Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching

Science.gov (United States)

Chiu, Yen-Lin; Liang, Jyh-Chong; Tsai, Chin-Chung

2013-01-01

Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated…

Epistemic beliefs of middle and high school students in a problem-based, scientific inquiry unit: An exploratory, mixed methods study

Science.gov (United States)

Gu, Jiangyue

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students' epistemic beliefs contribute to the construction of students' problem solving processes, and (c) how and why do students' epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students' self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study self-reported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students' inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students' epistemic beliefs of the nature of knowing influenced their problem

Multidimensional Assessment of Giftedness: criterion Validity of Battery of Intelligence and Creativity Measures in Predicting Arts and Academic Talents

Directory of Open Access Journals (Sweden)

Tatiana de Cassia Nakano

Full Text Available We test the utility of the Battery for Giftedness Assessment (BaAH/S in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a fluid intelligence, (b metaphor production (verbal creativity, (c figural fluency (figural creativity, and (d divergent thinking figural task quality (figural creativity. A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866 and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified. Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (r = .39 vs r =.14. Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (r = .25 and r = .21 vs .14. We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent.

Should the precautionary principle guide our actions or our beliefs?

NARCIS (Netherlands)

Peterson, M.B.

2007-01-01

Two interpretations of the precautionary principle are considered. According to the normative (action-guiding) interpretation, the precautionary principle should be characterised in terms of what it urges doctors and other decision makers to do. According to the epistemic (belief-guiding)

Successful intelligence and giftedness: an empirical study

Directory of Open Access Journals (Sweden)

Mercedes Ferrando

Full Text Available The aim of our research is to look into the diversity within gifted and talented students. This is important to better understand their complexity and thus offer a more appropriate educational programs. There are rather few empirical works which attempt to identify high abilities profiles (giftedness and talent that actually exist beyond the theoretical level. The present work intends to single out the different patterns or profiles resulting from the combination of the successful intelligence abilities (analytical, synthetic and practical, as defined by Stenberg. A total of 431 students from the Region of Murcia participated in this study. These students performed the Aurora Battery tasks (Chart, Grigorenko, & Sternberg, 2008, designed to measure the analytical, practical and creative intelligence. Analytically gifted students (n=27, practically gifted (n=33 and creatively gifted (n= 34 were identified, taking as criteria scores equal to or higher than 120 IQ on each intelligence. Different Q-factor analyses were carried out for the three groups of students, in such a way that students were grouped according to their similarities. A total of 10 profiles showing how successful intelligence abilities are combined were obtained, something that has made possible to support the theory put forward by Sternberg (2000: the analytical, practical and creative talent profiles, as well as the resulting combinations, the analytical-practical, analytical-creative, practical-creative profiles, along with the consummate balance talent (high performance in the three types of intelligence.

Assessing Epistemic Sophistication by Considering Domain-Specific Absolute and Multiplicistic Beliefs Separately

Science.gov (United States)

Peter, Johannes; Rosman, Tom; Mayer, Anne-Kathrin; Leichner, Nikolas; Krampen, Günter

2016-01-01

Background: Particularly in higher education, not only a view of science as a means of finding absolute truths (absolutism), but also a view of science as generally tentative (multiplicism) can be unsophisticated and obstructive for learning. Most quantitative epistemic belief inventories neglect this and understand epistemic sophistication as…

Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis.

Science.gov (United States)

Chiu, Yen-Lin; Liang, Jyh-Chong; Hou, Cheng-Yen; Tsai, Chin-Chung

2016-07-18

Students' epistemic beliefs may vary in different domains; therefore, it may be beneficial for medical educators to better understand medical students' epistemic beliefs regarding medicine. Understanding how medical students are aware of medical knowledge and how they learn medicine is a critical issue of medical education. The main purposes of this study were to investigate medical students' epistemic beliefs relating to medical knowledge, and to examine their relationships with students' approaches to learning medicine. A total of 340 undergraduate medical students from 9 medical colleges in Taiwan were surveyed with the Medical-Specific Epistemic Beliefs (MSEB) questionnaire (i.e., multi-source, uncertainty, development, justification) and the Approach to Learning Medicine (ALM) questionnaire (i.e., surface motive, surface strategy, deep motive, and deep strategy). By employing the structural equation modeling technique, the confirmatory factor analysis and path analysis were conducted to validate the questionnaires and explore the structural relations between these two constructs. It was indicated that medical students with multi-source beliefs who were suspicious of medical knowledge transmitted from authorities were less likely to possess a surface motive and deep strategies. Students with beliefs regarding uncertain medical knowledge tended to utilize flexible approaches, that is, they were inclined to possess a surface motive but adopt deep strategies. Students with beliefs relating to justifying medical knowledge were more likely to have mixed motives (both surface and deep motives) and mixed strategies (both surface and deep strategies). However, epistemic beliefs regarding development did not have significant relations with approaches to learning. Unexpectedly, it was found that medical students with sophisticated epistemic beliefs (e.g., suspecting knowledge from medical experts) did not necessarily engage in deep approaches to learning medicine

Impacts of a digital dialogue game and epistemic beliefs on argumentative discourse and willingness to argue

NARCIS (Netherlands)

Noroozi, O.; McAlister, S.; Mulder, M.

2016-01-01

The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student interactions within argumentative discourse, leading

The Effects of Epistemic Beliefs in Science and Gender Difference on University Students' Science-Text Reading: An Eye-Tracking Study

Science.gov (United States)

Yang, Fang-Ying; Huang, Rui-Ting; Tsai, I-Ju

2016-01-01

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12…

Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education

Science.gov (United States)

Lodewyk, Ken R.; Gao, Zan

2013-01-01

Epistemic beliefs are deeply held convictions about the nature of knowledge, knowing, and learning. In this study, approximately 500 ninth and tenth-grade physical education (PE) students completed fitness-specific measures assessing their epistemic beliefs in the simplicity and stability of knowledge and the speed of its acquisition along with…

Seeing is Believing: Formalising False-Belief Tasks in Dynamic Epistemic Logic

DEFF Research Database (Denmark)

Bolander, Thomas

2014-01-01

In this paper we show how to formalise false-belief tasks like the Sally-Anne task and the second-order chocolate task in Dynamic Epistemic Logic (DEL). False-belief tasks are used to test the strength of the Theory of Mind (ToM) of humans, that is, a human’s ability to attribute mental states...

The epistemic culture in an online citizen science project: Programs, antiprograms and epistemic subjects.

Science.gov (United States)

Kasperowski, Dick; Hillman, Thomas

2018-05-01

In the past decade, some areas of science have begun turning to masses of online volunteers through open calls for generating and classifying very large sets of data. The purpose of this study is to investigate the epistemic culture of a large-scale online citizen science project, the Galaxy Zoo, that turns to volunteers for the classification of images of galaxies. For this task, we chose to apply the concepts of programs and antiprograms to examine the 'essential tensions' that arise in relation to the mobilizing values of a citizen science project and the epistemic subjects and cultures that are enacted by its volunteers. Our premise is that these tensions reveal central features of the epistemic subjects and distributed cognition of epistemic cultures in these large-scale citizen science projects.

Emotions as pragmatic and epistemic actions

Science.gov (United States)

Wilutzky, Wendy

2015-01-01

This paper explores the idea that emotions in social contexts and their intentionality may be conceived of as pragmatic or epistemic actions. That is, emotions are often aimed at achieving certain goals within a social context, so that they resemble pragmatic actions; and in other cases emotions can be plausibly construed as acts of probing the social environment so as to extract or uncover important information, thus complying with the functions of epistemic actions (cf. Kirsh and Maglio, 1994). This view of emotions stands at odds with the wide-held conception that emotions' intentionality can be cashed out in terms of representations of value. On such a position, emotions' intentionality has only a mind-to-world direction of fit while any world-to-mind direction of fit is deemed secondary or is even outrightly denied. However, acknowledging that emotions (qua actions) also have a world-to-mind direction fit has several advantages over the typical rendition of emotions as representations of value, such as accounting for emotions' sensitivity to contextual factors, variations in emotion expression and, importantly, assessing the appropriateness of emotional reactions. To substantiate this claim, several cases of emotions in social contexts are discussed, as the social dimension of emotions highlights that emotions are inherently ways of interacting with one's social environment. In sum, the construal of emotions in social contexts as pragmatic or epistemic actions yields a more fine-grained and accurate understanding of emotions' intentionality and their roles in social contexts than the insistence on a purely mind-to-world direction of fit. PMID:26578999

Students' Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience

Science.gov (United States)

Hsieh, Ya-Hui; Tsai, Chin-Chung

2014-06-01

The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were used to ascertain the students' scientific epistemic beliefs, information commitments, and cognitive load experience. Structural equation modeling was then used to analyze the moderating effect of cognitive load, with the results revealing its significant moderating effect. The relationships between sophisticated scientific epistemic beliefs and the advanced evaluative standards used by the students were significantly stronger for low than for high cognitive load students. Moreover, considering the searching strategies that the students used, the relationships between sophisticated scientific epistemic beliefs and advanced searching strategies were also stronger for low than for high cognitive load students. However, for the high cognitive load students, only one of the sophisticated scientific epistemic belief dimensions was found to positively associate with advanced evaluative standard dimensions.

A Quantum Computational Semantics for Epistemic Logical Operators. Part I: Epistemic Structures

Science.gov (United States)

Beltrametti, Enrico; Dalla Chiara, Maria Luisa; Giuntini, Roberto; Leporini, Roberto; Sergioli, Giuseppe

2014-10-01

Some critical open problems of epistemic logics can be investigated in the framework of a quantum computational approach. The basic idea is to interpret sentences like "Alice knows that Bob does not understand that π is irrational" as pieces of quantum information (generally represented by density operators of convenient Hilbert spaces). Logical epistemic operators ( to understand, to know…) are dealt with as (generally irreversible) quantum operations, which are, in a sense, similar to measurement-procedures. This approach permits us to model some characteristic epistemic processes, that concern both human and artificial intelligence. For instance, the operation of "memorizing and retrieving information" can be formally represented, in this framework, by using a quantum teleportation phenomenon.

The Relationships between Epistemic Beliefs in Biology and Approaches to Learning Biology among Biology-Major University Students in Taiwan

Science.gov (United States)

Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-01-01

The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and…

Epistemic Beliefs and Beliefs about Teaching Practices for Moral Learning in the Early Years of School: Relationships and Complexities

Science.gov (United States)

Lunn Brownlee, Jo; Johansson, Eva; Cobb-Moore, Charlotte; Boulton-Lewis, Gillian; Walker, Sue; Ailwood, Joanne

2015-01-01

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about…

The Relationships Between Epistemic Beliefs in Biology and Approaches to Learning Biology Among Biology-Major University Students in Taiwan

Science.gov (United States)

Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-12-01

The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and large, it was found that the students reflected "mixed" motives in biology learning, while those who had more sophisticated epistemic beliefs tended to employ deep strategies. In addition, the results of paired t tests revealed that the female students were more likely to possess beliefs about biological knowledge residing in external authorities, to believe in a right answer, and to utilize rote learning as a learning strategy. Moreover, compared to juniors and seniors, freshmen and sophomores tended to hold less mature views on all factors of epistemic beliefs regarding biology. Another comparison indicated that theoretical biology students (e.g. students majoring in the Department of Biology) tended to have more mature beliefs in learning biology and more advanced strategies for biology learning than those students studying applied biology (e.g. in the Department of Biotechnology). Stepwise regression analysis, in general, indicated that students who valued the role of experiments and justify epistemic assumptions and knowledge claims based on evidence were more oriented towards having mixed motives and utilizing deep strategies to learn biology. In contrast, students who believed in the certainty of biological knowledge were more likely to adopt rote learning strategies and to aim to qualify in biology.

Mapping university students’ epistemic framing of computational physics using network analysis

Directory of Open Access Journals (Sweden)

Madelen Bodin

2012-04-01

Full Text Available Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learning. These knowledge and beliefs components are referred to here as epistemic elements, which together represent the students’ epistemic framing of the situation. The purpose of this study was to investigate university physics students’ epistemic framing when solving and visualizing a physics problem using a particle-spring model system. Students’ epistemic framings are analyzed before and after the task using a network analysis approach on interview transcripts, producing visual representations as epistemic networks. The results show that students change their epistemic framing from a modeling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helps the students to develop a more coherent view of the importance of using physics principles in problem solving. The network analysis method used in this study is shown to give intelligible representations of the students’ epistemic framing and is proposed as a useful method of analysis of textual data.

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

Science.gov (United States)

Lee, Silvia Wen-Yu; Liang, Jyh-Chong; Tsai, Chin-Chung

2016-10-01

This study investigated the relationships among college students' epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely 'multiple-source,' 'uncertainty,' 'development,' and 'justification.' COLB is further divided into 'constructivist' and 'reproductive' conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students' epistemic beliefs of 'uncertainty' and 'justification' in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and 'uncertainty' was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that 'uncertainty' predicted surface strategies through the mediation of 'reproductive' conceptions; and the relationship between 'justification' and deep strategies was mediated by 'constructivist' COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students' learning.

Role of the Epistemic Subject in Piaget's Genetic Epistemology and Its Importance for Science Education.

Science.gov (United States)

Niaz, Mansoor

1991-01-01

Discusses differences between the epistemic and the psychological subject, the relationship between the epistemic subject and the ideal gas law, the development of general cognitive operations, and the empirical testability of Piaget's epistemic subject. (PR)

the place of giftedness in the nigerian education system

African Journals Online (AJOL)

LUCY

every person is gifted, in the sense that he excels in certain areas ... high level of general intelligence as well ... giftedness is a high intelligence quotient (I.Q) or a .... Brain. Maturation and Cognitive Development. New York: Aldine de Gruyter.

Revision of giftedness on brazilian periodic publication

Directory of Open Access Journals (Sweden)

Tatiana de Cássia Nakano

2012-08-01

Full Text Available The definition of giftedness is related to the existence of high abilities in several and different fields and involves the study of process as intelligence, motivation, creativity and leadership. Due to the lack of research in this area, the present study aimed to review researches about giftedness on Brazilian periodic publications, in two databases: Scielo and Pepsic. The results pointed to the existence of 19 theorical and empiric articles, published between 2002 and 2009, that approached distinct dimensions of giftedness: conceptual definitions, models and forms of identification, models of attendance, Brazilian laws to guide the performance, researches with teachers, family and school environment, studies of cognitive, social and emotional dimension, finally behaviors and emotional disorders related to the giftedness. The articles analysis allowed concluding the recent interest for the theme, it was observed divergences in the definition of the concept, the lack of specific tests, with validity and standards, beyond the recognition of the importance of the school environment and the psychologis

Conceptions of Scientific Knowledge Influence Learning of Academic Skills: Epistemic Beliefs and the Efficacy of Information Literacy Instruction

Science.gov (United States)

Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter

2018-01-01

The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…

Role of the epistemic subject in Piaget's genetic epistemology and its importance for science education

Science.gov (United States)

Niaz, Mansoor

According to Piaget, a fundamental epistemological distinction must be made between the psychological and the epistemic subject. The epistemic subject is studied by the genetic epistemologist who charts development through a common universal rationality, which develops, whereas the psychological subject is studied by the developmental/cognitive psychologist by focusing on accidental contingencies surrounding particular people and their individual differences. The epistemic subject as compared to the psychological subject is an idealized abstraction, viz., that set of underlying epistemic structures common to everyone at the same level of development. The objective of this study is to investigate the degree to which investigators in science education conceptualize the difference between the epistemic and the psychological subjects. It is argued that just as the ideal gas law (based on the theoretical formulation of Maxwell and Boltzmann) provides a general model to which the real gases approximate under different experimental conditions, so we can consider (by abduction) the epistemic subject to be an ideal knower to which the real (psychological) subjects approximate to varying degrees. The difference between the epistemic and the psychological subjects, however, cannot be used as an epistemological shield in defense of Piagetian theory. Any test of the Piagetian theory must involve psychological or real subjects. Empirical testability, however, need not be equated to being scientific. An analogy is drawn between Galileo's idealization, which led to the discovery of the law of free-fall, and Piaget's epistemic subject. Research conducted in science education shows that at least for some critics the wide variations in the age at which individuals acquire the different Piagetian stages is crucial for rejecting the theory. It is argued that the real issue is not the proportion of heterogeneity but the understanding that Piaget, by neglecting individual differences

Testing for Giftedness: The Pros, Cons and Concerns.

Science.gov (United States)

Shaughnessy, Michael F.; Fickling, Kris L.

1993-01-01

This paper reviews the advantages and disadvantages of testing for giftedness, the repercussions of testing and not testing, issues concerning intelligence quotients, and the effects of labeling children. (JDD)

The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness

Science.gov (United States)

Al-Shabatat, Ahmad Mohammad; Abbas, Merza; Ismail, Hairul Nizam

2011-01-01

Many people believe that environmental factors promote giftedness and invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on fluid intelligence and extends to more specific abilities through the growth and inputs from the environment. Acknowledging the roles played by the…

Epistemic merit, autonomy, and testimony

Directory of Open Access Journals (Sweden)

Jesús VEGA ENCABO

2008-01-01

Full Text Available In this paper, it is argued that both the informer and the hearer in a testimonial situation deserve epistemic merit insofar as they contribute to the collaborative achievement of sharing knowledge. The paper introduces a distinction between the ideals of self-sufficiency and epistemic autonomy. The autonomous exercise of our epistemic agency is very often carried out under strong conditions of epistemic dependence. Testimony exhibits a kind of social dependence that does not threaten the autonomy of the subjects that need to consider their own epistemic capacities. When involved in a testimonial situation, both speaker and hearer declare, at least implicitly, the standings they occupy in an epistemic space and are obliged to recognise certain epistemic requirements.

On Epistemic Agency

DEFF Research Database (Denmark)

Ahlström, Kristoffer

about epistemic value, the only goal relevant to inquiry is that of forming true belief; and that our dual tendency for bias and overconfidence gives us reason to implement epistemically paternalistic practices that constrain our freedom to exercise agency in substantial ways. In other words, when...

Meaningful main effects or intriguing interactions? Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

Science.gov (United States)

Franco, Gina M.

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing and conceptual change when learning about physics concepts through text. Specifically, I manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals' epistemic beliefs to facilitate or constrain learning. In accordance with definitions from Royce's (1983) framework of psychological epistemology, texts were developed to present Newtonian concepts in either a rational or a metaphorical format. Seventy-five undergraduate students completed questionnaires designed to measure their epistemic beliefs and their misconceptions about Newton's laws of motion. Participants then read the first of two instructional texts (in either a rational or metaphorical format), and were asked to think aloud while reading. After reading the text, participants completed a recall task and a post-test of selected items regarding Newtonian concepts. These steps were repeated with a second instructional text (in either a rational or metaphorical format, depending on which format was assigned previously). Participants' think-aloud sessions were audio-recorded, transcribed, and then blindly coded, and their recalls were scored for total number of correctly recalled ideas from the text. Changes in misconceptions were analyzed by examining changes in participants' responses to selected questions about Newtonian concepts from pretest to posttest. Results revealed that when individuals' epistemic beliefs were congruent with the knowledge representations in their assigned texts, they performed better on both online measures of learning (e.g., use of processing strategies) and offline products of learning (e.g., text recall, changes in misconceptions) than when their epistemic beliefs were incongruent with the knowledge representations. These results have implications for how

Fuzzy Versions of Epistemic and Deontic Logic

Science.gov (United States)

Gounder, Ramasamy S.; Esterline, Albert C.

1998-01-01

Epistemic and deontic logics are modal logics, respectively, of knowledge and of the normative concepts of obligation, permission, and prohibition. Epistemic logic is useful in formalizing systems of communicating processes and knowledge and belief in AI (Artificial Intelligence). Deontic logic is useful in computer science wherever we must distinguish between actual and ideal behavior, as in fault tolerance and database integrity constraints. We here discuss fuzzy versions of these logics. In the crisp versions, various axioms correspond to various properties of the structures used in defining the semantics of the logics. Thus, any axiomatic theory will be characterized not only by its axioms but also by the set of properties holding of the corresponding semantic structures. Fuzzy logic does not proceed with axiomatic systems, but fuzzy versions of the semantic properties exist and can be shown to correspond to some of the axioms for the crisp systems in special ways that support dependency networks among assertions in a modal domain. This in turn allows one to implement truth maintenance systems. For the technical development of epistemic logic, and for that of deontic logic. To our knowledge, we are the first to address fuzzy epistemic and fuzzy deontic logic explicitly and to consider the different systems and semantic properties available. We give the syntax and semantics of epistemic logic and discuss the correspondence between axioms of epistemic logic and properties of semantic structures. The same topics are covered for deontic logic. Fuzzy epistemic and fuzzy deontic logic discusses the relationship between axioms and semantic properties for these logics. Our results can be exploited in truth maintenance systems.

To share or not to share: The role of epistemic belief in online health rumors.

Science.gov (United States)

Chua, Alton Y K; Banerjee, Snehasish

2017-12-01

This paper investigates the role of epistemic belief in affecting Internet users' decision to share online health rumors. To delve deeper, it examines how the characteristics of rumors-true or false, textual or pictorial, dread or wish-shape the decision-making among epistemologically naïve and robust users separately. An experiment was conducted. Responses were obtained from 110 participants, who were exposed to eight rumors. This yielded 880 cases (110 participants×8 rumors) for statistical analyses. Epistemologically naive participants were more likely to share online health rumors than epistemologically robust individuals. Epistemologically robust participants were more likely to share textual rumors than pictorial ones. However, there were no differences between true and false rumors or between dread and wish rumors for either epistemologically naive or robust participants. This paper contributes to the understanding of users' health information sharing behavior. It encourages users to cultivate robust epistemic belief in order to improve their online health information processing skills. Copyright © 2017. Published by Elsevier B.V.

Do Sophisticated Epistemic Beliefs Predict Meaningful Learning? Findings from a Structural Equation Model of Undergraduate Biology Learning

Science.gov (United States)

Lee, Silvia Wen-Yu; Liang, Jyh-Chong; Tsai, Chin-Chung

2016-01-01

This study investigated the relationships among college students' epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely "multiple-source," "uncertainty," "development," and "justification." COLB is further…

Thinking about online sources: Exploring students' epistemic cognition in internet-based chemistry learning

Science.gov (United States)

Dai, Ting

This dissertation investigated the relation between epistemic cognition---epistemic aims and source beliefs---and learning outcome in an Internet--based research context. Based on a framework of epistemic cognition (Chinn, Buckland, & Samarapungavan, 2011), a context--specific epistemic aims and source beliefs questionnaire (CEASBQ) was developed and administered to 354 students from college--level introductory chemistry courses. A series of multitrait--multimethod model comparisons provided evidence for construct convergent and discriminant validity for three epistemic aims--- true beliefs, justified beliefs, explanatory connection, which were all distinguished from, yet correlated with, mastery goals. Students' epistemic aims were specific to the chemistry topics in research. Multidimensional scaling results indicated that students' source evaluation was based on two dimensions--- professional expertise and first--hand knowledge, suggesting a multidimensional structure of source beliefs. Most importantly, online learning outcome was found to be significantly associated with two epistemic aims---justified beliefs and explanatory connection: The more students sought justifications in the online research, the lower they tended to score on the learning outcome measure, whereas the more students sought explanatory connections between information, the higher they scored on the outcome measure. There was a significant but small positive association between source beliefs and learning outcome. The influences of epistemic aims and source beliefs on learning outcome were found to be above and beyond the effects of a number of covariates, including prior knowledge and perceived ability with online sources.

The Possible Role of Intuition in the Child's Epistemic Beliefs in the Piagetian Data Set

Science.gov (United States)

Bickart, John

2013-01-01

U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found…

Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

Science.gov (United States)

Huang, Kun; Ge, Xun; Eseryel, Deniz

2017-01-01

This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

Creativity, Giftedness and Education

Science.gov (United States)

Besançon, Maud

2013-01-01

In this article, conceptions of creativity in giftedness and their implications for education are reviewed. First, the definition of giftedness is examined taking into consideration the difference between intellectual giftedness and creative giftedness and the difference between potential and talent. Second, the nature of creativity based on the…

Nature vs. Nurture: Which Is More Important to Intelligence: Genes or Environment?

Science.gov (United States)

Baldwin, Alexinia

2000-01-01

This brief article reviews the literature on the relative importance of genetic or environmental influences on intelligence. It concludes that: (1) giftedness has various expressions; (2) intelligence encompasses a wide range of human abilities; (3) both subjective and objective assessment techniques should be used; and (4) all ethnicities have…

The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning

OpenAIRE

Noroozi, Omid; Hatami, Javad

2018-01-01

Although the importance of students’ argumentative peer feedback for learning is undeniable, there is a need for further empirical evidence on whether and how it is related to various aspects of argumentation-based learning namely argumentative essay writing, domain-specific learning, and attitudinal change while considering their epistemic beliefs which are known to be related to argumentation. In this study, a pre-test–post-test design was conducted with 42 higher education students who wer...

Exploring Indigenous Game-Based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

Science.gov (United States)

Morales, Marie Paz Escaño

2017-01-01

"Laro-ng-Lahi" (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students' epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled…

Can everyone become highly intelligent? Cultural differences in and societal consequences of beliefs about the universal potential for intelligence.

Science.gov (United States)

Rattan, Aneeta; Savani, Krishna; Naidu, N V R; Dweck, Carol S

2012-11-01

We identify a novel dimension of people's beliefs about intelligence: beliefs about the potential to become highly intelligent. Studies 1-3 found that in U.S. American contexts, people tend to believe that only some people have the potential to become highly intelligent. In contrast, in South Asian Indian contexts, people tend to believe that most people have the potential to become highly intelligent. To examine the implications of these beliefs, Studies 4-6 measured and manipulated Americans' beliefs about the potential for intelligence and found that the belief that everyone can become highly intelligent predicted increased support for policies that distribute resources more equally across advantaged and disadvantaged social groups. These findings suggest that the belief that only some people have the potential to become highly intelligent is a culturally shaped belief, and one that can lead people to oppose policies aimed at redressing social inequality. (c) 2012 APA, all rights reserved.

Piaget's epistemic subject and science education: Epistemological vs. psychological issues

Science.gov (United States)

Kitchener, Richard F.

1993-06-01

Many individuals claim that Piaget's theory of cognitive development is empirically false or substantially disconfirmed by empirical research. Although there is substance to such a claim, any such conclusion must address three increasingly problematic issues about the possibility of providing an empirical test of Piaget's genetic epistemology: (1) the empirical underdetermination of theory by empirical evidence, (2) the empirical difficulty of testing competence-type explanations, and (3) the difficulty of empirically testing epistemic norms. This is especially true of a central epistemic construct in Piaget's theory — the epistemic subject. To illustrate how similar problems of empirical testability arise in the physical sciences, I briefly examine the case of Galileo and the correlative difficulty of empirically testing Galileo's laws. I then point out some important epistemological similarities between Galileo and Piaget together with correlative changes needed in science studies methodology. I conclude that many psychologists and science educators have failed to appreciate the difficulty of falsifying Piaget's theory because they have tacitly adopted a philosophy of science at odds with the paradigm-case of Galileo.

Epistemics and attitudes

Directory of Open Access Journals (Sweden)

Pranav Anand

2013-10-01

Full Text Available This paper investigates the distribution of epistemic modals in attitude contexts in three Romance languages, as well as their potential interaction with mood selection. We show that epistemics can appear in complements of attitudes of acceptance (Stalnaker 1984, but not desideratives or directives; in addition, emotive doxastics (hope, fear and dubitatives (doubt permit epistemic possibility modals, but not their necessity counterparts. We argue that the embedding differences across attitudes indicate that epistemics are sensitive to the type of attitude an attitude predicate reports. We show that this sensitivity can be derived by adopting two types of proposals from the literature on epistemic modality and on attitude verbs: First, we assume that epistemics do not target knowledge uniformly, but rather quantify over an information state determined by the content of the embedding attitude (Hacquard 2006, 2010, Yalcin 2007. In turn, we adopt a fundamental split in the semantics of attitude verbs between ‘representational’ and ‘non-representational’ attitudes (Bolinger 1968: representational attitudes quantify over an information state (e.g., a set of beliefs for believe, which, we argue, epistemic modals can be anaphoric to. Non-representational attitudes do not quantify over an information state; instead, they combine with their complement via a comparison with contextually-provided alternatives using a logic of preference (cf. Bolinger 1968, Stalnaker 1984, Farkas 1985, Heim 1992, Villalta 2000, 2008. Finally, we argue that emotive doxastics and dubitatives have a hybrid semantics, which combines a representational component (responsible for licensing epistemic possibility modals, and a preference component (responsible for disallowing epistemic necessity modals. http://dx.doi.org/10.3765/sp.6.8 BibTeX info

Complexity Results in Epistemic Planning

DEFF Research Database (Denmark)

Bolander, Thomas; Jensen, Martin Holm; Schwarzentruber, Francois

2015-01-01

Epistemic planning is a very expressive framework that extends automated planning by the incorporation of dynamic epistemic logic (DEL). We provide complexity results on the plan existence problem for multi-agent planning tasks, focusing on purely epistemic actions with propositional preconditions...

Natura relacji epistemicznej (The nature of epistemic relation

Directory of Open Access Journals (Sweden)

Stanisław Judycki

2012-03-01

Full Text Available The article begins with the question concerning the relation between the so called definition of knowledge (E. Gettier and the epistemic relation but its main part aims at showing what are the most important constituents of this relation (constituents of the idea of knowledge in general. Fundamental for the possibility of epistemic relation is the presence of some kind of conscious subject. In this context critical remarks are considered concerning contemporary naturalistic approaches to the idea of knowledge where the possibility of wholly unconscious cognition (knowledge has been seriously taken into account (e.g. robots capable of adaptive behavior in some environment. The second essential element of epistemic relation is the existence of some object (content, which conscious subject must be capable to grasp. The extent of the concept of object (content cannot be limited to the realm of physical things because epistemic relation also allows for the presence of abstract objects. It also allows for the presence of objects wholly unknown to human cognizing subjects. On the one hand, taken as such, epistemic relation does not possess any causal character, but on the other hand it can be based on some causal relation. It can also ‘assimilate’ other than physical kinds of conditioning, e.g. exemplifi cation of properties understood in a platonic sense. As a necessary constituent of each kind of epistemic relation must be treated the element of representation and here it stressed the importance of the distinction between subject of epistemic relation on the one hand and the ‘mind’ that this subject ‘possesses’, ‘mind’ interpreted as a system of representations. To the necessary elements of each epistemic relation belongs the activity of categorization but this categorization does to have to be ofsemantic character and it must not contain two fundamental forms of human intuition, i.e. space and time. Other forms of intuition, wholly

Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts

Science.gov (United States)

Çağlayan Mercan, Fatih

2012-06-01

This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. Seven modes of justification were identified and used for exploring the relationships between each justification mode and problem context, and expertise level. The data showed that justification modes were not mutually exclusive and many respondents combined different modes in their responses in both problem contexts. Success on solving the standard classical physics problem was not related to any of the justification modes and was independent of expertise level. The strength of the association across the problem contexts for the authoritative, rational, and empirical justification modes fell in the medium range and for the modeling justification mode fell in the large range of practical significance. Expertise level was not related with the empirical and religious justification modes. The strength of the association between the expertise level and the authoritative, rational, experiential, and relativistic justification modes fell in the medium range, and the modeling justification mode fell in the large range of practical significance. The results provide support for the importance of context for the epistemic beliefs about justification and are discussed in terms of the implications for teaching and learning science.

A Universal Model of Giftedness--An Adaptation of the Munich Model

Science.gov (United States)

Jessurun, J. H.; Shearer, C. B.; Weggeman, M. C. D. P.

2016-01-01

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the…

Epistemic Information in Stratified M-Spaces

Directory of Open Access Journals (Sweden)

Mark Burgin

2011-12-01

Full Text Available Information is usually related to knowledge. However, the recent development of information theory demonstrated that information is a much broader concept, being actually present in and virtually related to everything. As a result, many unknown types and kinds of information have been discovered. Nevertheless, information that acts on knowledge, bringing new and updating existing knowledge, is of primary importance to people. It is called epistemic information, which is studied in this paper based on the general theory of information and further developing its mathematical stratum. As a synthetic approach, which reveals the essence of information, organizing and encompassing all main directions in information theory, the general theory of information provides efficient means for such a study. Different types of information dynamics representation use tools of mathematical disciplines such as the theory of categories, functional analysis, mathematical logic and algebra. Here we employ algebraic structures for exploration of information and knowledge dynamics. In Introduction (Section 1, we discuss previous studies of epistemic information. Section 2 gives a compressed description of the parametric phenomenological definition of information in the general theory of information. In Section 3, anthropic information, which is received, exchanged, processed and used by people is singled out and studied based on the Componential Triune Brain model. One of the basic forms of anthropic information called epistemic information, which is related to knowledge, is analyzed in Section 4. Mathematical models of epistemic information are studied in Section 5. In Conclusion, some open problems related to epistemic information are given.

Structures for Epistemic Logic

NARCIS (Netherlands)

Bezhanishvili, N.; Hoek, W. van der

2013-01-01

Epistemic modal logic in a narrow sense studies and formalises reasoning about knowledge. In a wider sense, it gives a formal account of the informational attitude that agents may have, and covers notions like knowledge, belief, uncertainty, and hence incomplete or partial information. As is so

Epistemic duties and failure to understand one’s evidence

Directory of Open Access Journals (Sweden)

Scott Stapleford

2012-04-01

Full Text Available The paper defends the thesis that our epistemic duty is the duty to proportion our beliefs to the evidence we possess. An inclusive view of evidenced possessed is put forward on the grounds that it makes sense of our intuitions about when it is right to say that a person ought to believe some proposition P. A second thesis is that we have no epistemic duty to adopt any particular doxastic attitudes. The apparent tension between the two theses is resolved by applying the concept of duty to belief indirectly.

Belief update as social choice

NARCIS (Netherlands)

van Benthem, J.; Girard, P.; Roy, O.; Marion, M.

2011-01-01

Dynamic epistemic-doxastic logics describe the new knowledge or new beliefs indexBelief of agents after some informational event has happened. Technically, this requires an update rule that turns a doxastic-epistemic modelM(recording the current information state of the agents) and a dynamic ‘event

Race Research and the Ethics of Belief.

Science.gov (United States)

Anomaly, Jonathan

2017-06-01

On most accounts, beliefs are supposed to fit the world rather than change it. But believing can have social consequences, since the beliefs we form underwrite our actions and impact our character. Because our beliefs affect how we live our lives and how we treat other people, it is surprising how little attention is usually given to the moral status of believing apart from its epistemic justification. In what follows, I develop a version of the harm principle that applies to beliefs as well as actions. In doing so, I challenge the often exaggerated distinction between forming beliefs and acting on them. 1 After developing this view, I consider what it might imply about controversial research the goal of which is to yield true beliefs but the outcome of which might include negative social consequences. In particular, I focus on the implications of research into biological differences between racial groups.

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

Science.gov (United States)

Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

2015-01-01

This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

Information actions in science and technology: institutionalities, agencies and subjects

Directory of Open Access Journals (Sweden)

Rodrigo Rabello

Full Text Available Considering the influence of new agency forms - intervention and interaction among subjects - in the context of information intermediation, we aim to approach information actions in Science and Technology (S&T taking into consideration the institutionalities involved. For such, we assume there is an influence of a theoretical model emerging in Information Science (IS regarding current inventive and interactive form propitiated by the Web. The text is structured in two central topics bringing: i theoretical and epistemic constructions of the "information action" concept; and ii a certain interpretation oriented by the "informational action in S&T" construct, taking as its object the actions performed by IBICT (Brazilian Institute for Information in Science and Technology, directed towards excellence in information. Finally, we discuss how limitations of the "systemic model" propitiate the construction of new study objects in the model emerging in IS from theoretical innovations and counterpoints thoughts facing the diverse forms of information action, considering, for instance, the action of subjects on what concerns the validation of information in the current scenery of institutional intermediation.

Students' Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience

Science.gov (United States)

Hsieh, Ya-Hui; Tsai, Chin-Chung

2014-01-01

The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were…

Epistemic Duties and Failure to Understand one's Evidence

Directory of Open Access Journals (Sweden)

Scott Stapleford

2012-08-01

Full Text Available http://dx.doi.org/10.5007/1808-1711.2012v16n1p147   The paper defends the thesis that our epistemic duty is the duty to proportion our beliefs to the evidence we possess. An inclusive view of evidenced possessed is put forward on the grounds that it makes sense of our intuitions about when it is right to say that a person ought to believe some proposition P. A second thesis is that we have no epistemic duty to adopt any particular doxastic attitudes. The apparent tension between the two theses is resolved by applying the concept of duty to belief indirectly.

Children's theories of intelligence: beliefs, goals, and motivation in the elementary years.

Science.gov (United States)

Kinlaw, C Ryan; Kurtz-Costes, Beth

2007-07-01

The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g., that they preferred difficult mazes to improve their skill), and less likely to espouse performance goals (e.g., that they preferred easy mazes to be successful). Children in all 3 age groups reported stronger beliefs in the malleability of intelligence than the stability of intelligence. In general, the results supported the authors' hypotheses about developmental change in children's theory-like conceptions of intelligence: Beliefs, goals, and motivation were related in expected ways for second and fourth graders more than for kindergartners. The authors discussed contextual influences on children's beliefs and the development of children's conceptualizations of intelligence.

Five Values of Giftedness

Science.gov (United States)

Besjes-de Bock, Karin M.; de Ruyter, Doret J.

2011-01-01

This article describes five values attributed to giftedness. The ascription of values to this phenomenon resembles values attached to gifts in gift-giving processes. Whereas gift-giving often includes expectations of reciprocity, each gift possesses a numerical, utility, social, personal, and intrinsic value. Developmental models of giftedness and…

Modeling the epistemics of communication with functional programming

NARCIS (Netherlands)

Orzan, S.M.; Eijck, van J.; Eekelen, van M.

2005-01-01

Dynamic epistemic logic is the logic of the effects of epistemic actions like making public announcements, passing private messages, revealing secrets, telling lies. This paper takes its starting point from the version of dynamic epistemic logic of [4], and demonstrates a tool that can be used for

Early Signs of Entrepreneurial Giftedness

Science.gov (United States)

Shavinina, Larisa V.

2008-01-01

Although successful entrepreneurship is important for the economic prosperity of any society, one should acknowledge that entrepreneurial giftedness is terra incognita from a research viewpoint. This article analyzes early manifestations of entrepreneurial giftedness in the cases of Richard Branson, Michael Dell, and Bill Gates and thus opens a…

Conference on Intelligent Robotics in Field, Factory, Service, and Space (CIRFFSS 1994), volume 1

Science.gov (United States)

Erickson, Jon D. (Editor)

1994-01-01

The AIAA/NASA Conference on Intelligent Robotics in Field, Factory, Service, and Space (CIRFFSS '94) was originally proposed because of the strong belief that America's problems of global economic competitiveness and job creation and preservation can partly be solved by the use of intelligent robotics, which are also required for human space exploration missions. Individual sessions addressed nuclear industry, agile manufacturing, security/building monitoring, on-orbit applications, vision and sensing technologies, situated control and low-level control, robotic systems architecture, environmental restoration and waste management, robotic remanufacturing, and healthcare applications.

Modeling intelligent agent beliefs in a card game scenario

Science.gov (United States)

Gołuński, Marcel; Tomanek, Roman; WÄ siewicz, Piotr

In this paper we explore the problem of intelligent agent beliefs. We model agent beliefs using multimodal logics of belief, KD45(m) system implemented as a directed graph depicting Kripke semantics, precisely. We present a card game engine application which allows multiple agents to connect to a given game session and play the card game. As an example simplified version of popular Saboteur card game is used. Implementation was done in Java language using following libraries and applications: Apache Mina, LWJGL.

Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis

Science.gov (United States)

Mullet, Dianna R.; Rinn, Anne N.

2015-01-01

Many gifted characteristics overlap the symptoms of attention deficity-hyperactivity disorder (ADHD). The potential for the misdiagnosis of giftedness as ADHD exists, but so does the potential for a dual diagnosis of giftedness and ADHD. A decade after the misdiagnosis of giftedness as ADHD was first investigated we examine lessons learned…

Subjectivity and Reflexivity in the Social Sciences: Epistemic Windows and Methodical Consequences

Directory of Open Access Journals (Sweden)

Franz Breuer

2003-05-01

Full Text Available We sketch four basic epistemological assumptions that imply a constructionist orientation to knowledge including (a perspectivity, positionality; (b horizonality, dynamic observer position; (c the structuring of knowledge through instruments of knowledge production; and (d interactivity and interventionist nature of research. Although social scientists often adopt a constructionist epistemology to frame their research object, the methodological consequences of such an epistemology for the production of social scientific knowledge are not normally drawn. Instead of dealing with the four assumptions as a productive epistemic window, many researchers exhibit a defensive tendency and continue the quest for objectivity in their own writing. We propose a different methodological position conceptualized in the dialectic of the always embodied, individual, and social researcher-in-interaction. Beginning with the concept of a decentered (self- observation we develop the idea of the reflexive nature that relates the epistemic subject and object. We propose a way systematizing methodological considerations and procedures that follows the research process, beginning with the identification of a research topic to the final presentation of the results. The contributions to the two present FQS volumes on "Subjectivity and Reflexivity in Qualitative Research" provide answers and possible solutions to the questions and problems raised in this introduction. URN: urn:nbn:de:0114-fqs0302258

Looking at the high ability/giftedness through the lens of curriculum studies

Directory of Open Access Journals (Sweden)

Soraia Napoleão Freitas

2011-12-01

Full Text Available From diving in the educational field, either in teaching or research in Special Education, this article postulates bring visibility to a curricular discussion strongly marked by the educational practice of learners with high ability/giftedness and having the "lighthouse flag” the inclusion policy school principles, not just theorizing about the elements of the theme. Curriculum is understood as a territory of knowledge and power, so the manufacturing process of the curriculum in the wake of the inclusive hillside – a journey which aims to solidify egalitarian social link - can put up as an potentiating agent of different actions for the education of students with high ability/giftedness, protecting them from moments of discrimination, segregation and personal, family, school and social exclusion. Therefore, this article takes up an invitation to educators to look at the prerogatives of education that hosts students with high ability/giftedness with the lens of curriculum studies.

The Limits of Epistemic Communities: EU Security Agencies

Directory of Open Access Journals (Sweden)

Mai'a K. Davis Cross

2015-03-01

Full Text Available This article examines the cases of the European Defence Agency (EDA and EU Intelligence Analysis Centre (IntCen to argue that although they are comprised of high-level security experts, they do not constitute epistemic communities. Research on other groups of security experts based in Brussels has shown that epistemic communities of diplomats, military experts, security researchers, and civilian crisis management experts, among others, have been able to influence the trajectory of security integration by virtue of their shared knowledge. Importantly, these security epistemic communities have been shown to significantly impact outcomes of EU security policy beyond what would be expected by looking only at member-states’ initial preferences. In exploring two examples of “non-cases” that are at the same time very similar to the other examples, the author seeks to shed light on why some expert groups do not form epistemic communities, and how this changes the nature of their influence. In so doing, the goal is to sharpen the parameters of what constitutes epistemic communities, and to add to our understanding of why they emerge. The argument advanced in this article is that institutional context and the nature of the profession matter as preconditions for epistemic community emergence.

Giftedness and Subjective Well-Being: A Study with Adults

Science.gov (United States)

Wirthwein, Linda; Rost, Detlef H.

2011-01-01

Studies on the well-being of gifted adults are rare, and the available studies are often limited by methodological shortcomings. In a longitudinal project 101 intellectually gifted adults (mean IQ = 136) were compared to 91 adults of average intelligence (mean IQ = 103). Subjective well-being was operationalized by positive and negative…

Belief into Action Scale: A Comprehensive and Sensitive Measure of Religious Involvement

Directory of Open Access Journals (Sweden)

Harold G. Koenig

2015-08-01

Full Text Available We describe here a new measure of religious commitment, the Belief into Action (BIAC scale. This measure was designed to be a comprehensive and sensitive measure of religious involvement that could discriminate individuals across the religious spectrum, and avoid the problem of ceiling effects that have haunted the study of highly-religious populations. Many scales assess religious beliefs, where assent to belief is often widespread, subjective, and a superficial assessment of religious commitment. While people may say they believe, what does that mean in terms of action? This 10-item scale seeks to convert simple belief into action, where action is assessed in terms of what individuals say is most important in their lives, how they spend their time, and where they put their financial resources. We summarize here the psychometric characteristics of the BIAC in two very different populations: stressed female caregivers in Southern California and North Carolina, and college students attending three universities in Mainland China. We conclude that the BIAC is a sensitive, reliable, and valid measure of religious commitment in these two samples, and encourage research in other population groups using this scale to determine its psychometric properties more generally.

Motivation, giftedness and talent: A challenge to success

Directory of Open Access Journals (Sweden)

Sheyla Blumen

2008-06-01

Full Text Available Definitions about giftedness and talent involving motivation as a significant variable either in the genesis of giftedness or in the development of intellectual talent are analyzed. An analysis on the influence of motivation in successful achievers, underachievers, as well as in the socialemotional development of the gifted is presented. An update view of the goals achieved by Peru as a country, as well as the actual challenges that faces Peru in the development of giftedness and talent in multicultural and poverty conditions, at the conceptualization, identification, and program levels are presented. Moreover, an economic and viable project of advocacy on the development of giftedness in Peru within the regular educational system along Elementary, Secondary and College level is presented. Finally, conclusions and recommendations for the development of state policies in order to promote giftedness in Peru are presented.

The ATB Framework : quantifying and Classifying Epistemic Strategies in Tangible Problem-Solving Tasks

NARCIS (Netherlands)

Esteves, A.E.; Bakker, S.; Antle, A.N. (Alissa); May, A.; Warren, J.; Oakley, I.

2015-01-01

In task performance, pragmatic actions refer to behaviors that make direct progress, while epistemic actions involve altering the world so that cognitive processes are faster, more reliable or less taxing. Epistemic actions are frequently presented as a beneficial consequence of interacting with

National Water Model: Providing the Nation with Actionable Water Intelligence

Science.gov (United States)

Aggett, G. R.; Bates, B.

2017-12-01

The National Water Model (NWM) provides national, street-level detail of water movement through time and space. Operating hourly, this flood of information offers enormous benefits in the form of water resource management, natural disaster preparedness, and the protection of life and property. The Geo-Intelligence Division at the NOAA National Water Center supplies forecasters and decision-makers with timely, actionable water intelligence through the processing of billions of NWM data points every hour. These datasets include current streamflow estimates, short and medium range streamflow forecasts, and many other ancillary datasets. The sheer amount of NWM data produced yields a dataset too large to allow for direct human comprehension. As such, it is necessary to undergo model data post-processing, filtering, and data ingestion by visualization web apps that make use of cartographic techniques to bring attention to the areas of highest urgency. This poster illustrates NWM output post-processing and cartographic visualization techniques being developed and employed by the Geo-Intelligence Division at the NOAA National Water Center to provide national actionable water intelligence.

A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research

Science.gov (United States)

Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia

2013-01-01

The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research.

Intelligent robot action planning

Energy Technology Data Exchange (ETDEWEB)

Vamos, T; Siegler, A

1982-01-01

Action planning methods used in intelligent robot control are discussed. Planning is accomplished through environment understanding, environment representation, task understanding and planning, motion analysis and man-machine communication. These fields are analysed in detail. The frames of an intelligent motion planning system are presented. Graphic simulation of the robot's environment and motion is used to support the planning. 14 references.

Multiple Intelligence Theory for Gifted Education: Criticisms and Implications

Science.gov (United States)

Calik, Basak; Birgili, Bengi

2013-01-01

This paper scrutinizes giftedness and gifted learners under the implications of multiple intelligence theory with regard to coaching young scientists. It is one of the pluralistic theories toward intelligence while supporting to view individuals as active participants during teaching and learning processes which correspond with the applications of…

Socializing Giftedness: Toward an ACCEL-S Approach

Science.gov (United States)

Glaveanu, Vlad P.; Kaufman, James C.

2017-01-01

In this response, we commend Sternberg's Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society's integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a…

Evidence for the role of self-priming in epistemic action: expertise and the effective use of memory.

Science.gov (United States)

Maglio, Paul P; Wenger, Michael J; Copeland, Angelina M

2008-01-01

Epistemic actions are physical actions people take to simplify internal problem solving rather than to move closer to an external goal. When playing the video game Tetris, for instance, experts routinely rotate falling shapes more than is strictly needed to place the shapes. Maglio and Kirsh [Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513-549; Maglio, P. P. (1995). The computational basis of interactive skill. PhD thesis, University of California, San Diego] proposed that such actions might serve the purpose of priming memory by external means, reducing the need for internal computation (e.g., mental rotation), and resulting in performance improvements that exceed the cost of taking additional actions. The present study tests this priming hypothesis in a set of four experiments. The first three explored precisely the conditions under which priming produces benefits. Results showed that presentation of multiple orientations of a shape led to faster responses than did presentation of a single orientation, and that this effect depended on the interval between preview and test. The fourth explored whether the benefit of seeing shapes in multiple orientations outweighs the cost of taking the extra actions to rotate shapes physically. Benefits were measured using a novel statistical method for mapping reaction-time data onto an estimate of the increase in processing capacity afforded by seeing multiple orientations. Cost was measured using an empirical estimate of time needed to take action in Tetris. Results showed that indeed the increase in internal processing capacity obtained from seeing shapes in multiple orientations outweighed the time to take extra actions.

Switching Reinforcement Learning for Continuous Action Space

Science.gov (United States)

Nagayoshi, Masato; Murao, Hajime; Tamaki, Hisashi

Reinforcement Learning (RL) attracts much attention as a technique of realizing computational intelligence such as adaptive and autonomous decentralized systems. In general, however, it is not easy to put RL into practical use. This difficulty includes a problem of designing a suitable action space of an agent, i.e., satisfying two requirements in trade-off: (i) to keep the characteristics (or structure) of an original search space as much as possible in order to seek strategies that lie close to the optimal, and (ii) to reduce the search space as much as possible in order to expedite the learning process. In order to design a suitable action space adaptively, we propose switching RL model to mimic a process of an infant's motor development in which gross motor skills develop before fine motor skills. Then, a method for switching controllers is constructed by introducing and referring to the “entropy”. Further, through computational experiments by using robot navigation problems with one and two-dimensional continuous action space, the validity of the proposed method has been confirmed.

The Role of Beliefs and Motivation in Asynchronous Online Learning in College-Level Classes

Science.gov (United States)

Xie, Kui; Huang, Kun

2014-01-01

Epistemic and learning beliefs were found to affect college students' cognitive engagement and study strategies, as well as motivation in classroom settings. However, the relationships between epistemic and learning beliefs, motivation, learning perception, and students' actual learning participation in asynchronous online settings have been…

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

Science.gov (United States)

Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of

Academic scientific-production in Brazil in the area of high abilities/giftedness on the period from 1987 to 2011

Directory of Open Access Journals (Sweden)

Miguel Claudio Moriel Chacon

2014-06-01

Full Text Available Among students with special educational needs, subjects of special education, are those with high ability/giftedness, a complex phenomenon that requires the participation of education professionals and researchers to foster the potential of development of these students. In this sense, we aimed to identify and analyze thesis and dissertations that they propose to investigate the theme high ability/giftedness, verifying participation of the area of education in these studies. The study was done through a literature review, guided by the following questions: Have the researches on high ability/giftedness been growing in recent years? What is the participation of education area in those researches? What are the issues related to high ability/giftedness addressed in Education? The results show that the institutions present an increasing trend and there is a predominance of education area in this scientific production. However, there is an imbalance between the institutions that aim to investigate the theme in Brazilian regions, as well as among the cases covered by these researches on high ability/giftedness.

Beliefs and environmental behavior: the moderating effect of emotional intelligence.

Science.gov (United States)

Aguilar-Luzón, Maria Carmen; Calvo-Salguero, Antonia; Salinas, Jose Maria

2014-12-01

Recent decades have seen a proliferation of studies aiming to explain how pro-environmental behavior is shaped by attitudes, values and beliefs. In this study, we have included an aspect in our analysis that has been rarely touched upon until now, that is, the intelligent use of emotions as a possible component of pro-environmental behavior. We applied the Trait Meta Mood Scale-24 (TMMS-24) and the New Environmental Paradigm scale to a sample of 184 male and female undergraduate students. We also carried out correlation and hierarchical regression analyses of blocks. The results show the interaction effects of the system of environmental beliefs and the dimensions of emotional intelligence on glass recycling attitudes, intentions and behavior. The results are discussed from the perspective of research on how the management of emotions guides thought and behavior. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The linguistic construction of the giftedness discourse in the media texts of historical and digital times

Directory of Open Access Journals (Sweden)

Halliki Põlda

2015-04-01

Full Text Available The aim of the study is to describe and explicate, using critical text analysis, how the socially weighty discourse of giftedness has been constructed historically and how it manifests in the media texts of the digital era. The diachronic analysis is based on the media texts of the 1890s–1990s stored in the Corpus of Standard Estonian, while the synchronic analysis applies to texts found in Delfi.ee. The results highlight the main media discourses dealing with giftedness, the relevant terms and expressions, and the social relations and meanings brought up in the media in connection with the topic. The study reveals that through history, the giftedness discourse has been subject to changes and, constructed with specific linguistic means, it plays an important role in modern social arrangements.

High skills/giftedness: between terms and languages

Directory of Open Access Journals (Sweden)

Rosemeire de Araújo Rangni

2011-12-01

Full Text Available The field of high skills/giftedness presents some polemic questions, among them, the use of names or terms that define it. This paper has aimed the use of terminology in the area of high skills/giftedness for diverse Brazilian authors. For this, it was researched the published papers on Revista Educação Especial, of Santa Maria, RS, editions 2001 to 2010. The terminologies used to perform the research are the bibliographical and the documental. The results found indicate the terminological use in the titles of the papers as in the key words vary among authors as well as it is observed that languages used in the field of high skills/giftedness can cause conflicts in the educational service to that group of students.

Playing with knowledge and belief

NARCIS (Netherlands)

Fiutek, V.

2013-01-01

This thesis contributes to the development of Soft Dynamic Epistemic Logic (Soft DEL). Soft DEL has been introduced to deal with a number of informational phenomena, including belief revision. The work in this thesis extends the scope of Soft DEL to belief contraction, providing as such a framework

The Epistemic Dimension of Competence in the Social Sciences

Directory of Open Access Journals (Sweden)

Liliana Maggioni

2010-12-01

Full Text Available To investigate competence in the social sciences, we propose to define competence as a particular configuration of the learner’s cognition, strategic repertoire, motivation, and orientation toward knowing. Specifically, we focus on epistemic beliefs and on the changes that a view of knowing as a complex, effortful, generative, evidence-seeking, and reflective enterprise entails. In this context, we discuss how familiarity with the processes used to justify knowledge claims within specific disciplinary communities can provide useful tools to develop the kind of adaptive and consistent thinking that characterize competence in different domains and how this focus may aid the identification of characteristics common across domains. We use our empirical exploration of adolescents’ development of competence in the domain of history to illustrate the implications of this theoretical framework, to highlight the relations between domain-specific epistemic beliefs and kind of understanding that students built as a result of reading multiple texts, and to suggest what pedagogical practices may have influenced students’ orientations toward knowing in these three history classes.

CHILDREN’S GIFTEDNESS AND ASSOCIATED PROBLEMS. THE TWICE EXCEPTIONALITY PHENOMENON. GIFTEDNESS AND LEARNING PROBLEMS. GIFTEDNESS AND ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (А REVIEW OF LITERATURE

Directory of Open Access Journals (Sweden)

O. A. Pylaeva

2015-01-01

Full Text Available In accordance with current views, giftedness are considered as the systemic psychic property developing throughout a lifetime, which determines the human possibility of achieving higher (unusual, outstanding results in one or several kinds of activities as compared to other people. People who are endowed with extraordinary abilities may be infrequently called absolutely somatically and mentally healthy. There are data that giftedness in childhood are frequently concurrent with both somatic diseases and different neurological disorders. Many gifted children are diagnosed as having left-handedness, speech disorders, and autoimmune diseases. There are scientific works on the association of giftedness with neurological and psychiatric disorders, including attention deficit/hyperactivity disorder (ADHD, learning problems (dyslexia in particular, autism (including Asperger’s syndrome, bipolar disorder, and migraine. According to the available data, approximately 3–5 % of children fall into a category of intellectually gifted ones; some children (2–5 to 20 % or more of all gifted children according to different findings may have learning problems. The terms “twice-gifted” or “twice-exceptional” are proposed to characterize children with giftedness concurrent with learning problems, attention deficit (including ADHD, or other impairments of cognitive functions and behavior (including oppositional disorder and obsessive-compulsive disorder. These children need the more attention of teachers and other correction approaches and adaptation methods to be elaborated as compared to the procedures used for gifted children, on the one hand, and for those with learning problems, behavioral and attention disorders, on the other hand. There is a need for the development and further strengthening of strong suits (gift and correction, adaptation of deficits in children with “twice exceptionality”. The review presents the history of studying the �

The dynamics of giftedness in the upper primary grades

NARCIS (Netherlands)

Gubbels, J.C.G.

2016-01-01

Titel: The dynamics of giftedness in the upper primary grades Auteur: Joyce C.G. Gubbels Engelse samenvatting: Giftedness is often defined as an IQ-score of 130 or higher, that indicates strong analytical abilities. The research by Joyce Gubbels shows that in addition to analytically gifted

Learning to Act: Qualitative Learning of Deterministic Action Models

DEFF Research Database (Denmark)

Bolander, Thomas; Gierasimczuk, Nina

2017-01-01

In this article we study learnability of fully observable, universally applicable action models of dynamic epistemic logic. We introduce a framework for actions seen as sets of transitions between propositional states and we relate them to their dynamic epistemic logic representations as action...... in the limit (inconclusive convergence to the right action model). We show that deterministic actions are finitely identifiable, while arbitrary (non-deterministic) actions require more learning power—they are identifiable in the limit. We then move on to a particular learning method, i.e. learning via update......, which proceeds via restriction of a space of events within a learning-specific action model. We show how this method can be adapted to learn conditional and unconditional deterministic action models. We propose update learning mechanisms for the afore mentioned classes of actions and analyse...

Multiple Intelligences and quotient spaces

OpenAIRE

Malatesta, Mike; Quintana, Yamilet

2006-01-01

The Multiple Intelligence Theory (MI) is one of the models that study and describe the cognitive abilities of an individual. In [7] is presented a referential system which allows to identify the Multiple Intelligences of the students of a course and to classify the level of development of such Intelligences. Following this tendency, the purpose of this paper is to describe the model of Multiple Intelligences as a quotient space, and also to study the Multiple Intelligences of an individual in...

How Students' Beliefs about Their Intelligence Influence Their Academic Performance. Information Capsule. Volume 1012

Science.gov (United States)

Blazer, Christie

2011-01-01

Students' academic success may be influenced not only by their actual ability, but also by their beliefs about their intelligence. Studies have found that students enter a classroom with one of two distinct conceptions of their intellectual ability: some students believe their intelligence is expandable (growth mindset), while others believe their…

Czy podmiotowość epistemiczna ma znaczenie moralne? (DOES EPISTEMIC SUBJECTIVITY HAVE MORAL IMPORT?

Directory of Open Access Journals (Sweden)

Piotr Bołtuć

2007-06-01

Full Text Available We start from the basics: there is a meaning of the notion of epistemic subject under which it is not an object at all. This statement does not lead to dualism of substance; it fits with any sort of non-reductionism. What follows is that we assume certain subjects that are not objects, hence entities that we can't build direct predicative statements about. Whatever we can say about them comes indirectly, from the influence subjects have on certain objects. Hence, loosely speaking, subjectivity can be viewed as a feature of certain ontological entities (objects, such as persons. But an ontology of pure subjects is possible, based on the indirect influences they have. Such ontology of subjects that are not objects allows us to have subjects consistently as a part, though a very specific one, of the ontological furniture of the world. The author also claims that subjectivity is what, prima facie, deserves a moral standing though only certain additional capacities make a being a moral patient.

Five values of giftedness

NARCIS (Netherlands)

Besjes, K.M.; de Ruyter, D.J.

2011-01-01

This article describes five values attributed to giftedness. The ascription of values to this phenomenon resembles values attached to gifts in gift-giving processes. Whereas gift-giving often includes expectations of reciprocity, each gift possesses a numerical, utility, social, personal, and

Differences and similarities in double special educational needs: high abilities/giftedness x Asperger’s Syndrome

Directory of Open Access Journals (Sweden)

Nara Joyce Wellausen Vieira

2012-08-01

Full Text Available The study was developed from a literature search in books, articles and theses that have been published since the year 2000 on the theme High Abilities / Giftedness and Asperger’s Syndrome. The objectives of this research were to conduct a search on publications from 2000 to 2011, about the common and different features to the person with Asperger syndrome and high ability gifted, and also relate the number of publications found in Education and Special Education. At theoretical we present the conception of High Abilities / Giftedness of Renzulli (2004 and Gardner (2000 and in the conception of Asperger Syndrome, Mello (2007 and Klin (2006. When analyzing the data, were perceived similarities and differences between the behavioral characteristics of individuals with High Abilities / Giftedness and those with Asperger’s Syndrome. It’s possible point out that there is much evidence that separate these two special educational needs and few similarities between them. But do not neglect that there may be a dual disability between these two particular special educational needs, because there are still few studies that verify theoretically the differences and similarities of these subjects, much less those that investigate these similarities and distinctions in the subjects themselves.

Double preference relations for generalised belief change

CSIR Research Space (South Africa)

Booth, R

2010-11-01

Full Text Available Many belief change formalisms employ plausibility orderings over the set of possible worlds to determine how the beliefs of an agent ought to be modified after the receipt of a new epistemic input. While most such possible world semantics rely on a...

Intelligence, Belief in the Paranormal, Knowledge of Probability and Aging

Science.gov (United States)

Stuart-Hamilton, Ian; Nayak, Laxman; Priest, Lee

2006-01-01

In young adults, preparedness to accept improbable events as planned rather than due to chance is predictive of the level of belief in the paranormal, possibly underpinned by lower intelligence levels (Musch and Ehrenberg, 2002). The present study, using a sample of 73 older participants aged 60-84 years failed to find any relationship between…

Intelligent spaces the application of pervasive ICT

CERN Document Server

Steventon, Alan

2010-01-01

This book sets out a vision of 'intelligent spaces' and describes the progress that has been made towards realisation. The context for Intelligent Spaces (or iSpaces) is the world where ICT (Information and Communication Technology) and sensor systems disappear as they become embedded into physical objects and the spaces in which we live, work and play. The ultimate vision is that this embedded technology provides us with intelligent and contextually relevant support, augmenting our lives and experience of the physical world in a benign and non-intrusive manner. The ultimate vision is challeng

CHILDREN’S GIFTEDNESS AND ASSOCIATED PROBLEMS. THE TWICE EXCEPTIONALITY PHENOMENON. GIFTEDNESS AND LEARNING PROBLEMS. GIFTEDNESS AND ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (А REVIEW OF LITERATURE. PART I

Directory of Open Access Journals (Sweden)

O. A. Pylaeva

2015-01-01

Full Text Available In accordance with current views, giftedness are considered as the systemic psychic property developing throughout a lifetime, which determines the human possibility of achieving higher (unusual, outstanding results in one or several kinds of activities as compared to other people. People who are endowed with extraordinary abilities may be infrequently called absolutely somatically and mentally healthy. There are data that giftedness in childhood are frequently concurrent with both somatic diseases and different neurological disorders. Many gifted children are diagnosed as having left-handedness, speech disorders, and autoimmune diseases. There are scientific works on the association of giftedness with neurological and psychiatric disorders, including attention deficit/hyperactivity disorder (ADHD, learning problems (dyslexia in particular, autism (including Asperger’s syndrome, bipolar disorder, and migraine. According to the available data, approximately 3–5 % of children fall into a category of intellectually gifted ones; some children (2–5 to 20 % or more of all gifted children according to different findings may have learning problems. The terms “twice-gifted” or “twice-exceptional” are proposed to characterize children with giftedness concurrent with learning problems, attention deficit (including ADHD, or other impairments of cognitive functions and behavior (including oppositional disorder and obsessive-compulsive disorder. These children need the more attention of teachers and other correction approaches and adaptation methods to be elaborated as compared to the procedures used for gifted children, on the one hand, and for those with learning problems, behavioral and attention disorders, on the other hand. There is a need for the development and further strengthening of strong suits (gift and correction, adaptation of deficits in children with “twice exceptionality”. The review presents the history of studying the �

Moving beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education

Science.gov (United States)

Feucht, Florian C.; Lunn Brownlee, Jo; Schraw, Gregory

2017-01-01

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity…

Resident Advisor General Intelligence, Emotional Intelligence, Personality Dimensions, and Internal Belief Characteristics as Predictors of Rated Performance

Science.gov (United States)

Wu, Max B.; Stemler, Steven

2008-01-01

Resident Advisors (RAs) have a significant hand in helping students adjust and thrive in college life. Given the importance of selecting high-performing RAs, this study sought to examine how well various measures of intelligence (e.g., general, emotional) in addition to personality and additional "internal belief" characteristics predict…

The Application of Intelligent Building Technologies to Space Hotels

Science.gov (United States)

Fawkes, S.

This paper reports that over the last few years Intelligent Building technologies have matured and standardised. It compares the functions of command and control systems in future large space facilities such as space hotels to those commonly found in Intelligent Buildings and looks at how Intelligent Building technologies may be applied to space hotels. Many of the functions required in space hotels are the same as those needed in terrestrial buildings. The adaptation of standardised, low cost, Intelligent Building technologies would reduce capital costs and ease development of future space hotels. Other aspects of Intelligent Buildings may also provide useful models for the development and operation of space hotels.

Intelligent tutoring systems for space applications

Science.gov (United States)

Luckhardt-Redfield, Carol A.

1990-01-01

Artificial Intelligence has been used in many space applications. Intelligent tutoring systems (ITSs) have only recently been developed for assisting training of space operations and skills. An ITS at Southwest Research Institute is described as an example of an ITS application for space operations, specifically, training console operations at mission control. A distinction is made between critical skills and knowledge versus routine skills. Other ITSs for space are also discussed and future training requirements and potential ITS solutions are described.

Topology of actions and homogeneous spaces

International Nuclear Information System (INIS)

Kozlov, Konstantin L

2013-01-01

Topologization of a group of homeomorphisms and its action provide additional possibilities for studying the topological space, the group of homeomorphisms, and their interconnections. The subject of the paper is the use of the property of d-openness of an action (introduced by Ancel under the name of weak micro-transitivity) in the study of spaces with various forms of homogeneity. It is proved that a d-open action of a Čech-complete group is open. A characterization of Polish SLH spaces using d-openness is given, and it is established that any separable metrizable SLH space has an SLH completion that is a Polish space. Furthermore, the completion is realized in coordination with the completion of the acting group with respect to the two-sided uniformity. A sufficient condition is given for extension of a d-open action to the completion of the space with respect to the maximal equiuniformity with preservation of d-openness. A result of van Mill is generalized, namely, it is proved that any homogeneous CDH metrizable compactum is the only G-compactification of the space of rational numbers for the action of some Polish group. Bibliography: 39 titles.

Measuring reliability under epistemic uncertainty: Review on non-probabilistic reliability metrics

Directory of Open Access Journals (Sweden)

Kang Rui

2016-06-01

Full Text Available In this paper, a systematic review of non-probabilistic reliability metrics is conducted to assist the selection of appropriate reliability metrics to model the influence of epistemic uncertainty. Five frequently used non-probabilistic reliability metrics are critically reviewed, i.e., evidence-theory-based reliability metrics, interval-analysis-based reliability metrics, fuzzy-interval-analysis-based reliability metrics, possibility-theory-based reliability metrics (posbist reliability and uncertainty-theory-based reliability metrics (belief reliability. It is pointed out that a qualified reliability metric that is able to consider the effect of epistemic uncertainty needs to (1 compensate the conservatism in the estimations of the component-level reliability metrics caused by epistemic uncertainty, and (2 satisfy the duality axiom, otherwise it might lead to paradoxical and confusing results in engineering applications. The five commonly used non-probabilistic reliability metrics are compared in terms of these two properties, and the comparison can serve as a basis for the selection of the appropriate reliability metrics.

Active inference and epistemic value.

Science.gov (United States)

Friston, Karl; Rigoli, Francesco; Ognibene, Dimitri; Mathys, Christoph; Fitzgerald, Thomas; Pezzulo, Giovanni

2015-01-01

We offer a formal treatment of choice behavior based on the premise that agents minimize the expected free energy of future outcomes. Crucially, the negative free energy or quality of a policy can be decomposed into extrinsic and epistemic (or intrinsic) value. Minimizing expected free energy is therefore equivalent to maximizing extrinsic value or expected utility (defined in terms of prior preferences or goals), while maximizing information gain or intrinsic value (or reducing uncertainty about the causes of valuable outcomes). The resulting scheme resolves the exploration-exploitation dilemma: Epistemic value is maximized until there is no further information gain, after which exploitation is assured through maximization of extrinsic value. This is formally consistent with the Infomax principle, generalizing formulations of active vision based upon salience (Bayesian surprise) and optimal decisions based on expected utility and risk-sensitive (Kullback-Leibler) control. Furthermore, as with previous active inference formulations of discrete (Markovian) problems, ad hoc softmax parameters become the expected (Bayes-optimal) precision of beliefs about, or confidence in, policies. This article focuses on the basic theory, illustrating the ideas with simulations. A key aspect of these simulations is the similarity between precision updates and dopaminergic discharges observed in conditioning paradigms.

3D space combat simulation game with artificial intelligence

OpenAIRE

Pernička, Václav

2013-01-01

The goal of this thesis is to design and implement a 3D space shooter with artifitial intelligence. This thesis includes theoretic analysis of space shooters, types of artifitial intelligence and assumptions important for developing in 3D space. The game also includes a simple artifitial intelligent player.

Erotetic epistemic logic

Czech Academy of Sciences Publication Activity Database

Peliš, Michal

2017-01-01

Roč. 26, č. 3 (2017), s. 357-381 ISSN 1425-3305 R&D Projects: GA ČR(CZ) GC16-07954J Institutional support: RVO:67985955 Keywords : epistemic logic * erotetic implication * erotetic logic * logic of questions Subject RIV: AA - Philosophy ; Religion OBOR OECD: Philosophy, History and Philosophy of science and technology http://apcz.umk.pl/czasopisma/index.php/LLP/article/view/LLP.2017.007

Epistemic Arbitrage

DEFF Research Database (Denmark)

Seabrooke, Leonard

2014-01-01

, and this interdisciplinary article brings them together to advance the new transnational sociology of professions. I suggest that transnationality matters for how professionals behave and one can draw a distinction between ‘thin’ transnational environments that are especially permissive of epistemic arbitrage...... and professional mobilization, and ‘thick’ domestic environments where professional jurisdictions can dampen epistemic arbitrage. The article outlines how transnational professionals can be understood as unique groups that have careers and operate in networks where there is a supply of, and demand for, epistemic...

[Mental health beliefs between culture and subjective illness experience].

Science.gov (United States)

Ritter, Kristina; Chaudhry, Haroon R; Aigner, Martin; Zitterl, Werner; Stompe, Thomas

2010-01-01

Subjective health beliefs are representations about pathogenesis, course and treatment options of psychic as well as somatic illnesses. They are important for a psychotherapeutic interaction as well as for a stable drug adherence. However, it remains unclear whether these representations are primarily affected by the cultural background or by an individual's specific illness experiences, a question of increasing importance in our era of globalized migration. The study sample consisted of 203 Austrians (125 with schizophrenia, 78 with obsessivecompulsive disorder) and 190 Pakistanis (120 with schizophrenia, 70 with obsessive-compulsive disorder). All patients completed the "Causal Explanations of Mental Disorders" (CEMD), a 41-item self-rating questionnaire. Pakistani patients reported magic-religious oriented mental health beliefs more frequently. In contrast, Austrians' beliefs are more often in line with the bio-psychosocial explanations of Western medicine. Concerning mental health beliefs the cultural background seems to be more important than the subjective experience with a distinctive mental disorder. Although the subjective experience is of importance for the shape of illnessspecific cognitions, mental health beliefs are primarily caused by the patients' socio-cultural origin. It is a challenge for psychiatry to improve the co-operation with culture-anthropology and other social sciences.

Influence of Family Processes, Motivation, and Beliefs about Intelligence on Creative Problem Solving of Scientifically Talented Individuals

Science.gov (United States)

Cho, Seokhee; Lin, Chia-Yi

2011-01-01

Predictive relationships among perceived family processes, intrinsic and extrinsic motivation, incremental beliefs about intelligence, confidence in intelligence, and creative problem-solving practices in mathematics and science were examined. Participants were 733 scientifically talented Korean students in fourth through twelfth grades as well as…

The Relationships between Paranormal Belief, Creationism, Intelligent Design and Evolution at Secondary Schools in Vienna (Austria)

Science.gov (United States)

Eder, Erich; Turic, Katharina; Milasowszky, Norbert; Van Adzin, Katherine; Hergovich, Andreas

2011-01-01

The present study is the first to investigate the relationships between a multiple set of paranormal beliefs and the acceptance of evolution, creationism, and intelligent design, respectively, in Europe. Using a questionnaire, 2,129 students at secondary schools in Vienna (Austria) answered the 26 statements of the Revised Paranormal Belief Scale…

Epistemic logics for sceptical agents

Czech Academy of Sciences Publication Activity Database

Bílková, M.; Majer, Ondrej; Peliš, Michal

2016-01-01

Roč. 26, č. 6 (2016), s. 1815-1841 ISSN 0955-792X R&D Projects: GA ČR(CZ) GA13-21076S Institutional support: RVO:67985955 Keywords : epistemic logic * substructural logic * frame semantics Subject RIV: AA - Philosophy ; Religion Impact factor: 0.909, year: 2016

In the Shadows of Dominant Cultures: The Elusive Definition of Giftedness

Science.gov (United States)

Polyzoi, Eleoussa; Haydey, Donna Copsey

2012-01-01

In this commentary, the authors contend that Persson's (2012a) paper, Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness, lacks conciseness in defining the connections between the significance of cultural dominance and the definition of giftedness. However,…

Report on {open_quotes}inspection of human subject research in intelligence and intelligence-related projects{close_quotes}

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-01-16

Executive Order 12333, {open_quotes}United States Intelligence Activities,{close_quotes} (1) designates the Department`s intelligence element as a member of the Intelligence Community, and (2) states that no agency within the Intelligence community shall sponsor, contract for or conduct research on human subjects except in accordance with guidelines issued by the Department of Health and Human Services. The Federal policy for the Protection of Human Subjects, which was based on Department of Health and Human Services regulations, was promulgated in Title 10 Code of Federal Regulations Part 745 by the Department of Energy. The purpose of this inspection was to review the internal control procedures used by the Office of Nonproliferation and National Security to manage selected intelligence and intelligence-related projects that involve human subject research.

Epistemic Virtues in Business

NARCIS (Netherlands)

de Bruin, Boudewijn

This paper applies emerging research on epistemic virtues to business ethics. Inspired by recent work on epistemic virtues in philosophy, I develop a view in which epistemic virtues contribute to the acquisition of knowledge that is instrumentally valuable in the realisation of particular ends,

Exploring the relation between People’s Theories of Intelligence and Beliefs about Brain Development

Directory of Open Access Journals (Sweden)

Ashley J Thomas

2015-07-01

Full Text Available A person’s belief about whether intelligence can change (called their implicit theory of intelligence predicts something about that person’s thinking and behavior. People who believe intelligence is fixed (called entity theorists attribute failure to traits (i.e. I failed the test because I’m not smart. and tend to be less motivated in school; those who believe intelligence is malleable (called incremental theorists tend to attribute failure to behavior (i.e. I failed the test because I didn’t study. and are more motivated in school. In previous studies, researchers have characterized participants as either entity or incremental theorists based on their agreement or disagreement with three statements. The present study further explored the theories-of-intelligence construct in two ways: first, we asked whether these theories are coherent, in the sense that they show up not only in participants’ responses to the three standard assessment items, but on a broad range of questions about intelligence and the brain. Second, we asked whether these theories are discrete or continuous. In other words, we asked whether people one thing or the other (i.e. that intelligence is malleable or fixed, or if there is a continuous range of beliefs (i.e., people believe in malleability to a greater or lesser degree. Study (1 asked participants a range of general questions about the malleability of intelligence and the brain. Study (2 asked participants more specific questions about the brains of a pair of identical twins who were separated at birth. Results showed that theories of intelligence are coherent: participants’ responses to the three standard survey items are correlated with their responses to questions about the brain. But the theories are not discrete: although responses to the three standard survey items fell into a bimodal distribution, responses to the broader range of questions fell into a normal distribution suggesting the theories are

Divine Emotions: On the Link Between Emotional Intelligence and Religious Belief.

Science.gov (United States)

Łowicki, Paweł; Zajenkowski, Marcin

2017-12-01

There have been only few attempts to explore the relationship between emotional intelligence (EI) and religiosity. However, none of them included measures of ability EI. In two studies, we investigated the potential associations between various aspects of religious belief and ability and trait EI. In Study 1 (N = 240), we found that ability EI was positively associated with general level of religious belief. Study 2, conducted among Polish Christians (N = 159), replicated the previous result on the connection between ability EI and religion. Moreover, both trait and ability EI were negatively correlated with extrinsic religious orientation and negative religious coping. Additional analysis showed that extrinsic orientation mediated the relationship between ability EI and religiosity.

New Conceptualizations of Linguistic Giftedness

Science.gov (United States)

Biedron, Adriana; Pawlak, Miroslaw

2016-01-01

This state-of-the art paper focuses on the issue of linguistic giftedness, somewhat neglected in the second language acquisition (SLA) literature, attempting to reconceptualize, expand and update this concept in response to latest developments in the fields of psychology, linguistics and neurology. It first discusses contemporary perspectives on…

Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales.

Science.gov (United States)

Pekrun, Reinhard; Vogl, Elisabeth; Muis, Krista R; Sinatra, Gale M

2017-09-01

Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.

The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

Science.gov (United States)

Baldridge, Mary Caufield

2010-01-01

The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

Beliefs About the Malleability of Immoral Groups Facilitate Collective Action

NARCIS (Netherlands)

Cohen-Chen, Smadar; Halperin, Eran; Saguy, Tamar; van Zomeren, Martijn

Although negative out-group beliefs typically foster individuals' motivation for collective action, we propose that such beliefs may diminish this motivation when people believe that this out-group cannot change in its very essence. Specifically, we tested the idea that believing in the malleability

[Social intelligence deficits in autistic children and adolescents--subjective theories of psychosocial health care professionals].

Science.gov (United States)

Krech, M; Probst, P

1998-10-01

The paper is concerned with personal theories of health care professionals about deficiencies in social intelligence of autistic persons. In the component-model of social intelligence means the ability of individuals or groups, to interact with each other in social situations. This contains social perception, social behavior as well as social conceptions and refers to emotional, cognitive and normative aspects. 33 interviewees, working as psychologists or teachers in kindergartens, schools or therapy institutions, are questioned by a half-standardized single interview concerning their beliefs about nonverbal social abilities, social perspective taking, and construction of a theory of mind in autistic persons. The major finding is: The impairments can be found in all aspects of social intelligence. Especially emotional handicaps, which are quoted by more than 80% of the interviewees, and low cognitive preconditions of mastering social stimuli, which are quoted by nearly all interviewees, are relevant. The subjective theories of the interviewees are in accordance to the models of parents as well as the models of the leading experts. The professional relationship to autistic persons and the practical experiences of the health care professionals lead to their specific personal theories of deficiencies in social intelligence of autistic people with wide consequences in respect to the professional contact with the autistic children and young adults.

Action adaptation during natural unfolding social scenes influences action recognition and inferences made about actor beliefs.

Science.gov (United States)

Keefe, Bruce D; Wincenciak, Joanna; Jellema, Tjeerd; Ward, James W; Barraclough, Nick E

2016-07-01

When observing another individual's actions, we can both recognize their actions and infer their beliefs concerning the physical and social environment. The extent to which visual adaptation influences action recognition and conceptually later stages of processing involved in deriving the belief state of the actor remains unknown. To explore this we used virtual reality (life-size photorealistic actors presented in stereoscopic three dimensions) to see how visual adaptation influences the perception of individuals in naturally unfolding social scenes at increasingly higher levels of action understanding. We presented scenes in which one actor picked up boxes (of varying number and weight), after which a second actor picked up a single box. Adaptation to the first actor's behavior systematically changed perception of the second actor. Aftereffects increased with the duration of the first actor's behavior, declined exponentially over time, and were independent of view direction. Inferences about the second actor's expectation of box weight were also distorted by adaptation to the first actor. Distortions in action recognition and actor expectations did not, however, extend across different actions, indicating that adaptation is not acting at an action-independent abstract level but rather at an action-dependent level. We conclude that although adaptation influences more complex inferences about belief states of individuals, this is likely to be a result of adaptation at an earlier action recognition stage rather than adaptation operating at a higher, more abstract level in mentalizing or simulation systems.

Epistemic Agency

Science.gov (United States)

Elgin, Catherine Z.

2013-01-01

Virtue epistemologists hold that knowledge results from the display of epistemic virtues--open-mindedness, rigor, sensitivity to evidence, and the like. But epistemology cannot rest satisfied with a list of the virtues. What is wanted is a criterion for being an epistemic virtue. An extension of a formulation of Kant's categorical imperative…

Planning using dynamic epistemic logic: Correspondence and complexity

DEFF Research Database (Denmark)

Jensen, Martin Holm

2013-01-01

A growing community investigates planning using dynamic epistemic logic. Another framework based on similar ideas is knowledge-based programs as plans. Here we show how actions correspond in the two frameworks. We finally discuss fragments of DEL planning obtained by the restriction of event models...

How do Epistemological Beliefs Affect Training Motivation?

Directory of Open Access Journals (Sweden)

Ingrid Molan

2014-05-01

Full Text Available Studies show that human resources development through workplace training is one of the major investments in the workforce in today’s globalized and challenging market. As training motivation influences employees’ preparation for the workplace training, their respond to the programme, their learning outcome, their performance levels, and use of acquired knowledge and skills in their workplace it seems logical to investigate and determine antecedents of training motivation. The aim of this study was to examine the relationship between the concepts of epistemological beliefs, training motivation and the actual participation in the workplace training. We predicted that epistemological beliefs would have an effect on training motivation and actual participation on the workplace training and that there would be a positive relationship between the concepts, meaning that the more sophisticated epistemological beliefs would lead to higher motivation and participation. To test the epistemological beliefs, the Epistemic Belief Inventory (Schraw, Bendixen & Dunkle, 2002 was used and adjusted to the workplace setting. Then the results were compared to employees’ training motivation, which was measured with a questionnaire made by authors of the present study, and employees’ actual number of training hours annually. The results confirmed the relationship between the concepts as well as a significant predicting value of epistemological beliefs on motivation and actual participation. Epistemic Belief Inventory did not yield expected results reported by the authors of the instrument therefore the limitations, possible other interpretations and suggested further exploration are discussed.

The Body in Action

DEFF Research Database (Denmark)

Grünbaum, Thor

2008-01-01

This article is about how to describe an agent's awareness of her bodily movements when she is aware of executing an action for a reason. Against current orthodoxy, I want to defend the claim that the agent's experience of moving has an epistemic place in the agent's awareness of her own intentio......This article is about how to describe an agent's awareness of her bodily movements when she is aware of executing an action for a reason. Against current orthodoxy, I want to defend the claim that the agent's experience of moving has an epistemic place in the agent's awareness of her own...... intentional action. In "The problem," I describe why this should be thought to be problematic. In "Motives for denying epistemic role," I state some of the main motives for denying that bodily awareness has any epistemic role to play in the content of the agent's awareness of her own action. In "Kinaesthetic...

Eye movements reveal epistemic curiosity in human observers.

Science.gov (United States)

Baranes, Adrien; Oudeyer, Pierre-Yves; Gottlieb, Jacqueline

2015-12-01

Saccadic (rapid) eye movements are primary means by which humans and non-human primates sample visual information. However, while saccadic decisions are intensively investigated in instrumental contexts where saccades guide subsequent actions, it is largely unknown how they may be influenced by curiosity - the intrinsic desire to learn. While saccades are sensitive to visual novelty and visual surprise, no study has examined their relation to epistemic curiosity - interest in symbolic, semantic information. To investigate this question, we tracked the eye movements of human observers while they read trivia questions and, after a brief delay, were visually given the answer. We show that higher curiosity was associated with earlier anticipatory orienting of gaze toward the answer location without changes in other metrics of saccades or fixations, and that these influences were distinct from those produced by variations in confidence and surprise. Across subjects, the enhancement of anticipatory gaze was correlated with measures of trait curiosity from personality questionnaires. Finally, a machine learning algorithm could predict curiosity in a cross-subject manner, relying primarily on statistical features of the gaze position before the answer onset and independently of covariations in confidence or surprise, suggesting potential practical applications for educational technologies, recommender systems and research in cognitive sciences. With this article, we provide full access to the annotated database allowing readers to reproduce the results. Epistemic curiosity produces specific effects on oculomotor anticipation that can be used to read out curiosity states. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Intellectual Giftedness and Psychopathology in Children and Adolescents: A Systematic Literature Review

Science.gov (United States)

Francis, Rosanna; Hawes, David J.; Abbott, Maree

2016-01-01

Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies met the inclusion criteria: compared gifted (IQ = 125) and nongifted (IQ = 90-110) peers or…

Cooperative Epistemic Multi-Agent Planning With Implicit Coordination

DEFF Research Database (Denmark)

Engesser, Thorsten; Bolander, Thomas; Mattmüller, Robert

2015-01-01

, meaning coordination is only allowed implicitly by means of the available epistemic actions. While this approach can be fruitfully applied to model reasoning in some simple social situations, we also provide some benchmark applications to show that the concept is useful for multi-agent systems in practice....

Artificial intelligence - NASA. [robotics for Space Station

Science.gov (United States)

Erickson, J. D.

1985-01-01

Artificial Intelligence (AI) represents a vital common space support element needed to enable the civil space program and commercial space program to perform their missions successfully. It is pointed out that advances in AI stimulated by the Space Station Program could benefit the U.S. in many ways. A fundamental challenge for the civil space program is to meet the needs of the customers and users of space with facilities enabling maximum productivity and having low start-up costs, and low annual operating costs. An effective way to meet this challenge may involve a man-machine system in which artificial intelligence, robotics, and advanced automation are integrated into high reliability organizations. Attention is given to the benefits, NASA strategy for AI, candidate space station systems, the Space Station as a stepping stone, and the commercialization of space.

Artificial Intelligence in Space Platforms.

Science.gov (United States)

1984-12-01

computer algorithms, there still appears to be a need for Artificial Inteligence techniques in the navigation area. The reason is that navigaion, in...RD-RI32 679 ARTIFICIAL INTELLIGENCE IN SPACE PLRTFORNSMU AIR FORCE 1/𔃼 INST OF TECH WRIGHT-PRTTERSON AFB OH SCHOOL OF ENGINEERING M A WRIGHT DEC 94...i4 Preface The purpose of this study was to analyze the feasibility of implementing Artificial Intelligence techniques to increase autonomy for

Order effects in research on paranormal belief.

Science.gov (United States)

Dudley, R Thomas

2002-04-01

Measures of paranormal belief and emotional intelligence were given a group of 72 college students using Tobacyk's Revised Paranormal Belief Scale and Schutte, Malouff, Hall, Haggerty, Cooper, Golden, and Dornheim's Emotional Intelligence Scale. Order effects indicated that participants who took the Paranormal Belief Scale first had lower emotional intelligence scores than those who took the Emotional Intelligence Scale first. The study demonstrates the importance of taking order effects into account when conducting research on paranormal belief.

Power, Knowledge, and Epistemic Delinking

Directory of Open Access Journals (Sweden)

Aneta Stojnić

2017-10-01

Full Text Available In this paper I shall argue that radical epistemic delinking has a key role in liberation from the Colonial Matrix of Power as well as the change in the existing global power relations which are based in the colonialism and maintained through exploitation, expropriation and construction of the (racial Other. Those power relations render certain bodies and spaces as (epistemologically irrelevant. In order to discuss possible models of struggle against such condition, firstly I have addressed the relation between de-colonial theories and postcolonial studies, arguing that decolonial positions are both historicising and re-politicising the postcolonial theory. In my central argument I have focused on the epistemic delinking and political implications of decolonial turn. With reference to Grada Killomba I have argued for the struggle against epistemic violence through decolonising knowledge. Decolonising knowledge requires delinking form Eurocentric model of knowledge production and radical dismantling the existing hierarchies among different knowledge. It requires recognition of the ‘Other epistemologies’ and ‘Other knowledge’ as well as liberation from Western disciplinary and methodological limitations. One of the main goals of decolonial project is deinking from the Colonial Matrix of Power. However, delinking is not required only in the areas of economy and politics but also in the field of epistemology.   Article received: June 15, 2017; Article accepted: June 26, 2017; Published online: October 15, 2017; Original scholarly paper How to cite this article: Stojnić, Aneta. "Power, Knowledge, and Epistemic Delinking." AM Journal of Art and Media Studies 14 (2017: 105-111. doi: 10.25038/am.v0i14.218

Robust online belief space planning in changing environments: Application to physical mobile robots

KAUST Repository

Agha-mohammadi, Ali-akbar

2014-05-01

© 2014 IEEE. Motion planning in belief space (under motion and sensing uncertainty) is a challenging problem due to the computational intractability of its exact solution. The Feedback-based Information RoadMap (FIRM) framework made an important theoretical step toward enabling roadmap-based planning in belief space and provided a computationally tractable version of belief space planning. However, there are still challenges in applying belief space planners to physical systems, such as the discrepancy between computational models and real physical models. In this paper, we propose a dynamic replanning scheme in belief space to address such challenges. Moreover, we present techniques to cope with changes in the environment (e.g., changes in the obstacle map), as well as unforeseen large deviations in the robot\\'s location (e.g., the kidnapped robot problem). We then utilize these techniques to implement the first online replanning scheme in belief space on a physical mobile robot that is robust to changes in the environment and large disturbances. This method demonstrates that belief space planning is a practical tool for robot motion planning.

Social norms and efficacy beliefs drive the Alarmed segment’s public-sphere climate actions

Science.gov (United States)

Doherty, Kathryn L.; Webler, Thomas N.

2016-09-01

Surprisingly few individuals who are highly concerned about climate change take action to influence public policies. To assess social-psychological and cognitive drivers of public-sphere climate actions of Global Warming’s Six Americas `Alarmed’ segment, we developed a behaviour model and tested it using structural equation modelling of survey data from Vermont, USA (N = 702). Our model, which integrates social cognitive theory, social norms research, and value belief norm theory, explains 36-64% of the variance in five behaviours. Here we show descriptive social norms, self-efficacy, personal response efficacy, and collective response efficacy as strong driving forces of: voting, donating, volunteering, contacting government officials, and protesting about climate change. The belief that similar others took action increased behaviour and strengthened efficacy beliefs, which also led to greater action. Our results imply that communication efforts targeting Alarmed individuals and their public actions should include strategies that foster beliefs about positive descriptive social norms and efficacy.

Epistemic Autonomy: A Criterion for Virtue?

Science.gov (United States)

Mudd, Sasha

2013-01-01

Catherine Elgin proposes a novel principle for identifying epistemic virtue. Based loosely on Kant's Categorical Imperative, it identifies autonomy as our fundamental epistemic responsibility, and defines the epistemic virtues as those traits of character needed to exercise epistemic autonomy. I argue that Elgin's principle fails as a…

Space Radiation Intelligence System (SPRINTS), Phase I

Data.gov (United States)

National Aeronautics and Space Administration — NextGen Federal Systems proposes an innovative SPace Radiation INTelligence System (SPRINTS) which provides an interactive and web-delivered capability that...

Is Giftedness Truly a Gift?

Science.gov (United States)

Davidson, Janet E.

2012-01-01

This article examines whether giftedness is actually a gift for those who receive it. The following attributes of a true gift are described as: (1) an understanding of what the gift is and who owns it; (2) realizing that it needs maintenance; (3) knowing what to do with the gift; (4) the giver expects nothing in return; and (5) the receiver…

Exhibiting Epistemic Objects

DEFF Research Database (Denmark)

Tybjerg, Karin

2017-01-01

of exhibiting epistemic objects that utilize their knowledge-generating potential and allow them to continue to stimulate curiosity and generate knowledge in the exhibition. The epistemic potential of the objects can then be made to work together with the function of the exhibition as a knowledge-generating set...

Who takes more sustainability-oriented entrepreneurial actions? The role of entrepreneurs' values, beliefs and orientations

DEFF Research Database (Denmark)

Jahanshahi, Asghar Afshar; Brem, Alexander; Bhattacharjee, Amitab

2017-01-01

We examine the relationships between entrepreneurs' values, beliefs and orientations with their firms' engagement in sustainability-oriented entrepreneurial actions, using a sample of 352 newly established businesses from two Asian countries (Bangladesh and Iran). Our results reveal a dual role o...... of sustainable entrepreneurship, by providing answers for recent calls for better understanding which entrepreneurial ventures engage more in sustainability-oriented actions.......We examine the relationships between entrepreneurs' values, beliefs and orientations with their firms' engagement in sustainability-oriented entrepreneurial actions, using a sample of 352 newly established businesses from two Asian countries (Bangladesh and Iran). Our results reveal a dual role...... of entrepreneurs' values, beliefs and orientations when taking sustainability-oriented actions. We confirm that individual differences in the set of values, beliefs and orientations can foster or hinder the sustainability-oriented actions across organizations. Our paper contributes to the growing literature...

Belief-Policies Cannot Ground Doxastic Responsibility

NARCIS (Netherlands)

Peels, H.D.

2013-01-01

William Alston has provided a by now well-known objection to the deontological conception of epistemic justification by arguing that since we lack control over our beliefs, we are not responsible for them. It is widely acknowledged that if Alston's argument is convincing, then it seems that the very

Emotional Intelligence and its consequences for occupational and life satisfaction - Emotional Intelligence in the context of irrational beliefs

OpenAIRE

Welpe, Isabell; Tumasjan, Andranik; Stich, Jennifer; Spörrle, Matthias; Försterling, Friedrich

2005-01-01

According to Albert Ellis' theory of Rational Emotive Behavior Therapy irrational beliefs (IB) lead to maladaptive emotions. A central component of irrationality is the denial of one's own possibilities to control important aspects of life. A specific IB is that one cannot control and thus cannot avoid certain emotion states. Emotion research considers regulative emotion control a pivotal component of the concept of emotional intelligence (EI). A negative association between IB and EI can thu...

Infrastructural intelligence: Contemporary entanglements between neuroscience and AI.

Science.gov (United States)

Bruder, Johannes

2017-01-01

In this chapter, I reflect on contemporary entanglements between artificial intelligence and the neurosciences by tracing the development of Google's recent DeepMind algorithms back to their roots in neuroscientific studies of episodic memory and imagination. Google promotes a new form of "infrastructural intelligence," which excels by constantly reassessing its cognitive architecture in exchange with a cloud of data that surrounds it, and exhibits putatively human capacities such as intuition. I argue that such (re)alignments of biological and artificial intelligence have been enabled by a paradigmatic infrastructuralization of the brain in contemporary neuroscience. This infrastructuralization is based in methodologies that epistemically liken the brain to complex systems of an entirely different scale (i.e., global logistics) and has given rise to diverse research efforts that target the neuronal infrastructures of higher cognitive functions such as empathy and creativity. What is at stake in this process is no less than the shape of brains to come and a revised understanding of the intelligent and creative social subject. © 2017 Elsevier B.V. All rights reserved.

Reduced nicotine content cigarette advertising: How false beliefs and subjective ratings affect smoking behavior.

Science.gov (United States)

Mercincavage, Melissa; Saddleson, Megan L; Gup, Emily; Halstead, Angela; Mays, Darren; Strasser, Andrew A

2017-04-01

Tobacco advertising can create false beliefs about health harms that are reinforced by product design features. Reduced nicotine content (RNC) cigarettes may reduce harm, but research has not addressed advertising influences. This study examined RNC cigarette advertising effects on false harm beliefs, and how these beliefs - along with initial subjective ratings of RNC cigarettes - affect subsequent smoking behaviors. We further explored whether subjective ratings moderate associations between false beliefs and behavior. Seventy-seven daily, non-treatment-seeking smokers (66.2% male) participated in the first 15days of a randomized, controlled, open-label RNC cigarette trial. Participants viewed an RNC cigarette advertisement at baseline before completing a 5-day period of preferred brand cigarette use, followed by a 10-day period of RNC cigarette use (0.6mg nicotine yield). Participants provided pre- and post-advertisement beliefs, and subjective ratings and smoking behaviors for cigarettes smoked during laboratory visits. Viewing the advertisement increased beliefs that RNC cigarettes contain less nicotine and are healthier than regular cigarettes (p'saffected smoking behaviors. Significant interactions of strength and taste ratings with beliefs (p'ssmokers with less negative initial subjective ratings, greater false beliefs were associated with greater RNC cigarette consumption. Smokers may misconstrue RNC cigarettes as less harmful than regular cigarettes. These beliefs, in conjunction with favorable subjective ratings, may increase product use. Copyright © 2017 Elsevier B.V. All rights reserved.

Fifth Conference on Artificial Intelligence for Space Applications

Science.gov (United States)

Odell, Steve L. (Compiler)

1990-01-01

The Fifth Conference on Artificial Intelligence for Space Applications brings together diverse technical and scientific work in order to help those who employ AI methods in space applications to identify common goals and to address issues of general interest in the AI community. Topics include the following: automation for Space Station; intelligent control, testing, and fault diagnosis; robotics and vision; planning and scheduling; simulation, modeling, and tutoring; development tools and automatic programming; knowledge representation and acquisition; and knowledge base/data base integration.

A Dynamic Informational-Epistemic Logic

NARCIS (Netherlands)

David Santos, Yuri; Madeira, Alexandre; Benevides, Mário

2017-01-01

Epistemic logic is usually employed to model two aspects of a situation: the ontic and the epistemic aspects. Truth, however, is not always attainable, and in many cases we are forced to reason only with whatever information is available to us. In this paper, we will explore a four-valued epistemic

Preferences and Beliefs in a Sequential Social Dilemma: A Within-Subjects Analysis

DEFF Research Database (Denmark)

Blanco, Mariana; Engelmann, Dirk; Koch, Alexander

Within-subject data from sequential social dilemma experiments reveal a correlation of first and second-mover decisions for which two channels may be responsible, that our experiment allows to separate: i) a direct, preference-based channel that influences both first- and second-mover decisions; ii......) an indirect channel, where second-mover decisions influence beliefs via a consensus effect, and the first-mover decision is a best response to these beliefs. We find strong evidence for the indirect channel: beliefs about second-mover cooperation are biased toward own second-mover behavior, and most subjects...... best respond to stated beliefs. But when first movers know the true probability of second-mover cooperation, subjects' own second moves still have predictive power regarding their first moves, suggesting that the direct channel also plays a role....

Belief Change in Reasoning Agents

OpenAIRE

Jin, Yi

2007-01-01

The capability of changing beliefs upon new information in a rational and efficient way is crucial for an intelligent agent. Belief change therefore is one of the central research fields in Artificial Intelligence (AI) for over two decades. In the AI literature, two different kinds of belief change operations have been intensively investigated: belief update, which deal with situations where the new information describes changes of the world; and belief revision, which assumes the world is st...

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

Directory of Open Access Journals (Sweden)

Fedorova Svetlana Yurievna

2013-04-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used: the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing. The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps: diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions. The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers.

When one model is not enough: combining epistemic tools in systems biology.

Science.gov (United States)

Green, Sara

2013-06-01

In recent years, the philosophical focus of the modeling literature has shifted from descriptions of general properties of models to an interest in different model functions. It has been argued that the diversity of models and their correspondingly different epistemic goals are important for developing intelligible scientific theories (Leonelli, 2007; Levins, 2006). However, more knowledge is needed on how a combination of different epistemic means can generate and stabilize new entities in science. This paper will draw on Rheinberger's practice-oriented account of knowledge production. The conceptual repertoire of Rheinberger's historical epistemology offers important insights for an analysis of the modelling practice. I illustrate this with a case study on network modeling in systems biology where engineering approaches are applied to the study of biological systems. I shall argue that the use of multiple representational means is an essential part of the dynamic of knowledge generation. It is because of-rather than in spite of-the diversity of constraints of different models that the interlocking use of different epistemic means creates a potential for knowledge production. Copyright © 2013 Elsevier Ltd. All rights reserved.

A Cross-Cultural Study of Implicit Theories of an Intelligent Person

Science.gov (United States)

Aljughaiman, Abdullah; Duan, Xiaoju; Handel, Marion; Hopp, Manuel; Stoeger, Heidrun; Ziegler, Albert

2012-01-01

This contribution is based on the assumption that implicit theories influence the subjective action space and hence the learning behavior of students. The implicit theory that an individual holds of an intelligent person is of particular importance in this context. For this cross-cultural study, we asked 200 students from Kenya and Germany to draw…

Artificial Intelligence and Moral intelligence

Directory of Open Access Journals (Sweden)

Laura Pana

2008-07-01

Full Text Available We discuss the thesis that the implementation of a moral code in the behaviour of artificial intelligent systems needs a specific form of human and artificial intelligence, not just an abstract intelligence. We present intelligence as a system with an internal structure and the structural levels of the moral system, as well as certain characteristics of artificial intelligent agents which can/must be treated as 1- individual entities (with a complex, specialized, autonomous or selfdetermined, even unpredictable conduct, 2- entities endowed with diverse or even multiple intelligence forms, like moral intelligence, 3- open and, even, free-conduct performing systems (with specific, flexible and heuristic mechanisms and procedures of decision, 4 – systems which are open to education, not just to instruction, 5- entities with “lifegraphy”, not just “stategraphy”, 6- equipped not just with automatisms but with beliefs (cognitive and affective complexes, 7- capable even of reflection (“moral life” is a form of spiritual, not just of conscious activity, 8 – elements/members of some real (corporal or virtual community, 9 – cultural beings: free conduct gives cultural value to the action of a ”natural” or artificial being. Implementation of such characteristics does not necessarily suppose efforts to design, construct and educate machines like human beings. The human moral code is irremediably imperfect: it is a morality of preference, of accountability (not of responsibility and a morality of non-liberty, which cannot be remedied by the invention of ethical systems, by the circulation of ideal values and by ethical (even computing education. But such an imperfect morality needs perfect instruments for its implementation: applications of special logic fields; efficient psychological (theoretical and technical attainments to endow the machine not just with intelligence, but with conscience and even spirit; comprehensive technical

The epistemic innocence of psychedelic states.

Science.gov (United States)

Letheby, Chris

2016-01-01

One recent development in epistemology, the philosophical study of knowledge, is the notion of 'epistemic innocence' introduced by Bortolotti and colleagues. This concept expresses the idea that certain suboptimal cognitive processes may nonetheless have epistemic (knowledge-related) benefits. The idea that delusion or confabulation may have psychological benefits is familiar enough. What is novel and interesting is the idea that such conditions may also yield significant and otherwise unavailable epistemic benefits. I apply the notion of epistemic innocence to research on the transformative potential of psychedelic drugs. The popular epithet 'hallucinogen' exemplifies a view of these substances as fundamentally epistemically detrimental. I argue that the picture is more complicated and that some psychedelic states can be epistemically innocent. This conclusion is highly relevant to policy debates about psychedelic therapy. Moreover, analysing the case of psychedelics can shed further light on the concept of epistemic innocence itself. Copyright © 2015 Elsevier Inc. All rights reserved.

Interview with Albert Ziegler about Gifted Education

Directory of Open Access Journals (Sweden)

Marilena Z. Leana-Tascilar

2014-12-01

Full Text Available Prof. Albert Ziegler is the chair of Educational Psychology and Research on Excellence at the Friedrich Alexander University Erlangen-Nurnberg and one of the most productive and cited academicians in gifted education in Europe and also all over the world. Prof. Ziegler has contributed different theories about gifted education and education in general. One of his well-known theories is The Actiotope Model of Giftedness and the 7-Step-Cycle of Self-Regulated Learning. Since last year I had the chance to be with him and his colleagues in Germany, thus I decided to share with you the interview that we had about his theories and his recommendations for Turkey.

Emotional Intelligence and Beliefs about Children, Discipline and Classroom Practices among Pre-Service Teachers

Science.gov (United States)

Flanagan, Maryclare E.

2009-01-01

This research sought to explore how emotional intelligence (EI) shapes the beliefs of pre-service teachers with respect to issues such as classroom management and student behavior. 101 pre-service teachers were recruited from undergraduate and graduate education courses at a private, mid-sized university. The Emotional Quotient Inventory (EQ-i),…

Adaptation, expertise, and giftedness: towards an understanding of cortical, subcortical, and cerebellar network contributions.

Science.gov (United States)

Koziol, Leonard F; Budding, Deborah Ely; Chidekel, Dana

2010-12-01

Current cortico-centric models of cognition lack a cohesive neuroanatomic framework that sufficiently considers overlapping levels of function, from "pathological" through "normal" to "gifted" or exceptional ability. While most cognitive theories presume an evolutionary context, few actively consider the process of adaptation, including concepts of neurodevelopment. Further, the frequent co-occurrence of "gifted" and "pathological" function is difficult to explain from a cortico-centric point of view. This comprehensive review paper proposes a framework that includes the brain's vertical organization and considers "giftedness" from an evolutionary and neurodevelopmental vantage point. We begin by discussing the current cortico-centric model of cognition and its relationship to intelligence. We then review an integrated, dual-tiered model of cognition that better explains the process of adaptation by simultaneously allowing for both stimulus-based processing and higher-order cognitive control. We consider the role of the basal ganglia within this model, particularly in relation to reward circuitry and instrumental learning. We review the important role of white matter tracts in relation to speed of adaptation and development of behavioral mastery. We examine the cerebellum's critical role in behavioral refinement and in cognitive and behavioral automation, particularly in relation to expertise and giftedness. We conclude this integrated model of brain function by considering the savant syndrome, which we believe is best understood within the context of a dual-tiered model of cognition that allows for automaticity in adaptation as well as higher-order executive control.

Child Attributes as Determinants of Parental Television-Viewing Mediation: The Role of Child Giftedness.

Science.gov (United States)

Abelman, Robert; Pettey, Gary R.

1989-01-01

Investigated intellectual giftedness in relation to parents' mediation of child's television-watching in a sample of 364 children and their parents. Findings suggest that intellectual giftedness and, to a lesser degree, quantity of television-watching influence parents' perceptions of possible effects of television on their children and the type…

An application of belief-importance theory with reference to trait emotional intelligence, mood, and somatic complaints.

Science.gov (United States)

Petrides, K V

2011-04-01

This article describes the basic principles of belief-importance (belimp) theory and tests them in two empirical studies. Belimp theory hypothesizes that personality traits confer a propensity to perceive convergences and divergences between our belief that we can attain goals and the importance that we place on these goals. Belief and importance are conceptualized as two coordinates, together defining the belimp plane. Four distinct quadrants can be identified within the belimp plane (Hubris, Motivation, Depression and Apathy), broadly corresponding to the personality dimensions of trait emotional intelligence, conscientiousness, neuroticism and introversion. Study 1 (N=365) defines the four quadrants in relation to goals about financial security and shows that they score differently on trait emotional intelligence, mood and somatic complaints. Study 2 (N=230) defines the quadrants in relation to goals about appearance and, separately, in relation to goals about popularity, and replicates the findings of the first study. Strategies and requirements for testing belimp theory are presented, as are a number of theoretical and practical advantages that it can potentially offer. © 2010 The Author. Scandinavian Journal of Psychology © 2010 The Scandinavian Psychological Associations.

Islamic Philosophy and the Ethics of Belief

NARCIS (Netherlands)

Booth, Anthony Robert

In this book the author argues that the Falasifa, the Philosophers of the Islamic Golden Age, are usefully interpreted through the prism of the contemporary, western ethics of belief. He contends that their position amounts to what he calls ‘Moderate Evidentialism’ – that only for the epistemic

De-Mystifying Giftedness: An Overdue Perspective

Science.gov (United States)

Campbell, R. J.; Smith, L. Mazzoli

2012-01-01

Campbell and Mazzoli Smith state that it is rare to find two articles, linked, as they are by concerns with both giftedness and the limits of objectivity, so different in style, in degree of cognitive challenge, and in extent of tentativeness, as those by Professor Freeman and Professor Persson in the two issues of "Gifted and Talented…

Evidentiality, Epistemic Modality, and Epistemic Status

Directory of Open Access Journals (Sweden)

Rezeda Dilshatovna Shakirova

2016-09-01

Full Text Available The article discusses the interaction of evidentiality categories, typical of many Turkic, Finno-Ugric, Samoyed, certain Slavic, and other languages with the categories of epistemic modality, which is widely represented particularly in Germanic languages. The methodological framework of this study consists of the general philosophic, general scientific and private levels. The general philosophic methodology is based on the analytic philosophy, under the linguistic trend of which the language study was carried out to solve philosophic problems. The general scientific methodological bases of the study are related to the principle of identifying similarities and differences of the categories analyzed and the systematicity of description, whereas the descriptive method and techniques thereof are used primarily as the private-linguistic methods. In contrast to evidentiality, indicating the source of information, the epistemic modality marks different level of the information reliability. In the modern German language, the categories studied have a zone of intersection in terms of community within the means of expression, to which modal words and modal verbs as well as the verb scheinen can be primarily related. However, in the modern German language, there is no question of the category of evidentiality in the plane, within which it is currently being studied basing on the material of those languages, to the fragment of the grammatical system of which it is primarily inherent. As a rule, the semantics of evidentiality in these languages provides no information on the degree of reliability of the source of knowledge. To overcome the contradiction of such nature, this work suggests paying attention to the category of epistemic status of an utterance, the semantic structure of which is wider than evidentiality and epistemic modality and includes the level of reliability of the source of knowledge along with the designation thereof. In today's German

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

Directory of Open Access Journals (Sweden)

Светлана Юрьевна Федорова

2013-05-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used:  the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing.The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps:  diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions.The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-31

Assessing risk from intelligent attacks: A perspective on approaches

International Nuclear Information System (INIS)

Guikema, Seth D.; Aven, Terje

2010-01-01

Assessing the uncertainties in and severity of the consequences of intelligent attacks are fundamentally different from risk assessment for accidental events and other phenomena with inherently random failures. Intelligent attacks against a system involve adaptation on the part of the adversary. The probabilities of the initiating events depend on the risk management actions taken, and they may be more difficult to assess due to high degrees of epistemic uncertainty about the motivations and future actions of adversaries. Several fundamentally different frameworks have been proposed for assessing risk from intelligent attacks. These include basing risk assessment and management on game theoretic modelling of attacker actions, using a probabilistic risk analysis (PRA) approach based on eliciting probabilities of different initiating events from appropriate experts, assessing uncertainties beyond probabilities and expected values, and ignoring the probabilities of the attacks and choosing to protect highest valued targets. In this paper we discuss and compare the fundamental assumptions that underlie each of these approaches. We then suggest a new framework that makes the fundamental assumptions underlying the approaches clear to decision makers and presents them with a suite of results from conditional risk analysis methods. Each of the conditional methods presents the risk from a specified set of fundamental assumptions, allowing the decision maker to see the impacts of these assumptions on the risk management strategies considered and to weight the different conditional results with their assessments of the relative likelihood of the different sets of assumptions.

Belief Functions: Theory and Applications - Proceedings of the 2nd International Conference on Belief Functions

CERN Document Server

Masson, Marie-Hélène

2012-01-01

The theory of belief functions, also known as evidence theory or Dempster-Shafer theory, was first introduced by Arthur P. Dempster in the context of statistical inference, and was later developed by Glenn Shafer as a general framework for modeling epistemic uncertainty. These early contributions have been the starting points of many important developments, including the Transferable Belief Model and the Theory of Hints. The theory of belief functions is now well established as a general framework for reasoning with uncertainty, and has well understood connections to other frameworks such as probability, possibility and imprecise probability theories.   This volume contains the proceedings of the 2nd International Conference on Belief Functions that was held in Compiègne, France on 9-11 May 2012. It gathers 51 contributions describing recent developments both on theoretical issues (including approximation methods, combination rules, continuous belief functions, graphical models and independence concepts) an...

Fundamental principles of the cultural-activity approach in the psychology of giftedness

OpenAIRE

Babaeva, Julia

2013-01-01

This article examines the cultural-activity approach to the study of giftedness, which is based on the ideas of L. S. Vygotsky, A. N. Leontiev, and O. K. Tikhomirov. Three basic principles of this approach are described: the principle of polymorphism, the dynamic principle, and the principle of the holistic analysis of the giftedness phenomenon. The article introduces the results of empirical research (including a 10-year longitudinal study), which verifies the efficacy of the cultural-activi...

The 1990 Goddard Conference on Space Applications of Artificial Intelligence

Science.gov (United States)

Rash, James L. (Editor)

1990-01-01

The papers presented at the 1990 Goddard Conference on Space Applications of Artificial Intelligence are given. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The proceedings fall into the following areas: Planning and Scheduling, Fault Monitoring/Diagnosis, Image Processing and Machine Vision, Robotics/Intelligent Control, Development Methodologies, Information Management, and Knowledge Acquisition.

The 1993 Goddard Conference on Space Applications of Artificial Intelligence

Science.gov (United States)

Hostetter, Carl F. (Editor)

1993-01-01

This publication comprises the papers presented at the 1993 Goddard Conference on Space Applications of Artificial Intelligence held at the NASA/Goddard Space Flight Center, Greenbelt, MD on May 10-13, 1993. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed.

Reliability analysis under epistemic uncertainty

International Nuclear Information System (INIS)

Nannapaneni, Saideep; Mahadevan, Sankaran

2016-01-01

This paper proposes a probabilistic framework to include both aleatory and epistemic uncertainty within model-based reliability estimation of engineering systems for individual limit states. Epistemic uncertainty is considered due to both data and model sources. Sparse point and/or interval data regarding the input random variables leads to uncertainty regarding their distribution types, distribution parameters, and correlations; this statistical uncertainty is included in the reliability analysis through a combination of likelihood-based representation, Bayesian hypothesis testing, and Bayesian model averaging techniques. Model errors, which include numerical solution errors and model form errors, are quantified through Gaussian process models and included in the reliability analysis. The probability integral transform is used to develop an auxiliary variable approach that facilitates a single-level representation of both aleatory and epistemic uncertainty. This strategy results in an efficient single-loop implementation of Monte Carlo simulation (MCS) and FORM/SORM techniques for reliability estimation under both aleatory and epistemic uncertainty. Two engineering examples are used to demonstrate the proposed methodology. - Highlights: • Epistemic uncertainty due to data and model included in reliability analysis. • A novel FORM-based approach proposed to include aleatory and epistemic uncertainty. • A single-loop Monte Carlo approach proposed to include both types of uncertainties. • Two engineering examples used for illustration.

ψ-Epistemic Models are Exponentially Bad at Explaining the Distinguishability of Quantum States

Science.gov (United States)

Leifer, M. S.

2014-04-01

The status of the quantum state is perhaps the most controversial issue in the foundations of quantum theory. Is it an epistemic state (state of knowledge) or an ontic state (state of reality)? In realist models of quantum theory, the epistemic view asserts that nonorthogonal quantum states correspond to overlapping probability measures over the true ontic states. This naturally accounts for a large number of otherwise puzzling quantum phenomena. For example, the indistinguishability of nonorthogonal states is explained by the fact that the ontic state sometimes lies in the overlap region, in which case there is nothing in reality that could distinguish the two states. For this to work, the amount of overlap of the probability measures should be comparable to the indistinguishability of the quantum states. In this Letter, I exhibit a family of states for which the ratio of these two quantities must be ≤2de-cd in Hilbert spaces of dimension d that are divisible by 4. This implies that, for large Hilbert space dimension, the epistemic explanation of indistinguishability becomes implausible at an exponential rate as the Hilbert space dimension increases.

An examination of the relationship among science teaching actions, beliefs, and knowledge of the nature of science

Science.gov (United States)

Chun, Sajin

Scholars in science education advocate curriculum and instruction practices that reflect an understanding of the nature of science. This aspect of school science is an important component of scientific literacy, a primary goal of science education. Considering teaching as a thoughtful profession, there has been a growing research interest on the issue of the consistency between teacher beliefs and actions. Yet, the self-evident assumption that teachers' beliefs about the nature of science will impact on their classroom teaching actions has not been justified. The purpose of this study was to examine the relationship between science teaching actions and beliefs about the nature of science. Defining teacher beliefs as a broad construct, the researcher tried to examine not only teacher's cognitive understanding about the nature of science but also teachers' affect as well as actions with regard to the nature of science. Guiding research questions were as follows: (a) what are the teachers' beliefs about the nature of science; (b) how do the teachers, pedagogical actions reflect their beliefs about the nature of science; and (c) what are the other referent beliefs that mediate the teachers, pedagogical actions within a local school culture. The methodology of this study was an interpretive, qualitative approach that included multiple sources of data, interviews, classroom observations, and instructional materials. Six science teachers from a secondary school located in a rural area of the southeastern US were chosen by convenience. The cross-case study and the grounded theory study designs were adopted as the data analysis process. The constant comparative analysis method was used to generate the emerging themes for this study. This study revealed a gap between these teachers' personal beliefs of the nature of science and the concepts of the nature of science suggested by many researchers. These teachers' personal beliefs about the nature of science have been

Intelligent Universe

Energy Technology Data Exchange (ETDEWEB)

Hoyle, F

1983-01-01

The subject is covered in chapters, entitled: chance and the universe (synthesis of proteins; the primordial soup); the gospel according to Darwin (discussion of Darwin theory of evolution); life did not originate on earth (fossils from space; life in space); the interstellar connection (living dust between the stars; bacteria in space falling to the earth; interplanetary dust); evolution by cosmic control (microorganisms; genetics); why aren't the others here (a cosmic origin of life); after the big bang (big bang and steady state); the information rich universe; what is intelligence up to; the intelligent universe.

Advancements in Research on Creativity and Giftedness in Mathematics Education: Introduction to the Special Issue

Science.gov (United States)

Singer, Florence Mihaela; Sheffield, Linda Jensen; Leikin, Roza

2017-01-01

Creativity and giftedness in mathematics education research are topics of an increased interest in the education community during recent years. This introductory paper to the special issue on Mathematical Creativity and Giftedness in Mathematics Education has a twofold purpose: to offer a brief historical perspective on the study of creativity and…

Temporalized Epistemic Default Logic

NARCIS (Netherlands)

van der Hoek, W.; Meyer, J.J.; Treur, J.; Gabbay, D.

2001-01-01

The nonmonotonic logic Epistemic Default Logic (EDL) [Meyer and van der Hoek, 1993] is based on the metaphore of a meta-level architecture. It has already been established [Meyer and van der Hoek, 1993] how upward reflection can be formalized by a nonmonotonic entailment based on epistemic states,

From Logic Programming Semantics to the Consistency of Syntactical Treatments of Knowledge and Belief

DEFF Research Database (Denmark)

Bolander, Thomas

2003-01-01

that we can keep the predicate approach if we make suitable restrictions to our set of epistemic axioms. Their results are proved by careful translations from corresponding modal formalisms. In the present paper we show that their results fit nicely into the framework of logic programming semantics......, in that we show their results to be corollaries of well-known results in this field. This does not only allow us to demonstrate a close connection between consistency problems in the syntactic treatment of propositional attitudes and problems in semantics for logic programs, but it also allows us......This paper concerns formal theories for reasoning about the knowledge and belief of agents. It has seemed attractive to researchers in artificial intelligence to formalise these propositional attitudes as predicates of first-order predicate logic. This allows the agents to express stronger...

Automata Techniques for Epistemic Protocol Synthesis

Directory of Open Access Journals (Sweden)

Guillaume Aucher

2014-04-01

Full Text Available In this work we aim at applying automata techniques to problems studied in Dynamic Epistemic Logic, such as epistemic planning. To do so, we first remark that repeatedly executing ad infinitum a propositional event model from an initial epistemic model yields a relational structure that can be finitely represented with automata. This correspondence, together with recent results on uniform strategies, allows us to give an alternative decidability proof of the epistemic planning problem for propositional events, with as by-products accurate upper-bounds on its time complexity, and the possibility to synthesize a finite word automaton that describes the set of all solution plans. In fact, using automata techniques enables us to solve a much more general problem, that we introduce and call epistemic protocol synthesis.

Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis.

Science.gov (United States)

Geng, Yuan

2016-11-01

This study investigated the relationship among emotional intelligence, gratitude, and subjective well-being in a sample of university students. A total of 365 undergraduates completed the emotional intelligence scale, the gratitude questionnaire, and the subjective well-being measures. The results of the structural equation model showed that emotional intelligence is positively associated with gratitude and subjective well-being, that gratitude is positively associated with subjective well-being, and that gratitude partially mediates the positive relationship between emotional intelligence and subjective well-being. Bootstrap test results also revealed that emotional intelligence has a significant indirect effect on subjective well-being through gratitude.

Accounting for Epistemic and Aleatory Uncertainty in Early System Design, Phase II

Data.gov (United States)

National Aeronautics and Space Administration — This project extends Probability Bounds Analysis to model epistemic and aleatory uncertainty during early design of engineered systems in an Integrated Concurrent...

Accounting for Epistemic and Aleatory Uncertainty in Early System Design, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — The proposed work extends Probability Bounds Analysis to model epistemic and aleatory uncertainty during early design of engineered systems in an Integrated...

Teachers\\' Perception of Giftedness and Talent Among Primary ...

African Journals Online (AJOL)

Teachers\\' Perception of Giftedness and Talent Among Primary School Children. Constantine Ngara. Abstract. No Abstract Available Zimbabwe Journal of Educational Research Vol.14(3) 2002: 213-228. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

Integrated human-machine intelligence in space systems

Science.gov (United States)

Boy, Guy A.

1992-01-01

The integration of human and machine intelligence in space systems is outlined with respect to the contributions of artificial intelligence. The current state-of-the-art in intelligent assistant systems (IASs) is reviewed, and the requirements of some real-world applications of the technologies are discussed. A concept of integrated human-machine intelligence is examined in the contexts of: (1) interactive systems that tolerate human errors; (2) systems for the relief of workloads; and (3) interactive systems for solving problems in abnormal situations. Key issues in the development of IASs include the compatibility of the systems with astronauts in terms of inputs/outputs, processing, real-time AI, and knowledge-based system validation. Real-world applications are suggested such as the diagnosis, planning, and control of enginnered systems.

The Impact of Multiple Intelligence Theory on Teacher Perception of Giftedness and the Referral of African American Students to Gifted and Talented Education Programs

Science.gov (United States)

Fisher, Tanya A.

2013-01-01

Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented…

Confronting diminished epistemic privilege and epistemic injustice in pregnancy by challenging a "panoptics of the womb".

Science.gov (United States)

Freeman, Lauren

2015-02-01

This paper demonstrates how the problematic kinds of epistemic power that physicians have can diminish the epistemic privilege that pregnant women have over their bodies and can put them in a state of epistemic powerlessness. This result, I argue, constitutes an epistemic injustice for many pregnant women. A reconsideration of how we understand and care for pregnant women and of the physician-patient relationship can provide us with a valuable context and starting point for helping to alleviate the knowledge/power problems that are symptomatic of the current system and structure of medicine. I suggest that we can begin to confront this kind of injustice if medicine adopts a more phenomenological understanding of bodies and if physicians and patients--in this case, pregnant women--become what I call "epistemic peers." © The Author 2014. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The subject to emotional intelligence training of changes of emotional intelligence research, and adolescence of Japan seen from overseas literature

OpenAIRE

中島, 正世; Nakajima, Masayo

2015-01-01

In this paper, the author have revealed the transition about the concept of emotional intelligence from overseas literature, and have tried to clarify the subject to the definition of emotional intelligence, the difference from similar concepts, the measuring method of emotional intelligence, the related element of emotional intelligence, and emotional intelligence training for the man-power development to current adolescence. As a result, the base element which constitutes emotional intellig...

SCHOOL, UNIVERSITY AND EDUCATIONAL ACCESSIBILITY: DISCUSSING EDUCATIONAL OPPORTUNITIES FOR STUDENTS WITH HIGH SKILLS/GIFTEDNESS

Directory of Open Access Journals (Sweden)

Renata Gomes Camargo

2013-12-01

Full Text Available Thinking about educational accessibility in academic research constitutes a necessity in view of the reality of education today and investigations unexplored, such as the relation between the high skills/giftedness -AH/SD-, researchin university and educational accessibility. This paper aims to discuss the dialogue between school and university research regarding the accessibility of students with AH/SD, seeking to highlight some actions related to a research project of theUniversidade Federal de Santa Maria/RS. The discussion in this article is guided in a qualitative perspective, is the main theoretical support studies of Manzini (2005 and Freitas and Pérez (2010. Among the main considerations, it follows that: shared responsibility between school and university, through action research projects, contributes significantly to the establishment of educational accessibility for students with AH/SD.

Confabulation and epistemic authority.

Science.gov (United States)

Robins, Sarah

2018-01-01

Mahr & Csibra (M&C) claim that episodic remembering's autonoetic character serves as an indicator of epistemic authority. This proposal is difficult to reconcile with the existence of confabulation errors - where participants fabricate memories of experiences that never happened to them. Making confabulation errors damages one's epistemic authority, but these false memories have an autonoetic character.

Die optimalisering van leer by skoolbeginners deur middel van 'n verrykte klasmusiekprogram / Ria Pieterse

OpenAIRE

Pieterse, Ria

1994-01-01

The TED syllabus prescribes classroom music as a compulsory subject for Grade I. This study wished to determine whether an enriched class music programme can afford more opportunities for optimisation of learning to beginners and enable them to integrate more easily into the formal teaching situation. By means of initial reading, information was gained on learning ability, intelligence, giftedness, creativity and lower giftedness. The use of information of child play and drawin...

The 1994 Goddard Conference on Space Applications of Artificial Intelligence

Science.gov (United States)

Hostetter, Carl F. (Editor)

1994-01-01

This publication comprises the papers presented at the 1994 Goddard Conference on Space Applications of Artificial Intelligence held at the NASA/GSFC, Greenbelt, Maryland, on 10-12 May 1994. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed.

Assessment of students with (suspicion of) Intellectual Giftedness in co-occurrence with ASD : The S&W Heuristic

NARCIS (Netherlands)

Burger-Veltmeijer, Agnes; Minnaert, Alexander

2015-01-01

Traits of Giftedness and symptoms of Autism Spectrum Disorders (ASD) show overlap, which may cause camouflage of either condition. Moreover, professionals are often experienced either in ASD or in Giftedness. This may result in mis-, missed and biased diagnoses, and “consequently“ inappropriate

Average Intelligence Predicts Atheism Rates across 137 Nations

Science.gov (United States)

Lynn, Richard; Harvey, John; Nyborg, Helmuth

2009-01-01

Evidence is reviewed pointing to a negative relationship between intelligence and religious belief in the United States and Europe. It is shown that intelligence measured as psychometric "g" is negatively related to religious belief. We also examine whether this negative relationship between intelligence and religious belief is present between…

The Relationships between Belief, Attitude, Subjective Norm, and Behavior Towards Infant Food Formula Selection: The Views of the Malaysian Mothers

Directory of Open Access Journals (Sweden)

T. Ramayah

2004-09-01

Full Text Available The purpose of the study is to determine the relationships between belief, attitude, subjective norm, intention, and behavior towards the choice of infant food based on the Theory of Reasoned Action (TRA. An analysis on a sample of 108 mothers indicates that the TRA could be used in predicting choice decision of infant food formulas by explaining 57 percent of the variance in the behavioral intention. The subjective norm component had a higher predictive power than the attitudinal component. Of this normative component, parents or relatives and doctors were found to be more influential. Intention to choose an infant formula was also influenced by family income. The belief outcomes in evaluating a premium infant formula and economic infant formula were found to be different. For premium infant formula, brand trusted, closest to breast milk and nutrients content were identified as the dominant attributes. In contrast, availability, affordable, and nutrients content were identified as the prime beliefs in evaluating economic infant formula. Implications of the findings are discussed.

Intelligence Ethics:

DEFF Research Database (Denmark)

Rønn, Kira Vrist

2016-01-01

Questions concerning what constitutes a morally justified conduct of intelligence activities have received increased attention in recent decades. However, intelligence ethics is not yet homogeneous or embedded as a solid research field. The aim of this article is to sketch the state of the art...... of intelligence ethics and point out subjects for further scrutiny in future research. The review clusters the literature on intelligence ethics into two groups: respectively, contributions on external topics (i.e., the accountability of and the public trust in intelligence agencies) and internal topics (i.......e., the search for an ideal ethical framework for intelligence actions). The article concludes that there are many holes to fill for future studies on intelligence ethics both in external and internal discussions. Thus, the article is an invitation – especially, to moral philosophers and political theorists...

Changing epistemological beliefs with nature of science implementations

Science.gov (United States)

Johnson, Keith; Willoughby, Shannon

2018-06-01

This article discusses our investigation regarding nature of science (NOS) implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS material was integrated into the classroom. Our original study covered two years of baseline data and one year of treatment data. Two additional years of treatment course data have revealed intriguing new insights into our students' epistemic belief structure. To monitor the evolution of belief structures across each semester we used student pre-post data on the Epistemological Beliefs About the Physical Sciences (EBAPS) assessment. The collected data were also partitioned and analyzed according to the following variables: college (Letters of Science, Business, Education, etc.), degree (BA or BS), status (freshman, sophomore, etc.), and gender (male or female). We find that the treatment course no longer undergoes significant overall epistemic deterioration after a semester of instruction. We also acquire a more detailed analysis of these findings utilizing the aforementioned variables. Most notably, we see that this intervention had a pronounced positive impact on males and on students within the college of Education, Arts & Architecture, and those with no concentration. Lastly, whether or not students believe their ability to learn science is innate or malleable did not seem to change, remaining a rigid construct with student epistemologies.

Changing epistemological beliefs with nature of science implementations

Directory of Open Access Journals (Sweden)

Keith Johnson

2018-02-01

Full Text Available This article discusses our investigation regarding nature of science (NOS implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS material was integrated into the classroom. Our original study covered two years of baseline data and one year of treatment data. Two additional years of treatment course data have revealed intriguing new insights into our students’ epistemic belief structure. To monitor the evolution of belief structures across each semester we used student pre-post data on the Epistemological Beliefs About the Physical Sciences (EBAPS assessment. The collected data were also partitioned and analyzed according to the following variables: college (Letters of Science, Business, Education, etc., degree (BA or BS, status (freshman, sophomore, etc., and gender (male or female. We find that the treatment course no longer undergoes significant overall epistemic deterioration after a semester of instruction. We also acquire a more detailed analysis of these findings utilizing the aforementioned variables. Most notably, we see that this intervention had a pronounced positive impact on males and on students within the college of Education, Arts & Architecture, and those with no concentration. Lastly, whether or not students believe their ability to learn science is innate or malleable did not seem to change, remaining a rigid construct with student epistemologies.

Giftedness and Cultural Accumulation: An Information Processing Perspective

Science.gov (United States)

Woolcott, Geoff

2013-01-01

There appears to be differing approaches, in modern education, to the identification and development of gifted students, but researchers are beginning to find some cohesiveness through approaches that examine giftedness from within broad views of human cognition and behavior. This paper takes such an approach by considering learning and memory as…

Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science.

Science.gov (United States)

Subotnik, Rena F; Olszewski-Kubilius, Paula; Worrell, Frank C

2011-01-01

For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one's talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society. To frame our discussion, we propose a definition of giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is

Implications of State Dental Board Disciplinary Actions for Teaching Dental Students About Emotional Intelligence.

Science.gov (United States)

Munk, Lyle Kris

2016-01-01

The primary emphasis in dental education is on developing students' cognitive intelligence (thinking) and technical intelligence (doing), while emotional intelligence (being) receives less emphasis. The aim of this study was to explore a potential consequence of the paucity of emotional intelligence education by determining the level of emotional intelligence-related (EI-R) infractions in state dental board disciplinary actions and characterizing the types of those infractions. For this study, 1,100 disciplinary action reports from 21 state dental boards were reviewed, and disciplinary infractions were classified as cognitive intelligence-related (CI-R) infractions, technical intelligence-related (TI-R) infractions, and EI-R infractions. EI-R infractions were then subcategorized into emotional intelligence clusters and competencies using the Emotional and Social Competency Inventory (ESCI). The results showed that 56.6% of the infractions were EI-R. When the EI-R infractions were subcategorized, the four competencies most frequently violated involved transparency, teamwork and collaboration, organizational awareness, and accurate self-assessment. Understanding the frequency and nature of EI-R infractions may promote awareness of the need for increased attention to principles of emotional intelligence in dental education and may encourage integration of those principles across dental curricula to help students understand the impact of emotional intelligence on their future well-being and livelihood.

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

Science.gov (United States)

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.

2015-01-01

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through…

Third International Symposium on Artificial Intelligence, Robotics, and Automation for Space 1994

Science.gov (United States)

1994-01-01

The Third International Symposium on Artificial Intelligence, Robotics, and Automation for Space (i-SAIRAS 94), held October 18-20, 1994, in Pasadena, California, was jointly sponsored by NASA, ESA, and Japan's National Space Development Agency, and was hosted by the Jet Propulsion Laboratory (JPL) of the California Institute of Technology. i-SAIRAS 94 featured presentations covering a variety of technical and programmatic topics, ranging from underlying basic technology to specific applications of artificial intelligence and robotics to space missions. i-SAIRAS 94 featured a special workshop on planning and scheduling and provided scientists, engineers, and managers with the opportunity to exchange theoretical ideas, practical results, and program plans in such areas as space mission control, space vehicle processing, data analysis, autonomous spacecraft, space robots and rovers, satellite servicing, and intelligent instruments.

The 1988 Goddard Conference on Space Applications of Artificial Intelligence

Science.gov (United States)

Rash, James (Editor); Hughes, Peter (Editor)

1988-01-01

This publication comprises the papers presented at the 1988 Goddard Conference on Space Applications of Artificial Intelligence held at the NASA/Goddard Space Flight Center, Greenbelt, Maryland on May 24, 1988. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The papers in these proceedings fall into the following areas: mission operations support, planning and scheduling; fault isolation/diagnosis; image processing and machine vision; data management; modeling and simulation; and development tools/methodologies.

Tracking in Object Action Space

DEFF Research Database (Denmark)

Krüger, Volker; Herzog, Dennis

2013-01-01

the space of the object affordances, i.e., the space of possible actions that are applied on a given object. This way, 3D body tracking reduces to action tracking in the object (and context) primed parameter space of the object affordances. This reduces the high-dimensional joint-space to a low...

Health belief model and reasoned action theory in predicting water saving behaviors in yazd, iran.

Science.gov (United States)

Morowatisharifabad, Mohammad Ali; Momayyezi, Mahdieh; Ghaneian, Mohammad Taghi

2012-01-01

People's behaviors and intentions about healthy behaviors depend on their beliefs, values, and knowledge about the issue. Various models of health education are used in deter¬mining predictors of different healthy behaviors but their efficacy in cultural behaviors, such as water saving behaviors, are not studied. The study was conducted to explain water saving beha¬viors in Yazd, Iran on the basis of Health Belief Model and Reasoned Action Theory. The cross-sectional study used random cluster sampling to recruit 200 heads of households to collect the data. The survey questionnaire was tested for its content validity and reliability. Analysis of data included descriptive statistics, simple correlation, hierarchical multiple regression. Simple correlations between water saving behaviors and Reasoned Action Theory and Health Belief Model constructs were statistically significant. Health Belief Model and Reasoned Action Theory constructs explained 20.80% and 8.40% of the variances in water saving beha-viors, respectively. Perceived barriers were the strongest Predictor. Additionally, there was a sta¬tistically positive correlation between water saving behaviors and intention. In designing interventions aimed at water waste prevention, barriers of water saving behaviors should be addressed first, followed by people's attitude towards water saving. Health Belief Model constructs, with the exception of perceived severity and benefits, is more powerful than is Reasoned Action Theory in predicting water saving behavior and may be used as a framework for educational interventions aimed at improving water saving behaviors.

Health Belief Model and Reasoned Action Theory in Predicting Water Saving Behaviors in Yazd, Iran

Directory of Open Access Journals (Sweden)

Mohammad Taghi Ghaneian

2012-12-01

Full Text Available Background: People's behaviors and intentions about healthy behaviors depend on their beliefs, values, and knowledge about the issue. Various models of health education are used in deter-mining predictors of different healthy behaviors but their efficacy in cultural behaviors, such as water saving behaviors, are not studied. The study was conducted to explain water saving beha-viors in Yazd, Iran on the basis of Health Belief Model and Reasoned Action Theory. Methods: The cross-sectional study used random cluster sampling to recruit 200 heads of households to collect the data. The survey questionnaire was tested for its content validity and reliability. Analysis of data included descriptive statistics, simple correlation, hierarchical multiple regression. Results: Simple correlations between water saving behaviors and Reasoned Action Theory and Health Belief Model constructs were statistically significant. Health Belief Model and Reasoned Action Theory constructs explained 20.80% and 8.40% of the variances in water saving beha-viors, respectively. Perceived barriers were the strongest Predictor. Additionally, there was a sta-tistically positive correlation between water saving behaviors and intention. Conclusion: In designing interventions aimed at water waste prevention, barriers of water saving behaviors should be addressed first, followed by people's attitude towards water saving. Health Belief Model constructs, with the exception of perceived severity and benefits, is more powerful than is Reasoned Action Theory in predicting water saving behavior and may be used as a framework for educational interventions aimed at improving water saving behaviors.

Epistemic interrogatives in events anchored in the temporal anteriority

Directory of Open Access Journals (Sweden)

Vesela Chergova

2012-12-01

Full Text Available The present study attempts to analyse the epistemic modal functionality of temporal posteriority grammemes, referred to the “non-inactual plan”, i. e. the discourse plan measured directly from the moment of enunciation. In our opinion, the invariant category values of a verbal grameme predetermine the development of their complementary and contextual functions. Therefore, the analysis focuses also on the oppositional relations and neutralizations between the categories of verb tense, plan and perspective, on the temporal semantics and the aspectual values which maintain the oppositions between the nominal forms of the verb in accordance with the interpretation of verb categories proposed by Coseriu (1976. In this particular case, the complementary values which outline the scope of our interest fall into the parameters of the possibility and the probability (Veiga, 1991; Kitova-Vasileva, 2000, i.e. conjecture and conclusion in the field of epistemic semantics, yet with an orientation to the temporal anteriority epoch i.e. there is a conjecture regarding actions marked as prior to the moment of enunciation. The syntactic realisation of the epistemic values of conjecture is outlined in the sentence patterns of epistemic interrogatives of the type [Será que + V(P.P.S.] and [Ter(F.S. do Ind.+ V(Part.Pass.]. The study in this way goes beyond the semantic interpretation of the modal, temporal and aspectual values of the morphological instruments of conjecture, and follows the syntactic structure (the modus–dictum relations also in its discourse and pragmatic value.

Maternal Attitudes, Normative Beliefs, and Subjective Norms of Mothers of 2- and 3-Year-Old Children.

Science.gov (United States)

Northrup, Angela A; Smaldone, Arlene

This exploratory study examined maternal attitudes, normative beliefs, subjective norms, and meal selection behaviors of mothers of 2- and 3-year-old children. Guided by the Theory of Reasoned Action, we had mothers complete three surveys, two interviews, and a feeding simulation exercise. Data were analyzed using descriptive and bivariate statistics and multivariate linear regression. A total of 31 mothers (50% Latino, 34% Black, 46.9% ≤ high school education, 31.3% poor health literacy) of 32 children (37.5% overweight/obese) participated in this study. Maternal normative beliefs (knowledge of U.S. Department of Agriculture recommendations) did not reflect actual U.S. Department of Agriculture recommendations. Collectively, regression models explained 13% (dairy) to 51% (vegetables) of the variance in behavioral intent, with normative belief an independent predictor in all models except grain and dairy. Meal selection behaviors, on average, were predicted by poor knowledge of U.S. Department of Agriculture recommendations. Dietary guidance appropriate to health literacy level should be incorporated into well-child visits. Copyright © 2016 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

Ergotic / epistemic / semiotic functions

OpenAIRE

Luciani , Annie

2007-01-01

International audience; Claude Cadoz has introduced a typology of human-environment relation, identifying three functions. This typology allows characterizing univocally, i.e. in a non-redundant manner, the computer devices and interfaces that allow human to interact with environment through and by computers. These three functions are: the epistemic function, the semiotic function, the ergotic function. Conversely to the terms epistemic and semiotic that are usual, the term ergotic has been s...

The intelligent Universe

International Nuclear Information System (INIS)

Hoyle, F.

1983-01-01

The subject is covered in chapters, entitled: chance and the universe (synthesis of proteins; the 'primordial soup'); the gospel according to Darwin (discussion of Darwin theory of evolution); life did not originate on earth (fossils from space; life in space); the interstellar connection (living dust between the stars; bacteria in space falling to the earth; interplanetary dust); evolution by cosmic control (microorganisms; genetics); why aren't the others here (a cosmic origin of life); after the big bang (big bang and steady state); the information rich universe; what is intelligence up to; the intelligent universe. (U.K.)

4. Valorizations of Theoretical Models of Giftedness and Talent in Defining of Artistic Talent

OpenAIRE

Anghel Ionica Ona

2016-01-01

Artistic talent has been defined in various contexts and registers a variety of meanings, more or less operational. From the perspective of pedagogical intervention, it is imperative understanding artistic talent trough the theoretical models of giftedness and talent. So, the aim of the study is to realize a review of the most popular of the theoretical models of giftedness and talent, with identification of the place of artistic talent and the new meanings that artistic talent has in each on...

Networking Theories on Giftedness--What We Can Learn from Synthesizing Renzulli's Domain General and Krutetskii's Mathematics-Specific Theory

Science.gov (United States)

Schindler, Maike; Rott, Benjamin

2017-01-01

Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli's…

An intelligent space for mobile robot localization using a multi-camera system.

Science.gov (United States)

Rampinelli, Mariana; Covre, Vitor Buback; de Queiroz, Felippe Mendonça; Vassallo, Raquel Frizera; Bastos-Filho, Teodiano Freire; Mazo, Manuel

2014-08-15

This paper describes an intelligent space, whose objective is to localize and control robots or robotic wheelchairs to help people. Such an intelligent space has 11 cameras distributed in two laboratories and a corridor. The cameras are fixed in the environment, and image capturing is done synchronously. The system was programmed as a client/server with TCP/IP connections, and a communication protocol was defined. The client coordinates the activities inside the intelligent space, and the servers provide the information needed for that. Once the cameras are used for localization, they have to be properly calibrated. Therefore, a calibration method for a multi-camera network is also proposed in this paper. A robot is used to move a calibration pattern throughout the field of view of the cameras. Then, the captured images and the robot odometry are used for calibration. As a result, the proposed algorithm provides a solution for multi-camera calibration and robot localization at the same time. The intelligent space and the calibration method were evaluated under different scenarios using computer simulations and real experiments. The results demonstrate the proper functioning of the intelligent space and validate the multi-camera calibration method, which also improves robot localization.

An Intelligent Space for Mobile Robot Localization Using a Multi-Camera System

Directory of Open Access Journals (Sweden)

Mariana Rampinelli

2014-08-01

Full Text Available This paper describes an intelligent space, whose objective is to localize and control robots or robotic wheelchairs to help people. Such an intelligent space has 11 cameras distributed in two laboratories and a corridor. The cameras are fixed in the environment, and image capturing is done synchronously. The system was programmed as a client/server with TCP/IP connections, and a communication protocol was defined. The client coordinates the activities inside the intelligent space, and the servers provide the information needed for that. Once the cameras are used for localization, they have to be properly calibrated. Therefore, a calibration method for a multi-camera network is also proposed in this paper. A robot is used to move a calibration pattern throughout the field of view of the cameras. Then, the captured images and the robot odometry are used for calibration. As a result, the proposed algorithm provides a solution for multi-camera calibration and robot localization at the same time. The intelligent space and the calibration method were evaluated under different scenarios using computer simulations and real experiments. The results demonstrate the proper functioning of the intelligent space and validate the multi-camera calibration method, which also improves robot localization.

Inevitability, contingency, and epistemic humility.

Science.gov (United States)

Kidd, Ian James

2016-02-01

This paper offers an epistemological framework for the debate about whether the results of scientific enquiry are inevitable or contingent. I argue in Sections 2 and 3 that inevitabilist stances are doubly guilty of epistemic hubris--a lack of epistemic humility--and that the real question concerns the scope and strength of our contingentism. The latter stages of the paper-Sections 4 and 5-address some epistemological and historiographical worries and sketch some examples of deep contingencies to guide further debate. I conclude by affirming that the concept of epistemic humility can usefully inform critical reflection on the contingency of the sciences and the practice of history of science. Copyright © 2015 Elsevier Ltd. All rights reserved.

A gentle introduction to epistemic planning: The DEL approach

DEFF Research Database (Denmark)

Bolander, Thomas

2017-01-01

Epistemic planning can be used for decision making in multi-agent situations with distributed knowledge and capabilities. Dynamic Epistemic Logic (DEL) has been shown to provide a very natural and expressive framework for epistemic planning. In this paper, we aim to give an accessible introduction...... to DEL-based epistemic planning. The paper starts with the most classical framework for planning, STRIPS, and then moves towards epistemic planning in a number of smaller steps, where each step is motivated by the need to be able to model more complex planning scenarios....

Artificial Intelligence Applications to High-Technology Training.

Science.gov (United States)

Dede, Christopher

1987-01-01

Discusses the use of artificial intelligence to improve occupational instruction in complex subjects with high performance goals, such as those required for high-technology jobs. Highlights include intelligent computer assisted instruction, examples in space technology training, intelligent simulation environments, and the need for adult training…

Journalism as Justified True Belief

Directory of Open Access Journals (Sweden)

Sílvia Lisboa

2015-12-01

Full Text Available If it is important to think of journalism as a form of knowledge, then how does it become knowledge? How does this process work? In order to answer this question, this article proposes a new understanding of journalism as a subject; presenting it as a justified true belief. We think of journalism being based on pillars of truth and justification, conditions necessary in order for Epistemology to grant it the status of knowledge. We address the concept of truth and show how journalistic reports are justified to the public as well as consider the central role of credibility in this process. We add to the epistemic conception by using concepts of discourse that help to understand how journalism provides evidence through its intentions, its authority and its ability. This evidence acts like a guide for the reader towards forming opinions on journalistic reports and recognizing journalism as a form of knowledge.

Aleatoric or epistemic? Does it matter?

DEFF Research Database (Denmark)

Der Kiureghian, Armen; Ditlevsen, Ove Dalager

2009-01-01

The sources and characters of uncertainties in engineering modeling for risk and reliability analyses are discussed. While many sources of uncertainty may exist, they are generally categorized as either aleatory or epistemic. Uncertainties are characterized as epistemic, if the modeler sees a pos...

Learning Actions Models: Qualitative Approach

DEFF Research Database (Denmark)

Bolander, Thomas; Gierasimczuk, Nina

2015-01-01

In dynamic epistemic logic, actions are described using action models. In this paper we introduce a framework for studying learnability of action models from observations. We present first results concerning propositional action models. First we check two basic learnability criteria: finite ident...

Predictions of Actions and Their Justifications in False-Belief Tasks: The Role of Executive Function

Directory of Open Access Journals (Sweden)

Putko Adam

2014-12-01

Full Text Available The main objective of this study was to examine whether children’s ability to justify their action predictions in terms of mental states is related, in a similar way as the ability to predict actions, to such aspects of executive function (EF as executive control and working memory. An additional objective was to check whether the frequency of different types of justifications made by children in false-belief tasks is associated with aforementioned aspects of EF, as well as language. The study included 59 children aged 3-4 years. The ability to predict actions and to justify these predictions was measured with false-belief tasks. Luria’s hand-game was used to assess executive control, and the Counting and Labelling dual-task was used to assess working memory capacity. Language development was controlled using an embedded syntax test. It was found that executive control was a significant predictor of the children’s ability to justify their action predictions in terms of mental states, even when age and language were taken into account. Results also indicated a relationship between the type of justification in the false-belief task and language development. With the development of language children gradually cease to justify their action predictions in terms of current location, and they tend to construct irrelevant justifications before they begin to refer to beliefs. Data suggest that executive control, in contrast to language, is a factor which affects the development of the children’s ability to justify their action predictions only in its later phase, during a shift from irrelevant to correct justifications.

An instrument to assess subjective task value beliefs regarding the decision to pursue postgraduate training.

Science.gov (United States)

Hagemeier, Nicholas E; Murawski, Matthew M

2014-02-12

To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training. A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine respondents' (N=1,148) subjective task value beliefs specific to their highest level of postgraduate training completed. Exploratory and confirmatory factor analytic techniques were used to evaluate and validate value belief constructs. Intrinsic, attainment, utility, cost, and financial value constructs resulted from exploratory factor analysis. Cross-validation resulted in a 26-item instrument that demonstrated good model fit. Differences in value beliefs were noted across type of postgraduate training pursued and pharmacy training characteristics. The Postgraduate Training Value Instrument demonstrated evidence of reliability and construct validity. The survey instrument can be used to assess value beliefs regarding multiple postgraduate training options in pharmacy and potentially inform targeted recruiting of individuals to those paths best matching their own value beliefs.

Weak values in a classical theory with an epistemic restriction

International Nuclear Information System (INIS)

Karanjai, Angela; Cavalcanti, Eric G; Bartlett, Stephen D; Rudolph, Terry

2015-01-01

Weak measurement of a quantum system followed by postselection based on a subsequent strong measurement gives rise to a quantity called the weak value: a complex number for which the interpretation has long been debated. We analyse the procedure of weak measurement and postselection, and the interpretation of the associated weak value, using a theory of classical mechanics supplemented by an epistemic restriction that is known to be operationally equivalent to a subtheory of quantum mechanics. Both the real and imaginary components of the weak value appear as phase space displacements in the postselected expectation values of the measurement device's position and momentum distributions, and we recover the same displacements as in the quantum case by studying the corresponding evolution in our theory of classical mechanics with an epistemic restriction. By using this epistemically restricted theory, we gain insight into the appearance of the weak value as a result of the statistical effects of post selection, and this provides us with an operational interpretation of the weak value, both its real and imaginary parts. We find that the imaginary part of the weak value is a measure of how much postselection biases the mean phase space distribution for a given amount of measurement disturbance. All such biases proportional to the imaginary part of the weak value vanish in the limit where disturbance due to measurement goes to zero. Our analysis also offers intuitive insight into how measurement disturbance can be minimized and the limits of weak measurement. (paper)

Representation of analysis results involving aleatory and epistemic uncertainty.

Energy Technology Data Exchange (ETDEWEB)

Johnson, Jay Dean (ProStat, Mesa, AZ); Helton, Jon Craig (Arizona State University, Tempe, AZ); Oberkampf, William Louis; Sallaberry, Cedric J.

2008-08-01

Procedures are described for the representation of results in analyses that involve both aleatory uncertainty and epistemic uncertainty, with aleatory uncertainty deriving from an inherent randomness in the behavior of the system under study and epistemic uncertainty deriving from a lack of knowledge about the appropriate values to use for quantities that are assumed to have fixed but poorly known values in the context of a specific study. Aleatory uncertainty is usually represented with probability and leads to cumulative distribution functions (CDFs) or complementary cumulative distribution functions (CCDFs) for analysis results of interest. Several mathematical structures are available for the representation of epistemic uncertainty, including interval analysis, possibility theory, evidence theory and probability theory. In the presence of epistemic uncertainty, there is not a single CDF or CCDF for a given analysis result. Rather, there is a family of CDFs and a corresponding family of CCDFs that derive from epistemic uncertainty and have an uncertainty structure that derives from the particular uncertainty structure (i.e., interval analysis, possibility theory, evidence theory, probability theory) used to represent epistemic uncertainty. Graphical formats for the representation of epistemic uncertainty in families of CDFs and CCDFs are investigated and presented for the indicated characterizations of epistemic uncertainty.

Second Conference on Artificial Intelligence for Space Applications

Science.gov (United States)

Dollman, Thomas (Compiler)

1988-01-01

The proceedings of the conference are presented. This second conference on Artificial Intelligence for Space Applications brings together a diversity of scientific and engineering work and is intended to provide an opportunity for those who employ AI methods in space applications to identify common goals and to discuss issues of general interest in the AI community.

Fluctuating Epistemic Uncertainty in a Design Team as a Metacognitive Driver for Creative Cognitive Processes

DEFF Research Database (Denmark)

Christensen, Bo; Ball, Linden J.

2016-01-01

Previous design research has demonstrated how epistemic uncertainty engenders localized, creative reasoning, including analogizing and mental simulation. Our analysis of the DTRS11 dataset examined not just the short-term, localized effects of epistemic uncertainty on creative processing...... and information selection, but also its long-term impact on downstream creative processes and decisions about what information to take forward. Our hypothesis was that heightened levels of uncertainty associated with a particular cognitive referent (i.e., a post-it note translated from Chinese end-users) would......, as predicted, found to engender subsequent attentive returns to cognitive referents at later points in the design process. Third, although epistemic uncertainty did not predict the information that was eventually selected to take forward in the design space, both immediate creative elaboration and subsequent...

Advanced Approach to Consider Aleatory and Epistemic Uncertainties for Integral Accident Simulations

International Nuclear Information System (INIS)

Peschke, Joerg; Kloos, Martina

2013-01-01

The use of best-estimate codes together with realistic input data generally requires that all potentially important epistemic uncertainties which may affect the code prediction are considered in order to get an adequate quantification of the epistemic uncertainty of the prediction as an expression of the existing imprecise knowledge. To facilitate the performance of the required epistemic uncertainty analyses, methods and corresponding software tools are available like, for instance, the GRS-tool SUSA (Software for Uncertainty and Sensitivity Analysis). However, for risk-informed decision-making, the restriction on epistemic uncertainties alone is not enough. Transients and accident scenarios are also affected by aleatory uncertainties which are due to the unpredictable nature of phenomena. It is essential that aleatory uncertainties are taken into account as well, not only in a simplified and supposedly conservative way but as realistic as possible. The additional consideration of aleatory uncertainties, for instance, on the behavior of the technical system, the performance of plant operators, or on the behavior of the physical process provides a quantification of probabilistically significant accident sequences. Only if a safety analysis is able to account for both epistemic and aleatory uncertainties in a realistic manner, it can provide a well-founded risk-informed answer for decision-making. At GRS, an advanced probabilistic dynamics method was developed to address this problem and to provide a more realistic modeling and assessment of transients and accident scenarios. This method allows for an integral simulation of complex dynamic processes particularly taking into account interactions between the plant dynamics as simulated by a best-estimate code, the dynamics of operator actions and the influence of epistemic and aleatory uncertainties. In this paper, the GRS method MCDET (Monte Carlo Dynamic Event Tree) for probabilistic dynamics analysis is explained

Emotional Intelligence Mediates the Relationship between Age and Subjective Well-Being.

Science.gov (United States)

Chen, Yiwei; Peng, Yisheng; Fang, Ping

2016-07-01

Individuals' Subjective Well-being (SWB) increases as they grow older. Past literature suggests that emotional intelligence may increase with age and lead to higher levels of SWB in older adults. The primary purpose of the present study was to test whether emotional intelligence would mediate the relationship between age and SWB. A total of 360 Chinese adults (age range: 20 to 79 years old) participated in this study. They filled out questionnaires that assessed their age, life satisfaction (The Satisfaction with Life Scale), affective well-being (The Positive and Negative Affect Schedule), and emotional intelligence (The Wong and Law Emotional Intelligence Scale). Using Structural Equation Modeling, the mediation model was supported, χ(2) (75) = 194.21, p Emotional intelligence partially mediated the relationship between age and life satisfaction, and fully mediated the relationship between age and affective well-being. The findings suggest that older adults may use their increased emotional intelligence to enhance their SWB. © The Author(s) 2016.

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Directory of Open Access Journals (Sweden)

Fabian Guénolé

2013-01-01

Full Text Available It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior, and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145 or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests. We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior, revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

Spontaneous Cognition and Epistemic Agency in the Cognitive Niche

Science.gov (United States)

Fabry, Regina E.

2018-01-01

According to Thomas Metzinger, many human cognitive processes in the waking state are spontaneous and are deprived of the experience of epistemic agency. He considers mind wandering as a paradigm example of our recurring loss of epistemic agency. I will enrich this view by extending the scope of the concept of epistemic agency to include cases of depressive rumination and creative cognition, which are additional types of spontaneous cognition. Like mind wandering, they are characterized by unique phenomenal and functional properties that give rise to varying degrees of epistemic agency. The main claim of this paper will be that the experience of being an epistemic agent within a certain time frame is a relational phenomenon that emerges from the organism’s capacity to interact with its cognitive niche. To explore this relation, I develop a new framework that integrates phenomenological considerations on epistemic agency with a functional account of the reciprocal coupling of the embodied organism with its cognitive niche. This account rests upon dynamical accounts of strong embodied and embedded cognition and recent work on cognitive niche construction. Importantly, epistemic agency and organism-niche coupling are gradual phenomena ranging from weak to strong realizations. The emerging framework will be employed to analyze mind wandering, depressive rumination, and creative cognition as well as their commonalities and differences. Mind wandering and depressive rumination are cases of weak epistemic agency and organism-niche coupling. However, there are also important phenomenological, functional, and neuronal differences. In contrast, creative cognition is a case of strong epistemic agency and organism-niche coupling. By providing a phenomenological and functional analysis of these distinct types of spontaneous cognition, we can gain a better understanding of the importance of organism-niche interaction for the realization of epistemic agency.

Intelligent computational systems for space applications

Science.gov (United States)

Lum, Henry; Lau, Sonie

Intelligent computational systems can be described as an adaptive computational system integrating both traditional computational approaches and artificial intelligence (AI) methodologies to meet the science and engineering data processing requirements imposed by specific mission objectives. These systems will be capable of integrating, interpreting, and understanding sensor input information; correlating that information to the "world model" stored within its data base and understanding the differences, if any; defining, verifying, and validating a command sequence to merge the "external world" with the "internal world model"; and, controlling the vehicle and/or platform to meet the scientific and engineering mission objectives. Performance and simulation data obtained to date indicate that the current flight processors baselined for many missions such as Space Station Freedom do not have the computational power to meet the challenges of advanced automation and robotics systems envisioned for the year 2000 era. Research issues which must be addressed to achieve greater than giga-flop performance for on-board intelligent computational systems have been identified, and a technology development program has been initiated to achieve the desired long-term system performance objectives.

Third Conference on Artificial Intelligence for Space Applications, part 2

Science.gov (United States)

Denton, Judith S. (Compiler); Freeman, Michael S. (Compiler); Vereen, Mary (Compiler)

1988-01-01

Topics relative to the application of artificial intelligence to space operations are discussed. New technologies for space station automation, design data capture, computer vision, neural nets, automatic programming, and real time applications are discussed.

Knowledge in Artificial Intelligence Systems: Searching the Strategies for Application

OpenAIRE

Kornienko, Alla A.; Kornienko, Anatoly V.; Fofanov, Oleg B.; Chubik, Maxim P.

2015-01-01

The studies based on auto-epistemic logic are pointed out as an advanced direction for development of artificial intelligence (AI). Artificial intelligence is taken as a system that imitates the solution of complicated problems by human during the course of life. The structure of symbols and operations, by which intellectual solution is performed, as well as searching the strategic reference points for those solutions, which are caused by certain structures of symbols and operations, – are co...

Young people's mental health first aid intentions and beliefs prospectively predict their actions: findings from an Australian National Survey of Youth.

Science.gov (United States)

Yap, Marie Bee Hui; Jorm, Anthony Francis

2012-04-30

Little is known about whether mental health first aid knowledge and beliefs of young people actually translate into actual behavior. This study examined whether young people's first aid intentions and beliefs predicted the actions they later took to help a close friend or family member with a mental health problem. Participants in a 2006 national survey of Australian youth (aged 12-25 years) reported on their first aid intentions and beliefs based on one of four vignettes: depression, depression with alcohol misuse, psychosis, and social phobia. At a two-year follow-up interview, they reported on actions they had taken to help any family member or close friend with a problem similar to the vignette character since the initial interview. Of the 2005 participants interviewed at follow-up, 608 reported knowing someone with a similar problem. Overall, young people's first aid intentions and beliefs about the helpfulness of particular first aid actions predicted the actions they actually took to assist a close other. However, the belief in and intention to encourage professional help did not predict subsequent action. Findings suggest that young people's mental health first aid intentions and beliefs may be valid indicators of their subsequent actions. Copyright © 2012 Elsevier Ltd. All rights reserved.

Quantum mechanics as classical statistical mechanics with an ontic extension and an epistemic restriction.

Science.gov (United States)

Budiyono, Agung; Rohrlich, Daniel

2017-11-03

Where does quantum mechanics part ways with classical mechanics? How does quantum randomness differ fundamentally from classical randomness? We cannot fully explain how the theories differ until we can derive them within a single axiomatic framework, allowing an unambiguous account of how one theory is the limit of the other. Here we derive non-relativistic quantum mechanics and classical statistical mechanics within a common framework. The common axioms include conservation of average energy and conservation of probability current. But two axioms distinguish quantum mechanics from classical statistical mechanics: an "ontic extension" defines a nonseparable (global) random variable that generates physical correlations, and an "epistemic restriction" constrains allowed phase space distributions. The ontic extension and epistemic restriction, with strength on the order of Planck's constant, imply quantum entanglement and uncertainty relations. This framework suggests that the wave function is epistemic, yet it does not provide an ontic dynamics for individual systems.

Values and Objectivity in Science: Value-Ladenness, Pluralism and the Epistemic Attitude

Science.gov (United States)

Carrier, Martin

2013-10-01

My intention is to cast light on the characteristics of epistemic or fundamental research (in contrast to application-oriented research). I contrast a Baconian notion of objectivity, expressing a correspondence of the views of scientists to the facts, with a pluralist notion, involving a critical debate between conflicting approaches. These conflicts include substantive hypotheses or theories but extend to values as well. I claim that a plurality of epistemic values serves to accomplish a non-Baconian form of objectivity that is apt to preserve most of the intuitions tied to the objectivity of science. For instance, pluralism is the only way to cope with the challenge of preference bias. Furthermore, the plurality of epistemic values cannot be substantially reduced by exploring the empirical success of scientific theories distinguished in light of particular such values. However, in addition to pluralism at the level of theories and value-commitments alike, scientific research is also characterized by a joint striving for consensus which I trace back to a shared epistemic attitude. This attitude manifests itself, e.g., in the willingness of scientists to subject their claims to empirical scrutiny and to respect rational argument. This shared epistemic attitude is embodied in rules adopted by the scientific community concerning general principles of dealing with knowledge claims. My contention is that pluralism and consensus formation can be brought into harmony by placing them at different levels of consideration: at the level of scientific reasoning and at the level of social conventions regarding how to deal with claims put forward within the scientific community.

Competitive Intelligence for SMEs. From Intellectual Concepts to Actionable CI Rules and Good Practices.

Science.gov (United States)

Dou, Henri

2000-01-01

Presents several aspects of the development of actionable competitive intelligence into SMEs (small and medium enterprises). Describes types of information used in SMEs, economic intelligence in France, suggestions for information management, and various works undertaken through the European Community. (Contains 11 references.) (Author/LRW)

The role of non-epistemic values in engineering models

NARCIS (Netherlands)

Diekmann, S.; Peterson, M.B.

2013-01-01

We argue that non-epistemic values, including moral ones, play an important role in the construction and choice of models in science and engineering. Our main claim is that non-epistemic values are not only "secondary values" that become important just in case epistemic values leave some issues

Extraterrestrial beliefs and experiences: an application of the theory of reasoned action.

Science.gov (United States)

Patry, A L; Pelletier, L G

2001-04-01

The authors expanded the applicability of I. Ajzen and M. Fishbein's (1980) theory of reasoned action by assessing the participants' beliefs, attitudes, and experiences related to sightings of unidentified flying objects (UFOs) and to alien abductions. The authors designed and administered a survey on UFO phenomena to 398 Canadian students. The survey contains items relating to each component of Ajzen and Fishbein's model, as well as scales that evaluate paranormal beliefs and social desirability. A majority of the sample believed in UFOs, although most had never seen one. However, only a minority believed in alien abductions--again, most without having had any reported experience. According to path analyses, UFO beliefs originated from societal forces rather than from personal experiences as the model would predict.

What is a delusion? Epistemological dimensions.

Science.gov (United States)

Leeser, J; O'Donohue, W

1999-11-01

Although the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1994) clearly indicates delusions have an epistemic dimension, it fails to accurately identify the epistemic properties of delusions. The authors explicate the regulative causes of belief revision for rational agents and argue that delusions are unresponsive to these. They argue that delusions are (a) protected beliefs made unfalsifiable either in principle or because the agent refuses to admit anything as a potential falsifier; (b) the protected belief is not typically considered a "properly basic" belief; (c) the belief is not of the variety of protected scientific beliefs; (d) in response to an apparent falsification, the subject posits not a simple, testable explanation for the inconsistency but one that is more complicated, less testable, and provides no new corroborations; (e) the subject has a strong emotional attachment to the belief; and (f) the belief is typically supported by (or originates from) trivial occurrences that are interpreted by the subject as highly unusual, significant, having personal reference, or some combination of these.

Believing Is Doing: Emotion Regulation Beliefs Are Associated With Emotion Regulation Behavioral Choices and Subjective Well-Being

Directory of Open Access Journals (Sweden)

Catherine Nicole Marie Ortner

2017-03-01

Full Text Available Research in emotion regulation has begun to examine various predictors of emotion regulation choices, including individual differences and contextual variables. However, scant attention has been paid to the extent to which people’s beliefs about the specific consequences of emotion regulation strategies for the components of an emotional response and long-term well-being predict their behavioral regulatory choices and, in turn, their subjective well-being. Participants completed measures to assess their beliefs about the consequences of functional and dysfunctional strategies, behavioral choices of emotion regulation strategies in negative scenarios, and subjective well-being. The model that fit the data indicated partial mediation whereby beliefs were associated with approximately 9% of the variance in choices. Emotion regulation choices were related to subjective well-being, with an additional direct effect between beliefs and well-being. This suggests beliefs play a role in people’s regulatory choices. Future research should explore how beliefs interact with individual differences and contextual variables to better understand why people regulate their emotions in different ways and, ultimately, to help individuals make healthy emotion regulation choices.

Believing Is Doing: Emotion Regulation Beliefs Are Associated With Emotion Regulation Behavioral Choices and Subjective Well-Being.

Science.gov (United States)

Ortner, Catherine Nicole Marie; Briner, Esther Lydia; Marjanovic, Zdravko

2017-03-01

Research in emotion regulation has begun to examine various predictors of emotion regulation choices, including individual differences and contextual variables. However, scant attention has been paid to the extent to which people's beliefs about the specific consequences of emotion regulation strategies for the components of an emotional response and long-term well-being predict their behavioral regulatory choices and, in turn, their subjective well-being. Participants completed measures to assess their beliefs about the consequences of functional and dysfunctional strategies, behavioral choices of emotion regulation strategies in negative scenarios, and subjective well-being. The model that fit the data indicated partial mediation whereby beliefs were associated with approximately 9% of the variance in choices. Emotion regulation choices were related to subjective well-being, with an additional direct effect between beliefs and well-being. This suggests beliefs play a role in people's regulatory choices. Future research should explore how beliefs interact with individual differences and contextual variables to better understand why people regulate their emotions in different ways and, ultimately, to help individuals make healthy emotion regulation choices.

Speed Bumps, Roadblocks and Tollbooths: How Culturally and Linguistically Diverse Parents Navigate the Highways and Byways of Giftedness in Ontario

Science.gov (United States)

Cobb, Cam

2012-01-01

In reviewing literature on culturally and linguistically diverse (CLD) parental inclusion and disproportionality, Cam Cobb, assistant professor at the University of Windsor, Ontario, illustrates how CLD giftedness--and especially CLD giftedness in Canadian settings--represents an area in need of further research. In part, this article begins to…

Mentalizing regions represent distributed, continuous, and abstract dimensions of others' beliefs.

Science.gov (United States)

Koster-Hale, Jorie; Richardson, Hilary; Velez, Natalia; Asaba, Mika; Young, Liane; Saxe, Rebecca

2017-11-01

The human capacity to reason about others' minds includes making causal inferences about intentions, beliefs, values, and goals. Previous fMRI research has suggested that a network of brain regions, including bilateral temporo-parietal junction (TPJ), superior temporal sulcus (STS), and medial prefrontal-cortex (MPFC), are reliably recruited for mental state reasoning. Here, in two fMRI experiments, we investigate the representational content of these regions. Building on existing computational and neural evidence, we hypothesized that social brain regions contain at least two functionally and spatially distinct components: one that represents information related to others' motivations and values, and another that represents information about others' beliefs and knowledge. Using multi-voxel pattern analysis, we find evidence that motivational versus epistemic features are independently represented by theory of mind (ToM) regions: RTPJ contains information about the justification of the belief, bilateral TPJ represents the modality of the source of knowledge, and VMPFC represents the valence of the resulting emotion. These representations are found only in regions implicated in social cognition and predict behavioral responses at the level of single items. We argue that cortical regions implicated in mental state inference contain complementary, but distinct, representations of epistemic and motivational features of others' beliefs, and that, mirroring the processes observed in sensory systems, social stimuli are represented in distinct and distributed formats across the human brain. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Social Representations of Intelligence

Directory of Open Access Journals (Sweden)

Elena Zubieta

2016-02-01

Full Text Available The article stresses the relationship between Explicit and Implicit theories of Intelligence. Following the line of common sense epistemology and the theory of Social Representations, a study was carried out in order to analyze naive’s explanations about Intelligence Definitions. Based on Mugny & Carugati (1989 research, a self-administered questionnaire was designed and filled in by 286 subjects. Results are congruent with the main hyphotesis postulated: A general overlap between explicit and implicit theories showed up. According to the results Intelligence appears as both, a social attribute related to social adaptation and as a concept defined in relation with contextual variables similar to expert’s current discourses. Nevertheless, conceptions based on “gifted ideology” still are present stressing the main axes of Intelligence debate: biological and sociological determinism. In the same sense, unfamiliarity and social identity are reaffirmed as organizing principles of social representation. The distance with the object -measured as the belief in intelligence differences as a solve/non solve problem- and the level of implication with the topic -teachers/no teachers- appear as discriminating elements at the moment of supporting specific dimensions. 

A Comparison of Beliefs and Disbeliefs and Reference Category Characteristics as Directive Factors of Social Action in Five Cultures.

Science.gov (United States)

Reeder, William W.; And Others

In order to illustrate the cross-culture applicability of Reeder's Theory of Beliefs, Disbeliefs, and Social Action and its usefulness in predicting and explaining social actions, studies conducted in communities in India, Sudan, Lebanon, northeastern United States, and western United States are examined. Using this theory, beliefs and disbeliefs…

Giftedness and Aesthetics: Perspectives of Expert Mathematicians and Mathematically Gifted Students

Science.gov (United States)

Tjoe, Hartono

2015-01-01

Giftedness in mathematics has been characterized by exceptional attributes including strong mathematical memory, formalizing perception, generalization, curtailment, flexibility, and elegance. Focusing on the last attribute, this study examined the following: (a) the criteria which expert mathematicians and mathematically gifted students fleshed…

Shared vs. Primary Epistemic Authority in Jaminjung/Ngaliwurru

Directory of Open Access Journals (Sweden)

Schultze-Berndt Eva

2017-10-01

Full Text Available This paper contributes to the typology of complex perspective markers by presenting an in-depth analysis of a system of epistemic authority marking which functionally overlaps with, but has no exact parallels in, similar systems attested cross-linguistically; it is also the first analysis of grammaticalised marking of epistemic authority in a language of Australia. Jaminjung/Ngaliwurru, a language of the Mirndi family, distinguishes between primary and shared epistemic authority by means of two non-obligatory clitics. By employing the first clitic, speakers claim privileged (asymmetrical access to evidence informing their utterance; the holder of epistemic primacy shifts to addressees in questions. The second marker, which is transparently related to a 1st+2nd person minimal pronoun, indicates shared (symmetrical epistemic access, but is further constrained in its distribution in that the evidence has to be accessible at the time of discourse and in that the encoded situation itself is not yet part of the common ground. In the light of the proposed analysis as well as cross-linguistic findings, it will be argued that epistemic authority markers more generally can be considered as part of a single functional domain with evidentials, and that this domain also includes egophoricity.

Two Notions of Epistemic Normativity

DEFF Research Database (Denmark)

Klausen, Søren Harnow

2009-01-01

Although the dominant view of epistemic normativity is an extreme form of deontology, it is argued that there is no good reason for not also adopting a complementary consequentialist notion, which can be put to use in applied epistemology.......Although the dominant view of epistemic normativity is an extreme form of deontology, it is argued that there is no good reason for not also adopting a complementary consequentialist notion, which can be put to use in applied epistemology....

An Investigation of Preservice Teachers' Beliefs about the Certainty of Teaching Knowledge

Science.gov (United States)

Ferguson, Leila E.; Brownlee, Jo Lunn

2018-01-01

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six…

Thought-Action Fusion and Inflated Responsibility Beliefs in Obsessive-Compulsive Disorder

Science.gov (United States)

O'Leary, Emily Marie; Rucklidge, Julia Jane; Blampied, Neville

2009-01-01

In obsessive-compulsive disorder (OCD), inflated responsibility (IR) beliefs and thought-action fusion (TAF) are two cognitive schema argued to contribute to obsessions and compulsions. We investigated whether IR and TAF are OCD-specific or whether they occur in other anxiety disorders. Adults diagnosed with OCD (n = 20) or other anxiety disorders…

A universal model of giftedness - adaptation of the Munich Model

NARCIS (Netherlands)

Jessurun, J.H.; Shearer, C.B.; Weggeman, M.C.D.P.

2016-01-01

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of

Epistemic motivation affects the processing of negative emotional stimuli in interpersonal decisions

Directory of Open Access Journals (Sweden)

Zhenyu eWei

2015-07-01

Full Text Available The present electrophysiological study investigated the role of the need for cognitive closure (NFC in emotional processing. The NFC is conceptualized as an epistemic motive that is related to how and why people seek out information in social environments. Event-related potentials were recorded while individuals with high NFC (i.e., low epistemic motivation or low NFC (i.e., high epistemic motivation performed a modified Ultimatum Game, in which the emotions of happy or angry game agents were employed to predict their most likely offer. High-NFC participants more closely adhered to the decisions rules of the game than low-NFC individuals did. The electrophysiological results showed that the dispositional NFC modified early perceptual components (N170, N200, and P200. The potentials showed that high-NFC subjects had a processing bias to angry faces, whereas low-NFC individuals exhibited no such effects. These findings indicated that high-NFC individuals were more sensitive to negative emotional stimuli than low-NFC individuals in an interpersonal decision-making task.

Preferences and beliefs in a sequential social dilemma: a within-subjects analysis

Czech Academy of Sciences Publication Activity Database

Blanco, M.; Engelmann, Dirk; Koch, A. K.; Normann, H.-T.

2014-01-01

Roč. 87, September (2014), s. 122-135 ISSN 0899-8256 Institutional support: RVO:67985998 Keywords : beliefs * consensus effect * social dilemma Subject RIV: AH - Economics Impact factor: 1.067, year: 2014

Free will and paranormal beliefs.

Science.gov (United States)

Mogi, Ken

2014-01-01

Free will is one of the fundamental aspects of human cognition. In the context of cognitive neuroscience, various experiments on time perception, sensorimotor coordination, and agency suggest the possibility that it is a robust illusion (a feeling independent of actual causal relationship with actions) constructed by neural mechanisms. Humans are known to suffer from various cognitive biases and failures, and the sense of free will might be one of them. Here I report a positive correlation between the belief in free will and paranormal beliefs (UFO, reincarnation, astrology, and psi). Web questionnaires involving 2076 subjects (978 males, 1087 females, and 11 other genders) were conducted, which revealed significant positive correlations between belief in free will (theory and practice) and paranormal beliefs. There was no significant correlation between belief in free will and knowledge in paranormal phenomena. Paranormal belief scores for females were significantly higher than those for males, with corresponding significant (albeit weaker) difference in belief in free will. These results are consistent with the view that free will is an illusion which shares common cognitive elements with paranormal beliefs.

Free will and paranormal beliefs

Directory of Open Access Journals (Sweden)

Ken eMogi

2014-04-01

Full Text Available Free will is one of the fundamental aspects of human cognition. In the context of cognitive neuroscience, various experiments on time perception, sensorimotor coordination, and agency suggest the possibility that it is a robust illusion (a feeling independent of actual causal relationship with actions constructed by neural mechanisms. Humans are known to suffer from various cognitive biases and failures, and the sense of free will might be one of them. Here I report a positive correlation between the belief in free will and paranormal beliefs (UFO, reincarnation, astrology, and psi. Web questionnaires involving 2076 subjects (978 males, 1087 females, and 11 other genders were conducted, which revealed significant positive correlations between belief in free will (theory and practice and paranormal beliefs. There was no significant correlation between belief in free will and knowledge in paranormal phenomena. Paranormal belief scores for females were significantly higher than those for males, with corresponding significant (albeit weaker difference in belief in free will. These results are consistent with the view that free will is an illusion which shares common cognitive elements with paranormal beliefs.

Free will and paranormal beliefs

Science.gov (United States)

Mogi, Ken

2014-01-01

Free will is one of the fundamental aspects of human cognition. In the context of cognitive neuroscience, various experiments on time perception, sensorimotor coordination, and agency suggest the possibility that it is a robust illusion (a feeling independent of actual causal relationship with actions) constructed by neural mechanisms. Humans are known to suffer from various cognitive biases and failures, and the sense of free will might be one of them. Here I report a positive correlation between the belief in free will and paranormal beliefs (UFO, reincarnation, astrology, and psi). Web questionnaires involving 2076 subjects (978 males, 1087 females, and 11 other genders) were conducted, which revealed significant positive correlations between belief in free will (theory and practice) and paranormal beliefs. There was no significant correlation between belief in free will and knowledge in paranormal phenomena. Paranormal belief scores for females were significantly higher than those for males, with corresponding significant (albeit weaker) difference in belief in free will. These results are consistent with the view that free will is an illusion which shares common cognitive elements with paranormal beliefs. PMID:24765084

Epistemic Purposes to Prompt Argumentation in inquiry-based classes

Directory of Open Access Journals (Sweden)

Arthur Tadeu Ferraz

2017-04-01

Full Text Available Considering the growth in interest on argumentation in research on science education, in this paper our goal is to propose an overview of actions taken by a teacher that made possible to establish and mediate production of arguments by the students in classroom. For this purpose, we analyze a physics lesson where discussions were about light duality, through a planned inquiry-based sequence teaching. We developed a set of codes called Epistemic Purposes for Promotion of Argumentation that allow understanding teacher's purposes as well his actions to promote argumentation among students during inquiry-based lessons. According to theoretical proposition and empirical analysis, it was revealed that the construction of arguments by students has a high dependence on how ideas are problematized by teacher. The construction of understanding  by students requires teacher actions that result in contributions of different kinds.

New Forms of Quantum Value Indefiniteness Suggest That Incompatible Views on Contexts Are Epistemic

Directory of Open Access Journals (Sweden)

Karl Svozil

2018-05-01

Full Text Available Extensions of the Kochen–Specker theorem use quantum logics whose classical interpretation suggests a true-implies-value indefiniteness property. This can be interpreted as an indication that any view of a quantum state beyond a single context is epistemic. A remark by Gleason about the ad hoc construction of probability measures in Hilbert spaces as a result of the Pythagorean property of vector components is interpreted platonically. Unless there is a total match between preparation and measurement contexts, information about the former from the latter is not ontic, but epistemic. This is corroborated by configurations of observables and contexts with a truth-implies-value indefiniteness property.

Developing Social Giftedness in Disadvantaged Girls at an Indian School

Science.gov (United States)

Sharma, Yukti

2012-01-01

This article describes developmental interactions with a group of female students at an Indian public school situated in a disadvantaged section of the community. Through a series of activities, the author makes an intensive effort to develop social giftedness in these students. The article describes various activities together with the author's…

Novel Rock Detection Intelligence for Space Exploration Based on Non-Symbolic Algorithms and Concepts

Science.gov (United States)

Yildirim, Sule; Beachell, Ronald L.; Veflingstad, Henning

2007-01-01

Future space exploration can utilize artificial intelligence as an integral part of next generation space rover technology to make the rovers more autonomous in performing mission objectives. The main advantage of the increased autonomy through a higher degree of intelligence is that it allows for greater utilization of rover resources by reducing the frequency of time consuming communications between rover and earth. In this paper, we propose a space exploration application of our research on a non-symbolic algorithm and concepts model. This model is based on one of the most recent approaches of cognitive science and artificial intelligence research, a parallel distributed processing approach. We use the Mars rovers. Sprit and Opportunity, as a starting point for proposing what rovers in the future could do if the presented model of non-symbolic algorithms and concepts is embedded in a future space rover. The chosen space exploration application for this paper, novel rock detection, is only one of many potential space exploration applications which can be optimized (through reduction of the frequency of rover-earth communications. collection and transmission of only data that is distinctive/novel) through the use of artificial intelligence technology compared to existing approaches.

Multiple Intelligences in Action.

Science.gov (United States)

Campbell, Bruce

1992-01-01

Describes the investigation of the effects of a four-step model program used with third through fifth grade students to implement Gardener's concepts of seven human intelligences--linguistic, logical/mathematical, visual/spatial, musical, kinesthetic, intrapersonal, and interpersonal intelligence--into daily learning. (BB)

Artificial intelligence applied to process signal analysis

Science.gov (United States)

Corsberg, Dan

1988-01-01

Many space station processes are highly complex systems subject to sudden, major transients. In any complex process control system, a critical aspect of the human/machine interface is the analysis and display of process information. Human operators can be overwhelmed by large clusters of alarms that inhibit their ability to diagnose and respond to a disturbance. Using artificial intelligence techniques and a knowledge base approach to this problem, the power of the computer can be used to filter and analyze plant sensor data. This will provide operators with a better description of the process state. Once a process state is recognized, automatic action could be initiated and proper system response monitored.

A case study of epistemic order in mathematics classroom dialogue

Directory of Open Access Journals (Sweden)

Kenneth Ruthven

2016-09-01

Full Text Available We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and epistemic framing relating to the terms in which development and exchange of knowledge are represented, particularly in reflexive talk. These components are operationalised in terms of various types of structural and semantic analysis of dialogue. It is shown that a lesson segment displays a multi-layered epistemic order differing from that of conventional classroom recitation.

A Qur’anic Framework for Spiritual Intelligence

Directory of Open Access Journals (Sweden)

Benaouda Bensaid

2014-02-01

Full Text Available This paper examines the perspective of the Qur’an on spiritual intelligence in an attempt to understand its foundations, meaning and nature, as well as derive its indicators, in an effort to develop a competency-based criterion for it. This paper draws on some illustrations that effectively highlight the Qur’anic perspective on the subject of spiritual intelligence. The paper concludes that spiritual intelligence developed in accordance with a Qur’anic framework that incorporates spiritual consciousness into a system of belief, worship, morality and social responsibility. The understanding of the Qur’anic perspective helps uncover some of the broad underlying theoretical principles and values of Islamic spiritual intelligence which shapes much of Muslim spiritual undertaking with relation to a wider spectrum of interaction with faith-groups and society; effectively developing more inclusive models of evaluation and capacity-building in contemporary multi-religious societies.

The 1995 Goddard Conference on Space Applications of Artificial Intelligence and Emerging Information Technologies

Science.gov (United States)

Hostetter, Carl F. (Editor)

1995-01-01

This publication comprises the papers presented at the 1995 Goddard Conference on Space Applications of Artificial Intelligence and Emerging Information Technologies held at the NASA/Goddard Space Flight Center, Greenbelt, Maryland, on May 9-11, 1995. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed.

Applications of artificial intelligence to space station: General purpose intelligent sensor interface

Science.gov (United States)

Mckee, James W.

1988-01-01

This final report describes the accomplishments of the General Purpose Intelligent Sensor Interface task of the Applications of Artificial Intelligence to Space Station grant for the period from October 1, 1987 through September 30, 1988. Portions of the First Biannual Report not revised will not be included but only referenced. The goal is to develop an intelligent sensor system that will simplify the design and development of expert systems using sensors of the physical phenomena as a source of data. This research will concentrate on the integration of image processing sensors and voice processing sensors with a computer designed for expert system development. The result of this research will be the design and documentation of a system in which the user will not need to be an expert in such areas as image processing algorithms, local area networks, image processor hardware selection or interfacing, television camera selection, voice recognition hardware selection, or analog signal processing. The user will be able to access data from video or voice sensors through standard LISP statements without any need to know about the sensor hardware or software.

The Epistemic Standards of Public Reason*

Directory of Open Access Journals (Sweden)

Tutui Viorel

2011-01-01

Full Text Available Abstract: Many contemporary philosophers have adopted the deliberative theory of democracy, according to which, a political decision is legitimate if it was established by a deliberative procedure. In this article I argue that the important objections which affect proceduralist and epistemic versions of this theory can be overcome if we carefully distinguish the epistemic and the political dimensions of democratic deliberation, instead of trying to derive one from the other. Moreover, we have to understand how does the deliberative process itself contribute to the legitimacy of the political decision and what is the role of the standards and conditions that are justified independently of the procedure. Using this distinction I will try to demonstrate that the deliberation itself is insufficient to secure the epistemic correctness and the political legitimacy of political decisions

Utilization of artificial intelligence techniques for the Space Station power system

Science.gov (United States)

Evatt, Thomas C.; Gholdston, Edward W.

1988-01-01

Due to the complexity of the Space Station Electrical Power System (EPS) as currently envisioned, artificial intelligence/expert system techniques are being investigated to automate operations, maintenance, and diagnostic functions. A study was conducted to investigate this technology as it applies to failure detection, isolation, and reconfiguration (FDIR) and health monitoring of power system components and of the total system. Control system utilization of expert systems for load scheduling and shedding operations was also researched. A discussion of the utilization of artificial intelligence/expert systems for Initial Operating Capability (IOC) for the Space Station effort is presented along with future plans at Rocketdyne for the utilization of this technology for enhanced Space Station power capability.

Learners' Epistemic Criteria for Good Scientific Models

Science.gov (United States)

Pluta, William J.; Chinn, Clark A.; Duncan, Ravit Golan

2011-01-01

Epistemic criteria are the standards used to evaluate scientific products (e.g., models, evidence, arguments). In this study, we analyzed epistemic criteria for good models generated by 324 middle-school students. After evaluating a range of scientific models, but before extensive instruction or experience with model-based reasoning practices,…

Cultural intelligence: A Pathway for Emergency Responder Engagement with Ethnically Diverse Communities

Science.gov (United States)

2017-03-01

Conceptualization and Measurement of Cultural Intelligence,” Social and Personality Psychology Compass 6, no. 4 (2012): 297, doi: 10.1111/j.1751...subjective culture .34 According to this research, “Subjective cultural aspects include hidden, psychological factors such as values, beliefs, norms...research from leading researchers in the “domains of international and cross - cultural management as well as management of domestic diversity.”65 A

Insurance Applications of Active Fault Maps Showing Epistemic Uncertainty

Science.gov (United States)

Woo, G.

2005-12-01

Insurance loss modeling for earthquakes utilizes available maps of active faulting produced by geoscientists. All such maps are subject to uncertainty, arising from lack of knowledge of fault geometry and rupture history. Field work to undertake geological fault investigations drains human and monetary resources, and this inevitably limits the resolution of fault parameters. Some areas are more accessible than others; some may be of greater social or economic importance than others; some areas may be investigated more rapidly or diligently than others; or funding restrictions may have curtailed the extent of the fault mapping program. In contrast with the aleatory uncertainty associated with the inherent variability in the dynamics of earthquake fault rupture, uncertainty associated with lack of knowledge of fault geometry and rupture history is epistemic. The extent of this epistemic uncertainty may vary substantially from one regional or national fault map to another. However aware the local cartographer may be, this uncertainty is generally not conveyed in detail to the international map user. For example, an area may be left blank for a variety of reasons, ranging from lack of sufficient investigation of a fault to lack of convincing evidence of activity. Epistemic uncertainty in fault parameters is of concern in any probabilistic assessment of seismic hazard, not least in insurance earthquake risk applications. A logic-tree framework is appropriate for incorporating epistemic uncertainty. Some insurance contracts cover specific high-value properties or transport infrastructure, and therefore are extremely sensitive to the geometry of active faulting. Alternative Risk Transfer (ART) to the capital markets may also be considered. In order for such insurance or ART contracts to be properly priced, uncertainty should be taken into account. Accordingly, an estimate is needed for the likelihood of surface rupture capable of causing severe damage. Especially where a

Epistemic Function and Ontology of Analog and Digital Images

Directory of Open Access Journals (Sweden)

Aleksandra Łukaszewicz Alcaraz

2016-01-01

Full Text Available The important epistemic function of photographic images is their active role in construction and reconstruction of our beliefs concerning the world and human identity, since we often consider photographs as presenting reality or even the Real itself. Because photography can convince people of how different social and ethnic groups and even they themselves look, documentary projects and the dissemination of photographic practices supported the transition from disciplinary society to the present-day society of control. While both analog and digital images are formed from the same basic materia, the ways in which this matter appears are distinctive. In the case of analog photography, we deal with physical and chemical matter, whereas with digital images we face electronic matter. Because digital photography allows endless modification of the image, we can no longer believe in the truthfulness of digital images.

At-risk students and the role of implicit theories of intelligence in educational professionals’ actions

NARCIS (Netherlands)

Tiekstra, Marlous; Minnaert, Alexander

2017-01-01

Implicit theories of intelligence play a role in teacher's actions. Adaptive instruction in and out of the classroom is important to optimize learning processes, especially in the case of at-risk students. This study explored to what extent implicit theories of intelligence play a role in the

INTERPERSONAL COORDINATION AND EPISTEMIC SUPPORT FOR INTENTIONS WITH WE-CONTENT

NARCIS (Netherlands)

Roy, O.

In this paper I study intentions of the form 'I intend that we ...', that is, intentions with a we-content, and their role in interpersonal coordination. I focus on the notion of epistemic support for such intentions. Using tools from epistemic game theory and epistemic logic, I cast doubt on

Space applications of Automation, Robotics and Machine Intelligence Systems (ARAMIS). Volume 2: Space projects overview

Science.gov (United States)

Miller, R. H.; Minsky, M. L.; Smith, D. B. S.

1982-01-01

Applications of automation, robotics, and machine intelligence systems (ARAMIS) to space activities, and their related ground support functions are studied so that informed decisions can be made on which aspects of ARAMIS to develop. The space project breakdowns, which are used to identify tasks ('functional elements'), are described. The study method concentrates on the production of a matrix relating space project tasks to pieces of ARAMIS.

The place of giftedness in the Nigerian education system | Goodluck ...

African Journals Online (AJOL)

This paper had made serious effort in defining the concept “giftedness”. It went further to discuss the place of giftedness in Nigerian education system in the light of the recommendation of the national policy on education, disregard for merit in our society, the menace of our quota system syndrome, and tribal sentiments in the ...

Social Epistemic Liberalism and the Problem of Deep Epistemic Disagreements

DEFF Research Database (Denmark)

Jønch-Clausen, Karin; Kappel, Klemens

2015-01-01

Recently Robert B. Talisse has put forth a socio-epistemic justification of liberal democracy that he believes qualifies as a public justification in that it purportedly can be endorsed by all reasonable individuals. In avoiding narrow restraints on reasonableness, Talisse argues that he has in f...

SUPPORTING LEARNING THROUGH EPISTEMIC SCAFFOLDS EMBEDDED IN A HIGHLIGHTER TOOL

Directory of Open Access Journals (Sweden)

Jan Erik Dahl

2016-11-01

Full Text Available This article explores the use of epistemic scaffolds embedded in a digital highlighter tool that was used to support students’ readings and discussions of research articles. The use of annotation technologies in education is increasing, and annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. However, research has shown that the actual tool use often deviates from the underlying knowledge model in the tools. Hence, the situated and mediated nature of these tools is still poorly understood. Research also tends to study the tools as a passed on resource rather than being co-constructed between students and teachers. The researcher argues that approaching these resources as co-constructed can be more productive and can create new spaces for teacher–student dialogues, students’ agency and self-scaffolding.

Fourth Conference on Artificial Intelligence for Space Applications

Science.gov (United States)

Odell, Stephen L. (Compiler); Denton, Judith S. (Compiler); Vereen, Mary (Compiler)

1988-01-01

Proceedings of a conference held in Huntsville, Alabama, on November 15-16, 1988. The Fourth Conference on Artificial Intelligence for Space Applications brings together diverse technical and scientific work in order to help those who employ AI methods in space applications to identify common goals and to address issues of general interest in the AI community. Topics include the following: space applications of expert systems in fault diagnostics, in telemetry monitoring and data collection, in design and systems integration; and in planning and scheduling; knowledge representation, capture, verification, and management; robotics and vision; adaptive learning; and automatic programming.

Gender, "g", and Fixed versus Growth Intelligence Mindsets as Predictors of Self-Estimated Domain Masculine Intelligence (DMIQ)

Science.gov (United States)

Storek, Josephine; Furnham, Adrian

2013-01-01

Over 120 participants completed three timed intelligence tests, a self-estimated Domain Masculine (DMIQ) Intelligence scale, and a mindset "beliefs about intelligence" measure (Dweck, 2012) to examine correlates of the Hubris-Humility Effect (HHE) which shows males believe they are more intelligent than females. As predicted males gave…

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

Science.gov (United States)

Hajhashemi, Karim; Caltabiano, Nerina; Anderson, Neil; Tabibzadeh, Seyed Asadollah

2018-01-01

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are…

Characterizing Epistemic Uncertainty for Launch Vehicle Designs

Science.gov (United States)

Novack, Steven D.; Rogers, Jim; Hark, Frank; Al Hassan, Mohammad

2016-01-01

NASA Probabilistic Risk Assessment (PRA) has the task of estimating the aleatory (randomness) and epistemic (lack of knowledge) uncertainty of launch vehicle loss of mission and crew risk and communicating the results. Launch vehicles are complex engineered systems designed with sophisticated subsystems that are built to work together to accomplish mission success. Some of these systems or subsystems are in the form of heritage equipment, while some have never been previously launched. For these cases, characterizing the epistemic uncertainty is of foremost importance, and it is anticipated that the epistemic uncertainty of a modified launch vehicle design versus a design of well understood heritage equipment would be greater. For reasons that will be discussed, standard uncertainty propagation methods using Monte Carlo simulation produce counter intuitive results and significantly underestimate epistemic uncertainty for launch vehicle models. Furthermore, standard PRA methods such as Uncertainty-Importance analyses used to identify components that are significant contributors to uncertainty are rendered obsolete since sensitivity to uncertainty changes are not reflected in propagation of uncertainty using Monte Carlo methods.This paper provides a basis of the uncertainty underestimation for complex systems and especially, due to nuances of launch vehicle logic, for launch vehicles. It then suggests several alternative methods for estimating uncertainty and provides examples of estimation results. Lastly, the paper shows how to implement an Uncertainty-Importance analysis using one alternative approach, describes the results, and suggests ways to reduce epistemic uncertainty by focusing on additional data or testing of selected components.

Two Types of Belief Report

Directory of Open Access Journals (Sweden)

Michael Hegarty

2010-12-01

Full Text Available Ascriptions of belief and other doxastic propositional attitudes are commonly interpreted as quantifying over a set of possible worlds constituting doxastic alternatives for the belief experiencer. Katz (2000, 2003, 2008 has argued that belief predicates and other stative attitude predicates, along with stative predicates generally, lack a Davidsonian event argument and therefore do not report on any eventuality (event or state. Hacquard (2010, in contrast, assumes that all attitude ascriptions describe an event corresponding to the mental state of the attitude experiencer. The present investigation suggests that the strengths of doxastic predicates can be modeled by generalized quantifiers over the doxastic alternative set, permitting us to formulate and test predictions based on standard interactions of these quantifiers with negation when these ascriptions are negated. This provides a middle ground between Katz and Hacquard, whereby some belief ascriptions are interpreted as nothing more than a quantified condition over a doxastic alternative set, while others attribute a Davidsonian belief state to the experiencer. In the latter case, the condition involving quantification over doxastic alternatives is an essential content condition which serves to individuate the eventuality described by the belief report, and to identify it across possible worlds.ReferencesCappelli, G. 2007. “I reckon I know how Leonardo da Vinci must have felt...” Epistemicity, Evidentiality and English Verbs of Cognitive Attitude. Pari: Pari Publishing.Carlson, G. 1998. ‘Thematic roles and the individuation of events’. In S. Rothstein (ed. ‘Events and Grammar’, 35–51. Dordrecht: Kluwer Academic Publishers.Davidson, D. 1980[1967]. ‘The Logical Form of Action Sentences’. In N. Rescher (ed. ‘The Logic of Decision and Action’, 81–95. Pittsburgh: University of Pittsburgh Press. Reprinted in Davidson, D., Essays on Actions and Events, pp. 105

Accounting for Epistemic Uncertainty in Mission Supportability Assessment: A Necessary Step in Understanding Risk and Logistics Requirements

Science.gov (United States)

Owens, Andrew; De Weck, Olivier L.; Stromgren, Chel; Goodliff, Kandyce; Cirillo, William

2017-01-01

Future crewed missions to Mars present a maintenance logistics challenge that is unprecedented in human spaceflight. Mission endurance – defined as the time between resupply opportunities – will be significantly longer than previous missions, and therefore logistics planning horizons are longer and the impact of uncertainty is magnified. Maintenance logistics forecasting typically assumes that component failure rates are deterministically known and uses them to represent aleatory uncertainty, or uncertainty that is inherent to the process being examined. However, failure rates cannot be directly measured; rather, they are estimated based on similarity to other components or statistical analysis of observed failures. As a result, epistemic uncertainty – that is, uncertainty in knowledge of the process – exists in failure rate estimates that must be accounted for. Analyses that neglect epistemic uncertainty tend to significantly underestimate risk. Epistemic uncertainty can be reduced via operational experience; for example, the International Space Station (ISS) failure rate estimates are refined using a Bayesian update process. However, design changes may re-introduce epistemic uncertainty. Thus, there is a tradeoff between changing a design to reduce failure rates and operating a fixed design to reduce uncertainty. This paper examines the impact of epistemic uncertainty on maintenance logistics requirements for future Mars missions, using data from the ISS Environmental Control and Life Support System (ECLS) as a baseline for a case study. Sensitivity analyses are performed to investigate the impact of variations in failure rate estimates and epistemic uncertainty on spares mass. The results of these analyses and their implications for future system design and mission planning are discussed.

Embedding epistemic modals in English: A corpus-based study

Directory of Open Access Journals (Sweden)

Valentine Hacquard

2012-07-01

Full Text Available The question of whether epistemic modals contribute to the truth conditions of the sentences they appear in is a matter of active debate in the literature. Fueling this debate is the lack of consensus about the extent to which epistemics can appear in the scope of other operators. This corpus study investigates the distribution of epistemics in naturalistic data. Our results indicate that they do embed, supporting the view that they contribute semantic content. However, their distribution is limited, compared to that of other modals. This limited distribution seems to call for a nuanced account: while epistemics are semantically contentful, they may require special licensing conditions. http://dx.doi.org/10.3765/sp.5.4 BibTeX info

EPISTEMIC COMMUNITIES AND SERVICE DELIVERY CHOICES IN SPANISH MUNICIPAL ADMINISTRATIONS

Directory of Open Access Journals (Sweden)

Miquel SALVADOR

2015-12-01

Full Text Available This article contributes to the debate on the use of alternative formulas for public service provision with arguments related to epistemic communities’ influence. Drawing on the literature on models of local public service delivery, the role of internal epistemic communities is discussed and tested through the consideration of two different communities related to specific municipal areas such as personal and urban services. The results demonstrate that the association of urban services’ epistemic communities with alternative formulas for direct provision to deliver services is greater than in the case of personal services’ epistemic community. Those findings contribute to the academic debate not only with arguments and evidence that reinforces the role of variables included in previous research but also by introducing the role of epistemic communities in determining some policy options (as the use of local public-service delivery formulas.

Epistemic stance in courtroom interaction

DEFF Research Database (Denmark)

Mortensen, Sune Sønderberg; Mortensen, Janus

2017-01-01

The oral examination of defendants and witnesses is a cornerstone in most criminal trials, where the weight and credibility of what is said and the certainty with which testimony is delivered will often be decisive for the ruling of the court. This chapter presents a case study of the linguistic...... construction of certainty and uncertainty – or epistemic stance taking – in Danish courtroom interaction. Based on transcribed audio recordings from a criminal trial in Denmark in 2014, we examine the ways in which the defendant, the alleged victim and an eyewitness construct epistemic stances during...

Quantification of margins and uncertainties: Alternative representations of epistemic uncertainty

International Nuclear Information System (INIS)

Helton, Jon C.; Johnson, Jay D.

2011-01-01

In 2001, the National Nuclear Security Administration of the U.S. Department of Energy in conjunction with the national security laboratories (i.e., Los Alamos National Laboratory, Lawrence Livermore National Laboratory and Sandia National Laboratories) initiated development of a process designated Quantification of Margins and Uncertainties (QMU) for the use of risk assessment methodologies in the certification of the reliability and safety of the nation's nuclear weapons stockpile. A previous presentation, 'Quantification of Margins and Uncertainties: Conceptual and Computational Basis,' describes the basic ideas that underlie QMU and illustrates these ideas with two notional examples that employ probability for the representation of aleatory and epistemic uncertainty. The current presentation introduces and illustrates the use of interval analysis, possibility theory and evidence theory as alternatives to the use of probability theory for the representation of epistemic uncertainty in QMU-type analyses. The following topics are considered: the mathematical structure of alternative representations of uncertainty, alternative representations of epistemic uncertainty in QMU analyses involving only epistemic uncertainty, and alternative representations of epistemic uncertainty in QMU analyses involving a separation of aleatory and epistemic uncertainty. Analyses involving interval analysis, possibility theory and evidence theory are illustrated with the same two notional examples used in the presentation indicated above to illustrate the use of probability to represent aleatory and epistemic uncertainty in QMU analyses.

Altas habilidades: uma questão escolar Giftedness: a shool matter

Directory of Open Access Journals (Sweden)

Célia Maria Paz Ferreira Barreto

2011-12-01

Full Text Available Esse estudo foi realizado em uma escola federal de ensino, localizada no Rio de Janeiro. Estabeleceu como objetivos gerais investigar as representações dos professores sobre as altas habilidades e a existência da indicação de alunos com esse perfil para atendimento. Utilizou duas amostras diferenciadas. A primeira, formada por 36 professores que atuavam do 1º ao 9º ano do ensino fundamental e do 1º ao 3º ano do ensino médio. A outra amostra foi constituída por quatro setores da escola responsáveis pelo registro histórico dos alunos. Utilizou-se a metodologia da análise de conteúdo no tratamento dos dados obtidos. Os resultados mostraram que os professores respondentes têm representações sobre altas habilidades e que não existem alunos com altas habilidades matriculados na instituição. Os resultados indicam urgência no implemento de ações inclusivas para as altas habilidades nessa escola, assim como a continuidade e aprofundamento nessa pesquisa.The study took place in a public federal school in Rio de Janeiro. The overall objectives were to investigate representations teachers have about giftedness and existing indications of such students that should be referred to specific learning and counseling programs. Two different groups were taken as samples. The first was made up of 36 elementary and high school teachers. The other consisted of four school sectors, charged with keeping students data records. The qualitative method of contents analysis was used. This study indicates its participants have representations about giftedness, although there were no gifted students enrolled in the institution where the study took place. The results also suggest that there is a pressing need to implement inclusive actions for gifted students at this school, as well as further developing the investigation at a deeper level.

Characterization, propagation and analysis of aleatory and epistemic uncertainty in the 2008 performance assessment for the proposed repository for radioactive waste at Yucca Mountain, Nevada

International Nuclear Information System (INIS)

Helton, Jon Craig; Sallaberry, Cedric M.; Hansen, Clifford W.

2010-01-01

The 2008 performance assessment (PA) for the proposed repository for high-level radioactive waste at Yucca Mountain (YM), Nevada, illustrates the conceptual structure of risk assessments for complex systems. The 2008 YM PA is based on the following three conceptual entities: a probability space that characterizes aleatory uncertainty; a function that predicts consequences for individual elements of the sample space for aleatory uncertainty; and a probability space that characterizes epistemic uncertainty. These entities and their use in the characterization, propagation and analysis of aleatory and epistemic uncertainty are described and illustrated with results from the 2008 YM PA.

Stochastic and epistemic uncertainty propagation in LCA

DEFF Research Database (Denmark)

Clavreul, Julie; Guyonnet, Dominique; Tonini, Davide

2013-01-01

of epistemic uncertainty representation using fuzzy intervals. The propagation methods used are the Monte Carlo analysis for probability distribution and an optimisation on alpha-cuts for fuzzy intervals. The proposed method (noted as Independent Random Set, IRS) generalizes the process of random sampling...... to probability distributions as well as fuzzy intervals, thus making the simultaneous use of both representations possible.The results highlight the fundamental difference between the probabilistic and possibilistic representations: while the Monte Carlo analysis generates a single probability distribution...... or expert judgement (epistemic uncertainty). The possibility theory has been developed over the last decades to address this problem. The objective of this study is to present a methodology that combines probability and possibility theories to represent stochastic and epistemic uncertainties in a consistent...

Different Research Paradigms Concerning Giftedness and Gifted Education: Shall Ever They Meet?

Science.gov (United States)

Heller, Kurt A.

2012-01-01

Knowledge regarding giftedness and gifted education is supplied by different sources of information and different research paradigms. Particularly relevant approaches are here the psychometric paradigm, the expert-novice paradigm, and the explanatory approaches from cognitive sciences, also the quasi-experimental social and developmental studies…

DATA MAYHEM VERSUS NIMBLE INFORMATION: TRANSFORMING HECTIC IMAGERY INTELLIGENCE DATA INTO ACTIONABLE INFORMATION USING ARTIFICIAL NEURAL NETWORKS

Science.gov (United States)

2017-10-01

organized intelligence with a comprehensive account of the information derived, validated by intelligence requirements tasking. Third Phase...AU/ACSC/MORALES/AY17 AIR COMMAND AND STAFF COLLEGE DISTANCE LEARNING AIR UNIVERSITY DATA MAYHEM VERSUS NIMBLE INFORMATION : TRANSFORMING...HECTIC IMAGERY INTELLIGENCE DATA INTO ACTIONABLE INFORMATION USING ARTIFICIAL NEURAL NETWORKS by Luis A. Morales, Major, USAF A Research

Epistemic Communities, Situated Learning and Open Source Software Development

DEFF Research Database (Denmark)

Edwards, Kasper

2001-01-01

This paper analyses open source software (OSS) development as an epistemic community where each individual project is perceived as a single epistemic community. OSS development is a learning process where the involved parties contribute to, and learn from the community. It is discovered that theory...... of epistemic communities does indeed contribute to the understanding of open source software development. But, the important learning process of open source software development is not readily explained. The paper then introduces situated learning and legitimate peripheral participation as theoretical...

Problem Space Matters: The Development of Creativity and Intelligence in Primary School Children

Science.gov (United States)

Welter, Marisete Maria; Jaarsveld, Saskia; Lachmann, Thomas

2017-01-01

Previous research showed that in primary school, children's intelligence develops continually, but creativity develops more irregularly. In this study, the development of intelligence, measured traditionally, i.e., operating within well-defined problem spaces (Standard Progressive Matrices) was compared with the development of intelligence…

The Influence of Non-Epistemic Features of Settings on Epistemic Cognition

Science.gov (United States)

Kawasaki, Jarod N.; DeLiema, David J.; Sandoval, William A.

2014-01-01

Situated theories of learning recognize the rules, tools, goals, and communities within which activities develop. Similarly, situated theories of epistemic cognition recognize that individuals' ideas about knowledge are tentative and dependent on particular contexts. In this study, we bring these frameworks together and qualitatively examine how…

The co-occurrence of intellectual giftedness and Autism Spectrum Disorders : A literature review

NARCIS (Netherlands)

Burger-Veltmeijer, Agnes E.J.; Minnaert, Alexander E.M.G.; Van Houten-van den Bosch, Els J.

2011-01-01

This systematic literature review explored the state of the art concerning the theoretical and empirical knowledge of the twice-exceptionality of Intellectual Giftedness and Autism Spectrum Disorders (IG + ASD)(3), in relation to diagnostic and assessment issues. After searching and examining

The relation between intelligence and religiosity: a meta-analysis and some proposed explanations.

Science.gov (United States)

Zuckerman, Miron; Silberman, Jordan; Hall, Judith A

2013-11-01

A meta-analysis of 63 studies showed a significant negative association between intelligence and religiosity. The association was stronger for college students and the general population than for participants younger than college age; it was also stronger for religious beliefs than religious behavior. For college students and the general population, means of weighted and unweighted correlations between intelligence and the strength of religious beliefs ranged from -.20 to -.25 (mean r = -.24). Three possible interpretations were discussed. First, intelligent people are less likely to conform and, thus, are more likely to resist religious dogma. Second, intelligent people tend to adopt an analytic (as opposed to intuitive) thinking style, which has been shown to undermine religious beliefs. Third, several functions of religiosity, including compensatory control, self-regulation, self-enhancement, and secure attachment, are also conferred by intelligence. Intelligent people may therefore have less need for religious beliefs and practices.

EFL Teachers’ Epistemological Beliefs and Their Assessment Orientations

Directory of Open Access Journals (Sweden)

Ammar Abdullah Mahmoud Ismail

2016-11-01

Full Text Available Epistemological beliefs—beliefs about the nature of knowledge, where it resides, and how knowledge is constructed and evaluated—have been the target of increased research interest lately. Heretofore, emphasis has been directed to language teaching/learning aspects and strategies. Language assessment practices have not yet received due attention in epistemic research literature. The current study examined the relationship between pre-service EFL teachers’ epistemological beliefs and their assessment orientations. Dimensions of epistemological beliefs were assessed via a questionnaire designed and validated by the researcher based on Schommer’s work. Two assessment orientations were examined including: (a transmissive surface- processing orientation and (b constructive deep-processing orientation. The study involved 114 preservice EFL teachers enrolled in the Professional Diploma in Teaching Program in the Abu Dhabi University, the United Arab Emirates. Results of the study showed that EFL teachers’ epistemological beliefs have a direct bearing on their assessment orientations and practices. EFL teachers with naive epistemological beliefs tended more to adopt surface-level assessment orientations whereas those with sophisticated epistemological beliefs showed more tendency to adopt deeper level approaches to assessment in language settings. Results are discussed in terms of backwash effects on foreign language instruction, curriculum development, and teacher education. Suggestions for further research are also discussed.

Artificial intelligence applications in space and SDI: A survey

Science.gov (United States)

Fiala, Harvey E.

1988-01-01

The purpose of this paper is to survey existing and planned Artificial Intelligence (AI) applications to show that they are sufficiently advanced for 32 percent of all space applications and SDI (Space Defense Initiative) software to be AI-based software. To best define the needs that AI can fill in space and SDI programs, this paper enumerates primary areas of research and lists generic application areas. Current and planned NASA and military space projects in AI will be reviewed. This review will be largely in the selected area of expert systems. Finally, direct applications of AI to SDI will be treated. The conclusion covers the importance of AI to space and SDI applications, and conversely, their importance to AI.

Space applications of artificial intelligence; 1990 Goddard Conference, Greenbelt, MD, May 1, 2, 1990, Selected Papers

Science.gov (United States)

Rash, James L. (Editor)

1990-01-01

The papers presented at the 1990 Goddard Conference on Space Applications of Artificial Intelligence are given. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The proceedings fall into the following areas: Planning and Scheduling, Fault Monitoring/Diagnosis, Image Processing and Machine Vision, Robotics/Intelligent Control, Development Methodologies, Information Management, and Knowledge Acquisition.

Moderate Epistemic Expressivism

DEFF Research Database (Denmark)

Ahlström, Kristoffer

2013-01-01

express nothing but commitments to particular goals of inquiry, and (b) there are at least two viable conceptions of those goals. It is shown that such expressivism survives recent arguments against a more radical form of epistemic expressivism, as well as two further arguments, framed in terms of the two...

For reflexivity as an epistemic criterion of ontological coherence and virtuous social theorizing.

Science.gov (United States)

Bouzanis, Christoforos

2017-12-01

This article offers an approach that combines, on the one hand, the philosophical notion of reflexivity, which is related to the ideas of self-reference and paradox, and, on the other hand, the sociological discussion of epistemic reflexivity as a problem of coherence, which was mainly initiated by certain branches of ethnomethodology and social constructionism. This combinatory approach argues for reflexivity as an epistemic criterion of ontological coherence , which suggests that social ontologies should account for the possibility of self-reflective subjectivity - for otherwise they result in a paradoxical conclusion according to which a social scientist reflects on her or his ontological commitments even though these commitments deny her or him the capacity for self-reflection . This analysis presupposes that all human sciences are categorically premised on social ontologies; and it argues for an analytical distinction between self-reflection, which refers to the agential capacity for reflecting on one's own commitments, and the epistemic criterion of reflexivity hereby proposed. These two analytically distinct though interdependent socio-theoretical concepts are frequently conflated in the literature; thus, this article also aims at a 'clearing of the ground' that can be of categorical use to the human sciences.

Action preparation modulates sensory perception in unseen personal space: An electrophysiological investigation.

Science.gov (United States)

Job, Xavier E; de Fockert, Jan W; van Velzen, José

2016-08-01

Behavioural and electrophysiological evidence has demonstrated that preparation of goal-directed actions modulates sensory perception at the goal location before the action is executed. However, previous studies have focused on sensory perception in areas of peripersonal space. The present study investigated visual and tactile sensory processing at the goal location of upcoming movements towards the body, much of which is not visible, as well as visible peripersonal space. A motor task cued participants to prepare a reaching movement towards goals either in peripersonal space in front of them or personal space on the upper chest. In order to assess modulations of sensory perception during movement preparation, event-related potentials (ERPs) were recorded in response to task-irrelevant visual and tactile probe stimuli delivered randomly at one of the goal locations of the movements. In line with previous neurophysiological findings, movement preparation modulated visual processing at the goal of a movement in peripersonal space. Movement preparation also modulated somatosensory processing at the movement goal in personal space. The findings demonstrate that tactile perception in personal space is subject to similar top-down sensory modulation by motor preparation as observed for visual stimuli presented in peripersonal space. These findings show for the first time that the principles and mechanisms underlying adaptive modulation of sensory processing in the context of action extend to tactile perception in unseen personal space. Copyright © 2016 Elsevier Ltd. All rights reserved.

Subjective Belief Distributions and the Characterization of Economic Literacy

DEFF Research Database (Denmark)

Di Girolamo, Amalia; Harrison, Glenn W.; Lau, Morten

2015-01-01

the confidence that an individual has about their knowledge of some fact. We consider literacy across several financial and economic domains. We find considerable demographic heterogeneity in the degree of literacy. We also measure the degree of consistency within a sample about their knowledge, even when......We characterize the literacy of an individual in a domain by their elicited subjective belief distribution over the possible responses to a question posed in that domain. By eliciting the distribution, rather than just the answers to true/false or multiple choice questions, we can directly measure...

The experiment of cooperative learning model type team assisted individualization (TAI) on three-dimensional space subject viewed from spatial intelligence

Science.gov (United States)

Manapa, I. Y. H.; Budiyono; Subanti, S.

2018-03-01

The aim of this research is to determine the effect of TAI or direct learning (DL) on student’s mathematics achievement viewed from spatial intelligence. This research was quasi experiment. The population was 10th grade senior high school students in Alor Regency on academic year of 2015/2016 chosen by stratified cluster random sampling. The data were collected through achievement and spatial intelligence test. The data were analyzed by two ways, ANOVA with unequal cell and scheffe test. This research showed that student’s mathematics achievement used in TAI had better results than DL models one. In spatial intelligence category, student’s mathematics achievement with high spatial intelligence has better result than the other spatial intelligence category and students with high spatial intelligence have better results than those with middle spatial intelligence category. At TAI, student’s mathematics achievement with high spatial intelligence has better result than those with the other spatial intelligence category and students with middle spatial intelligence have better results than students with low spatial intelligence. In DL model, student’s mathematics achievement with high and middle spatial intelligence has better result than those with low spatial intelligence, but students with high spatial intelligence and middle spatial intelligence have no significant difference. In each category of spatial intelligence and learning model, mathematics achievement has no significant difference.

Third Conference on Artificial Intelligence for Space Applications, part 1

Science.gov (United States)

Denton, Judith S. (Compiler); Freeman, Michael S. (Compiler); Vereen, Mary (Compiler)

1987-01-01

The application of artificial intelligence to spacecraft and aerospace systems is discussed. Expert systems, robotics, space station automation, fault diagnostics, parallel processing, knowledge representation, scheduling, man-machine interfaces and neural nets are among the topics discussed.

Algebraic Structures Related to the Combination of Belief Functions

Czech Academy of Sciences Publication Activity Database

Daniel, Milan

2004-01-01

Roč. 60, č. 2 (2004), s. 245-255 ISSN 1346-0862 R&D Projects: GA MŠk OC 274.001 Grant - others:COST(XE) Action 274 TARSKI Institutional research plan: CEZ:AV0Z1030915 Keywords : belief functions * Dempster-Shafer theory * combination of belief functions * Dempster's semigroup * uncertainty processing * decision making * expert systems Subject RIV: BA - General Mathematics http://www.jams.or.jp/ scm /contents/Vol-10-5/10-50.pdf

What Predicts Children's Fixed and Growth Intelligence Mind-Sets? Not Their Parents' Views of Intelligence but Their Parents' Views of Failure.

Science.gov (United States)

Haimovitz, Kyla; Dweck, Carol S

2016-06-01

Children's intelligence mind-sets (i.e., their beliefs about whether intelligence is fixed or malleable) robustly influence their motivation and learning. Yet, surprisingly, research has not linked parents' intelligence mind-sets to their children's. We tested the hypothesis that a different belief of parents-their failure mind-sets-may be more visible to children and therefore more prominent in shaping their beliefs. In Study 1, we found that parents can view failure as debilitating or enhancing, and that these failure mind-sets predict parenting practices and, in turn, children's intelligence mind-sets. Study 2 probed more deeply into how parents display failure mind-sets. In Study 3a, we found that children can indeed accurately perceive their parents' failure mind-sets but not their parents' intelligence mind-sets. Study 3b showed that children's perceptions of their parents' failure mind-sets also predicted their own intelligence mind-sets. Finally, Study 4 showed a causal effect of parents' failure mind-sets on their responses to their children's hypothetical failure. Overall, parents who see failure as debilitating focus on their children's performance and ability rather than on their children's learning, and their children, in turn, tend to believe that intelligence is fixed rather than malleable. © The Author(s) 2016.

An introduction to artificial intelligence and its potential use in space systems.

OpenAIRE

McDonald, Gary Wayne

1986-01-01

Approved for public release; distribution is unlimited This thesis provides an introduction to Artificial Intelligence and Space Systems, with comments regarding their integration. The survey of Artificial Intelligence (AI) is based upon a review of its history, its philosophical development, and subcategories of its current technologies. These subcategories are Expert Systems (ES), Natural Language Processing (NLP), Computer Vision and Pattern Recognition, and Robotic...

Omani Pre-Service Science Teachers' Views about Global Warming: Beliefs about Actions and Willingness to Act

Science.gov (United States)

Ambusaidi, Abdullah; Boyes, Edward; Stanisstreet, Martin; Taylor, Neil

2012-01-01

A 44-item questionnaire was employed to determine pre-service teachers' beliefs about how useful various specific actions might be in helping to reduce global warming, their willingness to undertake these same actions, and the extent to which these two might be related. The instrument was administered to pre-service science teachers (n = 104) at…

The message changes belief and the rest is theory: the "1% or less" milk campaign and reasoned action.

Science.gov (United States)

Booth-Butterfield, Steve; Reger, Bill

2004-09-01

Theory-based approaches to public health interventions are useful for designing, implementing, and evaluating research. This paper describes and presents data to support the theoretical force behind the "1% or less" nutrition intervention studies. Using the Theory of Reasoned Action (TRA), high-fat (whole and 2%) milk users were targeted. Supermarket milk sale data were collected, and randomly selected intervention and comparison community residents were surveyed via telephone to assess milk use. TRA constructs were used in the surveys that were conducted immediately before and after a 6-week mass media campaign. Campaign messages were aimed at changing behavioral rather than normative beliefs. We found significant and predicted changes in intervention participants on intention, attitude, and behavioral beliefs, but not subjective norm outcomes. A path model showed support that TRA variables mediated significant changes in self-reported milk use. The analysis further validates the TRAs and supports a template using both the Principle of Compatibility and TRA to aid development and implementation of messages for effective behavior change field interventions.

Cognitive Development, Epistemic Doubt, and Identity Formation in Adolescence.

Science.gov (United States)

Boyes, Michael C.; Chandler, Michael

1992-01-01

To evaluate the part that nascent skeptical doubt plays in shaping adolescent social-cognitive development, 61 high school students clearly classified as in concrete or formal operational stages of cognitive development completed a measure of epistemic stances. A relationship was found between cognitive and epistemic development. (SLD)

Implicit theories concerning the intelligence of individuals with Down syndrome.

Directory of Open Access Journals (Sweden)

Claire Enea-Drapeau

Full Text Available Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence are key elements. The belief that intelligence is fixed (entity theory, as opposed to malleable (incremental theory, is generally associated with negative teaching practices and poorer student outcomes, yet beliefs about the intelligence of individuals with intellectual disabilities have not received much attention. We propose the first study on conceptions of intelligence of persons with intellectual disabilities, here people with Down syndrome. Participants were 55 professionally qualified people working with individuals with intellectual disabilities and 81 adults from the community. We compared what both groups of participants believe about intelligence of typical people and what they believe about the intelligence of individuals with Down syndrome. We also investigated implicit theories of intelligence as predictors of explicit judgments about intelligence and implicit attitudes toward people with Down syndrome. Whatever the work experience in the field of intellectual disability, implicit theories of intelligence were found to be less incremental when considering people with Down syndrome than when considering typical people; and the stronger the belief in entity theory, the more negative (and less positive the judgments expressed explicitly. Implicit theories of intelligence were also found to be predictors of negative implicit attitude but only in adults from the community. These findings offer prospects for improving practices by people working in the field of intellectual disability. They might interest a wide range of people caring for people with intellectual disabilities, such as teachers, but also other professional caregivers

Implicit theories concerning the intelligence of individuals with Down syndrome.

Science.gov (United States)

Enea-Drapeau, Claire; Carlier, Michèle; Huguet, Pascal

2017-01-01

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to malleable (incremental theory), is generally associated with negative teaching practices and poorer student outcomes, yet beliefs about the intelligence of individuals with intellectual disabilities have not received much attention. We propose the first study on conceptions of intelligence of persons with intellectual disabilities, here people with Down syndrome. Participants were 55 professionally qualified people working with individuals with intellectual disabilities and 81 adults from the community. We compared what both groups of participants believe about intelligence of typical people and what they believe about the intelligence of individuals with Down syndrome. We also investigated implicit theories of intelligence as predictors of explicit judgments about intelligence and implicit attitudes toward people with Down syndrome. Whatever the work experience in the field of intellectual disability, implicit theories of intelligence were found to be less incremental when considering people with Down syndrome than when considering typical people; and the stronger the belief in entity theory, the more negative (and less positive) the judgments expressed explicitly. Implicit theories of intelligence were also found to be predictors of negative implicit attitude but only in adults from the community. These findings offer prospects for improving practices by people working in the field of intellectual disability. They might interest a wide range of people caring for people with intellectual disabilities, such as teachers, but also other professional caregivers, and other

Exploring teachers' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project

Science.gov (United States)

Fazio, Xavier Eric

Science curriculum reform goals espouse the need to foster and support the development of scientific literacy in students. Two critical goals of scientific literacy are students' engagement in, and developing more realistic conceptions about scientific inquiry (SI) and the nature of science (NOS). In order to promote the learning of these curriculum emphases, teachers themselves must possess beliefs and knowledge supportive of them. Collaborative action research is a viable form of curriculum and teacher development that can be used to support teachers in developing the requisite beliefs and knowledge that can promote these scientific literacy goals. This research study used a collective case study methodology to describe and interpret the views and actions of four teachers participating in a collaborative action research project. I explored the teachers' SI and NOS views throughout the project as they investigated ideas and theories, critically examined their current curricular practice, and implemented and reflected on these modified curricular practices. By the end of the research study, all participants had uniquely augmented their understanding of SI and NOS. The participants were better able to provide explanatory depth to some SI and NOS ideas; however, specific belief revision with respect to SI and NOS ideas was nominal. Furthermore, their idealized action research plans were not implemented to the extent that they were planned. Explanations for these findings include: impact of significant past educational experiences, prior understanding of SI and NOS, depth of content and pedagogical content knowledge of the discipline, and institutional and instructional constraints. Nonetheless, through participation in the collaborative action research process, the teachers developed professionally, personally, and socially. They identified many positive outcomes from participating in a collaborative action research project; however, they espoused constraints to

[Subjective illness beliefs of Turkish migrants with mental disorders--specific characteristics compared to german patients].

Science.gov (United States)

Franz, Michael; Lujić, Claudia; Koch, Eckhardt; Wüsten, Bernd; Yürük, Nergüz; Gallhofer, Bernd

2007-10-01

Knowledge about culture- and migration-specific characteristics of subjective illness beliefs in Turkish patients is necessary for adequate treatment. Analysis of subjective illness beliefs in Turkish patients (F3; F4; n = 79) in comparison to matched Germans (n = 79) using a modified version of the Illness Perception Questionnaire IPQ-R. Differences were explored by t-tests and chi(2)-tests. Turkish patients believed significantly stronger in a chronical timeline of illness and in negative illness consequences, while German patients believed significantly stronger in treatment control and personal control. Turkish patients more often mentioned external causes of their disease compared to Germans. The results provide explanations of the deficient health care situation for Turkish migrants in Germany.

Outsmarting IQ: The Emerging Science of Learnable Intelligence.

Science.gov (United States)

Perkins, David

Pychologists, educators, and others have challenged the idea of a fixed IQ. This book uses recent research and earlier discoveries to argue that intelligence is not genetically set. Noting that the idea of learnable intelligence reflects the belief that intelligence can be taught, the book outlines a theory of learnable intelligence, including…

Gagne's Differentiated Model of Giftedness and Talent in Australian Education

Science.gov (United States)

Merrotsy, Peter

2017-01-01

It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related…

1988 Goddard Conference on Space Applications of Artificial Intelligence, Greenbelt, MD, May 24, 1988, Proceedings

Science.gov (United States)

Rash, James L. (Editor)

1988-01-01

This publication comprises the papers presented at the 1988 Goddard Conference on Space Applications of Artificial Intelligence held at the NASA/Goddard Space Flight Center, Greenbelt, Maryland on May 24, 1988. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The papers in these proceedings fall into the following areas: mission operations support, planning and scheduling; fault isolation/diagnosis; image processing and machine vision; data management; modeling and simulation; and development tools methodologies.

Moral Beliefs and Cognitive Homogeneity

Directory of Open Access Journals (Sweden)

Nevia Dolcini

2018-04-01

Full Text Available The Emotional Perception Model of moral judgment intends to account for experientialism about morality and moral reasoning. In explaining how moral beliefs are formed and applied in practical reasoning, the model attempts to overcome the mismatch between reason and action/desire: morality isn’t about reason for actions, yet moral beliefs, if caused by desires, may play a motivational role in (moral agency. The account allows for two kinds of moral beliefs: genuine moral beliefs, which enjoy a relation to desire, and motivationally inert moral beliefs acquired in ways other than experience. Such etiology-based dichotomy of concepts, I will argue, leads to the undesirable view of cognition as a non-homogeneous phenomenon. Moreover, the distinction between moral beliefs and moral beliefs would entail a further dichotomy encompassing the domain of moral agency: one and the same action might possibly be either genuine moral, or not moral, if acted by individuals lacking the capacity for moral feelings, such as psychopaths.

Dimensionality in Language Learners' Personal Epistemologies

Science.gov (United States)

Nikitina, Larisa; Furuoka, Fumitaka

2018-01-01

This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-"Language Learners' Epistemic Beliefs" (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in…

Doxastic and Epistemic Freedom

NARCIS (Netherlands)

de Bruin, Boudewijn

This paper offers a new view of doxastic voluntarism, epistemic agency and doxastic responsibility. It assumes the perspective of political freedom and uses the stit-theoretic framework from modal logic to investigate the obstacles that other individuals could place in the way of the adoption of

Temporalizing Epistemic Default Logic

NARCIS (Netherlands)

van der Hoek, Wiebe; Meyer, John Jules; Treur, Jan

1998-01-01

We present an epistemic default logic, based on the metaphore of a meta-level architecture. Upward reflection is formalized by a nonmonotonic entailment relation, based on the objective facts that are either known or unknown at the object level. Then, the meta (monotonic) reasoning process generates

Summary from the epistemic uncertainty workshop: consensus amid diversity

International Nuclear Information System (INIS)

Ferson, Scott; Joslyn, Cliff A.; Helton, Jon C.; Oberkampf, William L.; Sentz, Kari

2004-01-01

The 'Epistemic Uncertainty Workshop' sponsored by Sandia National Laboratories was held in Albuquerque, New Mexico, on 6-7 August 2002. The workshop was organized around a set of Challenge Problems involving both epistemic and aleatory uncertainty that the workshop participants were invited to solve and discuss. This concluding article in a special issue of Reliability Engineering and System Safety based on the workshop discusses the intent of the Challenge Problems, summarizes some discussions from the workshop, and provides a technical comparison among the papers in this special issue. The Challenge Problems were computationally simple models that were intended as vehicles for the illustration and comparison of conceptual and numerical techniques for use in analyses that involve: (i) epistemic uncertainty, (ii) aggregation of multiple characterizations of epistemic uncertainty, (iii) combination of epistemic and aleatory uncertainty, and (iv) models with repeated parameters. There was considerable diversity of opinion at the workshop about both methods and fundamental issues, and yet substantial consensus about what the answers to the problems were, and even about how each of the four issues should be addressed. Among the technical approaches advanced were probability theory, Dempster-Shafer evidence theory, random sets, sets of probability measures, imprecise coherent probabilities, coherent lower previsions, probability boxes, possibility theory, fuzzy sets, joint distribution tableaux, polynomial chaos expansions, and info-gap models. Although some participants maintained that a purely probabilistic approach is fully capable of accounting for all forms of uncertainty, most agreed that the treatment of epistemic uncertainty introduces important considerations and that the issues underlying the Challenge Problems are legitimate and significant. Topics identified as meriting additional research include elicitation of uncertainty representations, aggregation of

Communicating Epistemic Stance: How Speech and Gesture Patterns Reflect Epistemicity and Evidentiality

Science.gov (United States)

Roseano, Paolo; González, Montserrat; Borràs-Comes, Joan; Prieto, Pilar

2016-01-01

This study investigates how epistemic stance is encoded and perceived in face-to-face communication when language is regarded as comprised by speech and gesture. Two studies were conducted with this goal in mind. The first study consisted of a production task in which participants performed opinion reports. Results showed that speakers communicate…

The Relational Responding Task: Toward a New Implicit Measure of Beliefs

Directory of Open Access Journals (Sweden)

Jan eDe Houwer

2015-03-01

Full Text Available We introduce the Relational Responding Task (RRT as a tool for capturing beliefs at the implicit level. Flemish participants were asked to respond as if they believed that Flemish people are more intelligent than immigrants (e.g., respond true to the statement Flemish people are wiser than immigrants or to respond as if they believed that immigrants are more intelligent than Flemish people (e.g., respond true to the statement Flemish people are dumber than immigrants. The difference in performance between these two tasks correlated with ratings of the extent to which participants explicitly endorsed the belief that Flemish people are more intelligent than immigrants and with questionnaire measures of subtle and blatant racism. The current study provides a first step towards validating RRT effects as a viable measure of implicit beliefs.

Space for action: How practitioners influence environmental assessment

Energy Technology Data Exchange (ETDEWEB)

Kågström, Mari, E-mail: mari.kagstrom@slu.se [Department of Urban and Rural Development, Swedish University of Agricultural Sciences (Sweden); Richardson, Tim, E-mail: tim.richardson@nmbu.no [Department of Landscape Architecture and Spatial Planning, Norwegian University of Life Sciences, Frederik A Dahls vei 15, KA-bygningen, Ås (Norway)

2015-09-15

Highlights: • The concept of ‘space for action’ offers an important new lens on EA practice. • Focuses on the relation between practitioner's understanding and their actions • Environmental assessment practice is decisively shaped by practitioners. • Practitioners may underestimate their potential to make a difference. • Contributes to understanding change in the environmental assessment field. This article contributes to understanding of how change occurs in the field of environmental assessment (EA). It argues that the integration of new issues in EA, such as human health, is significantly influenced by how practitioners' understandings shape their actions, and by what happens when those, possibly different, interpretations of appropriate action are acted out. The concept of space for action is developed as a means of investigating this relation between understanding and action. Frame theory is also used, to develop a sharper focus on how ‘potential spaces for action’ are created, what these imply for (individuals') preferred choices and actions in certain situations, and what happens in practice when these are acted out and ‘actual spaces for action’ are created. This novel approach is then applied in a Swedish case study of transport planning. The analysis reveals the important work done by practitioners, revealing just how EA practice is decisively shaped by practitioners. Analysis of practice using the lens of spaces for action offers an important new perspective in understanding how the field adapts to new challenges.

Space for action: How practitioners influence environmental assessment

International Nuclear Information System (INIS)

Kågström, Mari; Richardson, Tim

2015-01-01

Highlights: • The concept of ‘space for action’ offers an important new lens on EA practice. • Focuses on the relation between practitioner's understanding and their actions • Environmental assessment practice is decisively shaped by practitioners. • Practitioners may underestimate their potential to make a difference. • Contributes to understanding change in the environmental assessment field. This article contributes to understanding of how change occurs in the field of environmental assessment (EA). It argues that the integration of new issues in EA, such as human health, is significantly influenced by how practitioners' understandings shape their actions, and by what happens when those, possibly different, interpretations of appropriate action are acted out. The concept of space for action is developed as a means of investigating this relation between understanding and action. Frame theory is also used, to develop a sharper focus on how ‘potential spaces for action’ are created, what these imply for (individuals') preferred choices and actions in certain situations, and what happens in practice when these are acted out and ‘actual spaces for action’ are created. This novel approach is then applied in a Swedish case study of transport planning. The analysis reveals the important work done by practitioners, revealing just how EA practice is decisively shaped by practitioners. Analysis of practice using the lens of spaces for action offers an important new perspective in understanding how the field adapts to new challenges

Exploring the belief systems of domestic abuse victims using Smallest Space Analysis (SSA)

OpenAIRE

Spruin, E.; Alleyne, E.; Baker, R.; Papadaki, I.; Franz, A.

2017-01-01

Purpose: Support service provisions for domestic abuse victims has typically focused on the immediate risk and etiological factors associated with abuse. Consequently, there is limited research exploring more persistent and pervasive factors involved in this cycle of abuse, such as subjective experiences and beliefs held by victims of domestic abuse. The current study is a preliminary exploration of the individual experience of domestic abuse including the belief systems of participants. Incr...

76 FR 34120 - Action Subject to Intergovernmental Review

Science.gov (United States)

2011-06-10

... and prospective small business owners in management, marketing, finance, operations, planning, taxes... SMALL BUSINESS ADMINISTRATION Action Subject to Intergovernmental Review AGENCY: U.S. Small Business Administration. ACTION: Notice. SUMMARY: Under Executive Order 12372, the Small Business...

Competition as rational action: why young children cannot appreciate competitive games.

Science.gov (United States)

Priewasser, Beate; Roessler, Johannes; Perner, Josef

2013-10-01

Understanding rational actions requires perspective taking both with respect to means and with respect to objectives. This study addresses the question of whether the two kinds of perspective taking develop simultaneously or in sequence. It is argued that evidence from competitive behavior is best suited for settling this issue. A total of 71 kindergarten children between 3 and 5 years of age participated in a competitive game of dice and were tested on two traditional false belief stories as well as on several control tasks (verbal intelligence, inhibitory control, and working memory). The frequency of competitive poaching moves in the game correlated with correct predictions of mistaken actions in the false belief task. Hierarchical linear regression after controlling for age and control variables showed that false belief understanding significantly predicted the amount of poaching moves. The results speak for an interrelated development of the capacity for "instrumental" and "telic" perspective taking. They are discussed in the light of teleology as opposed to theory use and simulation. Copyright © 2012 Elsevier Inc. All rights reserved.

76 FR 34119 - Action Subject to Intergovernmental Review

Science.gov (United States)

2011-06-10

... counseling to existing and prospective small business owners in management, marketing, finance, operations... SMALL BUSINESS ADMINISTRATION Action Subject to Intergovernmental Review AGENCY: U.S. Small Business Administration. ACTION: Notice. SUMMARY: Under Executive Order 12372, the Small Business...

Facing the Incompleteness of Epistemic Trust: Managing Dependence in Scientific Practice

DEFF Research Database (Denmark)

Wagenknecht, Susann

2014-01-01

Based on an empirical study of a research team in natural science, the author argues that collaborating scientists do not trust each other completely. Due to the inherent incompleteness of trust, epistemic trust among scientists is not sufficient to manage epistemic dependency in research teams....... To mitigate the limitations of epistemic trust, scientists resort to specific strategies of indirect assessment such as dialoguing practices and the probing of explanatory responsiveness. Furthermore, they rely upon impersonal trust and deploy practices of hierarchical authorship....

Self- and other-estimates of multiple abilities in Britain and Turkey: a cross-cultural comparison of subjective ratings of intelligence.

Science.gov (United States)

Furnham, Adrian; Arteche, Adriane; Chamorro-Premuzic, Tomas; Keser, Askin; Swami, Viren

2009-12-01

This study is part of a programmatic research effort into the determinants of self-assessed abilities. It examined cross-cultural differences in beliefs about intelligence and self- and other-estimated intelligence in two countries at extreme ends of the European continent. In all, 172 British and 272 Turkish students completed a three-part questionnaire where they estimated their parents', partners' and own multiple intelligences (Gardner (10) and Sternberg (3)). They also completed a measure of the 'big five' personality scales and rated six questions about intelligence. The British sample had more experience with IQ tests than the Turks. The majority of participants in both groups did not believe in sex differences in intelligence but did think there were race differences. They also believed that intelligence was primarily inherited. Participants rated their social and emotional intelligence highly (around one standard deviation above the norm). Results suggested that there were more cultural than sex differences in all the ratings, with various interactions mainly due to the British sample differentiating more between the sexes than the Turks. Males rated their overall, verbal, logical, spatial, creative and practical intelligence higher than females. Turks rated their musical, body-kinesthetic, interpersonal and intrapersonal intelligence as well as existential, naturalistic, emotional, creative, and practical intelligence higher than the British. There was evidence of participants rating their fathers' intelligence on most factors higher than their mothers'. Factor analysis of the ten Gardner intelligences yield two clear factors: cognitive and social intelligence. The first factor was impacted by sex but not culture; it was the other way round for the second factor. Regressions showed that five factors predicted overall estimates: sex (male), age (older), test experience (has done tests), extraversion (strong) and openness (strong). Results are discussed in

Intelligence and Family Size: Another Look. Discussion Papers No. 467-77.

Science.gov (United States)

Olneck, Michael R.; Wolfe, Barbara L.

Periodically, fears are voiced that the intelligence level of the United States population is falling. Historically, this fear has been linked to the belief that fertility is inversely related to intelligence. Evidence for that belief is sparse and may be an artifact of the failure of researchers to consider completed families. An inverse…

Emotional Intelligence and School Leadership

Science.gov (United States)

Gray, David

2009-01-01

Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and…

A review of European applications of artificial intelligence to space

Science.gov (United States)

Drummond, Mark (Editor); Stewart, Helen (Editor)

1993-01-01

The purpose is to describe the applications of Artificial Intelligence (AI) to the European Space program that are being developed or have been developed. The results of a study sponsored by the Artificial Intelligence Research and Development program of NASA's Office of Advanced Concepts and Technology (OACT) are described. The report is divided into two sections. The first consists of site reports, which are descriptions of the AI applications seen at each place visited. The second section consists of two summaries which synthesize the information in the site reports by organizing this information in two different ways. The first organizes the material in terms of the type of application, e.g., data analysis, planning and scheduling, and procedure management. The second organizes the material in terms of the component technologies of Artificial Intelligence which the applications used, e.g., knowledge based systems, model based reasoning, procedural reasoning, etc.

Dissociable neural representations of reinforcement and belief prediction errors underlie strategic learning.

Science.gov (United States)

Zhu, Lusha; Mathewson, Kyle E; Hsu, Ming

2012-01-31

Decision-making in the presence of other competitive intelligent agents is fundamental for social and economic behavior. Such decisions require agents to behave strategically, where in addition to learning about the rewards and punishments available in the environment, they also need to anticipate and respond to actions of others competing for the same rewards. However, whereas we know much about strategic learning at both theoretical and behavioral levels, we know relatively little about the underlying neural mechanisms. Here, we show using a multi-strategy competitive learning paradigm that strategic choices can be characterized by extending the reinforcement learning (RL) framework to incorporate agents' beliefs about the actions of their opponents. Furthermore, using this characterization to generate putative internal values, we used model-based functional magnetic resonance imaging to investigate neural computations underlying strategic learning. We found that the distinct notions of prediction errors derived from our computational model are processed in a partially overlapping but distinct set of brain regions. Specifically, we found that the RL prediction error was correlated with activity in the ventral striatum. In contrast, activity in the ventral striatum, as well as the rostral anterior cingulate (rACC), was correlated with a previously uncharacterized belief-based prediction error. Furthermore, activity in rACC reflected individual differences in degree of engagement in belief learning. These results suggest a model of strategic behavior where learning arises from interaction of dissociable reinforcement and belief-based inputs.

Undergraduates' Attitudes Toward Science and Their Epistemological Beliefs: Positive Effects of Certainty and Authority Beliefs

Science.gov (United States)

Fulmer, Gavin W.

2014-02-01

Attitudes toward science are an important aspect of students' persistence in school science and interest in pursuing future science careers, but students' attitudes typically decline over the course of formal schooling. This study examines relationships of students' attitudes toward science with their perceptions of science as inclusive or non-religious, and their epistemological beliefs about epistemic authority and certainty. Data were collected using an online survey system among undergraduates at a large, public US university (n = 582). Data were prepared using a Rasch rating scale model and then analyzed using multiple-regression analysis. Gender and number of science and mathematics courses were included as control variables, followed by perceptions of science, then epistemological beliefs. Findings show that respondents have more positive attitudes when they perceive science to be inclusive of women and minorities, and when they perceive science to be incompatible with religion. Respondents also have more positive attitudes toward science when they believe scientific knowledge is uncertain, and when they believe knowledge derives from authority. Interpretations of these findings and implications for future research are discussed.

Governance and Knowledge Exchange within and Between Epistemic Communities

DEFF Research Database (Denmark)

Håkanson, Lars

2004-01-01

All knowledge is context dependent. The relevant context is the social community where it resides, i.e. the `epistemic community' formed as groups of people define and legitimize the knowledge they possess. In the mutual engagement in a common enterprise, epistemic communities develop, maintain...... and nurture the codes, tools and theories that provide the basis of their practice. Commonalities of code, tools and theory facilitate both voluntary transfer and involuntary imitation of knowledge within communities, also ones spanning organizational boundaries. Conversely, knowledge transfer between...... different epistemic communities, whether desired or unintended, is often cumbersome and fraught with difficulties. In order to achieve effective integration and cooperation between its various professional communities and subcultures, firms must therefore undertake investments in boundary...

Geometry on the parameter space of the belief propagation algorithm on Bayesian networks

Energy Technology Data Exchange (ETDEWEB)

Watanabe, Yodai [National Institute of Informatics, Research Organization of Information and Systems, 2-1-2 Hitotsubashi, Chiyoda-ku, Tokyo 101-8430 (Japan); Laboratory for Mathematical Neuroscience, RIKEN Brain Science Institute, 2-1 Hirosawa, Wako-shi, Saitama 351-0198 (Japan)

2006-01-30

This Letter considers a geometrical structure on the parameter space of the belief propagation algorithm on Bayesian networks. The statistical manifold of posterior distributions is introduced, and the expression for the information metric on the manifold is derived. The expression is used to construct a cost function which can be regarded as a measure of the distance in the parameter space.

Belief about nicotine Modulates subjective craving and insula activity in Deprived smokers

DEFF Research Database (Denmark)

Gu, X. S.; Lohrenz, Terry; Salas, Ramiro

2016-01-01

Little is known about the specific neural mechanisms through which cognitive factors influence craving and associated brain responses, despite the initial success of cognitive therapies in treating drug addiction. In this study, we investigated how cognitive factors such as beliefs influence...... subjective craving and neural activities in nicotine-addicted individuals using model-based functional magnetic resonance imaging (fMRI) and neuropharmacology. Deprived smokers (N = 24) participated in a two-by-two balanced placebo design, which crossed beliefs about nicotine (told "nicotine" vs. told "no......, smokers demonstrated significantly reduced craving after smoking when told "nicotine in cigarette" but showed no change in craving when told "no nicotine." Second, neural activity in the insular cortex related to craving was only significant when smokers were told "nicotine" but not when told "no nicotine...

Skill Learning for Intelligent Robot by Perception-Action Integration: A View from Hierarchical Temporal Memory

Directory of Open Access Journals (Sweden)

Xinzheng Zhang

2017-01-01

Full Text Available Skill learning autonomously through interactions with the environment is a crucial ability for intelligent robot. A perception-action integration or sensorimotor cycle, as an important issue in imitation learning, is a natural mechanism without the complex program process. Recently, neurocomputing model and developmental intelligence method are considered as a new trend for implementing the robot skill learning. In this paper, based on research of the human brain neocortex model, we present a skill learning method by perception-action integration strategy from the perspective of hierarchical temporal memory (HTM theory. The sequential sensor data representing a certain skill from a RGB-D camera are received and then encoded as a sequence of Sparse Distributed Representation (SDR vectors. The sequential SDR vectors are treated as the inputs of the perception-action HTM. The HTM learns sequences of SDRs and makes predictions of what the next input SDR will be. It stores the transitions of the current perceived sensor data and next predicted actions. We evaluated the performance of this proposed framework for learning the shaking hands skill on a humanoid NAO robot. The experimental results manifest that the skill learning method designed in this paper is promising.

Using Continuous Action Spaces to Solve Discrete Problems

NARCIS (Netherlands)

van Hasselt, Hado; Wiering, Marco

2009-01-01

Real-world control problems are often modeled as Markov Decision Processes (MDPs) with discrete action spaces to facilitate the use of the many reinforcement learning algorithms that exist to find solutions for such MDPs. For many of these problems an underlying continuous action space can be

Internal and External Factors Shaping Educational Beliefs of High School Teachers of "Sacred" Subjects to Girls

Science.gov (United States)

Iluz, Shira; Rich, Yisrael

2009-01-01

This research investigated pedagogical beliefs of teachers of "sacred" school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing…

Politics of climate change belief

Science.gov (United States)

2017-01-01

Donald Trump's actions during the election and his first weeks as US president-elect send a strong message about his belief in climate change, or lack thereof. However, these actions may reflect polarization of climate change beliefs, not climate mitigation behaviour.

Belief Elicitation in Experiments

DEFF Research Database (Denmark)

Blanco, Mariana; Engelmann, Dirk; Koch, Alexander

Belief elicitation in economics experiments usually relies on paying subjects according to the accuracy of stated beliefs in addition to payments for other decisions. Such incentives, however, allow risk-averse subjects to hedge with their stated beliefs against adverse outcomes of other decisions......-belief elicitation treatment using a financial investment frame, where hedging arguably would be most natural....

Artificial intelligence-assisted occupational lung disease diagnosis.

Science.gov (United States)

Harber, P; McCoy, J M; Howard, K; Greer, D; Luo, J

1991-08-01

An artificial intelligence expert-based system for facilitating the clinical recognition of occupational and environmental factors in lung disease has been developed in a pilot fashion. It utilizes a knowledge representation scheme to capture relevant clinical knowledge into structures about specific objects (jobs, diseases, etc) and pairwise relations between objects. Quantifiers describe both the closeness of association and risk, as well as the degree of belief in the validity of a fact. An independent inference engine utilizes the knowledge, combining likelihoods and uncertainties to achieve estimates of likelihood factors for specific paths from work to illness. The system creates a series of "paths," linking work activities to disease outcomes. One path links a single period of work to a single possible disease outcome. In a preliminary trial, the number of "paths" from job to possible disease averaged 18 per subject in a general population and averaged 25 per subject in an asthmatic population. Artificial intelligence methods hold promise in the future to facilitate diagnosis in pulmonary and occupational medicine.

Social Struggles as Epistemic Struggles

NARCIS (Netherlands)

R.A. Icaza Garza (Rosalba); R. Vázquez (Rolando)

2013-01-01

markdownabstract__Abstract__ This contribution offers a view on social struggles as epistemic struggles to critically engage with the Activism 2010+ debate. Our core idea is that social struggles that stand up against depoliticization, economic exploitation and cultural alienation cannot be

Decision making with epistemic uncertainty under safety constraints: An application to seismic design

Science.gov (United States)

Veneziano, D.; Agarwal, A.; Karaca, E.

2009-01-01

The problem of accounting for epistemic uncertainty in risk management decisions is conceptually straightforward, but is riddled with practical difficulties. Simple approximations are often used whereby future variations in epistemic uncertainty are ignored or worst-case scenarios are postulated. These strategies tend to produce sub-optimal decisions. We develop a general framework based on Bayesian decision theory and exemplify it for the case of seismic design of buildings. When temporal fluctuations of the epistemic uncertainties and regulatory safety constraints are included, the optimal level of seismic protection exceeds the normative level at the time of construction. Optimal Bayesian decisions do not depend on the aleatory or epistemic nature of the uncertainties, but only on the total (epistemic plus aleatory) uncertainty and how that total uncertainty varies randomly during the lifetime of the project. ?? 2009 Elsevier Ltd. All rights reserved.

Epistemic Freedom and Education

Science.gov (United States)

Hinchliffe, Geoffrey

2018-01-01

First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the 'reality' of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by 'becoming'. I also…

The 1992 Goddard Conference on Space Applications of Artificial Intelligence

Science.gov (United States)

Rash, James L. (Editor)

1992-01-01

The purpose of this conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The papers fall into the following areas: planning and scheduling, control, fault monitoring/diagnosis and recovery, information management, tools, neural networks, and miscellaneous applications.

The Value of Epistemic Norms | Mitova | South African Journal of ...

African Journals Online (AJOL)

It is argued that, contrary to popular pragmatist opinion, the source of epistemic normativity does not lie in the realm of practical rationality. Epistemic norms are indeed hypothetical, as the pragmatist anticipates, but he has misjudged how much their antecedent can do for him. I first consider the most general argument ...

Economic versus belief-based models: Shedding light on the adoption of novel green technologies

International Nuclear Information System (INIS)

Girod, Bastien; Mayer, Sebastian; Nägele, Florian

2017-01-01

Understanding the determinants for the adoption of novel green consumer technologies is important to effectively foster their diffusion. Energy and environmental science literature often takes an approach based on economic variables such as objectively measureable household and technology characteristics. Increasingly, also subjective variables based on personal belief are considered. On the basis of a survey about the intention to adopt an exemplary novel green consumer technology (intelligent thermostats), we contribute to the clarification of the explanatory power of these two approaches. We first compare the economic model to the belief-based model and second, investigate how beliefs about the green technology are influenced by personal environmental norms and innovativeness. Our evaluation shows that the belief-based model explains considerably higher variance in the intention to adopt. Thereby the perceived hedonic satisfaction, usefulness, habit and facilitating conditions reveal as key determinants. Moreover, environmental norms show lower impact than personal innovativeness. In the discussion we consolidate these findings and point to the risk of omitted variable bias when selectively including belief-based variables in adoption models. Our findings suggest that policies can effectively accelerate the early market diffusion of green consumer technologies by incentivizing retailers to introduce and market such technologies. - Highlights: • Adoption of a green consumer technology (energy-saving thermostats) is evaluated. • Subjective beliefs about the technology show higher impact than objective measures. • Key beliefs relate to pleasure, usefulness, habits and facilitating conditions. • Personal innovativeness is more relevant for adoption than environmental norms. • Isolated use of belief-based adoption determinants can lead to omitted variable bias.

Extended cognition and epistemic luck

NARCIS (Netherlands)

Carter, J.A.

2013-01-01

When extended cognition is extended into mainstream epistemology, an awkward tension arises when considering cases of environmental epistemic luck. Surprisingly, it is not at all clear how the mainstream verdict that agents lack knowledge in cases of environmental luck can be reconciled with

Should social psychologists create a disciplinary affirmative action program for political conservatives?

Science.gov (United States)

Shweder, Richard A

2015-01-01

Freely staying on the move between alternative points of view is the best antidote to dogmatism. Robert Merton's ideals for an epistemic community are sufficient to correct pseudo-empirical studies designed to confirm beliefs that liberals (or conservatives) think deserve to be true. Institutionalizing the self-proclaimed political identities of social psychologists may make things worse.

Artificial intelligence techniques for scheduling Space Shuttle missions

Science.gov (United States)

Henke, Andrea L.; Stottler, Richard H.

1994-01-01

Planning and scheduling of NASA Space Shuttle missions is a complex, labor-intensive process requiring the expertise of experienced mission planners. We have developed a planning and scheduling system using combinations of artificial intelligence knowledge representations and planning techniques to capture mission planning knowledge and automate the multi-mission planning process. Our integrated object oriented and rule-based approach reduces planning time by orders of magnitude and provides planners with the flexibility to easily modify planning knowledge and constraints without requiring programming expertise.

A Global Space Control Strategy

Science.gov (United States)

2014-12-01

ASAT testing and development before significant pushback is enacted. Further, a growing body of literature suggests that space-based intelligence...management process must be the foundation of plan- ning space operations and responses. Second, we must realize that in order to conduct effective space...end state where commanders considering multiple courses of action have a sensor architecture and a tasking, collection, processing , exploitation, and

Development of SPIES (Space Intelligent Eyeing System) for smart vehicle tracing and tracking

Science.gov (United States)

Abdullah, Suzanah; Ariffin Osoman, Muhammad; Guan Liyong, Chua; Zulfadhli Mohd Noor, Mohd; Mohamed, Ikhwan

2016-06-01

SPIES or Space-based Intelligent Eyeing System is an intelligent technology which can be utilized for various applications such as gathering spatial information of features on Earth, tracking system for the movement of an object, tracing system to trace the history information, monitoring driving behavior, security and alarm system as an observer in real time and many more. SPIES as will be developed and supplied modularly will encourage the usage based on needs and affordability of users. SPIES are a complete system with camera, GSM, GPS/GNSS and G-Sensor modules with intelligent function and capabilities. Mainly the camera is used to capture pictures and video and sometimes with audio of an event. Its usage is not limited to normal use for nostalgic purpose but can be used as a reference for security and material of evidence when an undesirable event such as crime occurs. When integrated with space based technology of the Global Navigational Satellite System (GNSS), photos and videos can be recorded together with positioning information. A product of the integration of these technologies when integrated with Information, Communication and Technology (ICT) and Geographic Information System (GIS) will produce innovation in the form of information gathering methods in still picture or video with positioning information that can be conveyed in real time via the web to display location on the map hence creating an intelligent eyeing system based on space technology. The importance of providing global positioning information is a challenge but overcome by SPIES even in areas without GNSS signal reception for the purpose of continuous tracking and tracing capability

Spike: Artificial intelligence scheduling for Hubble space telescope

Science.gov (United States)

Johnston, Mark; Miller, Glenn; Sponsler, Jeff; Vick, Shon; Jackson, Robert

1990-01-01

Efficient utilization of spacecraft resources is essential, but the accompanying scheduling problems are often computationally intractable and are difficult to approximate because of the presence of numerous interacting constraints. Artificial intelligence techniques were applied to the scheduling of the NASA/ESA Hubble Space Telescope (HST). This presents a particularly challenging problem since a yearlong observing program can contain some tens of thousands of exposures which are subject to a large number of scientific, operational, spacecraft, and environmental constraints. New techniques were developed for machine reasoning about scheduling constraints and goals, especially in cases where uncertainty is an important scheduling consideration and where resolving conflicts among conflicting preferences is essential. These technique were utilized in a set of workstation based scheduling tools (Spike) for HST. Graphical displays of activities, constraints, and schedules are an important feature of the system. High level scheduling strategies using both rule based and neural network approaches were developed. While the specific constraints implemented are those most relevant to HST, the framework developed is far more general and could easily handle other kinds of scheduling problems. The concept and implementation of the Spike system are described along with some experiments in adapting Spike to other spacecraft scheduling domains.

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale.

Science.gov (United States)

Lang, Margherita; Matta, Michael; Parolin, Laura; Morrone, Cristina; Pezzuti, Lina

2017-09-01

The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood.

Changing Conspiracy Beliefs through Rationality and Ridiculing.

Science.gov (United States)

Orosz, Gábor; Krekó, Péter; Paskuj, Benedek; Tóth-Király, István; Bőthe, Beáta; Roland-Lévy, Christine

2016-01-01

Conspiracy theory (CT) beliefs can be harmful. How is it possible to reduce them effectively? Three reduction strategies were tested in an online experiment using general and well-known CT beliefs on a comprehensive randomly assigned Hungarian sample ( N = 813): exposing rational counter CT arguments, ridiculing those who hold CT beliefs, and empathizing with the targets of CT beliefs. Several relevant individual differences were measured. Rational and ridiculing arguments were effective in reducing CT, whereas empathizing with the targets of CTs had no effect. Individual differences played no role in CT reduction, but the perceived intelligence and competence of the individual who conveyed the CT belief-reduction information contributed to the success of the CT belief reduction. Rational arguments targeting the link between the object of belief and its characteristics appear to be an effective tool in fighting conspiracy theory beliefs.

Robust online belief space planning in changing environments: Application to physical mobile robots

KAUST Repository

Agha-mohammadi, Ali-akbar; Agarwal, Saurav; Mahadevan, Aditya; Chakravorty, Suman; Tomkins, Daniel; Denny, Jory; Amato, Nancy M.

2014-01-01

, such as the discrepancy between computational models and real physical models. In this paper, we propose a dynamic replanning scheme in belief space to address such challenges. Moreover, we present techniques to cope with changes in the environment (e.g., changes

Expression of Epistemic Stance in EFL Chinese University Students' Writing

Science.gov (United States)

Chen, Zhenzhen

2012-01-01

This paper reported findings on a contrastive analysis of epistemic expressions in argumentative essays between NS and NNS Chinese L2 writers. Based on an examination of a NS corpus and a NNS learner corpus across four proficiency levels, the study shows there is great similarity in the total number of epistemic devices used per thousand words…

"Cultural fit": individual and societal discrepancies in values, beliefs, and subjective well-being.

Science.gov (United States)

Lu, Luo

2006-04-01

The author examined the relationship between cultural values, beliefs, and subjective well-being (SWB) in the context of the "cultural fit" proposition with 3 diverse Chinese samples from Taiwan and Mainland China (N = 581). The author found that beliefs regarding the independent self, the interdependent self, active control, and relationship harmony as forming individual-level culture were consistently related to SWB. Furthermore, the author found that the magnitude of cultural fit was associated with SWB for certain groups of the Chinese people. It is most interesting that the direction of cultural fit regarding independent self was also important for SWB. Specifically, people who endorsed higher independent self but expected lower societal endorsement of such views were better off in SWB than those of the opposite combination.

Students' Knowledge about Environmental Matters and Their Belief in their Own Action Possibilities- A Danish Study

DEFF Research Database (Denmark)

Nielsen, Kirsten; Mogensen, Finn

2001-01-01

In this study we examined the degree of success that Danish schools achieved en developing central elements of action competence regading environmental issues in the folkeskoler and gymnasier. The Study are based on a questionaire which 845 individuals replied; focus was on BOAP (students Belief...

Lay Evaluation of Financial Experts: The Action Advice Effect and Confirmation Bias.

Science.gov (United States)

Zaleskiewicz, Tomasz; Gasiorowska, Agata; Stasiuk, Katarzyna; Maksymiuk, Renata; Bar-Tal, Yoram

2016-01-01

The goal of this experimental project was to investigate lay peoples' perceptions of epistemic authority (EA) in the field of finance. EA is defined as the extent to which a source of information is treated as evidence for judgments independently of its objective expertise and based on subjective beliefs. Previous research suggested that EA evaluations are biased and that lay people tend to ascribe higher EA to experts who advise action (in the case of medical experts) or confirm clients' expectations (in the case of politicians). However, there has been no research into biases in lay evaluations of financial experts and this project is aimed to fill this gap. Experiment 1 showed that lay people tended to ascribe greater authority to financial consultants who gave more active advice to clients considering taking out a mortgage. Experiment 2 confirmed the action advice effect found in Experiment 1. However, the outcomes of Experiments 2 and - particularly - 3 suggested that this bias might also be due to clients' desire to confirm their own opinions. Experiment 2 showed that the action advice effect was moderated by clients' own opinions on taking loans. Lay people ascribed the greatest EA to the advisor in the scenario in which he advised taking action and where this coincided with the client's positive opinion on the advisability of taking out a loan. In Experiment 3 only participants with a positive opinion on the financial product ascribed greater authority to experts who recommended it; participants whose opinion was negative tended to rate consultants who advised rejecting the product more highly. To conclude, these three experiments revealed that lay people ascribe higher EA to financial consultants who advise action rather than maintenance of the status quo , but this effect is limited by confirmation bias: when the client's a priori opinion is salient, greater authority is ascribed to experts whose advice confirms it. In this sense, results presented in the

The Acquisition of Epistemic Modality: From Semantic Meaning to Pragmatic Interpretation

Science.gov (United States)

Ozturk, Ozge; Papafragou, Anna

2015-01-01

Three experiments investigated the acquisition of English epistemic modal verbs (e.g., "may", "have to"). Semantically, these verbs encode possibility or necessity with respect to available evidence. Pragmatically, the use of weak epistemic modals often gives rise to scalar conversational inferences (e.g., "The toy may be…

How can we better identify the hidden intellectually-creative abilities of the gifted?

Directory of Open Access Journals (Sweden)

LARISA V. SHAVININA

2008-06-01

Full Text Available This article proposes a new approach to the psychological assessment of potential intellectually-creative abilities of the gifted based on the new cognitive-developmental theory of giftedness developed by the author. The major limitations of conventional intelligence tests are shortly analyzed. The nine methodological and procedural principles, which constitute this approach, are presented along with the examples of new intelligence tests. The principles state that new intelligence tests should first of all examine the psychological mental context generated by gifted individuals themselves. These tests should have an “open character,” evaluate the basis of giftedness (not its numerous traits or manifestations, and allow both retrospective and prospective assessment. New tests should not evaluate psychological functions/processes (e.g., attention or memory and mental speed, and they should not be very long or time-consuming. Cognitive styles, metacognitive and extracognitive abilities should also be assessed. Child’s sensitive periods – which form the developmental foundation of giftedness – should be examined as well.

Online epistemic communities: theoretical and methodological directions for understanding knowledge co-elaboration in new digital spaces.

Science.gov (United States)

Détienne, Françoise; Barcellini, Flore; Baker, Michael; Burkhardt, Jean-Marie; Fréard, Dominique

2012-01-01

This paper presents, illustrates and discusses a generic framework for studying knowledge co-elaboration in online epistemic communities ("OECs"). Our approach is characterised by: considering knowledge co-elaboration as a design activity; distinguishing discussion and production spaces in OECs; characterising participation via the notion of role; fine-grained analyses of meaning, content and communicative functions in interactions. On this basis, three key issues for ergonomics research on OECs are discussed and illustrated by results from our previous studies on OSS and Wikipedia. One issue concerns the interrelation between design (task) and regulation. Whereas design task-oriented activity is distributed among participants, we illustrate that OCEs function with specialised emerging roles of group regulation. However, the task-oriented activity also functions at an interpersonal level, as an interplay of knowledge-based discussion with negotiation of competencies. Another issue concerns the foci of activity on the (designed) knowledge object. Based on a generic task model, we illustrate asymmetry and distinctiveness in tasks' foci of participants. The last issue concerns how design-use mediation is ensured by specific forms of mediation roles in OECs. Finally we discuss the degree of generality of our framework and draw some perspectives for extending our framework to other OECs.

Lateralized direct and indirect semantic priming effects in subjects with paranormal experiences and beliefs.

Science.gov (United States)

Pizzagalli, D; Lehmann, D; Brugger, P

2001-01-01

The present investigation tested the hypothesis that, as an aspect of schizotypal thinking, the formation of paranormal beliefs was related to spreading activation characteristics within semantic networks. From a larger student population (n = 117) prescreened for paranormal belief, 12 strong believers and 12 strong disbelievers (all women) were invited for a lateralized semantic priming task with directly and indirectly related prime-target pairs. Believers showed stronger indirect (but not direct) semantic priming effects than disbelievers after left (but not right) visual field stimulation, indicating faster appreciation of distant semantic relations specifically by the right hemisphere, reportedly specialized in coarse rather than focused semantic processing. These results are discussed in the light of recent findings in schizophrenic patients with thought disorders. They suggest that a disinhibition with semantic networks may underlie the formation of paranormal belief. The potential usefulness of work with healthy subjects for neuropsychiatric research is stressed. Copyright 2001 S. Karger AG, Basel

Space Environment Modelling with the Use of Artificial Intelligence Methods

Science.gov (United States)

Lundstedt, H.; Wintoft, P.; Wu, J.-G.; Gleisner, H.; Dovheden, V.

1996-12-01

Space based technological systems are affected by the space weather in many ways. Several severe failures of satellites have been reported at times of space storms. Our society also increasingly depends on satellites for communication, navigation, exploration, and research. Predictions of the conditions in the satellite environment have therefore become very important. We will here present predictions made with the use of artificial intelligence (AI) techniques, such as artificial neural networks (ANN) and hybrids of AT methods. We are developing a space weather model based on intelligence hybrid systems (IHS). The model consists of different forecast modules, each module predicts the space weather on a specific time-scale. The time-scales range from minutes to months with the fundamental time-scale of 1-5 minutes, 1-3 hours, 1-3 days, and 27 days. Solar and solar wind data are used as input data. From solar magnetic field measurements, either made on the ground at Wilcox Solar Observatory (WSO) at Stanford, or made from space by the satellite SOHO, solar wind parameters can be predicted and modelled with ANN and MHD models. Magnetograms from WSO are available on a daily basis. However, from SOHO magnetograms will be available every 90 minutes. SOHO magnetograms as input to ANNs will therefore make it possible to even predict solar transient events. Geomagnetic storm activity can today be predicted with very high accuracy by means of ANN methods using solar wind input data. However, at present real-time solar wind data are only available during part of the day from the satellite WIND. With the launch of ACE in 1997, solar wind data will on the other hand be available during 24 hours per day. The conditions of the satellite environment are not only disturbed at times of geomagnetic storms but also at times of intense solar radiation and highly energetic particles. These events are associated with increased solar activity. Predictions of these events are therefore

Space station automation: the role of robotics and artificial intelligence (Invited Paper)

Science.gov (United States)

Park, W. T.; Firschein, O.

1985-12-01

Automation of the space station is necessary to make more effective use of the crew, to carry out repairs that are impractical or dangerous, and to monitor and control the many space station subsystems. Intelligent robotics and expert systems play a strong role in automation, and both disciplines are highly dependent on a common artificial intelligence (Al) technology base. The AI technology base provides the reasoning and planning capabilities needed in robotic tasks, such as perception of the environment and planning a path to a goal, and in expert systems tasks, such as control of subsystems and maintenance of equipment. This paper describes automation concepts for the space station, the specific robotic and expert systems required to attain this automation, and the research and development required. It also presents an evolutionary development plan that leads to fully automatic mobile robots for servicing satellites. Finally, we indicate the sequence of demonstrations and the research and development needed to confirm the automation capabilities. We emphasize that advanced robotics requires AI, and that to advance, AI needs the "real-world" problems provided by robotics.

Self-Assessing of the Emotional Intelligence and Organizational Intelligence in Schools

Science.gov (United States)

Dagiene, Valentina; Juškeviciene, Anita; Carneiro, Roberto; Child, Camilla; Cullen, Joe

2015-01-01

The paper presents the results of an evaluation of the Emotional Intelligence (EI) and Organisational Intelligence (OI) competences self-assessment tools developed and applied by the IGUANA project. In the paper Emotional Intelligence and Organisational Intelligence competences are discussed, their use in action research experiments to assess and…

Human reinforcement learning subdivides structured action spaces by learning effector-specific values.

Science.gov (United States)

Gershman, Samuel J; Pesaran, Bijan; Daw, Nathaniel D

2009-10-28

Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable because of the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning-such as prediction error signals for action valuation associated with dopamine and the striatum-can cope with this "curse of dimensionality." We propose a reinforcement learning framework that allows for learned action valuations to be decomposed into effector-specific components when appropriate to a task, and test it by studying to what extent human behavior and blood oxygen level-dependent (BOLD) activity can exploit such a decomposition in a multieffector choice task. Subjects made simultaneous decisions with their left and right hands and received separate reward feedback for each hand movement. We found that choice behavior was better described by a learning model that decomposed the values of bimanual movements into separate values for each effector, rather than a traditional model that treated the bimanual actions as unitary with a single value. A decomposition of value into effector-specific components was also observed in value-related BOLD signaling, in the form of lateralized biases in striatal correlates of prediction error and anticipatory value correlates in the intraparietal sulcus. These results suggest that the human brain can use decomposed value representations to "divide and conquer" reinforcement learning over high-dimensional action spaces.

Evaluation of risk from acts of terrorism :the adversary/defender model using belief and fuzzy sets.

Energy Technology Data Exchange (ETDEWEB)

Darby, John L.

2006-09-01

Risk from an act of terrorism is a combination of the likelihood of an attack, the likelihood of success of the attack, and the consequences of the attack. The considerable epistemic uncertainty in each of these three factors can be addressed using the belief/plausibility measure of uncertainty from the Dempster/Shafer theory of evidence. The adversary determines the likelihood of the attack. The success of the attack and the consequences of the attack are determined by the security system and mitigation measures put in place by the defender. This report documents a process for evaluating risk of terrorist acts using an adversary/defender model with belief/plausibility as the measure of uncertainty. Also, the adversary model is a linguistic model that applies belief/plausibility to fuzzy sets used in an approximate reasoning rule base.

Fairness in Knowing: Science Communication and Epistemic Justice.

Science.gov (United States)

Medvecky, Fabien

2017-09-22

Science communication, as a field and as a practice, is fundamentally about knowledge distribution; it is about the access to, and the sharing of knowledge. All distribution (science communication included) brings with it issues of ethics and justice. Indeed, whether science communicators acknowledge it or not, they get to decide both which knowledge is shared (by choosing which topic is communicated), and who gets access to this knowledge (by choosing which audience it is presented to). As a result, the decisions of science communicators have important implications for epistemic justice: how knowledge is distributed fairly and equitably. This paper presents an overview of issues related to epistemic justice for science communication, and argues that there are two quite distinct ways in which science communicators can be just (or unjust) in the way they distribute knowledge. Both of these paths will be considered before concluding that, at least on one of these accounts, science communication as a field and as a practice is fundamentally epistemically unjust. Possible ways to redress this injustice are suggested.

The systems approach for applying artificial intelligence to space station automation (Invited Paper)

Science.gov (United States)

Grose, Vernon L.

1985-12-01

The progress of technology is marked by fragmentation -- dividing research and development into ever narrower fields of specialization. Ultimately, specialists know everything about nothing. And hope for integrating those slender slivers of specialty into a whole fades. Without an integrated, all-encompassing perspective, technology becomes applied in a lopsided and often inefficient manner. A decisionary model, developed and applied for NASA's Chief Engineer toward establishment of commercial space operations, can be adapted to the identification, evaluation, and selection of optimum application of artificial intelligence for space station automation -- restoring wholeness to a situation that is otherwise chaotic due to increasing subdivision of effort. Issues such as functional assignments for space station task, domain, and symptom modules can be resolved in a manner understood by all parties rather than just the person with assigned responsibility -- and ranked by overall significance to mission accomplishment. Ranking is based on the three basic parameters of cost, performance, and schedule. This approach has successfully integrated many diverse specialties in situations like worldwide terrorism control, coal mining safety, medical malpractice risk, grain elevator explosion prevention, offshore drilling hazards, and criminal justice resource allocation -- all of which would have otherwise been subject to "squeaky wheel" emphasis and support of decision-makers.

Theory of Reasoned Action predicts milk consumption in women.

Science.gov (United States)

Brewer, J L; Blake, A J; Rankin, S A; Douglass, L W

1999-01-01

To determine the factors influencing the consumption or avoidance of milk in women. One hundred women completed food frequency questionnaires and a milk attitudes questionnaire framed within the Theory of Reasoned Action and performed sensory evaluations of different milk samples. Differences among milk types were assessed using 2-way analysis of variance and least-significant-difference mean comparison procedures. Correlation and multiple regression analyses, and standardized partial regression coefficients, were used to determine the contribution of each component of the model in predicting behavior. Mean age of the 100 subjects was 39 years (range = 20-70 years). Milk consumption among subjects was low; 23 subjects indicated that they seldom or never drank milk. Data from the dairy frequency questionnaire showed that the primary milk for 42%, 36%, 27%, and 18% of the milk drinkers was skim, 2%, 1%, and whole, respectively (subjects could indicate more than 1 type of milk consumed). The Theory of Reasoned Action indicated that health and familiarity belief items were most associated with attitudes toward milk consumption. Skim milk had significantly lower scores for taste and texture belief items than 1%, 2%, and whole milk (P reasons other than beliefs about taste and texture or actual sensory preference. This study identifies important factors contributing to milk consumption such as beliefs, attitudes, and sensory evaluation, which can be used to develop a specific framework in which to examine other components of milk consumption behavior.

Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students

Science.gov (United States)

Lodewyk, Ken R.

2007-01-01

Students with differing profiles of epistemological beliefs--their beliefs about personal epistemology, intelligence, and learning--vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students' epistemological beliefs according to gender, school…

Nurse managers' strategies for feeling less drained by their work: an action research and reflection project for developing emotional intelligence.

Science.gov (United States)

Taylor, Bev; Roberts, Sue; Smyth, Therese; Tulloch, Moira

2015-10-01

To raise nurse managers' critical awareness of practice problems; uncover practice constraints and improve work effectiveness. Nurse management requires skills and knowledge, underscored by emotional intelligence. The research improved participants' practice and personal insights. Purposive sampling targeted nurse managers interested in improving their practice. Three experienced female nurse managers met fortnightly in a group, for 1 hour, for 10 meetings. The methods included: writing and sharing de-identified journal reflections; critically analysing practice stories; identifying a thematic concern; generating action strategies; and instituting and revising the action plan. Phase One resulted in the identification of the issue of 'being drained by the intensity of nurse managers' work'. The participants adopted five strategies: debriefing problematic situations; deflecting multiple requests; diffusing issues; naming dysfunctional behaviours; and regrouping. In Phase Two, participants implemented and revised the action plan strategies, which resulted in them feeling less drained by their work. Strategies can lessen nurse managers' sense of personal depletion. However, strategies cannot guarantee success every time because the emotional intelligence is integral to nurse management. Action research and reflection assist nurse managers to improve their practice and develop their emotional intelligence. © 2014 John Wiley & Sons Ltd.

Parental Educational Attainment and Offspring Subjective Well-being and Self-Beliefs in Older Adulthood.

Science.gov (United States)

Sutin, Angelina R; Stephan, Yannick; Terracciano, Antonio

2018-07-01

This research examines whether parental educational attainment and subjective childhood socioeconomic status (SES) is associated with adult offspring well-being and self-beliefs (broadly defined). Participants from the Health and Retirement Study were included if they completed the leave-behind questionnaire in 2006 or 2008 ( N =10,827; M age =68.38; SD =9.81; range=50-101). Participants reported on their own and both parents educational attainment, subjective childhood financial situation, and financial difficulties in childhood at study entry and on well-being in 2006/2008. Linear regression was used to examine the association between offspring education, parental education, childhood SES and three aspects of well-being and self-beliefs: positive affect (e.g., positive emotions, optimism), negative affect (e.g., loneliness, hostility), and cognitive evaluation (e.g., life satisfaction). Participants with more education reported higher well-being (median β=.12). Parental educational attainment, subjective childhood SES, and a significant financial event during childhood were associated with more positive affect, less negative affect, and higher life satisfaction (median β=.05); these associations held controlling for offspring education. The educational and financial environment of childhood may hamper well-being into older adulthood; the offspring's own experiences and achievements do not completely attenuate the association with these aspects of the childhood environment.

Intelligent Monte Carlo phase-space division and importance estimation

International Nuclear Information System (INIS)

Booth, T.E.

1989-01-01

Two years ago, a quasi-deterministic method (QD) for obtaining the Monte Carlo importance function was reported. Since then, a number of very complex problems have been solved with the aid of QD. Not only does QD estimate the importance far faster than the (weight window) generator currently in MCNP, QD requires almost no user intervention in contrast to the generator. However, both the generator and QD require the user to divide the phase-space into importance regions. That is, both methods will estimate the importance of a phase-space region, but the user must define the regions. In practice this is tedious and time consuming, and many users are not particularly good at defining sensible importance regions. To make full use of the fat that QD is capable of getting good importance estimates in tens of thousands of phase-space regions relatively easily, some automatic method for dividing the phase space will be useful and perhaps essential. This paper describes recent progress toward an automatic and intelligent phase-space divider

The Ethics of Belief, Cognition, and Climate Change Pseudoskepticism: Implications for Public Discourse.

Science.gov (United States)

Torcello, Lawrence

2016-01-01

The relationship between knowledge, belief, and ethics is an inaugural theme in philosophy; more recently, under the title "ethics of belief" philosophers have worked to develop the appropriate methodology for studying the nexus of epistemology, ethics, and psychology. The title "ethics of belief" comes from a 19th-century paper written by British philosopher and mathematician W.K. Clifford. Clifford argues that we are morally responsible for our beliefs because (a) each belief that we form creates the cognitive circumstances for related beliefs to follow, and (b) we inevitably influence each other through those beliefs. This study argues that recent cognitive research supports Cliffordian insights regarding patterns of belief formation and social influence. From the confirmation offered by such research, it follows that informational accuracy holds serious ethical significance in public discourse. Although scientific and epistemological matters are not always thought to be linked to normative morality, this study builds on Clifford's initial insights to show their linkage is fundamental to inquiry itself. In turn, Clifford's ethical and epistemic outline can inform a framework grounded in "public reason" under which seemingly opposed science communication strategies (e.g., "information deficit" and "cultural cognition" models) are philosophically united. With public discourse on climate change as the key example, empirically informed and grounded strategies for science communication in the public sphere are considered. Copyright © 2016 Cognitive Science Society, Inc.

Perfectionism and anxiety: a paradox in intellectual giftedness?

Directory of Open Access Journals (Sweden)

Jacques-Henri Guignard

Full Text Available Numerous authors reported a prevalence of perfectionism in gifted populations. In addition, an unhealthy form of perfectionism that leads to anxiety disorder has been described. Using self-report measures (CAPS and R-CMAS with 132 children, we hypothesized that intellectually gifted children express a higher level of perfectionism and anxiety. Our results pointed out a paradox: the gifted group obtained a higher self-oriented perfectionism score than the control group in 6th grade, but present the same level of anxiety. In contrast, the gifted group showed the same level of perfectionism than non-gifted 5(th graders, but reported a higher anxiety level. Thus, the interplay between perfectionism and anxiety appears to be more complex than a simple linear relationship in giftedness.

How Are Questions That Students Ask in High Level Mathematics Classes Linked to General Giftedness?

Science.gov (United States)

Leikin, Roza; Koichu, Boris; Berman, Avi; Dinur, Sariga

2017-01-01

This paper presents a part of a larger study, in which we asked "How are learning and teaching of mathematics at high level linked to students' general giftedness?" We consider asking questions, especially student-generated questions, as indicators of quality of instructional interactions. In the part of the study presented in this…

Developing Secondary Students' Epistemic Agency in a Knowledge-Building Community

Science.gov (United States)

Lai, Kwok-Wing; Campbell, Madeline

2018-01-01

A key educational objective for the twenty-first century is developing students' epistemic agency. Epistemic agency is the active process of choosing when, what, where one learns and how one knows, as well as the capacity to create knowledge in a community. The knowledge-building communities model developed by Scardamalia and Bereiter was used in…

The problem of moral luck: An argument against its epistemic reduction

NARCIS (Netherlands)

Schinkel, A.

2009-01-01

Whom I call 'epistemic reductionists' in this article are critics of the notion of 'moral luck' that maintain that all supposed cases of moral luck are illusory; they are in fact cases of what I describe as a special form of epistemic luck, the only difference lying in what we get to know about

Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

Science.gov (United States)

Lin, Feng; Chan, Carol K. K.

2018-04-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.

Socio-epistemic analysis of scientific knowledge production in little science research

Directory of Open Access Journals (Sweden)

Alberto Pepe

2008-12-01

Full Text Available The processes that drive knowledge production and dissemination in scientific environments are embedded within the social, technical, cultural and epistemic practices of the constituent research communities. This article presents a methodology to unpack specific social and epistemic dimensions of scientific knowledge production using, as a case study,  the Center for Embedded Networked Sensing (CENS, a National Science Foundation “little science” research center involved in theoretical and applied work in the field of wireless communication and sensor networks. By analysis of its scholarly record, I construct a social network of coauthorship, linking individuals that have coauthored scholarly artifacts (journal articles and conference papers, and an epistemic network of topic co-occurrence, linking concepts and knowledge constructs in the same scholarly artifacts. This article reports on ongoing work directed at the study of the emergence and evolution of these networks of scientific interaction. I present some preliminary results and introduce a socio-epistemic method for an historical analysis of network co-evolution. I outline a research design to support further investigations of knowledge production in scientific circles.

Dynamical Intention: Integrated Intelligence Modeling for Goal-directed Embodied Agents

Directory of Open Access Journals (Sweden)

Eric Aaron

2016-11-01

Full Text Available Intelligent embodied robots are integrated systems: As they move continuously through their environments, executing behaviors and carrying out tasks, components for low-level and high-level intelligence are integrated in the robot's cognitive system, and cognitive and physical processes combine to create their behavior. For a modeling framework to enable the design and analysis of such integrated intelligence, the underlying representations in the design of the robot should be dynamically sensitive, capable of reflecting both continuous motion and micro-cognitive influences, while also directly representing the necessary beliefs and intentions for goal-directed behavior. In this paper, a dynamical intention-based modeling framework is presented that satisfies these criteria, along with a hybrid dynamical cognitive agent (HDCA framework for employing dynamical intentions in embodied agents. This dynamical intention-HDCA (DI-HDCA modeling framework is a fusion of concepts from spreading activation networks, hybrid dynamical system models, and the BDI (belief-desire-intention theory of goal-directed reasoning, adapted and employed unconventionally to meet entailments of environment and embodiment. The paper presents two kinds of autonomous agent learning results that demonstrate dynamical intentions and the multi-faceted integration they enable in embodied robots: with a simulated service robot in a grid-world office environment, reactive-level learning minimizes reliance on deliberative-level intelligence, enabling task sequencing and action selection to be distributed over both deliberative and reactive levels; and with a simulated game of Tag, the cognitive-physical integration of an autonomous agent enables the straightforward learning of a user-specified strategy during gameplay, without interruption to the game. In addition, the paper argues that dynamical intentions are consistent with cognitive theory underlying goal-directed behavior, and

Shared reality in intergroup communication: Increasing the epistemic authority of an out-group audience.

Science.gov (United States)

Echterhoff, Gerald; Kopietz, René; Higgins, E Tory

2017-06-01

Communicators typically tune messages to their audience's attitude. Such audience tuning biases communicators' memory for the topic toward the audience's attitude to the extent that they create a shared reality with the audience. To investigate shared reality in intergroup communication, we first established that a reduced memory bias after tuning messages to an out-group (vs. in-group) audience is a subtle index of communicators' denial of shared reality to that out-group audience (Experiments 1a and 1b). We then examined whether the audience-tuning memory bias might emerge when the out-group audience's epistemic authority is enhanced, either by increasing epistemic expertise concerning the communication topic or by creating epistemic consensus among members of a multiperson out-group audience. In Experiment 2, when Germans communicated to a Turkish audience with an attitude about a Turkish (vs. German) target, the audience-tuning memory bias appeared. In Experiment 3, when the audience of German communicators consisted of 3 Turks who all held the same attitude toward the target, the memory bias again appeared. The association between message valence and memory valence was consistently higher when the audience's epistemic authority was high (vs. low). An integrative analysis across all studies also suggested that the memory bias increases with increasing strength of epistemic inputs (epistemic expertise, epistemic consensus, and audience-tuned message production). The findings suggest novel ways of overcoming intergroup biases in intergroup relations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Gendered Cultural Identities: The Influences of Family and Privacy Boundaries, Subjective Norms, and Stigma Beliefs on Family Health History Communication.

Science.gov (United States)

Hong, Soo Jung

2017-05-25

This study investigates the effects of cultural norms on family health history (FHH) communication in the American, Chinese, and Korean cultures. More particularly, this study focuses on perceived family boundaries, subjective norms, stigma beliefs, and privacy boundaries, including age and gender, that affect people's FHH communication. For data analyses, hierarchical multiple regression and logistic regression methods were employed. The results indicate that participants' subjective norms, stigma beliefs, and perceived family/privacy boundaries were positively associated with current FHH communication. Age- and gender-related privacy boundaries were negatively related to perceived privacy boundaries, however. Finally, the results show that gendered cultural identities have three-way interaction effects on two associations: (1) between perceived family boundaries and perceived privacy boundaries and (2) between perceived privacy boundaries and current FHH communication. The findings have meaningful implications for future cross-cultural studies on the roles of family systems, subjective norms, and stigma beliefs in FHH communication.

The 1991 Goddard Conference on Space Applications of Artificial Intelligence

Science.gov (United States)

Rash, James L. (Editor)

1991-01-01

The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The papers in this proceeding fall into the following areas: Planning and scheduling, fault monitoring/diagnosis/recovery, machine vision, robotics, system development, information management, knowledge acquisition and representation, distributed systems, tools, neural networks, and miscellaneous applications.

Measuring epistemic curiosity in young children

NARCIS (Netherlands)

Piotrowski, J.; Litman, J.A.; Valkenburg, P.

2014-01-01

Epistemic curiosity (EC) is the desire to obtain new knowledge capable of either producing positive experiences of intellectual interest (I-type) or of reducing undesirable conditions of informational deprivation (D-type). Although researchers acknowledge that there are individual differences in

Underestimating belief in climate change

Science.gov (United States)

Jost, John T.

2018-03-01

People are influenced by second-order beliefs — beliefs about the beliefs of others. New research finds that citizens in the US and China systematically underestimate popular support for taking action to curb climate change. Fortunately, they seem willing and able to correct their misperceptions.

Students' Level of Boredom, Boredom Coping Strategies, Epistemic Curiosity, and Graded Performance

Science.gov (United States)

Eren, Altay; Coskun, Hamit

2016-01-01

The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded…

Left hemisphere EEG coherence in infancy predicts infant declarative pointing and preschool epistemic language.

Science.gov (United States)

Kühn-Popp, N; Kristen, S; Paulus, M; Meinhardt, J; Sodian, B

2016-01-01

Pointing plays a central role in preverbal communication. While imperative pointing aims at influencing another person's behavior, declarative gestures serve to convey epistemic information and to share interest in an object. Further, the latter are hypothesized to be a precursor ability of epistemic language. So far, little is known about their underlying brain maturation processes. Therefore, the present study investigated the relation between brain maturation processes and the production of imperative and declarative motives as well as epistemic language in N = 32 infants. EEG coherence scores were measured at 14 months, imperative and declarative point production at 15 months and epistemic language at 48 months. Results of correlational analyses suggest distinct behavioral and neural patterns for imperative and declarative pointing, with declarative pointing being associated with the maturation of the left hemisphere. Further, EEG coherence measures of the left hemisphere at 14 months and declarative pointing at 15 months are related to individual differences in epistemic language skills at 48 months, independently of child IQ. In regression analyses, coherence measures of the left hemisphere prove to be the most important predictor of epistemic language skills. Thus, neural processes of the left hemisphere seem particularly relevant to social communication.

Ion trajectories calculation in a three dimensional beam subjected to a space charge

International Nuclear Information System (INIS)

Tauth, T.

1978-04-01

Physical and geometrical conditions allowing a first approximation of necessary sizes to numerical integration of the ions movement equations subjected to electrical and magnetic crossed fields and space charge action are investigated here. To take into consideration the effect of the last one, two artifices are put forward: replacing charged particles by equivalent particles in calculating the coulomb force, electrical field calculation produced in different points situated on the beam envelope by the uniform charges distribution [fr

Beliefs about meditating among university students, faculty, and staff: a theory-based salient belief elicitation.

Science.gov (United States)

Lederer, Alyssa M; Middlestadt, Susan E

2014-01-01

Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. N=96 students, faculty, and staff at a large midwestern university during spring 2012. A survey measured the RAA global constructs and elicited the beliefs underlying intention to meditate. Thematic and frequency analyses and multiple regression were performed. Quantitative analyses showed that intention to meditate was significantly predicted (R2=.632) by attitude, perceived norm, and perceived behavioral control. Qualitative analyses revealed advantages (eg, reduced stress; feeling calmer), disadvantages (eg, takes time; will not work), and facilitating circumstances (eg, having more time; having quiet space) of meditating. Results of this theory-based research suggest how college health professionals can encourage meditation practice through individual, interpersonal, and environmental interventions.

77 FR 32952 - Defense Intelligence Agency National Intelligence University Board of Visitors Closed Meeting

Science.gov (United States)

2012-06-04

... DEPARTMENT OF DEFENSE Office of the Secretary Defense Intelligence Agency National Intelligence University Board of Visitors Closed Meeting AGENCY: Department of Defense, Defense Intelligence Agency, National Intelligence University. ACTION: Notice of closed meeting. SUMMARY: Pursuant to the provisions of...

Epistemic assessment of radon level of offices in Hong Kong

Science.gov (United States)

Wong, L. T.; Mui, K. W.; Law, K. Y.; Hui, P. S.

People spend most of their life working indoors. Human exposure to various air pollutants changed its importance in nature from outdoor to indoor. As some of the pollutant sources basically originate from the building envelope that could not be removed or is costly to mitigate, the remaining questions are: how the indoor air quality (IAQ) is monitored and how the information could be used for the environmental control system to achieve the best air quality delivery. Indoor radon level could be measured with a number of sampling approaches and used to determine the acceptance of an IAQ with respect to certain exposure limits. In determining the acceptable IAQ of a space, this study proposes that the measured indoor radon level must be accompanied with the confidence levels of the assessment. Radon levels in Hong Kong offices were studied by a cross-sectional measurement in 216 typical offices and a year-round longitudinal measurement in one office. The results showed that 96.5% (94.0-99.0% at 95% confidence interval) and 98.6% (97.0% to >99.9% at 95% confidence interval) of the sampled offices would satisfy action radon levels of 150 and 200 Bq m -3, respectively. The same results were then used to quantify the prior knowledge on radon level distributions of an office and the probable errors of the adopted sampling schemes. This study proposes an epistemic approach, with the prior knowledge and a sample test result, to assess the acceptance against an action radon level of an office in Hong Kong. With the certainty of the test results determined for judgmental purposes, it is possible to apply the method to an office for follow-up tests of acceptance.

The regulatory function of self-esteem: testing the epistemic and acceptance signaling systems.

Science.gov (United States)

Stinson, Danu Anthony; Logel, Christine; Holmes, John G; Wood, Joanne V; Forest, Amanda L; Gaucher, Danielle; Fitzsimons, Grainné M; Kath, Jennifer

2010-12-01

The authors draw on sociometer theory (e.g., Leary, 2004) and self-verification theory (e.g., Swann, 1997) to propose an expanded model of the regulatory function of self-esteem. The model suggests that people not only possess an acceptance signaling system that indicates whether relational value is high or low but also possess an epistemic signaling system that indicates whether social feedback is consistent or inconsistent with chronic perceived relational value (i.e., global self-esteem). One correlational study and 5 experiments, with diverse operationalizations of social feedback, demonstrated that the epistemic signaling system responds to self-esteem consistent or inconsistent relational-value feedback with increases or deceases in epistemic certainty. Moreover, Studies 3-6 demonstrated that the acceptance and epistemic signaling systems respond uniquely to social feedback. Finally, Studies 5 and 6 provide evidence that the epistemic signaling system is part of a broader self-regulatory system: Self-esteem inconsistent feedback caused cognitive efforts to decrease the discrepancy between self-views and feedback and caused depleted self-regulatory capacity on a subsequent self-control task. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Biometric and intelligent decision making support

CERN Document Server

Kaklauskas, Arturas

2015-01-01

This book presents different methods for analyzing the body language (movement, position, use of personal space, silences, pauses and tone, the eyes, pupil dilation or constriction, smiles, body temperature and the like) for better understanding people’s needs and actions, including biometric data gathering and reading. Different studies described in this book indicate that sufficiently much data, information and knowledge can be gained by utilizing biometric technologies. This is the first, wide-ranging book that is devoted completely to the area of intelligent decision support systems, biometrics technologies and their integrations. This book is designated for scholars, practitioners and doctoral and master’s degree students in various areas and those who are interested in the latest biometric and intelligent decision making support problems and means for their resolutions, biometric and intelligent decision making support systems and the theory and practice of their integration and the opportunities fo...

Gender differences in collaborative learning over online social networks: Epistemological beliefs and behaviors

Directory of Open Access Journals (Sweden)

Rosanna Y.-Y. Chan

2013-09-01

Full Text Available Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants’ beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants’ beliefs and behaviors. The study’s findings demonstrate significant gender differences in collaborative learning through online social networks, including (1 female engineering postgraduate students engage significantly more actively in online communications, (2 male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3 gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.

A non-linear dynamical approach to belief revision in cognitive behavioral therapy

Science.gov (United States)

Kronemyer, David; Bystritsky, Alexander

2014-01-01

Belief revision is the key change mechanism underlying the psychological intervention known as cognitive behavioral therapy (CBT). It both motivates and reinforces new behavior. In this review we analyze and apply a novel approach to this process based on AGM theory of belief revision, named after its proponents, Carlos Alchourrón, Peter Gärdenfors and David Makinson. AGM is a set-theoretical model. We reconceptualize it as describing a non-linear, dynamical system that occurs within a semantic space, which can be represented as a phase plane comprising all of the brain's attentional, cognitive, affective and physiological resources. Triggering events, such as anxiety-producing or depressing situations in the real world, or their imaginal equivalents, mobilize these assets so they converge on an equilibrium point. A preference function then evaluates and integrates evidentiary data associated with individual beliefs, selecting some of them and comprising them into a belief set, which is a metastable state. Belief sets evolve in time from one metastable state to another. In the phase space, this evolution creates a heteroclinic channel. AGM regulates this process and characterizes the outcome at each equilibrium point. Its objective is to define the necessary and sufficient conditions for belief revision by simultaneously minimizing the set of new beliefs that have to be adopted, and the set of old beliefs that have to be discarded or reformulated. Using AGM, belief revision can be modeled using three (and only three) fundamental syntactical operations performed on belief sets, which are expansion; revision; and contraction. Expansion is like adding a new belief without changing any old ones. Revision is like adding a new belief and changing old, inconsistent ones. Contraction is like changing an old belief without adding any new ones. We provide operationalized examples of this process in action. PMID:24860491

Exploring multiple intelligences theory in the context of science education: An action research approach

Science.gov (United States)

Goodnough, Karen Catherine

2000-10-01

Since the publication of Frames of Mind: The Theory in Practice, multiple intelligences, theory (Gardner, 1983) has been used by practitioners in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on exploring the potential of the theory for science teaching and learning. Consequently, this research study was designed to: (1) explore Howard Gardner's theory of multiple intelligences (1983) and its merit for making science teaching and learning more meaningful; (2) provide a forum for teachers to engage in critical self-reflection about their theory and practice in science education; (3) study the process of action research in the context of science education; and (4) describe the effectiveness of collaborative action research as a framework for teacher development and curriculum development. The study reports on the experiences of four teachers (two elementary teachers, one junior high teacher, and one high school teacher) and myself, a university researcher-facilitator, as we participated in a collaborative action research project. The action research group held weekly meetings over a five-month period (January--May, 1999). The inquiry was a qualitative case study (Stake, 1994) that aimed to understand the perspectives of those directly involved. This was achieved by using multiple methods to collect data: audiotaped action research meetings, fieldnotes, semi-structured interviews, journal writing, and concept mapping. All data were analysed on an ongoing basis. Many positive outcomes resulted from the study in areas such as curriculum development, teacher development, and student learning in science. Through the process of action research, research participants became more reflective about their practice and thus, enhanced their pedagogical content knowledge (Shulman, 1987) in science. Students became more engaged in learning science, gained a greater understanding of how they learn, and experienced a

Giftedness Counseling in Germany: Consultation Reasons and Issues and Their Relations to Gender, Age, and Aptitude

Science.gov (United States)

Hannig, Nele; Koop, Christine

2016-01-01

In Germany, parents can request counseling and assessment of school-related learning and behavioral issues from either independent counseling centers or school-based ones. Focusing on giftedness consultations at independent counseling centers, the goal of this study is to provide a detailed description of the reasons for and the issues discussed…

Theory of Belief Functions for Data Analysis and Machine Learning Applications: Review and Prospects

Science.gov (United States)

Denoeux, Thierry

The Dempster-Shafer theory of belief functions provides a unified framework for handling both aleatory uncertainty, arising from statistical variability in populations, and epistemic uncertainty, arising from incompleteness of knowledge. An overview of both the fundamentals and some recent developments in this theory will first be presented. Several applications in data analysis and machine learning will then be reviewed, including learning under partial supervision, multi-label classification, ensemble clustering and the treatment of pairwise comparisons in sensory or preference analysis.

P3-10: Crossmodal Perceptual Grouping Modulates Subjective Causality between Action and Outcome

Directory of Open Access Journals (Sweden)

Takahiro Kawabe

2012-10-01

Full Text Available Agents have to determine which external events their action has causally produced. A sensation of causal relation between action and outcome is called subjective causality. Subjective causality has been linked to the comparator model. This model assumes that the brain compares an internal prediction for action outcome with an actual sensory outcome, distinguishing between self and externally produced outcomes depending on spatiotemporal congruency. However, recent studies have expressed some doubt about the idea that subjective causality arises depending solely on the spatiotemporal congruency, suggesting instead that other perceptual/cognitive factors play a critical role in determining subjective causality. We hypothesized that crossmodal grouping between action and outcome contributed to subjective causality. Crossmodal temporal grouping is an essential factor for crossmodal simultaneity judgments with ungrouped crossmodal signals likely to be judged as non-simultaneous. We predicted that subjective causality would decrease when an agent's action was not temporally grouped with action outcome. In the experiment, observers were asked to press a key in order to trigger a display change with some temporal delay. To disrupt temporal grouping between action and outcome, a task-irrelevant visual flash or tone was sometimes presented synchronously with the button press and/or the display change. Subjective causality was decreased when the flash or the tone was coincided with the button press. This demonstrates that perceptual grouping has a key role in determination of subjective causality, a result that is not accounted for by the standard comparator model.

Improving nutrient management practices in agriculture: The role of risk-based beliefs in understanding farmers' attitudes toward taking additional action

Science.gov (United States)

Wilson, Robyn S.; Howard, Gregory; Burnett, Elizabeth A.

2014-08-01

A recent increase in the amount of dissolved reactive phosphorus (DRP) entering the western Lake Erie basin is likely due to increased spring storm events in combination with issues related to fertilizer application and timing. These factors in combination with warmer lake temperatures have amplified the spread of toxic algal blooms. We assessed the attitudes of farmers in northwest Ohio toward taking at least one additional action to reduce nutrient loss on their farm. Specifically, we (1) identified to what extent farm and farmer characteristics (e.g., age, gross farm sales) as well as risk-based beliefs (e.g., efficacy, risk perception) influenced attitudes, and (2) assessed how these characteristics and beliefs differ in their predictive ability based on unobservable latent classes of farmers. Risk perception, or a belief that negative impacts to profit and water quality from nutrient loss were likely, was the most consistent predictor of farmer attitudes. Response efficacy, or a belief that taking action on one's farm made a difference, was found to significantly influence attitudes, although this belief was particularly salient for the minority class of farmers who were older and more motivated by profit. Communication efforts should focus on the negative impacts of nutrient loss to both the farm (i.e., profit) and the natural environment (i.e., water quality) to raise individual perceived risk among the majority, while the minority need higher perceived efficacy or more specific information about the economic effectiveness of particular recommended practices.

Routes to diagnosis for men with prostate cancer: men's cultural beliefs about how changes to their bodies and symptoms influence help-seeking actions. A narrative review of the literature.

Science.gov (United States)

King-Okoye, Michelle; Arber, Anne; Faithfull, Sara

2017-10-01

To examine the findings of existing studies in relation to men's cultural beliefs about changes to their bodies relevant to prostate cancer and how these affect interpretation of bodily changes and help-seeking actions. We undertook a narrative review of studies conducted from 2004 to 2017 in 6 databases that highlighted men's beliefs and help-seeking actions for bodily changes suggestive of prostate cancer. Eighteen (18) studies reflecting men from various ethnicities and nationalities were included. The belief that blood and painful urination were warning signs to seek medical help delayed help-seeking among men compared to men that did not experience these symptoms. The belief that urinary symptoms such as dribbling, cystitis and urinary hesitancy were transient and related to ageing, normality and infection significantly delayed symptom appraisal and help-seeking. Men also held the belief that sexual changes, such as impotence and ejaculation dysfunction were private, embarrassing and a taboo. These beliefs impeded timely help-seeking. Cultural beliefs, spirituality and the role of wives/partners were significant for men to help appraise symptoms as requiring medical attention thus sanctioning the need for help-seeking. This review underscores a critical need for further empirical research into men's beliefs about bodily changes relevant to prostate health and how these beliefs affect their interpretation of symptoms and subsequent help-seeking actions. Copyright © 2017. Published by Elsevier Ltd.

Epistemic uncertainty propagation in energy flows between structural vibrating systems

Science.gov (United States)

Xu, Menghui; Du, Xiaoping; Qiu, Zhiping; Wang, Chong

2016-03-01

A dimension-wise method for predicting fuzzy energy flows between structural vibrating systems coupled by joints with epistemic uncertainties is established. Based on its Legendre polynomial approximation at α=0, both the minimum and maximum point vectors of the energy flow of interest are calculated dimension by dimension within the space spanned by the interval parameters determined by fuzzy those at α=0 and the resulted interval bounds are used to assemble the concerned fuzzy energy flows. Besides the proposed method, vertex method as well as two current methods is also applied. Comparisons among results by different methods are accomplished by two numerical examples and the accuracy of all methods is simultaneously verified by Monte Carlo simulation.

Using Epistemic Synchronization Index (ESI) to measure students' knowledge elaboration process in CSCL

NARCIS (Netherlands)

Ding, Ning; Wei, Jieqiang; Wolfensberger, Marca

2014-01-01

Researchers in CSCL have used a wide range of qualitative and quantitative methods to track students' cognitive involvement during collaboration. However, neither individual method suffices the need to capture the dynamic evolvement of students' epistemic engagement in CSCL. We developed Epistemic

Using epistemic synchronization index (ESI) to measure students’ knowledge elaboration process in CSCL

NARCIS (Netherlands)

Ding, Ning; Wei, Jieqiang; Wolfensberger, Marca

2015-01-01

Researchers in CSCL have used a wide range of qualitative and quantitative methods to track students' cognitive involvement during collaboration. However, neither individual method suffices the need to capture the dynamic evolvement of students' epistemic engagement in CSCL. We developed Epistemic

Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback

NARCIS (Netherlands)

de Kraker-Pauw, Emmy; Van Wesel, Floryt; Krabbendam, Lydia; Van Atteveldt, Nienke

2017-01-01

The pedagogical beliefs (e.g., beliefs or "mindsets" concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and

Believing in "making a difference" to collective efforts : Participative efficacy beliefs as a unique predictor of collective action

NARCIS (Netherlands)

van Zomeren, Martijn; Saguy, Tamar; Schellhaas, Fabian M. H.

When rational actors believe that their group can achieve its goals through collective action (i.e., when they have strong group efficacy beliefs), they should not participate in it because they expect little benefit from their own participation. Paradoxically, however, research shows that

On epistemic uncertainties in event tree success criteria

International Nuclear Information System (INIS)

Jordan Cizelj, R.; Parzer, I.

2003-01-01

Uncertainty analysis of parameters, which are used as success criteria in PSA event trees, is presented in the paper. The influence of parameters on PSA model is indirect, and they are rather subject to epistemic uncertainties. Consequently, point estimates of these parameters cannot be automatically exchanged with probability distributions. For each PSA parameter, the analysis of several influencing factors is performed. As a result, recommended parameters' values for sensitivity analysis of the influence of these parameters on PSA results are given. In particular, the parameters related to exposure times were investigated. The values of the exposure times are assessed using different methodologies. The analysis of three parameters is presented in the paper, based on the comparison between the results of MAAP 3.0B and RELAP5/MOD2 codes. (author)

An examination of personality, emotional intelligence, coping, gender and subjective well-being with perceived stress (trait and state) in undergraduate students.

OpenAIRE

Osborne, Shona Elizabeth

2009-01-01

This multivariate study aimed to further understand student stress. Associations between personality, emotional intelligence, coping and subjective well-being with perceived stress (trait and state) were examined in 238 undergraduate students, using self-report measures. Gender differences in these variables were also investigated. The results showed that students low in emotional stability, extraversion, emotional intelligence, subjective well-being and those with a tendency to use emotion...

78 FR 32241 - Defense Intelligence Agency National Intelligence University Board of Visitors; Notice of Closed...

Science.gov (United States)

2013-05-29

... DEPARTMENT OF DEFENSE Office of the Secretary Defense Intelligence Agency National Intelligence University Board of Visitors; Notice of Closed Meeting AGENCY: National Intelligence University, Defense Intelligence Agency, Department of Defense. ACTION: Notice of closed meeting. SUMMARY: Pursuant to the...

75 FR 76423 - Defense Intelligence Agency National Defense Intelligence College Board of Visitors Closed Meeting

Science.gov (United States)

2010-12-08

... DEPARTMENT OF DEFENSE Office of the Secretary Defense Intelligence Agency National Defense Intelligence College Board of Visitors Closed Meeting AGENCY: National Defense Intelligence College, Defense Intelligence Agency, Department of Defense. ACTION: Notice of Closed Meeting. SUMMARY: Pursuant to the...

76 FR 28960 - Defense Intelligence Agency National Defense Intelligence College Board of Visitors Closed Meeting

Science.gov (United States)

2011-05-19

... DEPARTMENT OF DEFENSE Office of the Secretary Defense Intelligence Agency National Defense Intelligence College Board of Visitors Closed Meeting AGENCY: National Defense Intelligence College, Defense Intelligence Agency, Department of Defense. ACTION: Notice of Closed Meeting. SUMMARY: Pursuant to the...

Freedom and enforcement in action a study in formal action theory

CERN Document Server

Czelakowski, Janusz

2015-01-01

Action theory is the object of growing attention in a variety of scientific disciplines, and this is the first volume to offer a synthetic view of the range of approaches possible in the topic. The volume focuses on the nexus of formal action theory with a startlingly diverse set of subjects, which range from logic, linguistics, artificial intelligence, and automata theory to jurisprudence, deontology, and economics. It covers semantic, mathematical and logical aspects of action, showing how the problem of action breaks the boundaries of traditional branches of logic located in syntactics and semantics and now lies on lies on the borderline between logical pragmatics and praxeology.   The chapters here focus on specialized tasks in formal action theory, beginning with a thorough description and formalization of the language of action, and moving through material on the differing models of action theory to focus on probabilistic models, the relations of formal action theory to deontic logic, and its key appl...

Beyond breakthrough research: Epistemic properties of research and their consequences for research funding

NARCIS (Netherlands)

Laudel, Grit; Gläser, Jochen

2014-01-01

The aim of this paper is to initiate a discussion about links between epistemic properties and institutional conditions for research by providing an exploratory analysis of such links featured by projects funded by the European Research Council (ERC). Our analysis identifies epistemic properties of

Hypermentalizing, attachment, and epistemic trust in adolescent BPD

DEFF Research Database (Denmark)

Bo, Sune; Sharp, Carla; Fonagy, Peter

2017-01-01

and mechanisms contributing to the development of BPD. This could potentially enhance our knowledge and facilitate the design of novel treatment programs and interventions for this group. In this paper, we outline a theoretical model of BPD in adolescents linking the original mentalization-based theory of BPD......, with recent extensions of the theory that focuses on hypermentalizing and epistemic trust. We then provide clinical case vignettes to illustrate this extended theoretical model of BPD. Furthermore, we suggest a treatment approach to BPD in adolescents that focuses on the reduction of hypermentalizing...... and epistemic mistrust. We conclude with an integration of theory and practice in the final section of the paper and make recommendations for future work in this area....

The influence of initial beliefs on judgments of probability.

Science.gov (United States)

Yu, Erica C; Lagnado, David A

2012-01-01

This study aims to investigate whether experimentally induced prior beliefs affect processing of evidence including the updating of beliefs under uncertainty about the unknown probabilities of outcomes and the structural, outcome-generating nature of the environment. Participants played a gambling task in the form of computer-simulated slot machines and were given information about the slot machines' possible outcomes without their associated probabilities. One group was induced with a prior belief about the outcome space that matched the space of actual outcomes to be sampled; the other group was induced with a skewed prior belief that included the actual outcomes and also fictional higher outcomes. In reality, however, all participants sampled evidence from the same underlying outcome distribution, regardless of priors given. Before and during sampling, participants expressed their beliefs about the outcome distribution (values and probabilities). Evaluation of those subjective probability distributions suggests that all participants' judgments converged toward the observed outcome distribution. However, despite observing no supporting evidence for fictional outcomes, a significant proportion of participants in the skewed priors condition expected them in the future. A probe of the participants' understanding of the underlying outcome-generating processes indicated that participants' judgments were based on the information given in the induced priors and consequently, a significant proportion of participants in the skewed condition believed the slot machines were not games of chance while participants in the control condition believed the machines generated outcomes at random. Beyond Bayesian or heuristic belief updating, priors not only contribute to belief revision but also affect one's deeper understanding of the environment.

Epistemic logic

NARCIS (Netherlands)

Meyer, J.-J.

1999-01-01

Knowledge has been subject of philosophical study since ancient times. This is not surprising since knowledge is crucial to humans in order to control their actions and the appetite for acquiring it seems innate to the human race. Phi- losophy, therefore, has always occupied itself with the

Subjective Quality Measurement of Speech Its Evaluation, Estimation and Applications

CERN Document Server

Kondo, Kazuhiro

2012-01-01

It is becoming crucial to accurately estimate and monitor speech quality in various ambient environments to guarantee high quality speech communication. This practical hands-on book shows speech intelligibility measurement methods so that the readers can start measuring or estimating speech intelligibility of their own system. The book also introduces subjective and objective speech quality measures, and describes in detail speech intelligibility measurement methods. It introduces a diagnostic rhyme test which uses rhyming word-pairs, and includes: An investigation into the effect of word familiarity on speech intelligibility. Speech intelligibility measurement of localized speech in virtual 3-D acoustic space using the rhyme test. Estimation of speech intelligibility using objective measures, including the ITU standard PESQ measures, and automatic speech recognizers.

Reinforcement learning in continuous state and action spaces

NARCIS (Netherlands)

H. P. van Hasselt (Hado); M.A. Wiering; M. van Otterlo

2012-01-01

textabstractMany traditional reinforcement-learning algorithms have been designed for problems with small finite state and action spaces. Learning in such discrete problems can been difficult, due to noise and delayed reinforcements. However, many real-world problems have continuous state or action

Intelligent wear mode identification system for marine diesel engines based on multi-level belief rule base methodology

Science.gov (United States)

Yan, Xinping; Xu, Xiaojian; Sheng, Chenxing; Yuan, Chengqing; Li, Zhixiong

2018-01-01

Wear faults are among the chief causes of main-engine damage, significantly influencing the secure and economical operation of ships. It is difficult for engineers to utilize multi-source information to identify wear modes, so an intelligent wear mode identification model needs to be developed to assist engineers in diagnosing wear faults in diesel engines. For this purpose, a multi-level belief rule base (BBRB) system is proposed in this paper. The BBRB system consists of two-level belief rule bases, and the 2D and 3D characteristics of wear particles are used as antecedent attributes on each level. Quantitative and qualitative wear information with uncertainties can be processed simultaneously by the BBRB system. In order to enhance the efficiency of the BBRB, the silhouette value is adopted to determine referential points and the fuzzy c-means clustering algorithm is used to transform input wear information into belief degrees. In addition, the initial parameters of the BBRB system are constructed on the basis of expert-domain knowledge and then optimized by the genetic algorithm to ensure the robustness of the system. To verify the validity of the BBRB system, experimental data acquired from real-world diesel engines are analyzed. Five-fold cross-validation is conducted on the experimental data and the BBRB is compared with the other four models in the cross-validation. In addition, a verification dataset containing different wear particles is used to highlight the effectiveness of the BBRB system in wear mode identification. The verification results demonstrate that the proposed BBRB is effective and efficient for wear mode identification with better performance and stability than competing systems.

Unsupervised action classification using space-time link analysis

DEFF Research Database (Denmark)

Liu, Haowei; Feris, Rogerio; Krüger, Volker

2010-01-01

In this paper we address the problem of unsupervised discovery of action classes in video data. Different from all existing methods thus far proposed for this task, we present a space-time link analysis approach which matches the performance of traditional unsupervised action categorization metho...

What Is Hospitality in the Academy? Epistemic Ignorance and the (Im)possible Gift

Science.gov (United States)

Kuokkanen, Rauna

2008-01-01

The academy is considered by many as the major Western institution of knowledge. This article, however, argues that the academy is characterized by prevalent "epistemic ignorance"--a concept informed by Spivak's discussion of "sanctioned ignorance." Epistemic ignorance refers to academic practices and discourses that enable the continued exclusion…

A robust Bayesian approach to modeling epistemic uncertainty in common-cause failure models

International Nuclear Information System (INIS)

Troffaes, Matthias C.M.; Walter, Gero; Kelly, Dana

2014-01-01

In a standard Bayesian approach to the alpha-factor model for common-cause failure, a precise Dirichlet prior distribution models epistemic uncertainty in the alpha-factors. This Dirichlet prior is then updated with observed data to obtain a posterior distribution, which forms the basis for further inferences. In this paper, we adapt the imprecise Dirichlet model of Walley to represent epistemic uncertainty in the alpha-factors. In this approach, epistemic uncertainty is expressed more cautiously via lower and upper expectations for each alpha-factor, along with a learning parameter which determines how quickly the model learns from observed data. For this application, we focus on elicitation of the learning parameter, and find that values in the range of 1 to 10 seem reasonable. The approach is compared with Kelly and Atwood's minimally informative Dirichlet prior for the alpha-factor model, which incorporated precise mean values for the alpha-factors, but which was otherwise quite diffuse. Next, we explore the use of a set of Gamma priors to model epistemic uncertainty in the marginal failure rate, expressed via a lower and upper expectation for this rate, again along with a learning parameter. As zero counts are generally less of an issue here, we find that the choice of this learning parameter is less crucial. Finally, we demonstrate how both epistemic uncertainty models can be combined to arrive at lower and upper expectations for all common-cause failure rates. Thereby, we effectively provide a full sensitivity analysis of common-cause failure rates, properly reflecting epistemic uncertainty of the analyst on all levels of the common-cause failure model

Lay Evaluation of Financial Experts: The Action Advice Effect and Confirmation Bias

Directory of Open Access Journals (Sweden)

Tomasz Zaleskiewicz

2016-09-01

Full Text Available The goal of this experimental project was to investigate lay peoples’ perceptions of epistemic authority (EA in the field of finance. EA is defined as the extent to which a source of information is treated as evidence for judgments independently of its objective expertise and based on subjective beliefs. Previous research suggested that EA evaluations are biased and that lay people tend to ascribe higher EA to experts who advise action (in the case of medical experts or confirm clients’ expectations (in the case of politicians. However, there has been no research into biases in lay evaluations of financial experts and this project is aimed to fill this gap. Experiment 1 showed that lay people tended to ascribe greater authority to financial consultants who gave more active advice to clients considering taking out a mortgage. Experiment 2 confirmed the action advice effect found in Experiment 1. However, the outcomes of Experiments 2 and – particularly – 3 suggested that this bias might also be due to clients’ desire to confirm their own opinions. Experiment 2 showed that the action advice effect was moderated by clients’ own opinions on taking loans. Lay people ascribed the greatest EA to the advisor in the scenario in which he advised taking action and where this coincided with the client’s positive opinion on the advisability of taking out a loan. In Experiment 3 only participants with a positive opinion on the financial product ascribed greater authority to experts who recommended it; participants whose opinion was negative tended to rate consultants who advised rejecting the product more highly. To conclude, these three experiments revealed that lay people ascribe higher EA to financial consultants who advise action rather than maintenance of the status quo, but this effect is limited by confirmation bias: when the client’s a priori opinion is salient, greater authority is ascribed to experts whose advice confirms it. In this

A Didactic Reconstruction of the Financial and Economic Crisis

Directory of Open Access Journals (Sweden)

Michael Schuhen

2010-08-01

Full Text Available Theoretical approaches to constructivism have put learner autonomy into the spotlight of didactic discourse. Apart from the matter of pedagogic actions on how (constructivisticly organised education might be arranged, this paper focuses on the perspective of didactic reconstruction. Thus, an observation-based research perspective is being adopted in this paper. The epistemic beliefs that have emerged over the course of the global financial and economic depression are reconstructed. The goal of the paper is to provide an insight into these different interpretations. In order to do this, university students were surveyed regarding this topic and the results of this qualitative study on these epistemic beliefs will be represented in this article. The paper tries to give answers on how students, who have been experiencing the financial and economic depression for nearly three years now, define its causes and what subsequent actions they would recommend. The results show that the main issue is not misinterpretation of political and economic knowledge but rather incomplete constructs based on only approximate knowledge.