Disciplinary breadth and interdisciplinary knowledge production

As the complexity of the challenges presented by our interactions with our planet continues to grow, we must develop new modes of knowledge production. In these modes, distinctions between multidisciplinary and inter-disciplinary activities and processes have renewed importance. There are at least two distinct types of interdisciplinary activities distinguished by the disciplinary breadth they attempt to bridge. In the narrow case, reductionist processes reveal a common underlying principle or process which can serve as a Rosetta stone. In the broad case, no such common arbiter exists. Investigators must develop integrating vocabulary in the context of the full breadth of their work. His primary activities are the fostering of university-wide interdisciplinary research and curriculum programs focused on global change with the goal of developing Columbia into a world leader in issues related to global stewardship.     

A comparison of the effects of partial reinforcement schedules using a within-subject serial autoshaping procedure

Three experiments, each using a single group of pigeons, are reported. In Experiment 1 subjects were initially trained with two stimuli, one of which was always followed by food, the other being reinforced according to a 50% partial reinforcement schedule. Subsequently a serial procedure was adopted in which an additional stimulus, C, was consistently followed by the partially reinforced CS. A second additional stimulus, A, was followed on half of its occurrences by the continuously reinforced CS, its remaining presentations being followed by nothing. The rate of autoshaped keypecking was substantially greater during A than during C. In the remaining experiments subjects received first-order conditioning with a single stimulus that was either partially (Experiment 2) or continuously (Experiment 3) reinforced. The stimuli A and C were then again introduced for serial autoshaping. Stimulus A was occasionally paired with the CS and occasionally followed by nothing, whereas stimulus C was always followed by the CS. As in Experiment 1, the rate of responding during A was greater than during C. It is proposed that one influence on the rate of autoshaped keypecking during a CS is the accuracy with which the immediate consequences of that CS are predicted.     

Why Freedom Implies Equality

ABSTRACT Equality and freedom have been represented as conflicting values. In this paper, I propose to argue that the idea of freedom has clear egalitarian implications.
Freedom is commonly represented as being negative or positive, but it has both senses in ordinary usage, and the distinction fails adequately to explain the relationship between views on freedom and poverty. An alternative representation of the concept distinguishes individual freedom, based on the autonomous individual, from social freedom, which sees freedom as a social relationship.
Equality implies the elimination of disadvantage. Freedom is a redistributive idea, implying that the freedom of some must be restricted to increase the freedom of others. Although the individual concept of freedom is restrictive, equal treatment and equality of opportunity are largely compatible with it, and even equality of outcome can be reconciled with it to some degree. The social concept of freedom is broader, extending the scope of redistribution to all forms of social disadvantage. This demands a high degree of equality; it also defines the boundaries of the pursuit of equality, which is justifiable in so far as it increases freedom.
Freedom is not, therefore, in conflict with equality. Certain egalitarian assumptions are part of its normative base, and it actively requires a degree of redistribution.     

Self-Knowledge of Personality: Do People Know Themselves?

The intuition that we have privileged and unrestricted access to ourselves – that we inevitably know who we are, how we feel, what we do, and what we think – is very compelling. Here, we review three types of evidence about the accuracy of self-perceptions of personality and conclude that the glass is neither full nor empty. First, studies comparing self-perceptions of personality to objective criteria suggest that self-perceptions are at least tethered to reality – people are not completely clueless about how they behave, but they are also far from perfect. Second, studies examining how well people’s self-perceptions agree with others’ perceptions of them suggest that people’s self-views are not completely out of synch with how they are seen by those who know them best, but they are also far from identical. Third, studies examining whether people know the impressions they make on others suggest that people do have some glimmer of insight into the fact that others see them differently than they see themselves but there is still a great deal people do not know about how others see them. The findings from all three approaches point to the conclusion that self-knowledge exists but leaves something to be desired. The status of people’s self-knowledge about their own personality has vast implications both for our conception of ourselves as rational agents and for the methods of psychological inquiry.