It has been suggested that hierarchically structured symbols, a remarkable feature of human language, are produced via the operation of recursive combination. Recursive combination is frequently observed in human behavior, not only in language but also in action sequences, mind-reading, technology, et cetera.; in contrast, it is rarely observed in animals. Why is it that only humans use this operation? What is the adaptability of recursive combination? We aim (1) to identify the environmental feature(s) in which recursive combination is effective (...) for survival and reproduction, and that has facilitated the evolution of this ability, and (2) to demonstrate the possible evolutionary processes of recursive combination. To achieve this, we constructed an evolutionary simulation of agents that generated products using recursive combination and used the results to explore the types of fitness functions (that reflect the kinds of adaptive environments) that give rise to this ability. We identified two types of adaptability of the recursive combination: (1) diversifiability of production and (2) diversifiability of products. Through the former, recursive combination promotes robustness against failure of production caused by inaccurate manipulations or irreversible changes. In an environment in which diversified products are preferable, sharing a portion of the production process for these products entails producing multiple products in which recursive combination plays a key role. We suppose that recursive combination works as a driving force of material culture. Finally, we discuss the possible evolutionary scenarios of recursive combination that is later generalized to encompass many aspects of human cognition, including human language. (shrink)

現代を生き抜くための武器としての哲学を、西野カナ、ミスチル、いきものがかり等Jポップの歌詞を題材に、気鋭の哲学者が説く。.

Our natural world has been irretrievably altered by humans, for humans. From domesticated wheat fields to nuclear power plants and spacecraft, everything we see and interact with has in some way been changed by the presence of our species, starting from the Neolithic era so many centuries ago. This book provides a crash course on the issues and debates surrounding technology’s shifting place in our society. It covers the history of our increasingly black-box world, which some theorize will end with (...) technology accelerating beyond our understanding. At the same time, it analyzes competing trends and theories, the lack of scientific knowledge of large sections of the population, the dogmas of pseudoscience, and the growing suspicion of science and technology, which may inevitably lead to scientific stagnation. What will the future of our civilization look like? How soon might scientific acceleration or stagnation arrive at our doorstep, and just how radically will such technological shifts change our culture? These are issues that we must address now, to insure our future goes the way we choose. (shrink)

Globalization has changed the nature of business in the twenty-first century :481–502, 2010). With the increased internationalization of multinational corporations, the need to address international marketing ethics arises :481–493, 2005). Given the diversity of environments and cultures, ethical issues are numerous and complicated :3–24, 2001). The understanding of international marketing ethics is critical to academics as well as practitioners. This paper is a literature review of the study of ethics in international marketing. In order to develop a comprehensive review of (...) articles, we review topics such as ethical problems, moral philosophies, and culture and ethics. We also discuss the methodological procedures that are used in international marketing ethics. Researchers and practitioners alike can use this research on international marketing ethics to discuss the phenomena and subsequently lead to future work research. (shrink)

Sustained peripheral somatosensory stimulations, such as high-frequency repetitive somatosensory stimulation (HF-RSS) and vibrated stimulation, are effective in altering the balance between excitation and inhibition in the somatosensory cortex (S1) and motor cortex (M1). A recent study reported that whole-hand water flow (WF) stimulation induced neural disinhibition in the M1. Based on previous results, we hypothesized that whole-hand WF stimulation would lead to neural disinhibition in the S1 because there is a strong neural connection between M1 and S1 and aimed to (...) examine whether whole-hand WF stimulation would change the neural balance between excitation and inhibition in the S1. Nineteen healthy volunteers were studied by measuring excitation and inhibition in the S1 before and after each of the four 15-min interventions. The excitation and inhibition in the S1 were assessed using somatosensory evoked potentials (SEPs) and paired-pulse inhibition (PPI) induced by single- and paired-pulse stimulations, respectively. The four interventions were as follows: control, whole-hand water immersion, whole-hand WF, and HF-RSS. The results showed no significant changes in SEPs and PPI following any intervention. However, changes in PPI with an interstimulus interval (ISI) of 30 ms were significantly correlated with the baseline value before whole-hand WF. Thus, the present findings indicated that the whole-hand WF stimulation had a greater decreased neural inhibition in participants with higher neural inhibition in the S1 at baseline. Considering previous results on M1, the present results possibly show that S1 has lower plasticity than M1 and that the duration (15 min) of each intervention may not have been enough to alter the balance of excitation and inhibition in the S1. (shrink)

Identifying the expression of anger in a foreign language and reproducing it appropriately and precisely are skills whose relevance and lack of satisfying proposals have been pointed by research on the pedagogy of emotions (Dewaele, 2010; Toya & Kodis, 1996). This paper combines an identification of lacks in the pedagogy of emotional intonation with an analysis of spontaneous samples of anger as a basis to didactic guidelines for the introduction of the contextualized teaching of anger expression in Spanish. Through (...) colloquial samples, key features for the expression of anger in Spanish are identified. A selection of technical features is adapted in an accessible didactic proposal that is conformed of the stages of identification, induction of recurrent patterns, guided and free production. The proposal offered here is a starting point for the design of didactic units on emotional and expressive speech, an area that lacks didactic guidelines. (shrink)