Memory should make more available things that are more likely to be needed. Across multiple environmental domains, it has been shown that such a system would match qualitatively the memory effects involving repetition, delay, and spacing (Schooler & Anderson, 2017). To obtain data of sufficient size to study how detailed patterns of past appearance predict probability of being needed again, we examined the patterns with which words appear in large two data sets: tweets from popular sources and comments on popular (...) subreddits. The two data sets show remarkably similar statistics, which are also consistent with earlier, smaller studies of environmental statistics. None of a candidate set of mathematical models of memory do well at predicting the observed patterns in these environments. A new model of human memory based on the environmental model proposed by Anderson and Milson (1989) did better at predicting the environmental data and a wide range of behavioral studies that measure memory availability by probability of recall and speed of retrieval. A critical variable in this model was range, the span of time over which an item occurs, which was discovered in mining the environmental data. These results suggest that theories of memory can be guided by mining of the statistical structure of the environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved). (shrink)

Open‐ended tasks can be decomposed into the three levels of Newell's Cognitive Band: the Unit‐Task level, the Operation level, and the Deliberate‐Act level. We analyzed the video game Co‐op Space Fortress at these levels, reporting both the match of a cognitive model to subject behavior and the use of electroencephalogram (EEG) to track subject cognition. The Unit Task level in this game involves coordinating with a partner to kill a fortress. At this highest level of the Cognitive Band, there is (...) a good match between subject behavior and the model. The EEG signals were also strong enough to track when Unit Tasks succeeded or failed. The intermediate Operation level in this task involves legs of flight to achieve a kill. The EEG signals associated with these operations are much weaker than the signals associated with the Unit Tasks. Still, it was possible to reconstruct subject play with much better than chance success. There were significant differences in the leg behavior of subjects and models. Model behavior did not provide a good basis for interpreting a subject's behavior at this level. At the lowest Deliberate‐Act level, we observed overlapping key actions, which the model did not display. Such overlapping key actions also frustrated efforts to identify EEG signals of motor actions. We conclude that the Unit‐task level is the appropriate level both for understanding open‐ended tasks and for using EEG to track the performance of open‐ended tasks. (shrink)

To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers. Thematic analytical approach revealed...

We studied collaborative skill acquisition in a dynamic setting with the game Co-op Space Fortress. While gaining expertise, the majority of subjects became increasingly consistent in the role they adopted without being able to communicate. Moreover, they acted in anticipation of the future task state. We constructed a collaborative skill acquisition model in the cognitive architecture ACT-R that reproduced subject skill acquisition trajectory. It modeled role adoption through reinforcement learning and predictive processes through motion extrapolation and learned relevant control parameters (...) using both a reinforcement learning procedure and a new to ACT-R supervised learning procedure. This is the first integrated cognitive model of collaborative skill acquisition and, as such, gives us valuable insights into the multiple cognitive processes that are involved in learning to collaborate. (shrink)

Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling to test three separate models that examined the extent to which British Psychology students' A‐level entry qualifications predicted: their performance in years 1–3 of their Psychology degree, and their overall degree performance. Students' overall A‐level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively (...) predicted their performance during their third year. Additionally, and more specifically, students' A‐level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university. (shrink)

Learning to solve a class of problems can be characterized as a search through a space of hypotheses about the rules for solving these problems. A series of four experiments studied how different learning conditions affected the search among hypotheses about the solution rule for a simple computational problem. Experiment 1 showed that a problem property such as computational difficulty of the rules biased the search process and so affected learning. Experiment 2 examined the impact of examples as instructional tools (...) and found that their effectiveness was determined by whether they uniquely pointed to the correct rule. Experiment 3 compared verbal directions with examples and found that both could guide search. The final experiment tried to improve learning by using more explicit verbal directions or by adding scaffolding to the example. While both manipulations improved learning, learning still took the form of a search through a hypothesis space of possible rules. We describe a model that embodies two assumptions: the instruction can bias the rules participants hypothesize rather than directly be encoded into a rule; participants do not have memory for past wrong hypotheses and are likely to retry them. These assumptions are realized in a Markov model that fits all the data by estimating two sets of probabilities. First, the learning condition induced one set of Start probabilities of trying various rules. Second, should this first hypothesis prove wrong, the learning condition induced a second set of Choice probabilities of considering various rules. These findings broaden our understanding of effective instruction and provide implications for instructional design. (shrink)

British Journal for the History of Philosophy, Volume 19, Issue 3, Page 573-579, May 2011.

Review of Bett, R. (2019). How to Be a Pyrrhonist: The Practice and Significance of Pyrrhonian Skepticism. Cambridge: Cambridge UP.

The Cambridge Companion to Ancient Scepticism. R. Bett (Ed.), New York: Cambridge University Press 2010, pp. 380+xii, ISBN 780521697545. -/- The Cambridge Companion to Ancient Scepticism, edited by Richard Bett, consists of an Introduction and fifteen papers written by international authors (three of them have been diligently translated into English by the editor). The volume presents the major figures of ancient skepticism and the major interpretational problems. Separate papers are devoted to Pyrrho of Elis (Svavar Hrafn Svavarsson), Arcesilaus and Carneades (...) (Harald Thorsrud), Aenesidemus (R.J. Hankinson) and Sextus Empiricus (Pierre Pellegrin). Agrippa seems to be the only missing figure on the list. Moreover, we can also find a lot of information about the minor figures of ancient skepticism. Mi-Kyoung Lee presents skeptical ideas in early Greek philosophy and Carlos Levy writes about the later academic skeptics, especially Clitomachus, Philo of Larissa and Cicero. Richard Bett in his Introduction lists the most important problems in interpreting ancient skepticism: What kinds of belief, if any, are open to a skeptic? Can a skeptic allow for choice and action and if so, then how? Is skepticism compatible with an ethical outlook? Is there a real difference between the Academic and Pyrrhonist varieties of skepticism? Casey Perin takes on the first one, Katja Maria Vogt—the second, Richard Bett—the third, and Gisela Striker—the last one. We also have the next five papers presenting other important aspects of ancient skepticism. Paul Woodruff writes about skeptical modes, James Allen about the relation between Pyrrhonism and medical schools, Emidio Spinelli about the critique of specialized sciences, Luciano Floridi about the modern rediscovery of ancient skepticism, and Michael Williams about its Cartesian transformation. The Companion is very rich in content and very up-to-date, presenting the latest hypotheses. Here I would like to discuss the problem of Pyrrho’s place within the skeptical tradition. (shrink)

There is relatively little literature on Indian skepticism, with hardly any monograph on the subject comparable to, e.g., Julia Annas’ and Jonathan Barnes’ The Modes of Scepticism: Ancient Texts and Modern Interpretations, R.J. Hankinson’s The Sceptics: The Arguments of the Philosophers, a series of Richard H. Popkin’s monographs on the history of skepticism, or two recent competing volumes as collective efforts: The Oxford Handbook of Skepticism edited by John Greco and The Cambridge Companion to Ancient Scepticism edited by Richard Bett. (...) Therefore what promises to provide a survey of the skeptical tradition of South Asia should potentially be regarded as a milestone work in the... (shrink)

A conference celebrating the tercentenary of the publication of Leibniz’s Nouveau système will be held at the University of York, England, under the auspices of the Leibniz Gesellschaft of Hannover, and in collaboration with the British Society for the History of Philosophy, the Leibniz Society of North America, and the Lessico Intellettuale Europeo in Rome. Speakers will include R. M. Adams, S. Brown, G. Hartz, A. Lamarra, G. M. Ross, M. Mugnai, R. Palaia, G.H.R. Parkinson, P. Phemister, H. Poser, D. (...) Rutherford, C. Wilson. For further details contact Roger Woolhouse, Department of Philosophy, University of York, England Y01 5DD. (shrink)

In this paper I combine the embodiment thesis with extended mind theory by introducing a unique theory on consciousness based on one of the most neglected philosophers: Von Hartmann. There will be a discussion based on two contemporary debates within the field of cognition: the computational theory versus the embodied theory of mind and consciousness versus unconsciousness. With the help of the theory of Von Hartmann, I will ask the question why we are unconscious -- as both Von Hartmann and (...) contemporary neuroscientists suggest -- and whether consciousness should be a state of the brain or mind alone. Subsequently, I will present the argument that consciousness is every physiological state and that the body continuously creates ideas. Following extended cognition theorists, the suggestion will be made that the environment can shape these ideas. This will result in a critique against the contemporary emphasis on the unconscious will. (shrink)