Strategies for generating multiple instances of common and ad hoc categories

In a free-emission procedure participants were asked to generate instances of a given category and to report, retrospectively, the strategies that they were aware of using in retrieving instances. In two studies reported here, participants generated instances for common categories (e.g. fruit) and for ad hoc categories (e.g., things people keep in their pockets) for 90 seconds and for each category described how they had proceeded in doing so. Analysis of the protocols identified three broad classes of strategy: (1) experiential, where memories of specific or generic personal experiences involving interactions with the category instances acted as cues; (2) semantic, where a consideration of abstract conceptual characteristics of a category were employed to retrieve category exemplars; (3) unmediated, where instances were effortlessly retrieved without mediating cognitions of which subjects were aware. Experiential strategies outnumbered semantic strategies (on average 4 to 1) not only for ad hoc categories but also for common categories. This pattern was noticeably reversed for ad hoc categories that subjects were unlikely to have experienced personally (e.g. things sold on the black market in Russia). Whereas more traditional accounts of semantic memory have favoured decontextualised abstract representations of category knowledge, to the extent that mode of access informs us of knowledge structures, our data suggest that category knowledge is significantly grounded in terms of everyday contexts where category instances are encountered.     

In search of reflective behavior and shared understanding in ad hoc expert teams.

The work reported on here concentrates on virtual ad hoc expert teams for the integration of learning and working, as ad hoc teams seem to be one way to cope with complexity in a knowledge-intensive society. In order to let ad hoc teams learn and work together, group members require effective communication and shared understanding among each other. Two empirical studies were conducted to study collaborative learning and shared understanding, one exploratory study and one experiment. In the first study, it was explored how virtual design teams work and learn together. Based on conceptual ideas, collaborative learning and shared understanding were observed and assessed in a design team over a period of four months. It was concluded that shared understanding was suboptimal; mainly due to the effect that hardly any questions were raised and answered. The second study elaborates on the need to encourage question-answer patterns and reflective behavior in such teams. A tool was developed that supported questioning behavior. As it was hypothesized that this tool leads to better questioning behavior, which in turn results in more reflective behavior and in increased shared understanding, an experiment was conducted. In the exploratory study, as well as in the experimental study, the perceived shared understanding increased over time. However, in both studies suboptimal questioning behavior and little reflective activity were noticed. The main results of the two empirical studies are compared and discussed.     

Locke and Whately on the Argumentum ad Hominem

This is an exploration of what Locke and Whately said about the Argumentatum ad Hominem, especially in the context of what they said about the other ad arguments, and with a view to ascertaining whether what they said lends support to the understanding of this argument implicit in Johnstone's thesis that all valid philosophical arguments are ad hominem. It is concluded that this support is forthcoming insofar as Locke and Whately had in mind an argument concerned with principles.The essay ends with a brief reformulation of Johnstone's generalization regarding philosophical arguments.     

Learned helplessness and the schedule-shift hypotheses

The critique of learned helplessness research and theory and the alternative schedule-shift discrimination hypothesis offered by McReynolds (Journal of Research and Personality, 1980,14, 139–157) are considered. Each point made by McReynolds is discussed and a variety of recent experimental evidence is reviewed. It is concluded that McReynolds' critique is without substance and that the schedule-shift discrimination explanation of the learned helplessness effect is contradicted by existing data.     

Derrida on Language and Philosophical Education

Studies in Philosophy and Education - The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the...     

Philosophical reflections on the foundations of mathematics

This article was written jointly by a philosopher and a mathematician. It has two aims: to acquaint mathematicians with some of the philosophical questions at the foundations of their subject and to familiarize philosophers with some of the answers to these questions which have recently been obtained by mathematicians. In particular, we argue that, if these recent findings are borne in mind, four different basic philosophical positions, logicism, formalism, platonism and intuitionism, if stated with some moderation, are in fact reconcilable, although with some reservations in the case of logicism, provided one adopts a nominalistic interpretation of Plato's ideal objects. This eclectic view has been asserted by Lambek and Scott (LS 1986) on fairly technical grounds, but the present argument is meant to be accessible to a wider audience and to provide some new insights.     

关于网络的哲学研究概况

网络技术的发展,使人类的生产方式、生活方式、交往方式、思维方式等等都发生了巨大的变革.目前网络研究已经成为一大热点.哲学界对于网络提出新问题,也作出了一定的回应,主要集中在以下几个方面.     

Policies and perspectives on authorship

Authorship on publications has been described as a “meal ticket” for researchers in academic settings. Given the importance of authorship, inappropriate publication credit is a pertinent ethical issue. This paper presents an overview of authorship problems and policies intended to address them. Previous work has identified three types of inappropriate authorship practices: plagiarism, giving unwarranted credit and failure to give expected credit. Guidelines from universities, journals and professional organizations provide standards about requirements of authors and may describe inappropriate practices; to a lesser extent, they provide guidance for determining authorship order. While policies on authorship may be helpful in some circumstances, they are not panaceas. Formal guidelines may not address serious power imbalances in working relationships and may be difficult to enforce in the face of particular departmental or institutional cultures. In order to develop more effective and useful guidelines, we should gain more knowledge about how students and faculty members perceive policies as well as their understanding of how policies will best benefit collaborators.     

Some new hypotheses on the mediation of loudness judgments 1

A new solution to the problem of relating equal-interval and ratio scales is proposed. It is shown that it is also possible, with the type of theory proposed, to predict results of cross-modality matching experiments.     

圆悟克勤的禅学与美学思想

宋代时期,禅僧走向士大夫化,从而也使禅宗思想不断向艺术化、审美化方向发展.圆悟克勤开悟的著名公案,这一宗教实践,几乎成了士大夫艺术审美实践.而克勤所论述的人生的自由、解脱与超越的禅学理论,也正是深浸着宗教色彩的审美超越理论.克勤<碧岩录>在体例上,不仅创造了中国传统经学阐释学传统中所没有的一些方法,而且在其性质上体现出体验美学的某些特征.     

龋病自然转归、人为干预的思考

龋病的自然转归是一个由浅到深,由局部到全身的过程.主要历经牙体硬组织阶段,穿透硬组织到达牙髓阶段,穿出根尖孔阶段.随着病情进展,患者承受的痛苦加重,临床诊疗也越来越复杂,成本增高,效果越来越差.本文从哲学量变质变角度思考,提出了一些控制龋病的想法.     

Additive hypotheses of the effect of head and eye movement on dark convergence

Dark vergence depends on the vertical direction of gaze; it decreases with raised gaze and increases with lowered gaze. The vertical direction of gaze can be varied by means or raising or lowering the eyes or by way of tilting the head forward or backward. The effects of both manipulations on dark vergence are different. According to Heuer (1988) the effects of head tilt and eye inclination on dark vergence are almost, but not exactly, additive. In Exp. 1 the hypothesis of additive effects of gaze direction and eye inclination was tested and could not be rejected. The two additive hypotheses (head tilt and eye inclination vs. gaze inclination and eye inclination) result in different predictions for dark vergence with "compensatory" head and eye inclinations, which leave the direction of gaze in space invariant. In Exp. 2 it was shown that predictions from both hypotheses deviated from the observed values of dark vergence. Thus none of the two additive hypotheses provides exact predictions of dark vergence for all possible combinations of head tilt and eye inclination. For practical purposes the approximation might be sufficient. In particular, although mean dark vergence cannot be predicted exactly, individual differences can be predicted quite accurately.