The Hennessy–Milner equivalence for continuous time stochastic logic with mu-operator

A continuous stochastic logic with a μ-operator μCSL is defined, and an interpretation through stochastic relations is proposed. We investigate morphisms for models of μCSL, showing that the associated congruences can be used for an investigation of bisimilarity. The Hennessy–Milner equivalence for μCSL is discussed, and it is shown that models are equivalent iff they are bisimilar, using a general criterion for bisimilarity from the theory of stochastic relations.     

Data-driven type checking in open domain question answering

Many open domain question answering systems answer questions by first harvesting a large number of candidate answers, and then picking the most promising one from the list. One criterion for this answer selection is type checking: deciding whether the candidate answer is of the semantic type expected by the question. We define a general strategy for building redundancy-based type checkers, built around the notions of comparison set and scoring method, where the former provide a set of potential answer types and the latter are meant to capture the relation between a candidate answer and an answer type. Our focus is on scoring methods. We discuss nine such methods, provide a detailed experimental comparison and analysis of these methods, and find that the best performing scoring method performs at the same level as knowledge-intensive methods, although our experiments do not reveal a clear-cut answer on the question whether any of the scoring methods we consider should be preferred over the others.     

Officer attitudes towards adult male prisoners who self-harm: development of an attitudinal measure and investigation of sex differences

Purpose: The aim of the current study was to explore attitudes towards self‐harm in a sample of prison officers, with subsidiary aims of assessing if these attitudes alter as a function of the prisoner's behavior and the sex of the participant. Method: One hundred and sixty‐two officers (100 men and 62 women) completed a general measure of their attitudes towards prisoners and one designed to assess Attitudes towards Prisoners who Self‐Harm (APSH). Participants rated their perceptions of two adult male prisoners depicted in vignettes. The vignettes depicted identical types of self‐harm but varied the behavioral characteristics of the prisoners involved, with one depicted as “well‐behaved” and the other as “disruptive”. Results: Women were more likely than men to report positive attitudes towards self‐harm and in particular were less likely than men to endorse negative myths regarding self‐harm. The prisoner depicted as “disruptive” invoked increased negative attitudes than the “well‐behaved” prisoner. This finding was consistent across sex. Conclusion: The current study indicates that APSH are comprised of a number of components that were influenced by the sex of the participant and the behavioral characteristics of the prisoners depicted. The implications of these findings to practice are discussed. Aggr. Behav. 33:63–72, 2007. © 2006 Wiley‐Liss, Inc.     

Top-down predictions in the cognitive brain

The human brain is not a passive organ simply waiting to be activated by external stimuli. Instead, we propose that the brain continuously employs memory of past experiences to interpret sensory information and predict the immediately relevant future. The basic elements of this proposal include analogical mapping, associative representations and the generation of predictions. This review concentrates on visual recognition as the model system for developing and testing ideas about the role and mechanisms of top-down predictions in the brain. We cover relevant behavioral, computational and neural aspects, explore links to emotion and action preparation, and consider clinical implications for schizophrenia and dyslexia. We then discuss the extension of the general principles of this proposal to other cognitive domains.     

Asking, Witnessing, Interpreting, Knowing: Conducting Qualitative Research in Community Psychology

We present a framework to describe the process of conducting community-based qualitative research. Qualitative research activities are presented as a series of interrelated acts called asking, witnessing, interpreting, and knowing. Each act in the research process is described in terms of current qualitative research practices, and illustrated with examples from our own research projects on families with schizophrenia and men's mutual support and batterer intervention groups. We critically examine the assumption that qualitative research serves to reveal or amplify the voices of participants. We examine connections between qualitative research and social change and describe the use of qualitative research to not only empower marginalized groups, but also to critique and transform privileged groups. The framework is intended to help community researchers to more fully conceptualize, understand, and engage in the practice of qualitative research.     

Studying the Dynamics of Problem Behavior Across Multiple Time Scales: Prospects and Challenges

As a commentary on the Special Issue, this paper discusses recent advances in the study of change across several time scales. It points out the importance of specifying time scales and putative patterns of change when characterizing problem behavior over developmental time scales. Methods for studying risk and protective mechanisms through observation of social interaction are also discussed as a way to study influences that operate in real time. Methods for studying episode-level interaction patterns that result from such real-time influences are also discussed, along with ways to integrate these with longitudinal assessments to study the effects of social interaction on problem behavior across developmental time scales.     

The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the good citizen that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch.     

Reconceptualizing Quantitative and Qualitative Methods: A Case Study Dealing with Place as an Exemplar

A useful framework for understanding methods is to think of them as being on a continuum of holistic and pattern focused to particularistic and specific. This paper argues for this conceptualization rather than thinking of quantitative and qualitative methods as oppositional and potentially contradictory. A case study provides an example of using both quantitative and qualitative methods in a holistic and pattern-focused study, while also attending to the values and goals of community psychology. The substantive research goal is to understand a child's experience of places related to school. Methods include ethnographic long-term participation and observation, interviews, multidimensional scaling, and social network analysis. Most quantitative method variables are generated from study participants; no outside structure is imposed. The quantitative methods extend and inform the qualitative methods, just as the qualitative methods extend and inform the quantitative methods. The quantitative and qualitative methods work reciprocally to extend and inform each other.     

First- and third-person approaches in implicit learning research

How do we find out whether someone is conscious of some information or not? A simple answer is “We just ask them”! However, things are not so simple. Here, we review recent developments in the use of subjective and objective methods in implicit learning research and discuss the highly complex methodological problems that their use raises in the domain.