This study examines the problem of belief revision, defined as deciding which of several initially accepted sentences to disbelieve, when new information presents a logical inconsistency with the initial set. In the first three experiments, the initial sentence set included a conditional sentence, a non-conditional (ground) sentence, and an inferred conclusion drawn from the first two. The new information contradicted the inferred conclusion. Results indicated that conditional sentences were more readily abandoned than ground sentences, even when either choice would lead to a consistent belief state, and that this preference was more pronounced when problems used natural language cover stories rather than symbols. The pattern of belief revision choices differed depending on whether the contradicted conclusion from the initial belief set had been a modus ponens or modus tollens inference. Two additional experiments examined alternative model-theoretic definitions of minimal change to a belief state, using problems that contained multiple models of the initial belief state and of the new information that provided the contradiction. The results indicated that people did not follow any of four formal definitions of minimal change on these problems. The new information and the contradiction it offered was not, for example, used to select a particular model of the initial belief state as a way of reconciling the contradiction. The preferred revision was to retain only those initial sentences that had the same, unambiguous truth value within and across both the initial and new information sets. The study and results are presented in the context of certain logic-based formalizations of belief revision, syntactic and model-theoretic representations of belief states, and performance models of human deduction. Principles by which some types of sentences might be more “entrenched” than others in the face of contradiction are also discussed from the perspective of induction and theory revision. 相似文献
The American Journal of Psychoanalysis - The patient lives in Berlin, the therapist in Lisbon and the supervisor in Budapest. Not long ago, continuous psychotherapy and supervision would have been... 相似文献
The purpose was to find better augmented visual feedback frequency (100% or 67%) for learning a balance task in adolescents. Thirty subjects were divided randomly into a control group, and 100% and 67% feedback groups. The three groups performed pretest (3 trials), practice (12 trials), posttest (3 trials) and retention (3 trials, 24 hours later). The reduced feedback group showed lower RMS in the posttest than in the pretest (p = 0.04). The control and reduced feedback groups showed significant lower median frequency in the posttest than in the pretest (p < 0.05). Both feedback groups showed lower values in retention than in the pretest (p < 0.05). Even when the effect of feedback frequency could not be detected in motor learning, 67% of the feedback was recommended for motor adaptation. 相似文献
Pastoral Psychology - Using Erik H. Erikson’s book Young Man Luther and Donald Capps’s “Young Man Luther: A Classic Revisited,” the author reflects on his relationships with... 相似文献
It is well known that the classical exploratory factor analysis (EFA) of data with more observations than variables has several types of indeterminacy. We study the factor indeterminacy and show some new aspects of this problem by considering EFA as a specific data matrix decomposition. We adopt a new approach to the EFA estimation and achieve a new characterization of the factor indeterminacy problem. A new alternative model is proposed, which gives determinate factors and can be seen as a semi-sparse principal component analysis (PCA). An alternating algorithm is developed, where in each step a Procrustes problem is solved. It is demonstrated that the new model/algorithm can act as a specific sparse PCA and as a low-rank-plus-sparse matrix decomposition. Numerical examples with several large data sets illustrate the versatility of the new model, and the performance and behaviour of its algorithmic implementation.
We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention‐Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers accumulated throughout the session, relative to conditions in which reinforcers were distributed throughout the session or withheld completely. We then conducted concurrent‐chain analyses to evaluate student preference for the reinforcer arrangements. Two students preferred distributed reinforcers, even though this arrangement continued to produce problem behavior. One student preferred accumulated reinforcers. Our data replicate previous findings regarding the efficacy of accumulated‐reinforcer arrangements, but suggest that students do not always prefer the most efficacious reinforcer arrangement. 相似文献