自然语言处理中的哲学问题

分析了哲学上的理性主义和经验主义及其在自然语言处理的研究中的影响,对比了自然语言处理中基于规则的理性主义方法和基于统计的经验主义方法的优点和缺点,主张把这两种方法结合起来以推动自然处理研究的发展。本文还分析了哲学中知识本体的概念发展到知识本体工程的过程,说明了哲学对于自然语言处理的深刻影响。     

More Than Mazel? Luck and Agency in Surviving the Holocaust

The canonical explanation for how Jews survived during the Holocaust involves some form of luck. To explore and deepen an understanding of episodic moments of luck, this article presents and discusses survivor Jerry Rawicki's close calls with death during the Holocaust. The first author examines Jerry's perspective as a survivor and her own perspective as a collaborative witness to his stories, as well as how these stories fit together within the broader literature about luck and survival. She suggests possible consequences of regarding luck as the sole explanation of survival and contends that agency and luck can go hand in hand even under oppressive structural conditions, such as the Holocaust. She concludes by reflecting on why Jerry and she might understand survival differently and on the importance of considering both positions in compassionate collaborative research.     

Caricatures,Myths, and White Lies

Pedagogical situations require white lies: in teaching philosophy we make decisions about what to omit, what to emphasise, and what to distort. This article considers when it is permissible to distort the historical record, arguing for a tempered respect for the historical facts. It focuses on the rationalist/empiricist distinction, which still frames most undergraduate early modern courses despite failing to capture the intellectual history of that period. It draws an analogy with Michael Strevens's view on idealisation in causal explanation to distinguish between myths and caricatures. Myths are distortions of the historical record that undermine students' understanding of the past, despite having other pedagogical benefits (being illuminative of some other period, or helping uptake of philosophical skills and methods). Caricatures are distortions that either increase or are indifferent to understanding of the past. Mythmaking, the article argues, is unjustified.     

Experience and Life as Ever‐Present Constraints on Knowledge

This essay argues that acknowledging the existence of mind‐independent facts is a matter of vital importance, in that acquiescence before the layout of the world is something demanded of knowing agents from the most elementary empirical deliverance to the most abstract construct. Building on the idea that normativity requires the presence of more than one option to choose from, the essay shows how the cessation of one's life is the disjunctive alternative of any experiential episode. This much has been missed, it argues, because of a generalized failure to appreciate how even the simplest atomic contents embroil their subjects in acts of assent. Its account thus casts a new light on relativism and skepticism, revealing them to be provisional luxuries supported only by the cognitive labor of others.     

School administrators’ use of collaborative autobiography as a vehicle for reflection on accountability pressures

This research studied accountability pressures faced by five school administrators, and explored collaborative autobiography as a way for administrators to reflect on and address those pressures. The administrators cycled back and forth between reflective writing and group dialogue as they contemplated accountability pressures, their life histories in relationship to the pressures, and their preferred future. The participants reported that the process helped them to better understand accountability pressures and develop strategies for negotiating those pressures.     

成员关系对协作提取成绩的影响

当人们与搭档组成社会群体一起协作讨论某些已经发生的事件或经验时, 该社会群体中的成员关系对协作提取成绩的影响仍不明确。本研究通过两项实验, 分别使用语词词单和情景故事作为实验材料, 考察成员关系(包括关系类型和关系时长)对协作提取成绩的影响。研究结果表明, 当记忆的材料为语词词单时, 青年陌生组出现了协作抑制; 而当记忆的材料为情景故事时, 青年夫妻和老年夫妻组均出现了协作促进。此外, 老年夫妻在协作提取情景故事的过程中使用的有效交流策略更多, 且这些有效交流策略的使用与更高的协作提取成绩有关。该结果支持了具有长时亲密关系的老年夫妻之间的“交互记忆系统”对协作促进的关键作用, 为理解成员关系对协作提取成绩的影响提供了全面的证据。     

Modeling Lifelong Learning: Collaborative Teaching across Disciplinary Lines

Most courses in colleges and universities are taught by only one instructor. This is often necessitated by the financial exigencies of educational institutions, but is also due to an academic tradition in which the ideal is a single expert teaching in a single discipline. The rapidly changing realities of both the higher education and job markets, however, have called the traditional ideal into question. Interdisciplinary collaborative teaching is one way to adapt to the needs of twenty‐first‐century students, by modeling lifelong learning for students and inviting instructors to be more deliberately reflective about disciplinary assumptions, learning styles, and pedagogies.     

Using Medical Family Therapy with Parents of an Adult Child with Traumatic Brain Injury

Abstract

Acquired traumatic brain injury (ATBI) is a public health concern causing approximately 2.5 million emergency room visits in the United States annually. Medical family therapy (MedFT) displays how biological issues impact each area of a client’s life. This paper highlights how MedFT can be utilized with parents of an adult child with ATBI; the case is presented as treatment occurred with benefits of the inclusion of MedFT. Researchers propose a call to the field of marriage and family therapy to increase access of MedFT to afford more opportunities to help families who experience medical conditions.