one. Researchers then iteratively generate theories and test them with experiments explicitly sampled from the design space, allowing results to be integrated across experiments. Given recent methodological and technological developments, we conclude that this approach is feasible and would generate more-reliable, more-cumulative empirical and theoretical knowledge than the current paradigm – and with far greater efficiency. (shrink)

Abstract: Philosophers interested in Kant's relevance to contemporary debates over the nature of mental content—notably Robert Hanna and Lucy Allais—have argued that Kant ought to be credited with being the original proponent of the existence of ‘nonconceptual content’. However, I think the ‘nonconceptualist’ interpretations that Hanna and Allais give do not show that Kant allowed for nonconceptual content as they construe it. I argue, on the basis of an analysis of certain sections of the A and B editions of the (...) Transcendental Deduction, for a ‘conceptualist’ reading of Kant's Critique of Pure Reason. My contention is that since Kant's notion of empirical intuition makes essential reference to the categories, it must be true for him that no empirical intuition can be given in sensibility independently of the understanding and its categories. (shrink)

Norms provide a valuable mechanism for establishing coherent cooperative behaviour in decentralised systems in which there is no central authority. One of the most influential formulations of norm emergence was proposed by Axelrod :1095–1111, 1986). This paper provides an empirical analysis of aspects of Axelrod’s approach, by exploring some of the key assumptions made in previous evaluations of the model. We explore the dynamics of norm emergence and the occurrence of norm collapse when applying the model over extended durations. It (...) is this phenomenon of norm collapse that can motivate the emergence of a central authority to enforce laws and so preserve the norms, rather than relying on individuals to punish defection. Our findings identify characteristics that significantly influence norm establishment using Axelrod’s formulation, but are likely to be of importance for norm establishment more generally. Moreover, Axelrod’s model suffers from significant limitations in assuming that private strategies of individuals are available to others, and that agents are omniscient in being aware of all norm violations and punishments. Because this is an unreasonable expectation, the approach does not lend itself to modelling real-world systems such as online networks or electronic markets. In response, the paper proposes alternatives to Axelrod’s model, by replacing the evolutionary approach, enabling agents to learn, and by restricting the metapunishment of agents to cases where the original defection is observed, in order to be able to apply the model to real-world domains. This work can also help explain the formation of a “social contract” to legitimate enforcement by a central authority. (shrink)

Marr's levels of analysis—computational, algorithmic, and implementation—have served cognitive science well over the last 30 years. But the recent increase in the popularity of the computational level raises a new challenge: How do we begin to relate models at different levels of analysis? We propose that it is possible to define levels of analysis that lie between the computational and the algorithmic, providing a way to build a bridge between computational- and algorithmic-level models. The key idea is to push the (...) notion of rationality, often used in defining computational-level models, deeper toward the algorithmic level. We offer a simple recipe for reverse-engineering the mind's cognitive strategies by deriving optimal algorithms for a series of increasingly more realistic abstract computational architectures, which we call “resource-rational analysis.”. (shrink)

Shepard has argued that a universal law should govern generalization across different domains of perception and cognition, as well as across organisms from different species or even different planets. Starting with some basic assumptions about natural kinds, he derived an exponential decay function as the form of the universal generalization gradient, which accords strikingly well with a wide range of empirical data. However, his original formulation applied only to the ideal case of generalization from a single encountered stimulus to a (...) single novel stimulus, and for stimuli that can be represented as points in a continuous metric psychological space. Here we recast Shepard's theory in a more general Bayesian framework and show how this naturally extends his approach to the more realistic situation of generalizing from multiple consequential stimuli with arbitrary representational structure. Our framework also subsumes a version of Tversky's set-theoretic model of similarity, which is conventionally thought of as the primary alternative to Shepard's continuous metric space model of similarity and generalization. This unification allows us not only to draw deep parallels between the set-theoretic and spatial approaches, but also to significantly advance the explanatory power of set-theoretic models. Key Words: additive clustering; Bayesian inference; categorization; concept learning; contrast model; features; generalization; psychological space; similarity. (shrink)

A prominent way of explaining how race is socially constructed appeals to social positions and social structures. On this view, the construction of a person’s race is understood in terms of the person occupying a certain social position in a social structure. The aim of this paper is to give a metaphysically perspicuous account of this form of race construction. Analogous to functionalism about mental states, I develop an account of a ‘race structure’ in which various races (Black, White, Asian, (...) etc.) are functionally defined social positions. Individual persons occupy these social positions by ‘playing the role’ characteristic of those positions. The properties by which a person plays a race role, are the realizers for one’s race. I characterize the social construction of a person’s race in terms of a realization relation that satisfies a ‘subset’ condition on the social powers of raced persons. Races, on this view, are functionally defined, multiply realizable social kinds. The final section of the paper outlines some explanatory benefits of the account. (shrink)

Ásta’s Categories We Live By is a superb addition to the literature on social metaphysics. In it she offers a powerful framework for understanding the creation and maintenance of social categories. In this commentary piece, I want to draw attention to Ásta’s reliance on explanatory individualism – the view that the social world is best explained by the actions and attitudes of individuals. I argue that this reliance makes it difficult for Ásta to explain how many social categories are maintained (...) and why certain categories are reliably available to us and so resistant to change. These explanatory deficiencies could be overcome, I argue, by eschewing explanatory individualism and positing social structures to figure in structural explanations of the maintenance and availability of social categories. (shrink)

If Bayesian Fundamentalism existed, Jones & Love's (J&L's) arguments would provide a necessary corrective. But it does not. Bayesian cognitive science is deeply concerned with characterizing algorithms and representations, and, ultimately, implementations in neural circuits; it pays close attention to environmental structure and the constraints of behavioral data, when available; and it rigorously compares multiple models, both within and across papers. J&L's recommendation of Bayesian Enlightenment corresponds to past, present, and, we hope, future practice in Bayesian cognitive science.

How do cognitive pressures shape the lexicons of natural languages? Here, we reframe George Kingsley Zipf's proposed “law of abbreviation” within a more general framework that relates it to cognitive pressures that affect speakers and listeners. In this new framework, speakers' drive to reduce effort (Zipf's proposal) is counteracted by the need for low‐frequency words to have word forms that are sufficiently distinctive to allow for accurate recognition by listeners. To support this framework, we replicate and extend recent work using (...) the prevalence of subword phonemic sequences (phonotactic probability) to measure speakers' production effort in place of Zipf's measure of length. Across languages and corpora, phonotactic probability is more strongly correlated with word frequency than word length. We also show this measure of ease of speech production (phonotactic probability) is strongly correlated with a measure of perceptual difficulty that indexes the degree of competition from alternative interpretations in word recognition. This is consistent with the claim that there must be trade‐offs between these two factors, and is inconsistent with a recent proposal that phonotactic probability facilitates both perception and production. To our knowledge, this is the first work to offer an explanation why long, phonotactically improbable word forms remain in the lexicons of natural languages. (shrink)

This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these (...) capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots. (shrink)

Background: The search for genetic variants between racial/ethnic groups to explain differential disease susceptibility and drug response has provoked sharp criticisms, challenging the appropriateness of using race/ethnicity as a variable in genetics research, because such categories are social constructs and not biological classifications.Objectives: To gain insight into how a group of genetic scientists conceptualise and use racial/ethnic variables in their work and their strategies for managing the ethical issues and consequences of this practice.Methods: In-depth semi-structured interviews were conducted with a (...) purposive sample of 30 genetic researchers who use racial/ethnic variables in their research. Standard qualitative methods of content analysis were used.Results: Most of the genetic researchers viewed racial/ethnic variables as arbitrary and very poorly defined, and in turn as scientifically inadequate. However, most defended their use, describing them as useful proxy variables on a road to “imminent medical progress”. None had developed overt strategies for addressing these inadequacies, with many instead asserting that science will inevitably correct itself and saying that meanwhile researchers should “be careful” in the language chosen for reporting findings.Conclusions: While the legitimacy and consequences of using racial/ethnic variables in genetics research has been widely criticised, ethical oversight is left to genetic researchers themselves. Given the general vagueness and imprecision we found amongst these researchers regarding their use of these variables, they do not seem well equipped for such an undertaking. It would seem imperative that research ethicist move forward to develop specific policies and practices to assure the scientific integrity of genetic research on biological differences between population groups. (shrink)

First published in 1975, this is a book of general intellectual interest about the role of the university in contemporary society and that of university teachers in relation to their subjects, their students, and their wider political commitments. Alan Montefiore offers preliminary analyses of the family of concepts most often invoked in discussions of these problems, taking the central dispute to be between those who hold a 'liberal' view of the university and those who regard this notion as illusory, dishonest (...) or undesirable. Six academics, representing, discuss issues of substantive conflict in light of Montefiore's initial distinctions. The volume is of particular interest to students of political and social philosophy, and political and educational theory. It is also intended for a wider readership among those who care about the political status of the universities and recognize the importance and difficulty of the problems involved in this. (shrink)

Current psychological theories of human causal learning and judgment focus primarily on long-run predictions: two by estimating parameters of a causal Bayes nets, and a third through structural learning. This paper focuses on people’s short-run behavior by examining dynamical versions of these three theories, and comparing their predictions to a real-world dataset.

This essay, which is the editor's introduction to part 1 of a multipart symposium on quietism, also constitutes his call for symposium papers. The symposium is meant be comprehensive. It is described as political and broadly cultural as well as religious, and in religious terms is said to cover not only the Catholic and Protestant quietisms (most properly so called) of the late seventeenth and eighteenth centuries, but also the proto-quietisms of the medieval Western church and reputedly quietist aspects of (...) the Gnostic, Eastern Orthodox, early Hasidic, Shi'ite, Jain and other Indic, Taoist, and Zen religious traditions. This introduction emphasizes the secular approaches, mostly antipolitical or postphilosophical, that wear the adjective “quietist” metaphorically, including the postmodern currents that Martha Nussbaum has named “hip quietism” and the “minimalist” philosophical version developed by Wittgenstein and some of his successors, notably Richard Rorty. This introduction concludes with attention to Rorty's late essay “Naturalism and Quietism,” then with a dedication of the entire symposium to Rorty's memory. (shrink)

The tendency to test outcomes that are predicted by our current theory (the confirmation bias) is one of the best-known biases of human decision making. We prove that the confirmation bias is an optimal strategy for testing hypotheses when those hypotheses are deterministic, each making a single prediction about the next event in a sequence. Our proof applies for two normative standards commonly used for evaluating hypothesis testing: maximizing expected information gain and maximizing the probability of falsifying the current hypothesis. (...) This analysis rests on two assumptions: (a) that people predict the next event in a sequence in a way that is consistent with Bayesian inference; and (b) when testing hypotheses, people test the hypothesis to which they assign highest posterior probability. We present four behavioral experiments that support these assumptions, showing that a simple Bayesian model can capture people's predictions about numerical sequences (Experiments 1 and 2), and that we can alter the hypotheses that people choose to test by manipulating the prior probability of those hypotheses (Experiments 3 and 4). (shrink)