Simulation relations have been discovered in many areas: Computer Science, philosophical and modal logic, and set theory. However, the simulation condition is strictly a first-order logic statement. We extend modal logic with modalities and axioms, the latter’s modeling conditions are the simulation conditions. The modalities are normal, i.e., commute with either conjunctions or disjunctions and preserve either Truth or Falsity (respectively). The simulations are considered arrows in a category where the objects are descriptive, general frames. One can (...) augment the simulation modalities by axioms for requiring the underlying modeling simulations to be bisimulations or to be p-morphisms. The modal systems presented are multi-sorted and both sound and complete with respect to their algebraic and Kripke semantics. (shrink)

Simulation as an epistemic tool between theory and practice: A Comparison of the Relationship between Theory and Simulation in Science and in Folk Psychology In this paper I explore the concept of simulation that is employed by proponents of the so-called simulation theory within the debate about the nature and scientific status of folk psychology. According to simulation theory, folk psychology is not a sort of theory that postulates theoretical entities (mental states and processes) and (...) general laws, but a practice whereby we put ourselves into others’ shoes and simulate their situation from our own perspective. On the basis of this sort of simulation, we supposedly know how we would act or think or feel, and then expect the same of others. A closer look at the concept of simulation reveals some problems with this view, but also helps to clarify the insight motivating simulation theory. Specifically, I defend the thesis that the analogy to simulations in science shows us how theoretical elements in folk psychology can be complemented by (i.e. not replaced by) the central idea of simulation theory – namely that our own cognitive habits and dispositions provide us with a resource that is distinct from propositional knowledge in folk psychology. I also discuss the idea that our use of simulations during cognitive development enables us to imitate the people around us and thereby to become more similar to them, which in turn makes simulation an increasingly effective epistemic strategy. Insofar as theoretical elements – such as the distinctions, relations, and entities referred to in folk psychological discourse – play a role in imitative learning, they are causally embedded in our cognitive development, so we have good reason to regard them as being among the real causes of our behavior. (shrink)

People are minded creatures; we have thoughts, feelings and emotions. More intriguingly, we grasp our own mental states, and conduct the business of ascribing them to ourselves and others without instruction in formal psychology. How do we do this? And what are the dimensions of our grasp of the mental realm? In this book, Alvin I. Goldman explores these questions with the tools of philosophy, developmental psychology, social psychology and cognitive neuroscience. He refines an approach called simulation theory, which (...) starts from the familiar idea that we understand others by putting ourselves in their mental shoes. Can this intuitive idea be rendered precise in a philosophically respectable manner, without allowing simulation to collapse into theorizing? Given a suitable definition, do empirical results support the notion that minds literally create surrogates of other peoples mental states in the process of mindreading? Goldman amasses a surprising array of evidence from psychology and neuroscience that supports this hypothesis. (shrink)

Simulation has emerged as an increasingly popular account of folk psychological (FP) talents at mind-reading: predicting and explaining human mental states. Where its rival (the theory-theory) postulates that these abilities are explained by mastery of laws describing the connections between beliefs, desires, and action, simulation theory proposes that we mind-read by "putting ourselves in another's shoes." This paper concerns connectionist architecture and the debate between simulation theory (ST) and the theory-theory (TT). It is only natural to associate (...) TT with classical architectures where rule governed operations apply to explicit propositional representations. On the other hand, ST would seem better tuned to procedurally oriented non-symbolic structures found in connectionist models. This paper explores the possible alignment between ST and connectionist architecture. Joe Cruz argues that connectionist models with distributed non-symbolic representations are particularly well suited to simulation theory. The purported linkage between connectionist architecture and simulation theory is criticized in this paper. The conclusion is that there are reasons for thinking that connectionist forms of representation are the enemy of both TT and ST. So the contribution of connectionism may be to suggest the need for an alternative to both views. (shrink)

Empirical evidence suggests that perceptual‐motor simulations are often constitutively involved in language comprehension. Call this “the simulation view of language comprehension”. This article applies the simulation view to illuminate the much‐discussed phenomenon of copredication, where a noun permits multiple predications which seem to select different senses of the noun simultaneously. On the proposed account, the (in)felicitousness of a copredicational sentence is closely associated with the perceptual simulations that the language user deploys in comprehending the sentence.

This book addresses key conceptual issues relating to the modern scientific and engineering use of computer simulations. It analyses a broad set of questions, from the nature of computer simulations to their epistemological power, including the many scientific, social and ethics implications of using computer simulations. The book is written in an easily accessible narrative, one that weaves together philosophical questions and scientific technicalities. It will thus appeal equally to all academic scientists, engineers, and researchers in industry interested in questions (...) related to the general practice of computer simulations. (shrink)

In Reality+: Virtual Worlds and the Problems of Philosophy, David Chalmers argues, among other things, that: if we are living in a full-scale simulation, we would still enjoy broad swathes of knowledge about non-psychological entities, such as atoms and shrubs; and, our lives might still be deeply meaningful. Chalmers views these claims as at least weakly connected: The former claim helps forestall a concern that if objects in the simulation are not genuine (and so not knowable), then life (...) in the simulation is illusory and therefore, not as valuable as a non-simulated life. Taking up these questions, I argue that in general, the value of social knowledge for a meaningful life dramatically swamps the value of non-social knowledge for a meaningful life. Along the way, I propose a non-additive model of the meaningfulness of life, according to which the overall effect of some potential contributor of value to a life depends in part on what is already in a life. One upshot is that the vindication of non-social knowledge, absent a correlative vindication of social knowledge, contributes either not at all or scarcely at all to the claim that our lives in the simulation might be deeply meaningful. This is so even though the vindication of non-social knowledge does forestall the concern that in the simulation, our lives might be wholly meaningless. (shrink)

Simulation – imagining future events – plays a role in decision-making. In Conviction Narrative Theory, people's emotional responses to their simulations inform their choices. Yet imagining one possible future also increases its plausibility and accessibility relative to other futures. We propose that the act of simulation, in addition to affective evaluation, drives people to choose in accordance with their simulations.

In an attempt to determine the epistemic status of computer simulation results, philosophers of science have recently explored the similarities and differences between computer simulations and experiments. One question that arises is whether and, if so, when, simulation results constitute novel empirical data. It is often supposed that computer simulation results could never be empirical or novel because simulations never interact with their targets, and cannot go beyond their programming. This paper argues against this position by examining (...) whether, and under what conditions, the features of empiricality and novelty could be displayed by computer simulation data. I show that, to the extent that certain familiar measurement results have these features, so can some computer simulation results. (shrink)

Many philosophers and psychologists argue that out everyday ability to predict and explain the actions and mental states of others is grounded in out possession of a primitive 'folk' psychological theory. Recently however, this theory has come under challenge from the simulation alternative. This alternative view says that human beings are able to predict and explain each other's actions by using the resources of their own minds to simulate the psychological aetiology of the actions of the others. This book (...) and the companion volume Folk Psychology: The Theory of Mind Debate together offer a richly woven fabric of philosophical and psychological theory, which promises to yield real insights into the nature of our mental lives. (shrink)

‘The problem with simulations is that they are doomed to succeed.’ So runs a common criticism of simulations—that they can be used to ‘prove’ anything and are thus of little or no scientific value. While this particular objection represents a minority view, especially among those who work with simulations in a scientific context, it raises a difficult question: what standards should we use to differentiate a simulation that fails from one that succeeds? In this paper we build on a (...) structural analysis of simulation developed in previous work to provide an evaluative account of the variety of ways in which simulations do fail. We expand the structural analysis in terms of the relationship between a simulation and its real-world target emphasizing the important role of aspects intended to correspond and also those specifically intended not to correspond to reality. The result is an outline both of the ways in which simulations can fail and the scientific importance of those various forms of failure. (shrink)

Experiments are commonly thought to have epistemic privilege over simulations. Two ideas underpin this belief: first, experiments generate greater inferential power than simulations, and second, simulations cannot surprise us the way experiments can. In this article I argue that neither of these claims is true of experiments versus simulations in general. We should give up the common practice of resting in-principle judgments about the epistemic value of cases of scientific inquiry on whether we classify those cases as experiments or simulations, (...) per se. To the extent that either methodology puts researchers in a privileged epistemic position, this is context sensitive. (shrink)

CHAPTER Simulation theory and mental concepts Alvin I. Goldman Rutgers University. Folk psychology and the TT-ST debate The study of folk psychology, ...

In this paper we investigate intergroup conflict and examine the impact of strategies to manage and hopefully reduce it. To do this, we use a probabilistic computer simulation model, based on feedback principles. The model examines how conflict between two groups evolves over time. Group differences and the occurrence of intergroup incidents drive the model. Intergroup hostility which depends on past history, recent conflict incidents, and group differences is the key variable that indicates the proclivity toward conflict between the (...) two groups. We use the model to examine various cases and the effect of conflict management strategies. Based on the model results, we develop some conclusions about the applicability of the findings to actual situations, as well as directions for further research. (shrink)

Recent application of theories of embodied or grounded cognition to the recognition and interpretation of facial expression of emotion has led to an explosion of research in psychology and the neurosciences. However, despite the accelerating number of reported findings, it remains unclear how the many component processes of emotion and their neural mechanisms actually support embodied simulation. Equally unclear is what triggers the use of embodied simulation versus perceptual or conceptual strategies in determining meaning. The present article integrates (...) behavioral research from social psychology with recent research in neurosciences in order to provide coherence to the extant and future research on this topic. The roles of several of the brain's reward systems, and the amygdala, somatosensory cortices, and motor centers are examined. These are then linked to behavioral and brain research on facial mimicry and eye gaze. Articulation of the mediators and moderators of facial mimicry and gaze are particularly useful in guiding interpretation of relevant findings from neurosciences. Finally, a model of the processing of the smile, the most complex of the facial expressions, is presented as a means to illustrate how to advance the application of theories of embodied cognition in the study of facial expression of emotion. (shrink)

Pierre Jacob (2008) raises several problems for the alleged link between mirroring and mindreading. This response argues that the best mirroring-mindreading thesis would claim that mirror processes cause, rather than constitute, selected acts of mindreading. Second, the best current evidence for mirror-based mindreading is not found in the motoric domain but in the domains of emotion and sensation, where the evidence (ignored by Jacob) is substantial. Finally, simulation theory should distinguish low-level simulation (mirroring) and high-level simulation (involving (...) pretense or imagination). Jacob implies that bi-level simulationism creates an unbridgeable 'gap' in intention reading, but this is not a compelling challenge. (shrink)

Some philosophers regard it as a serious possibility that we now exist within a simulation. That this hypothesis is somewhat probable has been defended extensively by Nick Bostrom. Notably, Bostrom does not defend the conclusion that we inhabit a simulation, but rather the disjunctive conclusion that the human species is very likely to die out before reaching a ‘posthuman stage’, that posthuman civilizations are extremely unlikely to run significant numbers of simulations, or that we almost certainly inhabit a (...) simulation. Bostrom argues that there is no basis for strongly favouring one of these alternatives over its counterparts. The upshot is that it is fairly probable that we inhabit a simulation. I argue that posthuman civilizations are likely to be unwilling to run significant numbers of simulations, thereby undermining the case for assigning a somewhat high probability to the hypothesis that we live in a simulation. (shrink)

As scientists begin to study increasingly complex questions, many have turned to computer simulation to assist in their inquiry. This methodology has been challenged by both analytic modelers and experimentalists. A primary objection of analytic modelers is that simulations are simply too complicated to perform model verification. From the experimentalist perspective it is that there is no means to demonstrate the reality of simulation. The aim of this paper is to consider objections from both of these perspectives, and (...) to argue that a proper understanding and application of robustness analysis is able to resolve them. ‡The author would like to thank Cristina Bicchieri, Michelle Foa, Paul Humphreys and Michael Weisberg for their helpful comments and suggestions. †To contact the author, please write to: Department of Philosophy, University of Pennsylvania, 433 Logan Hall, 249 S. 36th Street, Philadelphia, PA, 19104-6304; e-mail: rmuldoon@sas.upenn.edu. (shrink)

This unique volume introduces and discusses the methods of validating computer simulations in scientific research. The core concepts, strategies, and techniques of validation are explained by an international team of pre-eminent authorities, drawing on expertise from various fields ranging from engineering and the physical sciences to the social sciences and history. The work also offers new and original philosophical perspectives on the validation of simulations. Topics and features: introduces the fundamental concepts and principles related to the validation of computer simulations, (...) and examines philosophical frameworks for thinking about validation; provides an overview of the various strategies and techniques available for validating simulations, as well as the preparatory steps that have to be taken prior to validation; describes commonly used reference points and mathematical frameworks applicable to simulation validation; reviews the legal prescriptions, and the administrative and procedural activities related to simulation validation; presents examples of best practice that demonstrate how methods of validation are applied in various disciplines and with different types of simulation models; covers important practical challenges faced by simulation scientists when applying validation methods and techniques; offers a selection of general philosophical reflections that explore the significance of validation from a broader perspective. This truly interdisciplinary handbook will appeal to a broad audience, from professional scientists spanning all natural and social sciences, to young scholars new to research with computer simulations. Philosophers of science, and methodologists seeking to increase their understanding of simulation validation, will also find much to benefit from in the text. (shrink)

Background: Ethics stimulation in nursing education focuses on human, non-technical factors in a clinical reality. Simulation as a teaching method began in the 1930s with flight simulators. In the beginning of the 1990s, simulations developed further in tandem with other technological and digital inventions, including touchscreen and three-dimensional anatomical models. Medical science first used simulation as a pedagogical teaching tool. In nursing education, simulation has been used for approximately a hundred years. Teaching has mainly focused on medical-technical, (...) patient-specific interventions and their management. Objective: The objective of this study was, from a caring science didactic perspective, to deepen the understanding of ethics simulation in nursing education. Design: Qualitative design and explorative, descriptive and hermeneutic approach of an inductive character. Methods: Semi-structured face-to-face interviews in 2016–2017 with six Norwegian nursing students who were encouraged to narrate about their experiences of ethics simulation in nursing education. Ethical considerations: Informed consent was obtained from the participants. Anonymity and confidentiality regarding data material were guaranteed. Results: Interpretation of the nursing students’ narratives resulted in the following meaning units: ethical being and ethos, nursing students’ formation process, bridge-building between theory and clinical practice, and teacher and ethics simulation. Conclusion: Through ethics simulation, nursing students can obtain an increased knowledge and a sense of being able to handle difficult ethical situations. Nursing students’ values, moral actions and ethical value base offer a positive point of departure, for both theoretical and practical ethics teaching, and an awareness of the unique human being, the patient, in clinical reality. The implementation of ethics simulation needs more attention in nursing education. (shrink)

The Simulation Theory of Memory states that to remember an episode is to simulate it in the imagination (Michaelian, 2016a, b), making memory thus reducible to the act of imagining. This paper examines Simulation Theory’s resources to account for our ability to distinguish episodic memory from free imagination. The theory suggests that we can reliably do so because of the distinctive phenomenology episodic memory comes with (i.e., a feeling of remembering), which other episodic imaginings lack. I will raise (...) two objections to how the feeling of remembering is engineered in the theory, followed by an exhaustive exploration of the theory’s resources to ground the mechanism underlying the elicitation of such feeling. I will conclude that the Simulation Theory cannot simultaneously defend the simulational character of episodic memory and ground our ability to discriminate between memories and imaginings. (shrink)

Spatiotemporal regulation of the biochemical information is often linked to supramolecular organizations proteins and nucleic acids, the driving forces of which have yet to be elucidated. Although the critical role of multivalency in phase transition has been recognized, the organization principles of higher-order structures need to be understood. Here, we present a fuzzy mathematical framework to handle the heterogeneity of interactions patterns and the resultant multiplicity of conformational states in protein assemblies. In this model, redundant binding motifs can establish simultaneous (...) and partial interactions with multiple targets. We demonstrate that these multivalent, weak contacts facilitate polymer formation, while recapitulating the observed valency-dependence. In addition, the impact of linker dynamics and motif binding affinity, as well as the interplay between the two effects was studied. Our results support that fuzziness is a critical factor in driving higher-order protein organizations, and this could be used as a general framework to simulate different kinds of supramolecular assemblies. (shrink)

We simulate trial data to test speculative claims about research methods, such as the impact of publication bias.

Computer simulation and philosophy of science Content Type Journal Article Pages 1-4 DOI 10.1007/s11016-011-9567-8 Authors Wendy S. Parker, Department of Philosophy, Ellis Hall 202, Ohio University, Athens, OH 45701, USA Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

This paper is concerned with the problem of selfidentification in the domain of action. We claim that this problem can arise not just for the self as object, but also for the self as subject in the ascription of agency. We discuss and evaluate some proposals concerning the mechanisms involved in selfidentification and in agencyascription, and their possible impairments in pathological cases. We argue in favor of a simulation hypothesis that claims that actions, whether overt or covert, are centrally (...) simulated by the neural network, and that this simulation provides the basis for action recognition and attribution. (shrink)

Simulation, if used as a way of becoming aware of other people’s mental states, is the joint exercise of imagination and attribution. If A simulates B, then (i) A attributes to B the mental state in which A finds herself at the end of a process in which (ii) A has imagined being in B’s situation. Although necessary, imagination and attribution are not sufficient for simulation: the latter occurs only if (iii) the imagination process grounds or justifies the (...) attribution. Depending on the notion of justification we use to make sense of the idea that an episode of imagining serves as a reason for attributing a mental state, the shape of the debate and the options it offers look very different. Reconfiguring the discussion in this way, we claim, shifts the focus of the simulation vs. theory-theory debate to a question located in epistemology. (shrink)

Computer simulation is shown to be philosophically interesting because it introduces a qualitatively new methodology for theory construction in science different from the conventional two components of "theory" and "experiment and/or observation". This component is "experimentation with theoretical models." Two examples from the physical sciences are presented for the purpose of demonstration but it is claimed that the biological and social sciences permit similar theoretical model experiments. Furthermore, computer simulation permits theoretical models for the evolution of physical systems (...) which use cellular automata rather than differential equations as their syntax. The great advantages of the former are indicated. (shrink)

Computer simulations have conventionally been understood to be either extensions of formal methods such as mathematical models or as special cases of empirical practices such as experiments. Here, I argue that computer simulations are best understood as instruments. Understanding them as such can better elucidate their actual role as well as their potential epistemic standing in relation to science and other scientific methods, practices and devices.

Nick Bostrom’s recently patched ‘‘simulation argument’’ (Bostrom in Philos Q 53:243–255, 2003; Bos- trom and Kulczycki in Analysis 71:54–61, 2011) purports to demonstrate the probability that we ‘‘live’’ now in an ‘‘ancestor simulation’’—that is as a simulation of a period prior to that in which a civilization more advanced than our own—‘‘post-human’’—becomes able to simulate such a state of affairs as ours. As such simulations under consid- eration resemble ‘‘brains in vats’’ (BIVs) and may appear open to (...) similar objections, the paper begins by reviewing objections to BIV-type proposals, specifically those due a presumed mad envatter. In counter example, we explore the motivating rationale behind current work in the development of psychologically realistic social simula- tions. Further concerns about rendering human cognition in a computational medium are confronted through review of current dynamic systems models of cognitive agency. In these models, aspects of the human condition are repro- duced that may in other forms be considered incomputable, i.e., political voice, predictive planning, and consciousness. The paper then argues that simulations afford a unique potential to secure a post-human future, and may be nec- essary for a pre-post-human civilization like our own to achieve and to maintain a post-human situation. Long-s- tanding philosophical interest in tools of this nature for Aristotle’s ‘‘statesman’’ and more recently for E.O. Wilson in the 1990s is observed. Self-extinction-level threats from State and individual levels of organization are compared, and a likely dependence on large-scale psychologically realistic simulations to get past self-extinction-level threats is projected. In the end, Bostrom’s basic argument for the conviction that we exist now in a simulation is reaffirmed. (shrink)

Simulationists have recently started to employ the term "empathy" when characterizing our most basic understanding of other minds. I agree that empathy is crucial, but I think it is being misconstrued by the simulationists. Using some ideas to be found in Scheler's classical discussion of empathy, I will argue for a different understanding of the notion. More specifically, I will argue that there are basic levels of interpersonal understanding - in particular the understanding of emotional expressions - that are not (...) explicable in terms of simulation-plus-projection routines. (shrink)

Although many simulations draw upon only one level of abstraction, the process for generating rich simulations requires a dynamic interplay between abstract and concrete knowledge. A complete model of simulation must account for a mind and brain that can bridge the perceptual with the conceptual, the episodic with the semantic, and the concrete with the abstract.

Ventricular Fibrillation is responsible for a majority of sudden cardiac death, but little is known about how ventricular tachycardia (VT) degenerates into ventricular fibrillation. Several clinical studies focused only on preventing VT with a class III antiarrhythmic drug resulted in many deaths. Our simulations investigate the interactions between an antiarrhythmic drug likely to suppress a VT and a Figure 8 reentry. A parameter AAR is introduced to increase the action potential duration and therefore simulate various Class III drugs. Simulations are (...) ran under several conditions (phases of the reentry, values of AAR, durations). They show that a VT can be suppressed whatever the phase of the reentry but it strongly depends on the duration of the effect. It confirms that a drug which can suppress a reentry can also worsen it. It also shows a great variety of activation patterns and thus the complexity of antiarrhythmic drugs effects. Simulations also demonstrate that suppressing VT is an increasing function of AAR. (shrink)

Mental simulation — such as imagining tilting a glass to figure out the angle at which water would spill — can be a way of coming to know the answer to an internally or externally posed query. Is this form of learning a species of inference or a form of observation? We argue that it is neither: learning through simulation is a genuinely distinct form of learning. On our account, simulation can provide knowledge of the answer to (...) a query even when the basis for that answer is opaque to the learner. Moreover, through repeated simulation, the learner can reduce this opacity, supporting self-training and the acquisition of more accurate models of the world. Simulation is thus an essential part of the story of how creatures like us become effective learners and knowers. (shrink)

This paper examines the causal basis of our ability to attribute emotions to music, developing and synthesizing the existing arousal, resemblance and persona theories of musical expressivity to do so. The principal claim is that music hijacks the simulation mechanism of the brain, a mechanism which has evolved to detect one's own and other people's emotions.

The teleological language in the target article is ill-advised, as it obscures the question of whether ecological and cultural inheritances are directed or random. Laland et al. present a very broad palette of explanatory possibilities; evolutionary simulation models could help narrow down the processes important in a particular case. Examples of such models are offered in the areas of language change and the Baldwin effect.

A large number of engineering problems involve several conflicting objectives, which today are often solved through expensive simulation calculations. Methods based on meta-models are one of the approaches to solving this group of problems. In this paper, multiobjective optimization in the extraction system of a copper open-pit mine complex is presented by the modified-NBI optimization method and regression meta-model. For this purpose, two objective functions of maximizing the amount of total extraction, which is the sum of the extraction of (...) sulfide, oxide, low-grade ores, and waste in this mine, and minimizing the transport time of haulage according to the limitation of its storage capacity, transport equipment, and budget are considered. The Central Composite Design method is used to build the Design of Experiments for the design variables. The considered design variables are the number of trucks of 120 tons, 240 tons, 35 tons, and 100 tons. The number of targets considered in each design combination is considered the response surface. The suitable meta-model to maximize the total extraction rate and minimize the transport time of the haulage, two modified functions of nonlinear regression have been determined. The accuracy of the models for selection has been done using PRESS and R 2 statistics. The most common PRESS error has also been used to validate the meta-models. Then the multiobjective optimization problem was solved using the modified-NBI method. Finally, Pareto and optimal solutions using the proposed approach were presented and discussed. (shrink)

The authors explain our attraction to strange, literary places as resulting from our attraction to strange places in real life. I believe this is correct and important. The aim of the following commentary is to show that their main conclusion is closely related to – even (retrospectively) predictable from – the operation of simulation and the consequences of that operation for storytelling.

The development of the typical cladomothallus of the red algae Antithaminion plumula (Ellis) Le Jolis [= Pterothamnion plumula (Ellis) Nägcli], (Rhodophyceae, Ceramiales) is simulated with the help of a formal language called L-systems. Two types of uniseriate filaments are distinguished: axial filaments of cladomes with indefinite growth and branching and pleuridia with definite growth and branching. The rythmical acropetal formation of secondary axes with basitonic arrangement contrasts with the intercalary basitonic formation of pleuridia, resulting in an acrotonic arrangement within an (...) axial segment. Five types of cells and two types of cell divisions intervene in the system. In addition, for the graphical representations, some morphological particularities of A. plumula are taken into account: the curvature of axial filaments, the extension of growth zones, variable cell generation times, and segment length variability along an axis. The incidence of these variables on the generated thallus form is emphasized, pointing to the singularities of A. plumula. (shrink)

In this paper I critically evaluate the Devil Simulation Argument for cognitive immoralism—the position that moral flaws with a work of art can be cognitively virtuous, and thereby artistically valuable. I focus on Matthew Kieran's version of the argument. Kieran holds that by simulating the attitudes of fictional devils we can come to gain important moral insights. In response, I argue that we have no reason to believe that we can effectively adopt immoral attitudes, that any successful narrative artworks (...) ask us to do so, or that it would be an effective means of moral instructions. (shrink)

Traditional methods of evaluating and solving world problems are insufficient to deal with today's issues, which are complex and interconnected, and therefore cannot be understood, or solved, in isolation. The author's study aimed to better understand behaviors that impact systemic problems in the capacity-building community. The resultant theory of simulating benevolence conceptualizes a collection of behaviors where change agents undertake activities that are not in the best interest of community members. Instead, activities satisfy the need for activity, involvement, and excitement. (...) This theory has real-world implications in the pursuit of systemic social change. In any social context, a change agent cannot merely go through the motions of change, seemingly behaving active and engaged, at the expense of those that he or she claims to help. (shrink)

In this paper, we pursue three general aims: (I) We will define a notion of fundamental opacity and ask whether it can be found in High Energy Physics (HEP), given the involvement of machine learning (ML) and computer simulations (CS) therein. (II) We identify two kinds of non-fundamental, contingent opacity associated with CS and ML in HEP respectively, and ask whether, and if so how, they may be overcome. (III) We address the question of whether any kind of opacity, contingent (...) or fundamental, is unique to ML or CS, or whether they stand in continuity to kinds of opacity associated with other scientific research. (shrink)

There is much disagreement about how extensive a role theoretical mind-reading, behavior-reading, and simulation each have and need to have in our knowing and understanding other minds, and how each method is implemented in the brain, but less discussion of the epistemological question what it is about the products of these methods that makes them count as knowledge or understanding. This question has become especially salient recently as some have the intuition that mirror neurons can bring understanding of another's (...) action despite involving no higher-order processing, whereas most epistemologists writing about understanding think that it requires reflective access to one's grounds, which is closer to the intuitions of other commenters on mirror neurons. I offer a definition of what it is that makes something understanding that is compelling independently of the context of cognition of other minds, and use it to show two things: 1) that theoretical mind-reading and simulation bring understanding in virtue of the same epistemic feature, and 2) why the kind of motor representation without propositional attitudes that is done by mirror neurons is sufficient for action understanding. I further suggest that more attention should be paid to the potential disadvantages of a simulative method of knowing. Though it can be more efficient in some cases, it can also bring vulnerability, wear and tear on one's personal equipment, and unintended mimicry. (shrink)

Understanding the role of simulation in conceptualization has become a priority for cognitive science. Barsalou makes a valuable contribution in that direction. The present commentary points to theoretical issues that need to be refined and elaborated in order to account for key aspects of meaning construction, such as negation, counterfactuals, quantification or analogy. Backstage cognition, with its elaborate bindings, blendings, and mappings, is more complex than Barsalou's discussion might suggest. Language does not directly carry meaning, but rather serves, along (...) with countless other situational elements, as a powerful instrument for prompting its construction. (shrink)

Preston Greene (2020) argues that we should not conduct simulation investigations because of the risk that we might be terminated if our world is a simulation designed to research various counterfactuals about the world of the simulators. In response, we propose a sequence of arguments, most of which have the form of an "even if” response to anyone unmoved by our previous arguments. It runs thus: (i) if simulation is possible, then simulators are as likely to care (...) about simulating simulations as they are likely to care about simulating basement (i.e. non-simulated) worlds. But (ii) even if simulations are interested only in simulating basement worlds the discovery that we are in a simulation will have little or no impact on the evolution of ordinary events. But (iii) even if discovering that we are in a simulation impacts the evolution of ordinary events, the effects of seeming to do so could also happen in a basement world, and might be the subject of interesting counterfactuals in the basement world Finally, (iv) there is little reason to think that there is a catastrophic effect from successful simulation probes, and no argument from the precautionary principle can be used to leverage the negligible credence one ought have in this. Thus, if we do develop a simulation probe, then let’s do it. (shrink)

Motor imagery typically involves an experience as of moving a body part. Recent studies reveal close parallels between the constraints on motor imagery and those on actual motor performance. How are these parallels to be explained? We advance a simulative theory of motor imagery, modeled on the idea that we predict and explain the decisions of others by simulating their decision-making processes. By proposing that motor imagery is essentially off-line motor action, we explain the tendency of motor imagery to mimic (...) motor performance. We close by arguing that a simulative theory of motor imagery gives (modest) support to and illumination of the simulative theory of decision-prediction. (shrink)

Hypoxia hampers ATP production and threatens cell survival. Since cellular energetics tightly controls cell responses and fate, ATP levels and dynamics are of utmost importance. An integrated mathematical model of ATP synthesis by the mitochondrial oxidative phosphorylation/electron transfer chain system has been recently published :e36, 2005). This model was validated under static conditions. To evaluate its performance under dynamical situations, we implemented and simulated it . Inner membrane potential and [NADH] were used as indicators of mitochondrial function. Root mean squared (...) error was used to compare simulations and experiments :39155–39165, 2003). Steady-state experimental data were reproduced within 2–6%. Model dynamics were evaluated under: baseline, activation of NADH production, addition of ADP, addition of inorganic phosphate, oxygen exhaustion. In all phases, except the last one, ΔΨ and [NADH] as well as oxygen consumption, were reproduced . Under anoxia, simulated ΔΨ markedly depolarized . In conclusion, the model reproduces dynamic data as long as oxygen is present. Anticipated improvement by the inclusion of ATP consumption and explicit Krebs cycle are under evaluation. (shrink)

Braun explores the use of digital twin technology in medicine with a particular emphasis on the question of how such simulations can represent a person.1 In defining some first conditions for ethically justifiable forms of representation of digital twins, he argues that digital twins do not threaten an embodied person, as long as that person retains control over their simulated representation via dynamic consent, and ideally with the option to choose both form and usage of the simulation. His thoughtful (...) elaboration provides insight into the challenges inherent in interactions between a person and their digital twin, emphasising the modes of control required to respect personal modes of freedom. This individual-centric approach to the question of representation leaves out the important ethical consideration of ensuring that all, not merely some, can be represented. Braun describes dynamic consent as a necessary mode of control, arguing that where a person is unable to give consent, ‘such simulations threaten to become illegitimate representations. They would then shift the kind of interaction from representation to illegitimate forms of prediction or surveillance and thereby could lead to infringements to individual modes of freedom.’ Consequently, the implementation of digital twin technology in healthcare would seem to exclude the most vulnerable members of society from participation in and benefiting from medical innovation, …. (shrink)

The theory-theory claims that the explanation and prediction of behavior works via the application of a theory, while the simulation theory claims that explanation works by putting ourselves in others' places and noting what we would do. On either account, in order to develop a prediction or explanation of another person's behavior, one first needs to have a characterization of that person's current or recent actions. Simulation requires that I have some grasp of the other person's behavior to (...) project myself upon; whereas theorizing requires a subject matter to theorize about. The frame problem shows that multiple, true characterizations are possible for any behavior or situation. However, only one or a few of these characterizations are relevant to explaining or predicting behavior. Since different characterizations of a behavior lead to different predictions or explanations, much of the work of interpersonal interpretation is done in the process of finding this characterization - that is, prior to either theorizing or simulating. Moreover, finding this characterization involves extensive knowledge of the physical, cultural, and social worlds of the persons involved. (shrink)

Par le canal de l’informatique, le concept de « simulation » et la pratique qu’il désigne sont devenus des composantes essentielles des sciences contemporaines, qu’il s’agisse des sciences physiques, des sciences biologiques ou des sciences de la cognition. Toutefois, en raison de ce vaste spectre d’emplois, le mot « simulation » n’échappe pas aux dérives sémantiques qui affectent..