Grading the ‘cultural literacy’ project

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.     

Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

Controlled attention sharing influences time estimation

A seminal attentional model of time estimation predicts that subjective duration will be positively correlated to the amount of attention given to temporal processing. This prediction holds under prospective conditions, in which one is forewarned that judgments of time will be asked, in contrast to retrospective conditions, in which such judgments are required after the relevant period without any prior warning. In three experiments, an attention-sharing method was used. Subjects were asked to control the amount of attention that they devoted to one or the other component of a dual-task paradigm. The first experiment involved word categorization and reproduction of duration. The following experiments, based on signal detection theory, required discrimination of both the duration and the intensity of a single stimulus, in the visual (Experiment 2) or the auditory (Experiment 3) modality. The results indicate that when the attention is directly controlled by the subject, the subjective duration shortens as the amount of attention devoted to the temporal task diminishes. The implications of these results for the possible existence of an internal timer are considered.     

Peat Bogs,Sperm, and Family Values: Teaching Naturalism Charitably

Introductory courses dealing with sex, gender and sexuality often assign excerpts from Thomas Aquinas as an exemplar of the naturalist view. Given that most novice students tend to side against such naturalism uncritically, they need to be exposed to a more charitable account of the biological considerations motivating a stance like Aquinas.’ With that in mind, this article presents accessible arguments aimed at restoring deliberative balance in the classroom.