ISLAMIC PHILOSOPHY AND ARTIFICIAL INTELLIGENCE: EPISTEMOLOGICAL ARGUMENTS

This essay presents an analysis of different processes of machine learning: supervised, unsupervised, and semisupervised, through the prism of the epistemologies of several prominent Islamic philosophical schools. I discuss the way each school conceptualizes the ontological absolute (immortality, death, afterlife) and the way this shapes their respective epistemologies. I present an analysis of the different machine learning processes through the prism of the epistemological constructs of each of these philosophic traditions. I conclude with the argument that more scholars from the Islamic philosophical tradition should engage in the debates about the development of artificial intelligence and its implications, given that many Muslim countries are among the leaders in this development and its application in everyday life.     

The effect of exercise on the selective performance of an instrumental response

Dogs were used to condition two instrumental reactions—bending of the left or of the right forepaw respectively. In the experimental situation a dish containing food was presented to the dog at a distance but could be drawn close and retained by lifting the forepaw to which (left or right) a lever had been attached. If both paws were simultaneously attached to levers, the dog had to choose between two reactions. Preliminary trials showed a right paw preference in spite of the equal effectiveness (food reinforcement) of the left paw. The aim of this experiment was to alter this right paw preference by a paradigm of differential practice with left paw dominance. The plan was to have ten training sessions followed by one test with choice. According to the probabilities, P_left = 0.8, P_right = 0.2, a random table was used to determine the order of the right-left paw attachments to the levers during training. In all, 1,000 training sessions and 100 tests with choice were carried out in each of three dogs. According to the training program, in every 100 training sessions the left paw had to perform the reaction a total of 80 times and 20 times by the right paw. An absolute alteration in paw preference occurred P_lelt = 1.0) even though both forepaws were equally effective in obtaining food reinforcement on the test trials. The present results indicate that not only the Law of Effect but Exercise is also important in instrumental conditioning.     

Dynamics of alpha oscillations elucidate facial affect recognition in schizophrenia

Impaired facial affect recognition is characteristic of schizophrenia and has been related to impaired social function, but the relevant neural mechanisms have not been fully identified. The present study sought to identify the role of oscillatory alpha activity in that deficit during the process of facial emotion recognition. Neuromagnetic brain activity was monitored while 44 schizophrenia patients and 44 healthy controls viewed 5-s videos showing human faces gradually changing from neutral to fearful or happy expressions or from the neutral face of one poser to the neutral face of another. Recognition performance was determined separately by self-report. Relative to prestimulus baseline, controls exhibited a 10- to 15-Hz power increase prior to full recognition and a 10- to 15-Hz power decrease during the postrecognition phase. These results support recent proposals about the function of alpha-band oscillations in normal stimulus evaluation. The patients failed to show this sequence of alpha power increase and decrease and also showed low 10- to 15-Hz power and high 10- to 15-Hz connectivity during the prestimulus baseline. In light of the proposal that a combination of alpha power increase and functional disconnection facilitates information intake and processing, the finding of an abnormal association of low baseline alpha power and high connectivity in schizophrenia suggests a state of impaired readiness that fosters abnormal dynamics during facial affect recognition.     

Cultural and historical influences on the concepts of guidance in late 20th century Russia

The article discusses the ways cultural and historical events have changed the concepts and practices of preparation for employment in Russian schools over the last 30 years. The discussion focuses on data on 30 teachers and 30 students which were analysed using a socio-cultural approach. Differences identified in the ways teachers treated and used the concept of upbringing (a combination of guidance and counselling concepts) are linked to the social transformations Russia experienced before and after the collapse of the Soviet regime. Three different generations of teachers represent three different pedagogic identities which have been formed in different times but are mixed in the same pedagogical context of the same school. Questions are raised about changes in the nature of preparation for employment in contemporary schools.     

The Context of Current Content Analysis of Gender Roles: An Introduction to a Special Issue

The aim of this paper is to provide context for the quantitative content analyses of gender roles that are to be included in both parts of this special issue. First, a timeline of historical uses of the content analysis methodology is presented. Second, research objectives that frequently drive content analysis of gender roles are described; these include: to support feminist claims, to compare media with real life, to predict effects on audiences, and to detect effects of media producers on content. Third, previous content analyses published in Sex Roles and other gender-focused journals are reviewed and categorized in terms of medium, genre, time span, gender, and nationality. Finally, contributions of each of the articles in this special issue are outlined.     

Contributions to the Content Analysis of Gender Roles: An Introduction to a Special Issue

This special issue on gender-related content analysis is the second of two parts (see Rudy et al. 2010b). The current special issue is more diverse than was the first in the number of countries that are represented and in the variety of media genres and content types that are included. The primary aim of this paper is to outline some of the contributions of the individual papers in this second special issue. Some of these advancements and innovations include (a) examining underresearched measures, countries, time spans, sexual orientations, and individual media programs; (b) addressing both international and intranational differences in gender-role portrayals; (c) comparing multiple content formats within the same media unit; (d) updating past findings to take into consideration the current media landscape; (e) employing established measures in novel ways and novel contexts; (f) uncovering limitations in established intercultural measures and media-effects theories; (g) suggesting variables that could predict additional differences in gender-role portrayals; (h) adopting virtually identical methods and measures across distinct content categories in order to facilitate comparisons; (i) conducting multiple tests of a given hypothesis; (j) examining, from multiple perspectives, the implications of racial differences in gender portrayals; and (k) examining the implications of underrepresentation of women and the perspectives that women hold. In addition to the original content-analytical research presented in this special issue, two reviews, one methodological and the other analytical, offer recommendations of procedures and perspectives to be implemented in future research.     

Working memory deficits in transgenic rats overexpressing human adenosine A2A receptors in the brain

Adenosine receptors in the central nervous system have been implicated in the modulation of different behavioural patterns and cognitive functions although the specific role of A(2A) receptor (A(2A)R) subtype in learning and memory is still unclear. In the present work we establish a novel transgenic rat strain, TGR(NSEhA2A), overexpressing adenosine A(2A)Rs mainly in the cerebral cortex, the hippocampal formation, and the cerebellum. Thereafter, we explore the relevance of this A(2A)Rs overexpression for learning and memory function. Animals were behaviourally assessed in several learning and memory tasks (6-arms radial tunnel maze, T-maze, object recognition, and several Morris water maze paradigms) and other tests for spontaneous motor activity (open field, hexagonal tunnel maze) and anxiety (plus maze) as modification of these behaviours may interfere with the assessment of cognitive function. Neither motor performance and emotional/anxious-like behaviours were altered by overexpression of A(2A)Rs. TGR(NSEhA2A) showed normal hippocampal-dependent learning of spatial reference memory. However, they presented working memory deficits as detected by performance of constant errors in the blind arms of the 6 arm radial tunnel maze, reduced recognition of a novel object and a lack of learning improvement over four trials on the same day which was not observed over consecutive days in a repeated acquisition paradigm in the Morris water maze. Given the interdependence between adenosinic and dopaminergic function, the present results render the novel TGR(NSEhA2A) as a putative animal model for the working memory deficits and cognitive disruptions related to overstimulation of cortical A(2A)Rs or to dopaminergic prefrontal dysfunction as seen in schizophrenic or Parkinson's disease patients.     

Cross modal transfer of a conditional flexion response in dogs

Two experiments investigated cross modal transfer of a conditional flexion response. In the first experiment, two dogs with extensive experimental past histories transferred a discrimination based on the pattern of presentation of auditory stimuli to a comparable pattern of visual stimuli. A second experiment with a naive dog demonstrated that such stimulus patterning also occurred from visual to auditory modalities. Additional tests showed that transfer was based on the relationship between discriminative stimuli and that the negative stimulus in the second modality was actively inhibitory. The data were discussed with reference to general attentiveness and rudimentary concept learning.     

Effect of MAO A deficiency on different kinds of aggression and social investigation in mice

Monoamine oxidase A (MAO A) degrades serotonin, dopamine and noradrenaline, factors critically involved in the regulation of aggression. Different kinds of aggression were investigated in Tg8, a transgenic mouse strain lacking a functional MAO A gene. MAO A-deficient mice differ from wild-type C3H/HeJ (C3H) in terms of showing higher territorial, predatory and isolation-induced aggression. Tg8 demonstrated shorter latencies to cricket killing and to the first attack after 6 weeks isolation than C3H mice. In the resident-intruder paradigm, MAO A-lacking mice were more aggressive than C3H when tested as intruders. In contrast to C3H, attack in Tg8 mice did not depend on different aggressiveness of intruders of BALB/c, A/Sn and C3H strains. Tg8 mice displayed no increase in aggression but demonstrated reduced social investigation towards anesthetized, as well as towards juvenile BALB/c males. Thus, MAO A deficiency in Tg8 mice is accompanied by increased expression of different kinds of aggression, as well as by disruption of normal pattern of social interaction.