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.     

An auto-adjusting shaping procedure

A variable interval (VI) schedule is described that automatically adjusts the programmed rates of reinforcement in accordance with the rates of responding of subjects during the two immediately preceding 30-sec time intervals. The schedule prescribes that as rate of responding decreases, programmed reinforcement rate increases, and that when rate of responding increases, reinforcement rate decreases. Thus, programmed reinforcement rate is adjusted continuously until some target value is reached. Ten rats were exposed to this procedure five times a day at 1-h intervals. The target, set at VI 120 sec, was reached by most subjects within 4 days of training. Subsequently, all subjects responded consistently during five daily 1-h sessions with VI 120 sec. This procedure speeds up the training of subjects on long VI schedules and substantially reduces the time and effort spent observing the subjects and adjusting the schedule parameter value during the early development of responding.