Ecological content

1997 ◽  
Vol 5 (2) ◽  
pp. 253-281 ◽  
Author(s):  
Josefa Toribio
Keyword(s):  
Empirical Research ◽  
Developmental Psychology ◽  
Psychological Explanation ◽  
Cognitive Significance ◽  
Variable Environment ◽  
Negative Side ◽  
Embedded Cognition ◽  
Positive Side ◽  
Computational Explanation ◽  
Cognitive Activities

The paper has a negative and a positive side. The negative side argues that the classical notions of narrow and wide content are not suitable for the purposes of psychological explanation. The positive side shows how to characterize an alternative notion of content (ecological content) that is suitable for those purposes. This account is supported by (a) a way of conceptualizing computation that is constitutively dependent upon properties external to the system and (b) empirical research in developmental psychology. My main contention is that an adequate computational explanation of the behavior involved in cognitive activities should invoke a concept of content that can capture the intimate dynamical relationship between the inner and the outer. The notion of content thus reaches out to include the set of skills, abilities and know-hows that an agent deploys in a constantly variable environment. The assumption underlying my attempt to characterize this ecological notion of content is that cognition is better understood when treated as embedded cognition and that the idea of cognitive significance ought to be cashed out in non-individualistic and pragmatic terms.

scholarly journals The cognitive aspect of interactive learning and teaching in visual arts education

2020 ◽  
Vol 13 (2) ◽  
pp. 131-152
Author(s):  
Zlata Tomljenović
Keyword(s):  
Content Analysis ◽  
Empirical Research ◽  
Visual Arts ◽  
Arts Education ◽  
Research Study ◽  
Teaching Process ◽  
Cognitive Aspect ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Cognitive Activities

The task of contemporary visual arts education is to enable quality interaction among all subjects of the teaching process, through which the students are encouraged to think, imagine, and develop higherorder cognitive activities. The objective of this empirical research study was to verify the differences in the results of students in the control and experimental groups (n=285) regarding their knowledge and understanding of visual arts content. Analysis of the results shows that the students in EG showed significantly better results compared to the students in CG, which means that the interactive model of learning and teaching positively influenced the students’ understanding of visual arts content.

Public Health and a President’s Racism

Pained ◽  
2020 ◽  
pp. 29-30
Author(s):  
Michael D. Stein ◽  
Sandro Galea
Keyword(s):  
Public Health ◽  
Social Norms ◽  
Health Effects ◽  
Cultural Context ◽  
Minority Groups ◽  
The Public ◽  
Negative Side ◽  
Positive Side ◽  
The Social ◽  
The World

This chapter addresses how racism presents a clear threat to the health of populations. In 2018, President Donald Trump made racist comments toward countries with predominantly nonwhite populations. Why did the president’s racism matter for the health of the public? To answer this question, one needs to understand where health comes from. Health is the product of the social, economic, and cultural context in which people live. This context is also shaped by social norms that do much to determine people’s behaviors and their consequences. Changing these norms can produce both positive and negative health effects. On the positive side, changing norms can promote health, by making unacceptable unhealthy conditions and behaviors that were once common, even celebrated. On the negative side, changing norms for the worse can empower elements of hate in society. When a president promotes hate, it shifts norms, suggesting that hate does in fact have a place in the country and the world. This opens the door to more hate crimes, more exclusion of minority groups from salutary resources, and little to no effort to address racial health gaps.

scholarly journals Evaluation Method of Relative Humidity Changes in Below-Grade Concrete Structure Space Depending on Different Waterproofing Material and Installation Method

Materials ◽  
2020 ◽  
Vol 13 (3) ◽  
pp. 742
Author(s):  
Ki-won An ◽  
Kyu-hwan Oh ◽  
Bo Jiang ◽  
Xingyang He ◽  
Sang-keun Oh
Keyword(s):  
Relative Humidity ◽  
Linear Regression ◽  
Concrete Structure ◽  
Evaluation Method ◽  
Linear Regression Analysis ◽  
Evaluation Criteria ◽  
Cumulative Probability ◽  
Control Performance ◽  
Negative Side ◽  
Positive Side

An evaluation method for assessing the difference in the relative humidity (RH) control performance of waterproofing material is proposed. For a demonstration of this evaluation method, two waterproofing materials (urethane coating and cementitious waterproofing material) installed with different methods (positive and negative side of concrete structure respectively) are exposed to temperature conditions representing three seasonal conditions: Summer (40 °C), spring/autumn (20 °C) and winter (4 °C). Condensation level changes on the inner side of the waterproofing material installed specimen is measured, and for derive criteria for comparison, three parameters based on the average RH, intercept RH (derived from a linear regression analysis of RH measurement), and maximum relative humidity are derived for each different waterproofing material installed specimen. Based on quality specification for underground concrete structures, the demonstration evaluation establishes provisional standard criteria of below 70% RH, and all three parameters are evaluated to determine whether the tested waterproofing material/method complies to the performance requirement. Additional analysis through linear regression and cumulative probability density graphs are derived to evaluate the RH consistency and range parameters. The evaluation regime demonstrates a quantitative RH analysis method and apparatus, and a newly designed evaluation criteria is used to compare the RH control performance of positive-side installed urethane waterproofing materials and negative-side installed cementitious waterproofing material.

An object relations perspective on borderline personality

2002 ◽  
Vol 14 (2) ◽  
pp. 76-80 ◽  
Author(s):  
F. E. Yeomans ◽  
K. N. Levy
Keyword(s):  
Clinical Practice ◽  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Cognitive Science ◽  
Object Relations ◽  
Empirical Research ◽  
Developmental Psychology ◽  
Empirical Studies ◽  
Borderline Personality ◽  
Object Relations Theory

One of the principal formulations of borderline personality disorder is based on object relations theory, a component of psychoanalytic theory. To remain relevant, psychoanalytic formulations must find support from empirical research. After summarizing the object relations understanding of borderline personality, the authors review studies in biological neuroscience, developmental psychology and cognitive science related to the fundamental concepts of object relations theory as it aplies to borderline pathology. This review suggests that these empirical studies support psychoanalytic formulations originally derived from clinical practice and observation.

scholarly journals Polynomial Identification of $$\omega $$-Automata

2020 ◽  
pp. 325-343
Author(s):  
Dana Angluin ◽  
Dana Fisman ◽  
Yaara Shoval
Keyword(s):  
Polynomial Time ◽  
Negative Side ◽  
Positive Side ◽  
Language Classes ◽  
Characteristic Sample ◽  
Identification In The Limit ◽  
The Right

Abstract We study identification in the limit using polynomial time and data for models of $$\omega $$-automata. On the negative side we show that non-deterministic $$\omega $$-automata (of types Büchi, coBüchi, Parity or Muller) can not be polynomially learned in the limit. On the positive side we show that the $$\omega $$-language classes $$\mathbb {IB}$$, $$\mathbb {IC}$$, $$\mathbb {IP}$$, and $$\mathbb {IM}$$ that are defined by deterministic Büchi, coBüchi, parity, and Muller acceptors that are isomorphic to their right-congruence automata (that is, the right congruences of languages in these classes are fully informative) are identifiable in the limit using polynomial time and data. We further show that for these classes a characteristic sample can be constructed in polynomial time.

CROSS-SUBSIDIZATION IN TARIFF DESIGN FOR ELECTRICITY

2020 ◽  
Vol 3 (7) ◽  
pp. 30-39
Author(s):  
S. Ya. CHERNAVSKII ◽  
◽  
N. R. KHACHATURYAN ◽  
Z. N. TSVETAEVA ◽  
◽  
...  
Keyword(s):  
Decision Making ◽  
Electric Power ◽  
Electric Power Industry ◽  
Power Industry ◽  
The Public ◽  
Negative Side ◽  
Positive Side ◽  
Cross Subsidization ◽  
Electricity Tariff

The article highlights one of the unsolved problems of the Russian power industry management. In most of the works, cross-subsidization in the electric power industry is considered in negative connotations. It is shown that in the design of the electricity tariff with cross-subsidization, along with the negative side, there is also a positive side. The article presents views on the problem of people who are active in decision-making, but pas-sive in the public scientific space.

Gene Flow

2016 ◽  
Author(s):  
Andrew P. Hendry
Keyword(s):  
Genetic Variation ◽  
Gene Flow ◽  
Empirical Data ◽  
Adaptive Divergence ◽  
Population Declines ◽  
Negative Side ◽  
Positive Effects ◽  
Antagonistic Coevolution ◽  
Positive Side ◽  
Special Benefit

This chapter looks at empirical methods for quantifying gene flow and inferring its role in adaptive divergence. An important point made therein is that gene flow can sometimes aid adaptation, such as when it enhances the genetic variation on which selection acts. The key questions addressed with empirical data are divided into the potential negative versus positive effects. On the negative side, questions include to what extent gene flow constrains adaptive divergence among environments, and how the resulting maladaptation might cause population declines and limit species' ranges. On the positive side, questions include whether gene flow has a special benefit in the case of antagonistic coevolution, and whether it can save (rescue) populations that would otherwise go extinct.

Classification of Strategies for Dealing with Student Relativism and the Epistemic Conceptual Change Strategy

2019 ◽  
Vol 42 (3) ◽  
pp. 221-246
Author(s):  
Jonas Pfister ◽  
Keyword(s):  
Conceptual Change ◽  
Empirical Research ◽  
Developmental Psychology ◽  
Epistemic Cognition ◽  
Change Strategy ◽  
New Strategy ◽  
Widespread Phenomenon

Student relativism is a widespread phenomenon in introductory philosophy courses. It is a pressing issue for teachers because it seems to undermine the very purpose of philosophy. Since the 1980s there is a debate about how to understand and how to deal with student relativism. However, there is as yet no comprehensive presentation of the debate. The first aim of the article is to offer a classification of the strategies for dealing with student relativism and a presentation and short assessment of the main strategies from the debate. The second aim is to present a new strategy based on the theory of conceptual change and drawing on the results from empirical research in developmental psychology on epistemic cognition. I call it the epistemic conceptual change strategy.

Multiculturalism in Brazil, Bolivia and Peru

Race & Class ◽  
2008 ◽  
Vol 49 (4) ◽  
pp. 1-21 ◽  
Author(s):  
Felipe Arocena
Keyword(s):  
National Identity ◽  
Ethnic Groups ◽  
Latin American ◽  
Indigenous Populations ◽  
Cultural Identities ◽  
Negative Side ◽  
Positive Side ◽  
Racial Democracy ◽  
Nation States ◽  
Latin American Countries

The different strategies of resistance deployed by discriminated ethnic groups in Brazil, Peru and Bolivia are analysed here. In Brazil, Afro movements and indigenous populations are increasingly fighting against discrimination and developing their cultural identities, while demystifying the idea of Brazil's national identity as a racial democracy. In Peru and Bolivia, indigenous populations are challenging the generally accepted idea of integration through miscegenation (racial mixing). Assimilation through race-mixing has been the apparent solution in most Latin American countries since the building of the nation states. Its positive side is that a peaceful interethnic relationship has been constructed but its negative side, stressed in recent multicultural strategies, is that different ethnicities and cultures have been accepted only as parts of this intermingling and rarely recognised as the targets of discrimination.

scholarly journals Emotion, Epistemic Assessability, and Double Intentionality

Topoi ◽  
2021 ◽  
Author(s):  
Tricia Magalotti ◽  
Uriah Kriegel
Keyword(s):  
Mental State ◽  
Negative Side ◽  
Positive Side

AbstractEmotions seem to be epistemically assessable: fear of an onrushing truck is epistemically justified whereas, mutatis mutandis, fear of a peanut rolling on the floor is not. But there is a difficulty in understanding why emotions are epistemically assessable. It is clear why beliefs, for instance, are epistemically assessable: epistemic assessability is, arguably, assessability with respect to likely truth, and belief is by its nature concerned with truth; truth is, we might say, belief’s “formal object.” Emotions, however, have formal objects different from truth: the formal object of fear is danger, the formal object of indignation is injustice, and so on. Why, then, are emotions epistemically assessable too? Here we make a negative claim and a positive claim. On the negative side, we consider how cognitivist and perceptualist accounts of emotion may respond to this challenge, and argue against those responses. On the positive side, we develop an alternative picture of the domain of the epistemically evaluable, according to which any mental state which is constitutively evidence-responsive is epistemically assessable, regardless of whether its formal object is truth.

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