Two experiments were conducted to investigate the roles of covariation and of causality in people's readiness to believe a conditional. The experiments used a probabilistic truth-table task (Oberauer & Wilhelm, 2003) in which people estimated the probability of a conditional given information about the frequency distribution of truth-table cases. For one group of people, belief in the conditional was determined by the conditional probability of the consequent, given the antecedent, whereas for another group it depended on the probability of the (...) conjunction of antecedent and consequent. There was little evidence that covariation, expressed as the probabilistic contrast or as the pCI rule (White, 2003), influences belief in the conditional. The explicit presence of a causal link between antecedent and consequent in a context story had a weak positive effect on belief in a conditional when the frequency distribution of relevant cases was held constant. (shrink)

Concepts from functional theories of emotions are integrated with principles of skill development to produce a theory of emotional development. The theory provides tools for predicting both the sequences of emotional development and the ways emotions shape development. Emotions are characterised in terms of three component models: (a) the process of emotion generation from event appraisal, (b) a hierarchy of emotion categories organised around a handful of basic-emotion families, and (c) a characterisation of emotions in terms of prototypic event scripts. (...) The basic emotions and the positive vs. negative hedonic components of emotions function as constraints or organisers that shape behaviour whenever an emotion is activated. Through these patterning effects, emotions shape both short-term behavioural organisation and long-term development. The skill-development component of the theory explains how, as children grow, they construct and control increasingly complex skills—which affect many aspects of emotion, from appraisal to emotional self-control. These skills can be characterised in terms of a series of developmental tiers and levels; they are not fixed traits of the child but instead are affected by assessment conditions and emotional action tendencies. The developmental process gradually moves from basic, species-specific emotions to culture-specific, subordinate-category emotions and the complexities of adult emotional experiences. The theory provides a set of conceptual and methodological tools to predict and assess emotional development. It also indicates how emotional development fits with other aspects of systematic change in the organisation of behaviour. (shrink)

Social robots serve people as tutors, caretakers, receptionists, companions, and other social agents. People know that the robots are mechanical artifacts, yet they interact with them as if they were actual agents. How is this possible? The proposal here is that people construe social robots not as social agentsper se, but asdepictionsof social agents. They interpret them much as they interpret ventriloquist dummies, hand puppets, virtual assistants, and other interactive depictions of people and animals. Depictions as a class consist of (...) three physical scenes with part-by-part mappings between them: (a) a base scene (the raw physical artifact), (b) the depiction proper (the artifact construed as a depiction), and (c) the scene depicted (the scene people are to imagine). With social robots, evidence shows people form the same three scenes plus mappings: They perceive the raw machinery of a robot, construe it as a depiction of a character, and, using the depiction as a guide, engage in the pretense that they are interacting with the character depicted. With social robots, people also recognize three classes of agents – the characters depicted, the intended recipients of the depictions (those who view or interact with the robots), and the authorities responsible for the robots (the designers, makers, and owners). Construing social robots as depictions, we argue, accounts for many phenomena not covered by alternative models. (shrink)

1. bd. Descartes' leben, werke und lehre. 4. neu bearb. aufl. 1897.--2. bd. Spinozas leben, werke und lehre. 4. neu bearb. aufl. 1898.--3. bd. Gottfried Wilhelm Leibniz. Leben, werke und lehre. 4. aufl. 1902.--4-5. bd. Immanuel Kant und seine lehre. 4. neu bearb. aufl. 1898-99.--6. bd. Fichtes leben, werke und lehre. 3. durchgesehene aufl. 1900.--7. bd. Schellings leben, werke und lehre. 3. aufl. 1902.--8. bd. l.-2. th. Hegels leben, werke und lehre. 1901.--9. bd. Schopenhauers leben, werke und lehre. 2. neu (...) bearb. und verm. aufl. 1898.--10. bd. Francis Bacon und seine schule. Entwicklungsgeschichte der erfahrungsphilosophie. 3. aufl. 1904. (shrink)

It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic behaviour and non-linguistic behaviour, such as action demonstration, in two comparable situations: In one experiment, parents (...) described and explained to their nonverbal infants the use of certain everyday objects; in the other experiment, participants tutored a simulated robot on the same objects. The results, which show considerable differences between the two situations on almost all measures, are discussed in the light of the computer-as-social-actor paradigm and the register hypothesis. Keywords: child-directed speech ; motherese; robotese; motionese; register theory; social communication; human–robot interaction ; computers-as-social-actors; mindless transfer. (shrink)

This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these (...) capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots. (shrink)

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections (...) in the preservation process, and hope you enjoy this valuable book. (shrink)

Business and Society Review, Volume 127, Issue 1, Page 23-48, Spring 2022.

This book provides insight into the work of Oswald Spengler (1880-1936), one of the most prophetic minds of the 20th century, whose dire historical predictions - world wars, ecological disasters, gigantic cities with unrestrained urban sprawl, increasing race conflicts, failure of nerve among the ruling elites, and rapid decline of cultural norms - have more than passed the test of time. Besides focusing on Spengler the prophet and the controversies which surrounded his name in the 1920s, this book also emphasizes (...) Spengler's pioneering role in the development of a comparative study of cultures based on biological principles. (shrink)

Excerpt from Schellings Leben, Werke und Lehre Sch glaube, Die 8eit ift gelonnnen, Den genialen, in Der (8efchichte Der Deutfchen 33hilofophie hochbedeuteuden Mann ruhig nnd ohne 23arteioerblenbung 5u faffen, auf felter, non leidenfchaftlichm *llffecten unbewegter (srundlage fein abild 5u errichten in feinen wahren, un eutftelltcn 3ugen. $eh habe erufthaft nach Diefer qbahrheit geftrebt, fchon aus; eigenem abediirfnif3. 280 ich einen feiner 3iige verfehlt, ift an meinem rrthum wenigftena fein uerwirrender 'llffect weder Der @unft noch weniger Der 11nguuft (R)chuld gewefen. About (...) the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

A favorite assumption of anglo-American scholarship is that locke's influence "pervaded the eighteenth century with an almost scriptural authority." examining the philosophy of the german enlightenment, This essay disputes the exaggerated importance ascribed to locke in the eighteenth century. Locke's influence was always limited by native traditions inimical to his thought. His empiricism could not compete with the leibniz-Wolff system in which all german philosophers, Including the lockean sympathizers, Were educated. It is true that around mid-Century and beyond locke attracted (...) a certain following, But those who accepted his theories were minor figures (popular philosophers) and exercised very little influence on the future course of german philosophy (kant). (shrink)

In a world of limited resources, it could be argued that companies that aspire to be good corporate citizens need to focus on making best use of resources. User value and environmental harm are created in supply chains and it could therefore be argued that company business ethics should be extended from the company to the entire value chain from the first supplier to the last customer. Starting with a delineation of the linkages between business ethics, corporate sustainability, and the (...) stakeholder concept, this article argues that supply chains generally have a great innovation potential for sustainable development. This potential could be highlighted with system thinking and the use of change management knowledge, promoting not only innovations within technology but also within organizational improvement. We propose process models and performance indicators as means of highlighting improvement potential and thus breaking down normative business ethics' requirements to an opertionalizable corporate level: Good business ethics should focus on maximizing stakeholder value in relation to harm done. Our results indicate that focusing on supply chains reveals previously unknown innovation potential that seems to be related to limited system understanding. The assumption is that increased visibility of opportunities will act as a driver for change. Results also highlight the importance of focusing on sustainability effects of the core business and clearly relating value created to harm done. (shrink)

In this paper, we discuss the development of robot use cases in an elderly care facility in the context of exploring the method of Integrative Social Robotics when used on top of a user-centered design approach. Integrative Social Robotics is a new proposal for how to generate responsible, i.e. culturally and ethically sustainable, social robotics applications. Starting point for the discussion are the five principles that characterize an ISR approach, which are discussed in application to the three use cases for (...) robot support in a Danish elderly care facility developed within the smooth project. The discussion by an interdisciplinary design team explores what attention to the five principles of ISR can offer for use case development. We report on the consequences of this short-time exposure to the basic ideas of ISR for use case development and discuss the value of approaching robot development from an ISR perspective. (shrink)

Authorship on publications has been described as a “meal ticket” for researchers in academic settings. Given the importance of authorship, inappropriate publication credit is a pertinent ethical issue. This paper presents an overview of authorship problems and policies intended to address them. Previous work has identified three types of inappropriate authorship practices: plagiarism, giving unwarranted credit and failure to give expected credit. Guidelines from universities, journals and professional organizations provide standards about requirements of authors and may describe inappropriate practices; to (...) a lesser extent, they provide guidance for determining authorship order. While policies on authorship may be helpful in some circumstances, they are not panaceas. Formal guidelines may not address serious power imbalances in working relationships and may be difficult to enforce in the face of particular departmental or institutional cultures. In order to develop more effective and useful guidelines, we should gain more knowledge about how students and faculty members perceive policies as well as their understanding of how policies will best benefit collaborators. (shrink)

In this article, I address the question whether or not robots should be social actors and suggest that we do not have much choice but to construe collaborative robots as social actors. Social cues, including emotional displays, serve coordination functions in human interaction and therefore have to be used, even by robots, in order for long-term collaboration to succeed. While robots lack the experiential basis of emotional display, also in human interaction much emotional expression is part of conventional social practice; (...) if robots are to participate in such social practices, they need to produce such signals as well. I conclude that if we aim to share our social spaces with robots, they better be social actors, which may even include the display of emotions. This finding is of empirical as well as philosophical relevance because it shifts the ethical discussion away from the question, how social collaborative robots should be, to the question, what kinds of human-robot collaborations we want. (shrink)

As a logical consequence of recent developments in the philosophy of science the concept of rationality has lost much of its impact. It seems that the rationality of methodological decisions in science can be defined no longer in an absolute sense but only in relation to a given context and in hindsight. This failure of methodology in assessing once and for all the rights and wrongs of scientific decisions is taken as a clue for reanalyzing the strategical intervention-points of methodological (...) norms. It is shown that relativism and irrationalism are to be avoided by not cutting the process of scientific investigation into intrinsically different portions: context of justification and context of discovery. This dichotomy opens a logical and psychological gap between different stages of scientific evolution that the idea of comparing factual contents or degrees of justification is no longer able to bridge. In two case studies, the development of modern science in the 16th and 17th centuries and the development of special and general realtivity it is shown that the dichotomy is inherently implausibel. But if it is possible to analyze the context of justification and the context of discovery in same terms, the logical chain of reasoning is closed. This problem-shift defies both irrationalism and relativism and leads to a different view of scientific progress as an increase of information-processing capacity that can be measured by a certain set of indicators radically different from the received one. (shrink)

Although authorship policies exist, researchers understand little about their impact on perceptions of authorship scenarios. Graduate students (N = 277) at a large university read 1 of 3 vignettes about a graduate student-faculty collaboration. One half of the surveys included the American Psychological Association's statement on authorship. Participants rated (a) the ethics of the professor as first author and (b) the likelihood of a dissatisfied student reporting the authorship result, as well as the effectiveness and negative consequences of reporting. Work (...) arrangements on the project had a consistent main effect. Also, an authorship policy impacted women's ratings of first authorship when the student contributed the idea for a project. For men, a policy impacted only ratings of the likelihood of reporting when a professor was first author on a student's dissertation. Apart from sex, no other demographic variables on participants were predictive. Discussion focuses on the policy's potential for making only some specific issues salient. (shrink)

Corpus-driven Cognitive Semantics Introduction to the field Dylan Glynn Is quantitative empirical research possible for the study of semantics?1 More ...

Dieses Buch über Kant's Leben und die Grundlagen seiner Lehre in drei Vorträgen ist ein unveränderter, hochwertiger Nachdruck der Originalausgabe der zweiten Auflage von 1906. Der Vero Verlag ist Herausgeber von Literatur zu unterschiedlichen Themengebieten wie Forschung und Wissenschaft, Reisen und Expeditionen, Kochen und Ernährung, Medizin und weiteren Genres. Der Schwerpunkt des Verlages liegt auf dem Erhalt historischer Literatur. Viele Werke historischer Schriftsteller und Wissenschaftler sind heute nur noch als Antiquitäten erhältlich. Der Vero Verlag verlegt diese Bücher neu und trägt (...) damit zum Erhalt selten gewordener Literatur und historischem Wissen auch für die Zukunft bei. (shrink)

In this paper, we analyze what effects indicators of a shared situation have on a speaker’s persuasiveness by investigating how a robot’s advice is received when it indicates that it is sharing the situational context with its user. In our experiment, 80 participants interacted with a robot that referred to aspects of the shared context: Face tracking indicated that the robot saw the participant, incremental feedback suggested that the robot was following their actions, and comments about, and gestures towards, the (...) shared physical situation and linguistic references to the dialog history indicated to participants that the robot had learned from the interaction and perceived its surroundings. The results show that especially the linguistic and gestural references to the shared context have a significant influence on participants’ compliance with the robot’s suggestions. Thus, indicating that it is ‘in the same boat’ with the user, i.e. that it is sharing the situational context, increases a robot’s persuasiveness during advice giving. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Can Science do without a Theory? The main questions that are discussed are as follows: 1) Do we have - as a matter of fact - a general philosophy of science which is comprehensive and powerful enough to present a solution to all the relevant methodological and metatheoretical problems arising within the sciences? 2) Do scientists feel a need for such a general metatheoretical tool? 3) In the probable case of a negative answer to both questions posed above: what, if (...) any, is the legitimate status of the philosophy of science? It is argued in some detail that at least three types of models have failed, at least as far as their advisory function for scientific action in realistic situational settings is concerned: the ideal language model (Wittgenstein, Carnap), methodological falsificationism (Popper), and behavioral theories of scientific action. From the standpoint of the history of science it is plainly obvious that science has always been ahead of its purported metatheory and that important advances within the latter had been implicit in real scientific action at least for centuries. (shrink)

By scientiometrically analyzing the physics-literature produced between 1925 and 1933 it is shown that the purely quantitative contribution of physicists subsequently emigrating from Germany to the literature produced by the physics community in this country was much lower than hitherto estimated. The actual figure is not in the range of 30%, as is generally assumed, but much nearer to 11%. Control analysis of three leading German physics journals and of memberships in the Deutsche Physikalische Gesellschaft confirms this result. Further investigation (...) of university calendars shows that transferring these results to purely academic physics would amount to committing a “universalistic fallacy”. In academic physics emigré-physicists held a total of 15,5% of all teaching postitions.Differentiating the physics literature into various specialties allows further insights into the cognitive and social structure of the German physics community before 1933. Works of emigré-physicists are not randomly distributed over specialities; instead, the distribution reveals a nearly perfect correlation with what could be called “the specialty's paradigmatic age”. The spectrum begins with quantum theory, where future emigrants produced more than 25% of the literature, and fades away with acoustics, where their contribution amounts to less than 4%. The commonly accepted explanation of this phenomenon, which is based on the assumption that time of institutionalization of a specialty, “prestige” of that specialty, and entrance barriers for Jewish scientists are correlated, is falsified by two cases of non- or zero-correlation: by the very old specialties and by the technical disciplines. A new explanans is proposed which is based on the hypothesis of cognitive and social marginality being correlated and on a certain amount of cognitive marginality enhancing the disposition to innovative behavior and creativity. (shrink)

Von der offenen Ablehnung Bertrand Russells bis zur positiven Einschätzung durch Arthur Danto hat Nietzsche emen schlechten Ruf als Phüosoph in der Analytischen Tradition gehabt. Im Wiener Kreis, der eine nicht wegzudenkende Rolle in der Geschichte der Analytischen Phüosophie spielt, wurde Nietzsche jedoch schon immer zutiefst respektiert als jemand,durch dessen Werk Rolle und Funktion der Analyse historisch verständlich wird. Dies güt vor allem für Moritz Schlick und Rudolf Carnap, aber auch für Ludwig Wittgenstein und für Otto Neurath, Ludwig von Mises (...) und Kari Popper. Sie alle nehmen Nietzsche als Denker ernst, ohne sich ihm mit analytischem Begriffsinventar zu nähern. (shrink)

This special issue addresses how aspects of the communicative situation influence how influential persuasive utterances (or other strategies of influence) are in their contexts of use. Specifically, we study the effects of interactional, speaker-, addressee- and channel-related factors and of the interpersonal relationship between speaker and hearer, as well as the effects of referring to the shared context itself. The papers combined in this special issue provide evidence for the considerable impact of the here and now of the interactional context (...) on the persuasiveness of strategies of influence and contribute to our understanding of mechanisms of persuasion. (shrink)

We take up issues raised in the commentaries about our proposal that social robots are depictions of social agents. Among these issues are the realism of social agents, experiencing robots, communicating with robots, anthropomorphism, and attributing traits to robots. We end with comments about the future of social robots.

The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods, and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, (...) and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences. (shrink)

Stanley Cavell, einer der originellsten und provokantesten Denker der amerikanischen Gegenwartsphilosophie, findet in den letzten Jahren immer größere internationale Aufmerksamkeit. Gemessen am Mainstream der analytischen Philosophie ist er ein recht atypischer Autor; er setzt sich nicht nur mit Wittgenstein, Austin und Kant, sondern auch mit Nietzsche, Heidegger und Derrida auseinander und diskutiert das Phantastische der Philosophie. Er interpretiert Dichter wie Shakespeare und Beckett, schreibt aber auch brillante Studien über Fotografie und Film. Die Überfülle der Themen und das Nebeneinanderbestehen werden dem (...) orthodoxen analytischen Philosopen ungewöhnlich, ja suspekt vorkommen..." (Davide Sparti) Der vorliegende Band bietet einen repräsentativen Querschnittdurch Stanley Cavells philosophische und kunsttheoretische Essays. (shrink)

Relational complexity theory has important virtues, but the present model omits key aspects and evidence. In contrast, skill theory specifies (1) a detailed series of developmental changes in relational complexity from birth to age 30, (2) processes of interaction of content and structure that produce variability in complexity, (3) the role of cortical development, and (4) empirical criteria for complexity levels, including developmental discontinuities. Many findings support these specifications.