The purpose of the two studies reported here was to develop an integrated model of the scientific reasoning process. Subjects were placed in a simulated scientific discovery context by first teaching them how to use an electronic device and then asking them to discover how a hitherto unencountered function worked. To do this task, subjects had to formulate hypotheses based on their prior knowledge, conduct experiments, and evaluate the results of their experiments. In the first study, using 20 adult subjects, (...) we identified two main strategies that subjects used to generate new hypotheses. One strategy was to search memory and the other was to generalize from the results of previous experiments. We described the former group as searching an hypothesis space, and the latter as searching an experiment space. In a second study, with 10 adults, we investigated how subjects search the hypothesis space by instructing them to state all the hypotheses that they could think of prior to conducting any experiments. Following this phase, subjects were then allowed to conduct experiments. Subjects who could not think of the correct rule in the hypothesis generation phase discovered the correct rule only by generalizing from the results of experiments in the experimental phase.Both studies provide support for the view that scientific reasoning can be characterized as search in two problem spaces. By extending Simon and Lea's (1974) Generalized Rule Inducer, we present a general model of Scientific Discovery as Dual Search (SDDS) that shows how search in two problem spaces (an hypothesis space and an experiment space) shapes hypothesis generation, experimental design, and the evaluation of hypotheses. The model also shows how these processes interact with each other. Finally, we interpret earlier findings about the psychology of scientific reasoning in terms of the SDDS model. (shrink)

One of the more compelling features of Denis Dutton’s The Art Instinct is its theoretical parsimony. Utilizing what essentially amounts to one explanatory principle—that of Darwinian selection—Dutton advances a theory of aesthetics that is at once general enough to account for cross-cultural variations in artistic production and sufficiently nuanced to promote insights into individual artworks. In doing this, Dutton’s work could not offer a greater contrast to some of the more vocal trends in contemporary aesthetic theory, where ponderous theorizing and (...) rebarbative jargons have violently opposed the idea—otherwise so modest—that aesthetic activities might draw on the evolved capacities of the human imagination. On .. (shrink)

Fields of enquiry. Rome Harré on What is social science -- Toby Miller on Cultural studies -- Lawrence Sherman on Criminology -- Jonathan Haidt on Moral psychology -- Robert J. Shiller on Behavioural economics -- Births, deaths and human population. Sarah Franklin on the Sociology of reproductive technology -- Ann Oakley on Women's experience of childbirth -- Sarah Harper on the Population challenge for the 21st century -- Steven Pinker on Violence and human nature -- Social science through different lenses. (...) Gregory Clark on Names -- Robin Dunbar on Dunbar numbers -- David Goldblatt on the Sociology of football -- Trevor Marchand on Craft -- Bruce Hood on the Supernatural -- Doreen Massey on Space -- Politics and social science. Craig Calhoun on Protest movements -- Danny Dorling on Inequality -- Kate Pickett on the Case for equality. (shrink)

Dunbar (1993) emphasizes the role of cooperative language use in the evolution of human linguistic capacity and neglects to consider the role that manipulative language use would have played. I argue that as group size and neocortieal size increased during human evolution, the adaptive value of using language to benefit oneself at the expense of others would also have increased. I discuss how selection pressures for manipulative language use would have operated in the contexts of mating, status striving, and (...) social exchange. (shrink)

O objetivo deste artigo é caracterizar o conceito de justiça como uma convenção social indispensável para a emergência de obrigações morais no contexto de grupos que ultrapassam o “numero de Dunbar”. O artigo retoma, por um lado, a teoria da justiça proposta por David Hume na terceira seção de Uma Investigação sobre os Princípios da Moral, e, por outro lado, a hipótese de Robin Dunbar acerca do número máximo de indivíduos com os quais uma pessoa pode manter (...) relações sociais estáveis que envolvam laços de amizade, vínculos de família, e histórias pessoais compartilhadas. (shrink)

David Hume, Adam Smith, William Robertson, Adam Ferguson, Lord Kames, John Millar, James Dunbar and Gilbert Stuart were at the heart of Scottish Enlightenment thought. This introductory survey offers the student a clear, accessible interpretation and synthesis of the social thought of these historically significant thinkers. Organised thematically, it takes the student through their accounts of social institutions, their critique of individualism, their methodology, their views of progress and of moral and cultural values. By taking human sociality as (...) their premise, the book shows how they produced important analyses of historical change, politics and morality, together with an assessment of their own commercial society. (shrink)

This book aims to reinvigorate discussions of moral arguments for God's existence.

Part I: The Life of Cognitive Science:. William Bechtel, Adele Abrahamsen, and George Graham. Part II: Areas of Study in Cognitive Science:. 1. Analogy: Dedre Gentner. 2. Animal Cognition: Herbert L. Roitblat. 3. Attention: A.H.C. Van Der Heijden. 4. Brain Mapping: Jennifer Mundale. 5. Cognitive Anthropology: Charles W. Nuckolls. 6. Cognitive and Linguistic Development: Adele Abrahamsen. 7. Conceptual Change: Nancy J. Nersessian. 8. Conceptual Organization: Douglas Medin and Sandra R. Waxman. 9. Consciousness: Owen Flanagan. 10. Decision Making: J. Frank Yates (...) and Paul A. Estin. 11. Emotions: Paul E. Griffiths. 12. Imagery and Spatial Representation: Rita E. Anderson. 13. Language Evolution and Neuromechanisms: Terrence W. Deacon. 14. Language Processing: Kathryn Bock and Susan M. Garnsey. 15. Linguistics Theory: D. Terence Langendoen. 16. Machine Learning: Paul Thagard. 17. Memory: Henry L. Roediger III and Lyn M. Goff. 18. Perception: Cees Van Leeuwen. 19. Perception: Color: Austen Clark. 20. Problem Solving: Kevin Dunbar. 21. Reasoning: Lance J. Rips. 22. Social Cognition: Alan J. Lambert and Alison L. Chasteen. 23. Unconscious Intelligence: Rhianon Allen and Arthur S. Reber. 24. Understanding Texts: Art Graesser and Pam Tipping. 25. Word Meaning: Barbara C. Malt. Part III: Methodologies of Cognitive Science:. 26. Artificial Intelligence: Ron Sun. 27. Behavioral Experimentation: Alexander Pollatsek and Keith Rayner. 28. Cognitive Ethology: Marc Bekoff. 29. Deficits and Pathologies: Christopher D. Frith. 30. Ethnomethodology: Barry Saferstein. 31. Functional Analysis: Brian Macwhinney. 32. Neuroimaging: Randy L. Buckner and Steven E. Petersen. 33. Protocal Analysis: K. Anders Ericsson. 34. Single Neuron Electrophysiology: B. E. Stein, M.T. Wallace, and T.R. Stanford. 35. Structural Analysis: Robert Frank. Part IV: Stances in Cognitive Science:. 36. Case-based Reasoning: David B. Leake. 37. Cognitive Linguistics: Michael Tomasello. 38. Connectionism, Artificial Life, and Dynamical Systems: Jeffrey L. Elman. 39. Embodied, Situated, and Distributed Cognition: Andy Clark. 40. Mediated Action: James V. Wertsch. 41. Neurobiological Modeling: P. Read Montague and Peter Dayan. 42. Production Systems: Christian D. Schunn and David Klahr. Part V: Controversies in Cognitive Science:. 43. The Binding Problem: Valerie Gray Hardcastle. 44. Heuristics and Satisficing: Robert C. Richardson. 45. Innate Knowledge: Barbara Landau. 46. Innateness and Emergentism: Elizabeth Bates, Jeffrey L. Elman, Mark H. Johnson, Annette Karmiloff-Smith, Domenico Parisi, and Kim Plunkett. 47. Intentionality: Gilbert Harman. 48. Levels of Explanation and Cognition Architectures: Robert N. McCauley. 49. Modularity: Irene Appelbaum. 50. Representation and Computation: Robert S. Stufflebeam. 51. Representations: Dorrit Billman. 52. Rules: Terence Horgan and John Tienson. 53. Stage Theories Refuted: Donald G. Mackay. Part VI: Cognitive Science in the Real World:. 54. Education: John T. Bruer. 55. Ethics: Mark L. Johnson. 56. Everyday Life Environments: Alex Kirlik. 57. Institutions and Economics: Douglass C. North. 58. Legal Reasoning: Edwina L. Rissland. 59. Mental Retardation: Norman W. Bray, Kevin D. Reilly, Lisa F. Huffman, Lisa A. Grupe, Mark F. Villa, Kathryn L. Fletcher, and Vivek Anumolu. 60. Science: William F. Brewer and Punyashloke Mishra. Selective Biographies of Major Contributors to Cognitive Science: William Bechtel and Tadeusz Zawidzki. (shrink)

For this volume David Wiggins has selected and revised eleven of his essays in an area of metaphysics where his work has been particularly influential, and he has added a substantial introduction and one new unpublished essay. Among the subjects treated are substance, identity, persistence, persons, sortals, and artefacts.

Today, DIY -- do-it-yourself -- describes more than self-taught carpentry. Social media enables DIY citizens to organize and protest in new ways and to repurpose corporate content in order to offer political counternarratives. This book examines the usefulness and limits of DIY citizenship, exploring the diverse forms of political participation and "critical making" that have emerged in recent years. The authors and artists in this collection describe DIY citizens whose activities range from activist fan blogging and video production to knitting (...) and the creation of community gardens. Contributors examine DIY activism, describing new modes of civic engagement that include Harry Potter fan activism and the activities of the Yes Men. They consider DIY making in learning, culture, hacking, and the arts, including do-it-yourself media production and collaborative documentary making. They discuss DIY and design and how citizens can unlock the black box of technological infrastructures to engage and innovate open and participatory critical making. And they explore DIY and media, describing activists' efforts to remake and reimagine media and the public sphere. As these chapters make clear, DIY is characterized by its emphasis on "doing" and making rather than passive consumption. DIY citizens assume active roles as interventionists, makers, hackers, modders, and tinkerers, in pursuit of new forms of engaged and participatory democracy. _Contributors_Mike Ananny, Chris Atton, Alexandra Bal, Megan Boler, Catherine Burwell, Red Chidgey, Andrew Clement, Negin Dahya, Suzanne de Castell, Carl DiSalvo, Kevin Driscoll, Christina Dunbar-Hester, Joseph Ferenbok, Stephanie Fisher, Miki Foster, Stephen Gilbert, Henry Jenkins, Jennifer Jenson, Yasmin B. Kafai, Ann Light, Steve Mann, Joel McKim, Brenda McPhail, Owen McSwiney, Joshua McVeigh-Schultz, Graham Meikle, Emily Rose Michaud, Kate Milberry, Michael Murphy, Jason Nolan, Kate Orton-Johnson, Kylie A. Peppler, David J. Phillips, Karen Pollock, Matt Ratto, Ian Reilly, Rosa Reitsamer, Mandy Rose, Daniela K. Rosner, Yukari Seko, Karen Louise Smith, Lana Swartz, Alex Tichine, Jennette Weber, Elke Zobl. (shrink)

We don't yet have adequate theories of what the human mind is representing when it represents a social group. Worse still, many people think we do. This mistaken belief is a consequence of the state of play: Until now, researchers have relied on their own intuitions to link up the conceptsocial groupon the one hand and the results of particular studies or models on the other. While necessary, this reliance on intuition has been purchased at a considerable cost. When looked (...) at soberly, existing theories of social groups are either (i) literal, but not remotely adequate (such as models built atop economic games), or (ii) simply metaphorical (typically a subsumption or containment metaphor). Intuition is filling in the gaps of an explicit theory. This paper presents a computational theory of what, literally, a group representation is in the context of conflict: It is the assignment of agents to specific roles within a small number of triadic interaction types. This “mental definition” of a group paves the way for acomputational theory of social groups– in that it provides a theory of what exactly the information-processing problem of representing and reasoning about a group is. For psychologists, this paper offers a different way to conceptualize and study groups, and suggests that a non-tautological definition of a social group is possible. For cognitive scientists, this paper provides a computational benchmark against which natural and artificial intelligences can be held. (shrink)

Ludwig Wittgenstein was born in Vienna in 1889 and died in Cambridge in 1951. He studied engineering, first in Berlin and then in Manchester, and he soon began to ask himself philosophical questions about the foundations of mathematics. What are numbers? What sort of truth does a mathematical equation possess? What is the force of proof in pure mathematics? In order to find the answers to such questions, he went to Cambridge in 1911 to work with Russell, who had just (...) produced in collaboration with Whitehead (1861-1947) Principia Mathematica (1910-1913), a monumental treatise which bases mathematics on logic. But on what is logic based? Wittgenstein's attempt to answer this question convinced Russell that he was a genius. During the 1914-8 war he served in the Austrian army and in spare moments continued the work on the foundations of logic which he had begun in 1912. His war-time journal, Notebook s 1914-16 (1961), reveals the development of his ideas more clearly that the final version, Tractatus Logico- Philosophicus, which he published in the early 1920s. (shrink)

This important volume will be of great interest to scholars of early modern philosophy.

The model of clinical ethics consultation (CEC) defended in the ASBH Core Competencies report has gained significant traction among scholars and healthcare providers. On this model, the aim of CEC is to facilitate deliberative reflection and thereby resolve conflicts and clarify value uncertainty by invoking and pursuing a process of consensus building. It is central to the model that the facilitated consensus falls within a range of allowable options, defined by societal values: prevailing legal requirements, widely endorsed organizational policies, and (...) professional standards of practice and codes of conduct. Moreover, the model stipulates that ethics consultants must refrain from giving substantive recommendations regarding how parties to a moral disagreement in the clinic should evaluate their options. We argue that this model of CEC is incomplete, because it wrongly assumes that what counts as the proper set of allowable options among which the parties are to deliberate will itself always be clearly discernible. We illustrate this problem with a recent case on which one of us consulted—a neonate born with trisomy 18 (T18). We try to show that law, policy, and standards of practice reveal no clear answer to the question posed by the case: namely, whether forgoing gastrostomy tube feedings for a baby with T18 is allowable. We suggest there may be other kinds of cases in which it may simply be unsettled whether a given choice falls within the set of allowable options within which consensus is to be facilitated. What should an ethicist do when confronting such unsettled cases? We agree with the facilitation model that an ethicist should remain neutral among the allowable options, when it is clear what the allowable options are. But, in unsettled cases, the role of a consultant should be expanded to include a process of moral inquiry into what the allowable options should be. We end by raising the issue of whether this means an ethicist should share his or her own conclusions or views about the allowability of a given clinical option. (shrink)

In his thoughtful defence of very modest moral enhancement, David DeGrazia1 makes the following assumption: ‘Behavioural improvement is highly desirable in the interest of making the world a better place and securing better lives for human beings and other sentient beings’. Later in the paper, he gives a list of some psychological characteristics that ‘all reasonable people can agree … represent moral defects’. I think I am a reasonable person, and I agree that most if not all items on (...) the lists do represent moral defects—I certainly would regard them as such in a close family member or friend. But if I were in the business of ‘making the world a better place and securing better lives for human beings and other sentient beings’, I would hesitate to prescribe moral enhancement for everyone with these acknowledged defects. A lot of good work, from removing tumours to negotiating treaties, may be best done by people with serious moral defects.For a simple consequentialist, a moral defect is just a trait that tends to make the world a worse place. Not being a consequentialist, I think that moral defects should be identified independently of their tendency to produce worse outcomes. For this reason, I think it's necessary to qualify DeGrazia's starting assumption—I think behavioural improvement may sometimes be undesirable if our goal is to make the world a better place. My reasons will be familiar to readers of Bernard Williams.As …. (shrink)

Unravelling the contradictions and complexities of Friedrich Schiller's labyrinthine thought, David Pugh illuminates the inner dynamics of these writings and places them within a wider philosophical and cultural context. Modern discussions tend to focus o.

How social media and DIY communities have enabled new forms of political participation that emphasize doing and making rather than passive consumption. Today, DIY—do-it-yourself—describes more than self-taught carpentry. Social media enables DIY citizens to organize and protest in new ways and to repurpose corporate content in order to offer political counternarratives. This book examines the usefulness and limits of DIY citizenship, exploring the diverse forms of political participation and “critical making” that have emerged in recent years. The authors and artists (...) in this collection describe DIY citizens whose activities range from activist fan blogging and video production to knitting and the creation of community gardens. Contributors examine DIY activism, describing new modes of civic engagement that include Harry Potter fan activism and the activities of the Yes Men. They consider DIY making in learning, culture, hacking, and the arts, including do-it-yourself media production and collaborative documentary making. They discuss DIY and design and how citizens can unlock the black box of technological infrastructures to engage and innovate open and participatory critical making. And they explore DIY and media, describing activists' efforts to remake and reimagine media and the public sphere. As these chapters make clear, DIY is characterized by its emphasis on “doing” and making rather than passive consumption. DIY citizens assume active roles as interventionists, makers, hackers, modders, and tinkerers, in pursuit of new forms of engaged and participatory democracy. Contributors Mike Ananny, Chris Atton, Alexandra Bal, Megan Boler, Catherine Burwell, Red Chidgey, Andrew Clement, Negin Dahya, Suzanne de Castell, Carl DiSalvo, Kevin Driscoll, Christina Dunbar-Hester, Joseph Ferenbok, Stephanie Fisher, Miki Foster, Stephen Gilbert, Henry Jenkins, Jennifer Jenson, Yasmin B. Kafai, Ann Light, Steve Mann, Joel McKim, Brenda McPhail, Owen McSwiney, Joshua McVeigh-Schultz, Graham Meikle, Emily Rose Michaud, Kate Milberry, Michael Murphy, Jason Nolan, Kate Orton-Johnson, Kylie A. Peppler, David J. Phillips, Karen Pollock, Matt Ratto, Ian Reilly, Rosa Reitsamer, Mandy Rose, Daniela K. Rosner, Yukari Seko, Karen Louise Smith, Lana Swartz, Alex Tichine, Jennette Weber, Elke Zobl. (shrink)

Sebastian Rödl takes issue with my attempt to defend and develop John McDowell's claim, in Mind and World (1996, p. 125), that ‘it is not even clearly intelligi.

This essay argues that whereas ‘analytic’ political philosophy is focussed on generating reasons that are oriented to the issue of articulating norms of justice, legitimacy and so on, that guide political judgements about institutions and/or forms of conduct; ‘Continental’ political philosophy is oriented to critically assessing the practices of reasoning that characterise our social and political institutions and forms of conduct as well as our first-order normative reflection on them. It explores the distinction between the two orientations in terms of, (...) what are called, their ‘structural problematics’: the guidance problem and the critique problem, before considering briefly ways in which they may be combined. (shrink)

Tribe, David Review(s) of: A Wealth of insights: Humanist Thought since the Enlightenment, by Bill Cooke Amherst, NY: Prometheus Books, 2011; ISBN 9781591027270.

In this article we attempt to situate nursing within the interprofessional care team with respect to processes of ethical practice and ethical decision making. After briefly reviewing the concept of interprofessionalism, the idea of a nursing ethic as ‘unique’ within the context of an interprofessional team will be explored. We suggest that nursing’s distinct perspective on the moral matters of health care stem not from any privileged vantage point but rather from knowledge developed through the daily activities of nursing practice. (...) Because of their position vis-à-vis patients and families in everyday clinical care, nurses cultivate ethical knowledge of at least two forms: (1) relational knowledge; and (2) embodied knowledge. Through the integration of these forms of knowledge, nurses develop a unique moral perspective and can make a meaningful contribution to the realm of ethics in interprofessional care. (shrink)

"Written by a well-known and respected author, this book reflects careful scholarship by someone who has extensive experience in the field and creative insights.

Relationships between the behavioral integrity of managers as perceived by employees and employee attitudes (job satisfaction and life satisfaction), well-being (stress and health), and behaviors (absenteeism) were tested using data from the 2002 National Study of the Changing Workforce (n = 2,820). Using multivariate and univariate analysis, perceived behavioral integrity (PBI) was positively related to job and life satisfaction and negatively related to stress, poor health, and absenteeism. The effect size for the relationship with job satisfaction was medium-to-large while the (...) effect sizes with respect to the other variables were small-to-medium. There was no support for the hypotheses that women would perceive lower levels of behavioral integrity and that the strength of the relationships between PBI and the outcomes variables would be stronger among women than among men. (shrink)

I develop a Russellian representationalist account of size experience that draws importantly from contemporary vision science research on size perception. The core view is that size is experienced in ‘body-scaled’ units. So, an object might, say, be experienced as two eye-level units high. The view is sharpened in response to Thompson’s (forthcoming) Doubled Earth example. This example is presented by Thompson as part of an argument for a Fregean view of size experience. But I argue that the Russellian view I (...) develop handles the Doubled Earth example in a natural and illuminating way, thereby avoiding the need to posit irreducible experiential ‘modes of presentation’. I also address a kind of neo-Fregean ‘reference-fixing’ view of size experience, that shares features with the Russellian view developed. I give reasons for favoring the latter. Finally, I argue that Peacocke’s claim that spatial experience is ‘unit free’ is not persuasive. (shrink)

In this dialogue between two interlocutors, the ontology of childhood is considered, first from the point of view of temporality, then power, then language, then from the perspective of philosophy, and inquires whether there is a specific philosophical and/or childlike dialectic of questioning and answering. The claim is made that both the philosopher and the artist carry a childlike way of questioning and acting on the world into adulthood. The discussion then moves to education, and considers the possibility of reconstructing (...) the latter beyond the Platonic notions of “formation,” reproduction, discipline and subjection, and evaluates the role of philosophical dialogue in a school setting as an agent of transformation. (shrink)