After more than a century in which social learning was blackboxed by evolutionary biologists, psychologists and economists, there is now a thriving industry in cognitive neuroscience producing computational models of learning from and about other agents. This is a hugely positive development. The tools of computational cognitive neuroscience are rigorous and precise. They have the potential to prise open the black box. However, we argue that, from the perspective of a scientific realist, these tools are not yet being applied in (...) an optimal way. To fulfil their potential, the shiny new methods of cognitive neuroscience need to be better coordinated with old-fashioned, contrastive experimental designs. Inferences from model complexity to cognitive complexity, of the kind made by those who favour lean interpretations of behaviour (‘associationists’), require social learning to be tested in challenging task environments. Inferences from cognitive complexity to social specificity, made by those who favour rich interpretations (‘mentalists’), call for non-social control experiments. A parsimonious model that fits current data is a good start, but carefully designed experiments are needed to distinguish models that tell us how social learning _could_ be done from those that tell us how it is _really_ done. (shrink)

In this study, we examined the role of culture on early adolescents’ social reasoning about peer exclusion. A total of 80 U.S. and 149 Taiwanese early adolescents independently completed a social reasoning essay about peer exclusion. Analyses of the essays based on social-moral theories showed that U.S. students tended to reason about peer exclusion based on social conventional thinking whereas Taiwanese students were more attentive to personal and moral issues. Despite this difference, both groups of students referred to some common (...) social-moral concepts while reasoning about peer exclusion, including consideration of personal benefit, harming others’ welfare, personal concern, and punishment. The use of social reasoning strategies was similar across the two groups of students except that Taiwanese students relied more on judgment whereas U.S. students generated more alternative hypotheses. (shrink)

BackgroundAttention deficit hyperactivity disorder is clinically diagnosed; however, quantitative analysis to statistically analyze the symptom severity of children with ADHD via the measurement of head movement is still in progress. Studies focusing on the cues that may influence the attention of children with ADHD in classroom settings, where children spend a considerable amount of time, are relatively scarce. Virtual reality allows real-life simulation of classroom environments and thus provides an opportunity to test a range of theories in a naturalistic and (...) controlled manner. The objective of this study was to investigate the correlation between participants’ head movements and their reports of inattention and hyperactivity, and to investigate how their head movements are affected by different social cues of different sensory modalities.MethodsThirty-seven children and adolescents with and without ADHD were recruited for this study. All participants were assessed for diagnoses, clinical symptoms, and self-reported symptoms. A virtual reality-continuous performance test was conducted under four conditions: control, no-cue, visual cue, and visual/audio cue. A quantitativecomparison of the participants’ head movements was conducted in three dimensions using a head-mounted display in a VR classroom environment. Task-irrelevant head movements were analyzed separately, considering the dimension of movement needed to perform the VR-CPT.ResultsThe magnitude of head movement, especially task-irrelevant head movement, significantly correlated with the current standard of clinical assessment in the ADHD group. Regarding the four conditions, head movement showed changes according to the complexity of social cues in both the ADHD and healthy control groups.ConclusionChildren and adolescents with ADHD showed decreasing task-irrelevant movements in the presence of social stimuli toward the intended orientation. As a proof-of-concept study, this study preliminarily identifies the potential of VR as a tool to understand and investigate the classroom behavior of children with ADHD in a controlled, systematic manner. (shrink)

1. Pusan lok'ŏllit'i wa lok'ŏl munhwa yulli -- 2. Han'guk lok'ŏllit'i wa lok'ŏl munhwa yulli -- 3. Asia lok'ŏllit'i wa lok'ŏl munhwa yulli.

1. Sŏŏn -- 2. Illyu sahoe ŭi tangmyŏn kwaje -- 3. 'Kŭllobŏl ch'ŏrhak (Global Philosophy)' ŭrosŏ sinsiryongjuŭi (Neopragmatism) -- 4. Sinsiryongjuŭi (Neopragmatism) ŭi kyŏngje ch'ŏrhak kwa kyŏngje ironjŏk mohyŏng -- 5. Sinsiryongjuŭi ŭi 'ch'ŏngsajin’ -- 6. Sinsiryongjuŭi (Neopragmatism) wa Miguk, Chungguk siryongjuŭi ŭi ch'aichŏm -- 7. Sinsiryongjuŭi (Neopragmatism) wa Marŭk'ŭsijŭm (Marxism) ŭi ch'aichŏm -- 8. Han'guk sahoe e taehan Sinsiryongjuŭi chŏgyong -- 9. Yoyak mit kyŏllon.