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41.
Are natural language categories represented by instances of the category or by a summary representation? We used an exemplar model and a prototype model, both derived within the framework of the generalized context model (Nosofsky, 1984, 1986), to predict typicality ratings for 12 superordinate natural language concepts. The models were fitted to typicality ratings averaged across participants and to the typicality judgments of individual participants. Both analyses yielded results in favor of the exemplar model. These results suggest that higher-level natural language concepts are represented by their subordinate members, rather than by a summary representation. 相似文献
42.
Joshua Gert 《Synthese》2006,150(2):171-183
Terry Horgan and Mark Timmons have recently presented a series of papers in which they argue against what has come to be called
the ‘new wave’ moral realism and moral semantics of David Brink, Richard Boyd, Peter Railton, and a number of other philosophers.
The central idea behind Horgan and Timmons’s criticism of these ‘new wave’ theories has been extended by Sean Holland to include
the sort of realism that drops out of response-dependent accounts that make use of an analogy between moral properties and
secondary qualities. This paper argues that Holland’s extension depends crucially on the fact that his target is a direct response-dependent account of moral value. His argument does not work against such accounts of more basic normative notions such as ‘harm’ or ‘benefit’. And
these more basic notions may then serve as the basic normative building blocks for an indirectly response-dependent moral
theory.
* Thanks to Mark Timmons for helpful and friendly comments on an earlier version of this paper, and also to an audience at
the 2003 Pacific APA, and to the reviewers
for this journal. 相似文献
43.
44.
Jaap Schuitema Wiel Veugelers Gert Rijlaarsdam Geert ten Dam 《The British journal of educational psychology》2009,79(3):439-461
Background Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue. Aim The main aim of this study is to arrive at an understanding of how citizenship education can be integrated in history classes. The focus is on the effect of a dialogic approach to citizenship education on students' ability to justify an opinion on moral issues. Sample Four hundred and eighty‐two students in the eighth grade of secondary education. Methods Two curriculum units for dialogic citizenship education were developed and implemented. The two curriculum units differed in the balance between group work and whole‐class teaching. Students' ability to justify an opinion was assessed by means of short essays written by students on a moral issue. The effectiveness of both curriculum units was compared with regular history classes. Results Students who participated in the lessons for dialogic citizenship education were able to justify their opinion better than students who participated in regular history lessons. The results further show a positive effect of the amount of group work involved. Conclusion The results of this study indicate that a dialogic approach to citizenship education as an integral part of history classes helps students to form a more profound opinion about moral issues in the subject matter. In addition, group work seems to be a more effective method to implement dialogue in the classroom than whole‐class teaching. 相似文献
45.
46.
Do Additional Features Help or Hurt Category Learning? The Curse of Dimensionality in Human Learners
The curse of dimensionality, which has been widely studied in statistics and machine learning, occurs when additional features cause the size of the feature space to grow so quickly that learning classification rules becomes increasingly difficult. How do people overcome the curse of dimensionality when acquiring real‐world categories that have many different features? Here we investigate the possibility that the structure of categories can help. We show that when categories follow a family resemblance structure, people are unaffected by the presence of additional features in learning. However, when categories are based on a single feature, they fall prey to the curse, and having additional irrelevant features hurts performance. We compare and contrast these results to three different computational models to show that a model with limited computational capacity best captures human performance across almost all of the conditions in both experiments. 相似文献
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49.
Gert Storms 《Psychometrika》1995,60(2):247-258
A Monte Carlo study was conducted to investigate the robustness of the assumed error distribution in maximum likelihood estimation models for multidimensional scaling. Data sets generated according to the lognormal, the normal, and the rectangular distribution were analysed with the log-normal error model in Ramsay's MULTISCALE program package. The results show that violations of the assumed error distribution have virtually no effect on the estimated distance parameters. In a comparison among several dimensionality tests, the corrected version of thex 2 test, as proposed by Ramsay, yielded the best results, and turned out to be quite robust against violations of the error model. 相似文献
50.
Heather J. Gert 《Synthese》1995,105(2):177-190
In §66 ofPhilosophical Investigations Wittgenstein looks for something common to various games and finds only an interconnecting network of resemblances. These are family resemblances. Sympathetic as well as unsympathetic readers have interpreted him as claiming that games form a family in virtue of these resemblances. This assumes Wittgenstein inverted the relation between being a member of a family and bearing family resemblances to others of that family. (The Churchills bear family resemblances to one another because they belong to the same family, they don't belong to the same family because they resemble one another.) A close reading ofInvestigations gives no evidence that Wittgenstein made this mistake. Rather, family resemblances may play a role like the one criteria play for psychological terms. They give excellent but fallible evidence for membership in the extensions of some terms.Don't look only for similarities in order to justify a concept, but also for connexions. The father transmits his name to his son even if the latter is quite unlike him.1
I would like to thank Felicia Ackerman, Donna Summerfield, and the Texas A+M Reading Group for comments on earlier drafts of this paper. And, most of all, I would like to thank Bernard Gert for his help and encouragement. 相似文献