Applying automated deduction to natural language understanding

Very few natural language understanding applications employ methods from automated deduction. This is mainly because (i) a high level of interdisciplinary knowledge is required, (ii) there is a huge gap between formal semantic theory and practical implementation, and (iii) statistical rather than symbolic approaches dominate the current trends in natural language processing. Moreover, abduction rather than deduction is generally viewed as a promising way to apply reasoning in natural language understanding. We describe three applications where we show how first-order theorem proving and finite model construction can efficiently be employed in language understanding.The first is a text understanding system building semantic representations of texts, developed in the late 1990s. Theorem provers are here used to signal inconsistent interpretations and to check whether new contributions to the discourse are informative or not. This application shows that it is feasible to use general-purpose theorem provers for first-order logic, and that it pays off to use a battery of different inference engines as in practice they complement each other in terms of performance.The second application is a spoken-dialogue interface to a mobile robot and an automated home. We use the first-order theorem prover spass for checking inconsistencies and newness of information, but the inference tasks are complemented with the finite model builder mace used in parallel to the prover. The model builder is used to check for satisfiability of the input; in addition, the produced finite and minimal models are used to determine the actions that the robot or automated house has to execute. When the semantic representation of the dialogue as well as the number of objects in the context are kept fairly small, response times are acceptable to human users.The third demonstration of successful use of first-order inference engines comes from the task of recognising entailment between two (short) texts. We run a robust parser producing semantic representations for both texts, and use the theorem prover vampire to check whether one text entails the other. For many examples it is hard to compute the appropriate background knowledge in order to produce a proof, and the model builders mace and paradox are used to estimate the likelihood of an entailment.     

Appropriateness of decisions as a moderator of the psychology of voice

This paper focuses on the psychology of the voice effect (the effect that people show more positive reactions when they are allowed an opportunity to voice their opinion in the decision‐making process than when they are denied such an opportunity). It is argued that it is important to ask about what decisions people are allowed voice. More specifically, results of two experiments suggest that when participation in decision making is appropriate (i.e. voice is allowed about decisions that are relatively important to participants) the voice effect is found: People's procedural judgements and other reactions are more positive following voice as opposed to no‐voice procedures. However, when participation in decision making is inappropriate (i.e. voice is allowed about decisions that are unimportant to participants) no effect or even a reversal of the voice effect is found. These people do not react differently or even react more negatively following voice as opposed to no‐voice procedures. It is concluded that these results further our insights into the psychology of procedural justice in general and voice in particular. Copyright © 2002 John Wiley & Sons, Ltd.     

Cognitive empathy moderates the relationship between affective empathy and wellbeing in adolescents with autism spectrum disorder

Background: Individuals with autism spectrum disorder (ASD) reportedly have reduced cognitive empathy (CE), yet intact levels of affective empathy (AE) when compared to typically developing individuals. To date, no research has examined the implications of this empathic imbalance on personal wellbeing (PWB). Method: Twenty four high-functioning adolescents with ASD (M _age = 13.21, SD = 2.83, 14 males) and 24 non-clinical control adolescents (M _age = 13.10, SD = 2.73, 15 males) took part in the present study. CE and AE were measured using the interpersonal reactivity index, while PWB was assessed via the personal wellbeing index-school children. Results: Participants in the ASD group scored significantly lower than the control group on measures of CE and AE. Moderated regression analyses revealed that for the ASD group only, CE appeared to moderate the relationship between AE and PWB. Specifically, when CE was low, the relationship between AE and PWB was significant and negative. However, when CE was high, the relationship between AE and PWB was significant and positive. Conclusions: CE appears central to the PWB of those with ASD. Only when CE is high were participants able to experience the positive relationship between AE and PWB. Interventions that target the cognitive dimensions of empathy may improve PWB.     

Uncertainty Management and Social Issues: Uncertainty as an Important Determinant of Reactions to Socially Deviating People1

In this paper, the social psychology of uncertainty management is used to explain reactions to socially deviating people. In Study 1, we examine how people react to a person communicating negative messages about their home country; in Study 2, how a representative sample of the Dutch society reacts to encounters with a homeless person; and in Study 3, what the behavioral and psychological reactions are of people in an anticipated interaction with a homeless individual. All 3 studies reveal that personal uncertainty—whether made salient in a subtle manner or measured by means of individual differences in the extent to which uncertainty is considered an emotionally threatening experience—is an important determinant of reactions to socially deviating persons.

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The Price of Rights: High School Students' Civic Values and Behaviors

Previous analyses of U.S. civics textbooks documented an overwhelming emphasis on citizen rights to the relative exclusion of citizen obligations and participation. Despite evidence of this uneven coverage, scholars have not yet investigated the psychological and behavioral consequences of this asymmetry, which may be especially consequential in the U.S., a predominantly individualistic culture. The present research does just this by analyzing survey data collected from high school students in civics courses. As expected, and in accordance with the content of civics curricula, students show greater endorsement of rights than of obligations. Moreover, higher support for obligations increases students' intention to vote and to participate in civic and extracurricular activities, whereas endorsement of rights is negatively associated with political participation.     

On the subjective quality of social justice: the role of affect as information in the psychology of justice judgments

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Aristotle on God as Principle of Genesis

Aristotle holds that there must be multiple forms of human being and those forms constitute a genos, this paper argues. Aristotle advances his claim by arguing that the strength of a polis rests on the existence of a spectrum of useful essential differences among its citizens. The paper rejects the notion that eîdos is a homonym, and argues that it signifies `form,' not `species.' Its theses are based on analysis of passages in the Ethics, Metaphysics, Politics and other works. The argument of the paper is compatible with `individual' or `particular' forms. The paper also proposes a solution to the issue of `natural slavery.'     

Survival of the selfish: Contrasting self-referential and survival-based encoding

Processing information in the context of personal survival scenarios elicits a memory advantage, relative to other rich encoding conditions such as self-referencing. However, previous research is unable to distinguish between the influence of survival and self-reference because personal survival is a self-referent encoding context. To resolve this issue, participants in the current study processed items in the context of their own survival and a familiar other person’s survival, as well as in a semantic context. Recognition memory for the items revealed that personal survival elicited a memory advantage relative to semantic encoding, whereas other-survival did not. These findings reinforce suggestions that the survival effect is closely tied with self-referential encoding, ensuring that fitness information of potential importance to self is successfully retained in memory.     

Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians

The present study was conducted to investigate qualitative changes that occur in the structure of knowledge in acquiring medical expertise. Therefore, the representation of pathophysiological knowledge was compared in subjects at four different levels of expertise. Subjects studied four clinical cases under three different time constraints, and provided a diagnosis and a pathophysiological explanation for the signs and symptoms in each case. Both diagnostic accuracy and quality of explanations increased with level of expertise. The explanations of experts, however, were less elaborate and less detailed than those of students. Constraining processing time affected the quality of explanations of advanced students, but not that of experts; conversely, the elaborateness and level of detail of explanations was affected in experts but not in students. The findings are explained by a network model integrating the two-world hypothesis in which biomedical and clinical knowledge are organised as two worlds apart (Patel, Evans, & Groen, 1989a, b) and the hypothesis of knowledge encapsulation in which biomedical knowledge becomes encapsulated into clinical knowledge (Schmidt & Boshuizen, 1992).     

Intentional artificial grammar learning: When does it work?

Actively searching for the rules of an artificial grammar has often been shown to produce no more knowledge than memorising exemplars without knowing that they have been generated by a grammar. The present study investigated whether this ineffectiveness of intentional learning could be overcome by removing dual task demands and providing participants with more specific instructions. The results only showed a positive effect of learning intentionally for participants specifically instructed to find out which letters are allowed to follow each other. These participants were also unaffected by a salient feature. In contrast, for participants who did not know what kind of structure to expect, intentional learning was not more effective than incidental learning and knowledge acquisition was guided by salience.