Abstract: Research on the nature and varieties of the format of cognitive representations in philosophy and cognitive science have been partly shaped by analogies to external, public representations. In this paper, we argue that relying on such analogies contributes to framing the question of cognitive formats in problematic, potentially counterproductive ways. We show that cognitive and public representations differ in many of their central features, making analogies to public representations ill-suited to improving our understanding of cognitive formats. We (...) illustrate these points by examining two case studies in which analogies to public representations may have had a negative impact on research: the 80’s-90’s debate about compositionality and cognitive architecture between symbolicists and connectionists; and contemporary discussions about the nature of visual demonstratives. Finally, we outline an alternative, computational account of formats that does not share the shortcomings of appeal to public representations. (shrink)

College courses are often disconnected both from other disciplines and from student’s lives. When classes are taught in isolation from each other students experience them as unrelated fragments. In addition, college courses often lack personal meaning and relevance. Interdisciplinary learning communities—classes in which the subject matters of two or more fields are integrated—can help overcome these two problems by providing an education that is holistic and coherent. In this paper I report on how philosophy courses can be blended with English (...) classes and how theoretical perspectives can be connected to student’s personal lives. (shrink)

Mind and environment evolve in tandem—almost a platitude. Much of judgment and decision making research, however, has compared cognition to standard statistical models, rather than to how well it is adapted to its environment. The author argues two points. First, cognitive algorithms are tuned to certain information formats, most likely to those that humans have encountered during their evolutionary history. In par ticular, Bayesian computations are simpler when the information is in a frequency format than when it is in (...) a probability format. The author investigates whether fre quency formats can make physicians reason more often the Bayesian way. Second, cognitive algorithms need to operate under constraints of limited time, knowledge, and computational power, and they need to exploit the structures of their environments. The author describes a fast and frugal algorithm, Take The Best, that violates standard principles of rational inference but can be as accurate as sophisticated "optimal" mod els for diagnostic inference. Key words: Bayes' theorem; bounded rationality; infor mation format; probabilistic reasoning; satisficing; training; medical education. (shrink)

Advertisers’ increasing use of embedded advertising formats makes it more difficult for consumers to identify persuasive intents in advertiser messages. However, only if consumers identify these intents and categorize messages as advertising, can they activate advertising-specific reception strategies which might result in lessened persuasion effects. The fact that consumers regularly miss persuasive intents in non-traditional advertising environments, we suggest in this article, carries epistemological and methodical implications. To better appreciate these implications, we argue for a more systematic adoption of (...) a constructivist approach in advertising research. Some established concepts in advertising research such as the persuasion knowledge model and advertising literacy already implicitly follow a constructivist rationale. However, to more fully exploit the potential of a constructivist approach, we review communication concepts that inform advertising research, clarify why a constructivist approach increases the explanatory power of advertising research, and discuss challenges for research designs. (shrink)

Die Studien zur Geschichte und Kultur des Vorderen Orients erscheinen als Supplement der Zeitschrift Der Islam, gegründet 1910 von Carl Heinrich Becker, einem der Väter der modernen Islamwissenschaft. Ganz im Sinne Beckers ist das Ziel der Studien die Erforschung der vergangenen Gesellschaften des Vorderen Orients, ihrer Glaubenssysteme und der zugrundeliegenden sozialen und ökonomischen Verhältnisse, von der Iberischen Halbinsel bis nach Zentralasien, von den ukrainischen Steppen zum Hochland des Jemen. Über die grundlegende philologische Arbeit an der literarischen Überlieferung hinaus nutzen die (...) Studien die archivalischen, sowie materiellen und archäologischen Überlieferungen als Quelle für die gesamte Bandbreite der historisch arbeitenden Geistes- und Sozialwissenschaften. (shrink)

This article contributes to a critical discussion of how `question' and `questioning' may be defined in terms of form and function by analyzing the interactional usage of two apparently synonymous `question' words, German warum and wieso and their common English translation why. Warum and why are employed for two different interactional achievements. Wieso marks the utterance as an information request. In this respect, it is affiliative. In contrast, warum points to something wrong and is thus complaint implicative. Recipients orient to (...) warum as disaffiliative. A contrastive analysis of German warum and wieso with English why shows that why allows for ambiguity, whereas warum and wieso are unambiguous. While there is a core usage of these lexical items, they are also employed differently with an orientation to institutionality. In business meetings, there is a correlation between the occurrence of the complaint-implicative warum and the leadership status of the speaker in the team. (shrink)

The present study examined whether a dissociation among formats for rational numbers can be obtained in tasks that require comparing a number to a non-symbolic quantity. In Experiment 1, college students saw a discrete or else continuous image followed by a rational number, and had to decide which was numerically larger. In Experiment 2, participants saw the same displays but had to make a judgment about the type of ratio represented by the number. The magnitude task was performed more (...) quickly using decimals, whereas the relation task was performed more accurately with fractions. The pattern observed for percentages was very similar to that for decimals. A dissociation between magnitude comparison and relational processing with rational numbers can be obtained when a symbolic number must be compared to a non-symbolic display. (shrink)

Academic publishing is undergoing a highly transformative process, and many established rules and value systems that are in place, such as traditional peer review (TPR) and preprints, are facing unprecedented challenges, including as a result of post-publication peer review. The integrity and validity of the academic literature continue to rely naively on blind trust, while TPR and preprints continue to fail to effectively screen out errors, fraud, and misconduct. Imperfect TPR invariably results in imperfect papers that have passed through varying (...) levels of rigor of screening and validation. If errors or misconduct were not detected during TPR’s editorial screening, but are detected at the post-publication stage, an opportunity is created to correct the academic record. Currently, the most common forms of correcting the academic literature are errata, corrigenda, expressions of concern, and retractions or withdrawals. Some additional measures to correct the literature have emerged, including manuscript versioning, amendments, partial retractions and retract and replace. Preprints can also be corrected if their version is updated. This paper discusses the risks, benefits and limitations of these forms of correcting the academic literature. (shrink)

Data increasingly drive our lives. Often presented as a new trajectory, the deep immersion of our lives in data has a history that is well over a century old. By revisiting the work of early pioneers of what would today be called data science, we can bring into view both assumptions that fund our data-driven moment as well as alternative relations to data. I here excavate insights by contrasting a seemingly unlikely pair of early data technologists, Francis Galton and W.E.B. (...) Du Bois. Galton, well known for his contributions to eugenics, was first and foremost a tinkering technician of measure. There are numerous domains of science over which Galtonian conceptions retain considerable influence, presumably without his pride in racial inequality. A more viable, because more egalitarian, alternative for the present can be found in the early data work of Du Bois. (shrink)

This paper details a three-credit-hour undergraduate ethics course that was delivered using traditional, distance, and compressed formats. OLS 263: Ethical Decisions in Leadership is a 200-level course offered by the Department of Organizational Leadership and Supervision in the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI). Students in engineering, technology, business, nursing, and other majors take the course. In an effort to determine student perceptions of course and instructor effectiveness, end-of-course student survey data were (...) compared using data from traditional, distance, and compressed sections of the course. In addition, learning outcomes from the final course project were evaluated using a standardized assessment rubric and scores on the course project. (shrink)

It is quite widely acknowledged, in the field of cognitive science, that the format in which a set of data is displayed (lists, graphs, arrays, etc.) matters to the agents' performances in achieving various cognitive tasks, such as problem-solving or decision-making. This paper intends to show that formats also matter in the case of theoretical representations, namely general representations expressing hypotheses, and not only in the case of data displays. Indeed, scientists have limited cognitive abilities, and representations in different (...) formats have different inferential affordances for them. Moreover, this paper shows that, once agents and their limited cognitive abilities get into the picture, one has to take into account both the way content is formatted and the cognitive abilities and epistemic peculiarities of agents. This paves the way to a dynamic and pragmatic picture of theorizing, as a cognitive activity consisting in creating new inferential pathways between representations. (shrink)

Informed consent, a cornerstone of research ethics, ensures participant protection and informed participation, particularly in online settings. Despite its significance, engagement with online consent forms remains low, underscoring the need for improved presentation strategies. This study investigates the impact of interactive elements and diverse presentation formats on the comprehension and engagement of online informed consent documents among a broad demographic beyond the commonly studied student populations. Employing a between-subjects experimental design, we explored six versions of online consent forms varying (...) in interactivity, readability, and visual formatting to identify optimal strategies for enhancing participant comprehension and engagement. Our findings reveal that interactive formats significantly improve comprehension and perceived readability, highlighting the pivotal role of design in facilitating informed consent. The study also examines the influence of individual differences, such as self-efficacy and trust in science, on the effectiveness of consent forms, providing insights into the nuanced dynamics between participant characteristics and consent form engagement. These results advocate for integrating interactive elements and thoughtful design in consent forms to foster a more informed and engaged participant base. Implications for research ethics, best practices in consent form development, and future research directions are also discussed, emphasizing the need for ongoing innovation in the consent process to adapt to the evolving landscape of online research. This study contributes to the body of knowledge on research ethics by offering evidence-based recommendations for enhancing the informed consent process, ultimately promoting participant-centered research practices. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:502 Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. Jaime Madden Teaching Online: Issues of Equity and Access in Writing-centric Formats The COVID-19 pandemic has turned us all into online teachers. In the context of this crisis, we have quickly learned new technologies and the affordances of asynchronous and synchronous delivery. We have grappled with the challenges of building community and supporting active engagement, and (...) we have turned to adapting our assessment methods for the remote environment. We have done this work at traditional colleges and universities, where online teaching was formerly the purview of graduate students and adjunct instructors. Online learning can no longer be associated with those who struggle to access traditional classrooms, such as disabled students and those who attend for-profit colleges. Instead, access to online learning can now be associated with access to wealth and to health—specifically as relates to avoiding contact with the virus. In K-12 education, we have seen districts that largely enroll white students make the decision to continue online or go hybrid for the fall 2020 semester, whereas those that largely enroll students of color are returning to the classroom.1 Inequalities pervade the teaching landscape as well. Teaching is not a job usually marked as high risk, but within this environment, some 1. The work of activist and artist @bmore_radical shows how these decisions are being made in Baltimore, Maryland. See https://www.instagram.com /bmore_radical/?hl=en. Jaime Madden 503 bodies suffer at higher rates. In a recent article published in this journal, coauthors writing as the Brocher Foundation Feminist Collective describe their experience and knowledge “of the ways that academia produces sickness.”2 The authors are white and cisgender women at Anglo-American and European universities, and even though they acknowledge that they did not experience high levels of racism, classism, linguistic marginalization, and/or illness, they still found themselves—at different stages of their careers—“worn thin” in a system where “bodies are disposable.”3 Commenting on this problem in another context, disability studies scholar Alison Kafer notes that disability is “more fundamental, more inevitable, for some than others.”4 The pandemic has made this much clear: able-bodied people are “temporarily able-bodied,” and those who experience racism and classism are among the most frequently and intensely sickened. In attending to how teachers and students transition online en masse, we need to consider how we are differently positioned within institutions governed by the logics of racialized capitalism. It is important to recognize not only which students can access these online spaces but also which skills such spaces tend to reward. It is also important to ask which teachers are disproportionately impacted by the transition online. In this piece, I describe the challenges of assessment and then wrestle with broader questions of access as a scholar invested in feminist studies and disability studies. The tension in online education between its promise of access and its methods of assessment is, I argue, worthy of urgent attention. The Challenges of Assessment I have taught online courses at four institutions: two private colleges and two public universities. Good teaching and learning can undoubtedly happen across a range of spaces. In online environments, I have found that my best teaching happens in the feedback I give students. 2. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker, “Doing Academia Differently: ‘I Needed Self-Help Less Than I Needed a Fair Society,” Feminist Studies 46, no. 1 (2020): 132. 3. Bisaillon, et al., “Doing Academia Differently,” 136, 140. 4. Alison Kafer, Feminist, Queer, Crip (Bloomington: Indiana University Press, 2013), 26. 504 Jaime Madden This is understandable since assessment practices are important teaching opportunities in all contexts. In online environments, and particularly in asynchronous teaching, I have found that it is while carrying out assessments of student work that my most intense teaching occurs. It is through grading and offering comments on papers and assignments that I am most directly in communication with students as their teacher. When I mark student work, I ask questions of students, I prompt them to consider how our course materials may be placed... (shrink)

Starting with the hypothesis that analogical reasoning consists of a search of semantic space, we used eye-tracking to study the time course of information integration in adults in various formats of analogies. The two main questions we asked were whether adults would follow the same search strategies for different types of analogical problems and levels of complexity and how they would adapt their search to the difficulty of the task. We compared these results to predictions from the literature. Machine (...) learning techniques, in particular support vector machines (SVMs), processed the data to find out which sets of transitions best predicted the output of a trial (error or correct) or the type of analogy (simple or complex). Results revealed common search patterns, but with local adaptations to the specifics of each type of problem, both in terms of looking-time durations and the number and types of saccades. In general, participants organized their search around source-domain relations that they generalized to the target domain. However, somewhat surprisingly, over the course of the entire trial, their search included, not only semantically related distractors, but also unrelated distractors, depending on the difficulty of the trial. An SVM analysis revealed which types of transitions are able to discriminate between analogy tasks. We discuss these results in light of existing models of analogical reasoning. (shrink)

My topic is the intelligent guidance of action. In this paper I offer an empirically grounded case for four ideas: that [a] cognitive processes of practical reasoning play a key role in the intelligent guidance of action, [b] these processes could not do so without significant enabling work done by both perception and the motor system, [c] the work done by perceptual and motor systems can be characterized as the generation of information specialized for action guidance, which in turn suggests (...) that [d] the cognitive processes of practical reasoning that play a key role in the guidance of intelligent action are not the abstract, syllogistic ones philosophers often treat as the paradigm of practical reasoning. Rather, these cognitive processes are constrained by, and work well with, the specialized concepts outputted by perception and the feedback outputted by sensorimotor processes. (shrink)

The commentaries indicate a general agreement that one source of reduction of base-rate neglect involves making structural relations among relevant sets transparent. There is much less agreement, however, that this entails dual systems of reasoning. In this response, we make the case for our perspective on dual systems. We compare and contrast our view to the natural frequency hypothesis as formulated in the commentaries.

Cognitive representations are typically analysed in terms of content, vehicle and format. While current work on formats appeals to intuitions about external representations, such as words and maps, in this paper we develop a computational view of formats that does not rely on intuitions. In our view, formats are individuated by the computational profiles of vehicles, i.e., the set of constraints that fix the computational transformations vehicles can undergo. The resulting picture is strongly pluralistic, it makes space (...) for a variety of different formats, and is intimately tied to the computational approach to cognition in cognitive science and artificial intelligence. (shrink)

In tracing the formation of Husserl's concept of constitution, we hope to further the understanding of what he considers a philosophical explanation. ...

For at least two centuries most social thought has taken the earth to be the stable platform upon which dynamic social processes play out. Both climate change and the Anthropocene thesis – with their enfolding of dramatic geologic change into the space-time of social life – are now provoking social thinkers into closer engagement with earth science. After revisiting the decisive influence of the late 18th-century notion of geological formations on the idea of social formations, this introductory article turns to (...) more recent and more explicit attempts to open up the categories of social thought to a deeper understanding of earth processes. This includes attempts to consider how social and political agency is both constrained and made possible by the forces of the earth itself. It also involves efforts to think beyond existing dependencies of social worlds upon particular geological strata and to imagine alternative ‘geosocial’ futures. (shrink)

This series of interviews, conducted in the form of exchanges between Roy Bhaskar and Mervyn Hartwig, tells a riveting story of the formation and development of critical realism. Three intersecting and interweaving narratives unfold in the course of this unfinished story: the personal narrative of Roy Bhaskar, born of an Indian father and English mother, a child of post-war Britain and Indian partition and independence; the intellectual narrative of the emergence and growth of critical realism; and a world-historical story, itself (...) theorized by critical realism in its discussion of the development of modernity. This book gives an invaluable account of the development of critical realism, and its consolidation as a leading philosophy of our times. It takes us through the major moments of its formation, the principal objections to and controversies within critical realism, the establishment of its institutions, and considers its limits and future development. Special features of the book include discussion of the genesis of critical realism, and the origins and nature of the so-called dialectical and spiritual turns. The informal dialogical style of The Formation of Critical Realism makes it compelling reading and an invaluable source for students of critical realism as well as all those interested in the intellectual story of our times. (shrink)

The subject of this paper is Heidegger’s understanding of world and world-formation [Weltbildung] in his lecture The Fundamental Concepts of Metaphysics (GA 29/30) and his references to the idealistic philosophy of Schelling, the ancient thought of Aristotle and Heraclitus. I will put forward the following thesis: World is prevailing [Walten] and, as this prevailing, it is the being of beings as such as a whole in the projection of world that lets it prevail. In this paper, I will clarify how (...) the world prevails, how Dasein forms the world, and the significance of physis, logos and as-structure [als-Struktur] in this context. I will also show that Heidegger’s concept of world-formation can be thought together with his concepts of being-in-the-world and worldhood. Finally, I will discuss some of the difficulties in Heidegger’s understanding of the world and propose some solutions. (shrink)

Developing tools is a crucial aspect of experimental practice, yet most discussions of scientific change traditionally emphasize theoretical over technological change. To elaborate on the role of tools in scientific change, I offer an account that shows how scientists use tools in exploratory experiments to form novel concepts. I apply this account to two cases in neuroscience and show how tool development and concept formation are often intertwined in episodes of tool-driven change. I support this view by proposing common normative (...) principles that specify when exploratory concept formation and tool development succeed to initiate scientific change. (shrink)

Inspired by recent theorization by Dreier and Lave concerning situated perspectives on learning, I illuminate learning of international graduate students in a science lab in Japan as trajectories of participation in multi-layered activities and various mutually constituted occasions, and as crossing of multiple communities of practice. By doing so, I describe trajectories of participation as unique and multiple ways characteristic of individual participants instead of as a linear process from newcomer to old-timer or from peripheral to full participation in a (...) community of practice. Identity formation is also reformulated as discovering and constituting one’s unique self through crossing multiple communities of practice rather than merely as becoming a member in a community of practice. Further, I show that identity formation may be regarded not merely as adjusting the relationship among multiple communities within individuals, but as the practice of organizing new linkages among communities and of reconstituting communities of practice. (shrink)