The affective spaces of global civil society and why they matter

Many early-career researchers aim at making research socially engaged. In the initial stages of my research on international volunteering for development I learnt very quickly that any push towards social justice has been blunted by the damaging mechanisms of neoliberal power. The temptation is therefore to make research socially engaged by exposing such malign presences of power in volunteering organisations. This paper grows out of this interest and builds an argument of how researchers can engage power and write into being a better future. This brings into contrast the capitalocentric orientation of fieldwork preparation against the micro-processes of meeting and being with other bodies come together to constitute work in the field. Through work with an NGO in New Delhi the case is put that such meetings of bodies are affective and this is central to making research socially engaged. Affective moments give rise to love, solidarity and hope. Making research sensitive to such intersubjective moments writes into being the possibilities of a better and more just future. The paper makes an attempt to put this approach to research into practice.     

Where do hypotheses come from?

Why are human inferences sometimes remarkably close to the Bayesian ideal and other times systematically biased? In particular, why do humans make near-rational inferences in some natural domains where the candidate hypotheses are explicitly available, whereas tasks in similar domains requiring the self-generation of hypotheses produce systematic deviations from rational inference. We propose that these deviations arise from algorithmic processes approximating Bayes’ rule. Specifically in our account, hypotheses are generated stochastically from a sampling process, such that the sampled hypotheses form a Monte Carlo approximation of the posterior. While this approximation will converge to the true posterior in the limit of infinite samples, we take a small number of samples as we expect that the number of samples humans take is limited. We show that this model recreates several well-documented experimental findings such as anchoring and adjustment, subadditivity, superadditivity, the crowd within as well as the self-generation effect, the weak evidence, and the dud alternative effects. We confirm the model’s prediction that superadditivity and subadditivity can be induced within the same paradigm by manipulating the unpacking and typicality of hypotheses. We also partially confirm our model’s prediction about the effect of time pressure and cognitive load on these effects.     

Lesbian Mothers-The Invisible Minority:

No abstract available for this article.     

Extending adaptive world modeling by identifying and handling insufficient knowledge models

Adaptive knowledge modeling is an approach for extending the abilities of the Object-Oriented World Model, a system for representing the state of an observed real-world environment, to open-world modeling. In open environments, entities unforeseen at the design-time of a world model can occur. For coping with such circumstances, adaptive knowledge modeling is tasked with adapting the underlying knowledge model according to the environment. The approach is based on quantitative measures, introduced previously, for rating the quality of knowledge models. In this contribution, adaptive knowledge modeling is extended by measures for detecting the need for model adaptation and identifying the potential starting points of necessary model change as well as by an approach for applying such change. Being an extended and more detailed version of [17], the contribution also provides background information on the architecture of the Object-Oriented World Model and on the principles of adaptive knowledge modeling, as well as examination results for the proposed methods. In addition, a more complex scenario is used to evaluate the overall approach.     

‘Left to your own devices’ – the missed potential of adult career guidance in Denmark

In 2008, the European Council agreed on a Resolution on better integrating lifelong guidance into lifelong learning strategies. The Resolution promoted lifelong guidance as a policy to support people during the multiple transitions provoked by a more volatile labour market. However, when looking into the guidance policy of Denmark, the Resolution does not seem to have taken effect. Whereas, the career guidance system is relatively developed in terms of transitions from basic schooling into youth education and from youth education to higher education, when it comes to transitions during a working life, adult career guidance structures are patchy and scattered across different policy areas and institutions. The objective of this article is to investigate the potential of adult career guidance as a support structure for Lifelong Learning, career transition and labour market mobility. To this end, we draw on Holzkamp's concept of ‘disruption of the cyclicity in everyday life’ to analyse working life narratives. We focus on the potential contact points between the individual and public structures supporting working life transitions. This article hereby contributes to ongoing discussions concerning access to career guidance as part of a social contract underlying flexible labour markets.     

Some Remarks on Dualization in Vector Optimization

In recent years there have been several reports on duality in vector optimization. However, there seems to be no unified approach to dualization. In a previous paper by the author a geometric consideration was given to duality in non-linear vector optimization. In this paper a relationship between duality, stability (normality) and condition of the alternative will be reported on the basis of some geometric consideration. In addition, Iserman's duality in linear cases will be derived from the stated geometric approach.     

老年人智力与年龄关系研究述评

介绍关于老年人智力发展的三种理论观点，以及影响老年人智力发展的因素。讨论了三种常见的研究方法。最后，指出了当前老年人智力研究领域中存在的一些问题，并对将来的研究进行了展望。     

Photograph method fosters direct access to second-language word meaning: Direct evidence from a word-picture matching task

This experiment was designed to investigate conceptual links directly through a word–picture matching task in children. Participants were asked to indicate between two pictures the one depicting the same concept as the newly learned L2 word (target). One of the two pictures was the target, while the other was either semantically related to it or was unrelated. To investigate whether learning methods modulate L2 word processing, two learning methods were compared: an L2-photograph method and an L1-L2 method. Results showed a semantic interference effect only with the L2-photograph method: Children responded more slowly in the related condition than in the unrelated one. The learning method modulated L2 word processing and L2 word meaning was not necessarily accessed through L1 mediation in the first steps of learning. The method used paves the way for the direct investigation of conceptual links.