Engineering ethics entails three frames of reference: individual, professional, and social. “Microethics” considers individuals and internal relations of the engineering profession; “macroethics” applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a “micro” focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence (...) of professional engineering societies and corporate social responsiblity programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problemsolving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics. (shrink)
Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
Language and thought share a unitary cognitive activity, addressed by an interpretative function. This interpretative effort reveals the assonance between the attribution of meaning to an utterance and the discovery of a solution via restructuring in insight problemsolving. We suggest a view of complex integrated analytical thinking, which assumes that thinking processes information in different ways, depending on the characteristics of the tasks the subject has to solve, so that reasoning results in a stepwise, rule-based process or (...) in a widespread activity of search where implicit parallel processes are also involved. We investigated the interrelationship between language and thought in insight problemsolving, in both its positive (Experiments 1 and 3) and its negative effects (Experiment 2). Our results are discussed in the light of the debate on dual processing theories. (shrink)
This article compares the ability to track individuals lacking mental states with the ability to track intentional agents. It explains why reference to individuals raises the problem of explaining how cognitive agents track unique individuals and in what sense reference is based on procedures of perceptual-motor and epistemic tracking. We suggest applying the notion of singular-files from theories in perception and semantics to the problem of tracking intentional agents. In order to elucidate the nature of agent-files, three views (...) of the relation between object- and agent-tracking are distinguished: the Independence, Deflationary and Organism-Dependence Views. The correct view is argued to be the latter, which states that perceptual and epistemic tracking of a unique human organism requires tracking both its spatio-temporal object-properties and its agent-properties. (shrink)
A study is reported which focused on the problem-solving strategies employed by expert electronics engineers pursuing a real-world task: integrated-circuit design. Verbal protocol data were analysed so as to reveal aspects of the organisation and sequencing of ongoing design activity. These analyses indicated that the designers were implementing a highly systematic solution-development strategy which deviated only a small degree from a normatively optimal top-down and breadth-first method. Although some of the observed deviation could be described as opportunistic (...) in nature, much of it reflected the rapid depth-first exploration of tentative solution ideas. We argue that switches from a predominantly breadth-first mode of problemsolving to depth-first or opportunistic modes may be an important aspect of the expert's strategic knowledge about how to conduct the design process effectively when faced with difficulties, uncertainties, and design impasses. (shrink)
Newell and Simon’s seminal Human ProblemSolving (1972) characterized a problem in terms of a goal state, a starting state, and a set of transition rules which define legitimate transitions from one state to another.1 Problemsolving thus becomes a process of searching through a set of alternative states (the "problem space") in an effort to find a path leading from starting state to the goal state. The search process can be guided by heuristic (...) principles which function to reduce the problem space by judging some alternatives to be more worthy of exploration than others. This characterization of a problem and the problemsolving process fits well the nature of deductive proof construction. Premise(s) and conclusion play the role of starting state and goal state, and valid rules of transformation serve as rules of legitimate transition among states. In fact, Human ProblemSolving empirically investigated three particular problemsolving tasks, and one of these is proof construction.... in sentential logic using an inferencereplacement rule set. This empirical research identifies several strategies which facilitate problemsolving, such as means-ends reasoning, difference reduction, and working backwards from goal toward starting state. As detailed below, these methods have obvious applications to proof construction as taught in logic textbooks. Newell and Simon’s aim was to explain and predict the actual behavior of problem solvers. Beyond this, however, their empirical findings have normative consequences for how problem solvers should behave if they want to be successful. Moreover, these findings can have normative pedagogical consequences for the teaching of proof construction. (shrink)
In a famous study of expert problemsolving, de Groot (1946/1978) examined how chess players found the best move. He reported that there was little difference in the way that the best players (Grand Masters) and very good players (Candidate Masters) searched the board. Although this result has been regularly cited in studies of expertise, it is frequently misquoted. It is often claimed that de Groot found no difference in the way that experts and novices investigate a (...)problem. Comparison of expert and novice chess players on de Groot's problem shows that there are clear differences in their search patterns. We discuss the troublesome theoretical and practical consequences of incorrectly reporting de Groot's findings. (shrink)
In a famous study of expert problemsolving, de Groot (1946/1978) examined how chess players found the best move. He reported that there was little difference in the way that the best players (Grand Masters) and very good players (Candidate Masters) searched the board. Although this result has been regularly cited in studies of expertise, it is frequently misquoted. It is often claimed that de Groot found no difference in the way that experts and novices investigate a (...)problem. Comparison of expert and novice chess players on de Groot's problem shows that there are clear differences in their search patterns. We discuss the troublesome theoretical and practical consequences of incorrectly reporting de Groot's findings. (shrink)
The project method became a famous teaching method when William Heard Kilpatrick published his article ‘Project Method’ in 1918. The key idea in Kilpatrick's project method is to try to explain how pupils learn things when they work in projects toward different common objects. The same idea of pupils learning by work or action in an environment with objects also belongs to John Dewey's problem-solving method. Are Kilpatrick's project method and Dewey's problem-solving method the same (...) thing? The aim of this article is to analyze and prove that Kilpatrick's project method differs radically from Dewey's problem-solving method. (shrink)
Laboratory-based studies of problemsolving suggest that transfer of solution principles from an analogue to a target arises only minimally without the presence of directive hints. Recently, however, real-world studies indicate that experts frequently and spontaneously use analogies in domain-based problemsolving. There is also some evidence that in certain circumstances domain novices can draw analogies designed to illustrate arguments. It is less clear, however, whether domain novices can invoke analogies in the sophisticated manner of experts (...) to enable them to progress problemsolving. In the current study groups of novices and experts tackled large-scale management problems. Spontaneous analogising was observed in both conditions, with no marked differences between expertise levels in the frequency, structure, or function of analogising. On average four analogies were generated by groups per hour, with significantly more relational mappings between analogue and target being produced than superficial object-and-attribute mappings. Analogising served two different purposes: problemsolving (dominated by relational mappings), and illustration (which for novices was dominated by object-and-attribute mappings). Overall, our novices showed a sophistication in domain-based analogical reasoning that is usually only observed with experts, in addition to a sensitivity to the pragmatics of analogy use. (shrink)
The general thesis that science is essentially a problem-solving activity is extended to the development of new fields. Their development represents a research strategy for generating and solving new unsolved problems and solving existing ones in related fields. The pattern of growth of new fields is guided by the central problems within the field and applicable problems in other fields. Proponents of existing research traditions welcome work in new fields, if they believe it will increase the (...)problem-solving effectiveness of their tradition. Correspondingly, researchers in new fields will graft their work onto established traditions, if they believe it will augment the problem-solving effectiveness of their work. The above claims are defended through using the development of paleomagnetism as a case study. (shrink)
The goals ofthis paper are to identify (in Section II) some general features of problemsolving strategies in science, to discuss (in Section III) how Chomsky has employed two particularly popular discovery strategies in science, and to show (in Section IV) how these strategies inform Chomskyan linguistics. In Section IV I will discuss (1) how their employment in linguistics manifests features of scientific problemsolving outlined in Section Il and (2) how an analysis in terms of (...) those features suggests a natural account for many controversial aspects 0fChomsky’s methods. I will specifically examine how this analysis bears on Chomsky’s claims concerning competence theories’ centrality in psychology and their psychological reality. Although no methodological considerations bar Chomsky from tinkering with our notion ofpsychology, competence theories mus! eventually offer some fruitful empirical connections with psycholinguistics and that part of mainstream cognitive psychology concerned with language study tojustify that tinkering. After twenty years of research such connections have proven rare enough to raise important doubts about thejustification ofChomsl·:y’s claims for the place of competence theory in cognitive psychology {and for the psychological reality of the mechanism it describes). Although I will argue (contra man) tf C}iom.rk_y’s critics) that his methods are unexceptionable, still [contra Chomsky) his theories have not proven sufficiently robust empirically to justify his strong claims concerning their position in cognitive psychology. (shrink)
Using the Chinese Ring Puzzle (Kotovsky & Simon, 1990; P. J. Reber & Kotovsky, 1997), we studied the effect on rule discovery of having to plan actions or not in order to reach a goal state. This was done by asking participants to predict legal moves as in implicit learning tasks (Experiment 1) and by asking participants to make legal moves as in problem-solving tasks (Experiment 2). Our hypothesis was that having a specific goal state to reach (...) has a dual effect on rule discovery. The first effect is positive and related to feedback from moves done in order to attain the goal: generalising the results of action and associating them to the conditions in which they were obtained allows discovery of the rule and learning it. The second effect is negative. In attempting to reach a specific goal, participants first tend to reduce the distance that separates the current state from the goal state (hill climbing) and so neglect the kind of exploration that facilitates rule and procedure discovery because this would seem to be a detour from the goal. Results show that having to plan actions improved performance in implicit learning tasks (Experiment 1), yet it impaired performance in problem-solving tasks (Experiment 2). Although implicit learning and problemsolving are based on rule discovery, and entail noticing regularities in the material, in both cases, rule discovery processes appear to be task-dependent. (shrink)
This paper argues that historical research is an important tool for modeling problem-solving in scientific invention and discovery. Two important cases in the history of modern physicsâthe invention of the transistor by John Bardeen and Walter Brattain and the development of the theory of superconductivity by Bardeen, Leon Cooper, and J. Robert Schriefferâreveal factors essential to include in such a model. The focus is on problem-solving practices: problem decomposition, analogy, bridging principles, team-work, empirical tinkering, and (...) library research. A complete framework must encompass the full range of factors, including contingent individual traits and environmental circumstances. (shrink)
If rituals persist in part because of their memory-taxing attributes, from whence do they arise? I suggest that magical practices form the core of rituals, and that many such practices derive from learned pseudo-causal associations. Spurious associations are likely to be acquired during problem-solving under conditions of ambiguity and danger, and are often a consequence of imitative social learning. (Published Online February 8 2007).
Interactive computer systems can support their users in problemsolving, both in Performing their work tasks and in using the systems themselves. Not only is direct support for heuristics beneficial, but to do so modifies the form of computer support provided. This Paper defines and explores the use of problemsolving heuristics in user interface design.
(2013). Multiple paths to transfer and constraint relaxation in insight problemsolving. Thinking & Reasoning: Vol. 19, No. 1, pp. 96-136. doi: 10.1080/13546783.2012.742852.
Solving complex socio-technical problems, this paper claims, involves diverse knowledges (cognitive diversity), competing interests (social diversity), and pragmatism. To explain this view, this paper first explores two different cases: Canadian pulp and paper mill pollution and siting nuclear reactors in seismically sensitive areas of California. Solving such socio-technically complex problems involves cognitive diversity as well as social diversity and pragmatism. Cognitive diversity requires one to not only recognize relevant knowledges but also to assess their validity. Finally, it is (...) suggested, integrating the resultant set of diverse relevant and valid knowledges determines the parameters of the solution space for the problem. (shrink)
In the course of daily life we solve problems often enough that there is a special term to characterize the activity and the right to expect a scientific theory to explain its dynamics. The classical view in psychology is that to solve a problem a subject must frame it by creating an internal representation of the problem‘s structure, usually called a problem space. This space is an internally generable representation that is mathematically identical to a graph structure (...) with nodes and links. The nodes can be annotated with useful information, and the whole representation can be distributed over internal and external structures such as symbolic notations on paper or diagrams. If the representation is distributed across internal and external structures the subject must be able to keep track of activity in the distributed structure. Problemsolving proceeds as the subject works from an initial state in this mentally supported space, actively construction possible solution paths, evaluating them and heuristically choosing the best. Control of this exploratory process is not well understood, as it is not always systematic, but various heuristic search algorithms have been proposed and some experimental support has been provided for them. (shrink)
In this paper the reader is asked to engage in some simple problem-solving in classical pure number theory and to then describe, on the basis of a series of questions, what it is like to solve the problems. In the recent philosophy of mind this “what is it like” question is one way of signaling a turn to phenomenological description. The description of what it is like to solve the problems in this paper, it is argued, leads to (...) several morals about the epistemology and ontology of classical pure mathematical practice. Instead of simply making philosophical judgments about the subject matter in advance, the exercise asks the reader to briefly engage in a mathematical practice and to then reflect on the practice. (shrink)
Problemsolving has recently become a central topic both in the philosophy of science and in cognitive science. This paper integrates approaches to problemsolving from these two disciplines and discusses the epistemological consequences of such an integration. The paper first analyzes problemsolving as getting a true answer to a question. It then explores some stages of cognitive activity relevant to question answering that have been delineated by historians and philosophers of science and (...) by cognitive psychologists and artificial intelligencers. The traditional opposition between discovery and justification is challenged. It is suggested that epistemology may be conceptualized, in part, as the critical assessment of problem-solving strategies. (shrink)
This article proposes a unified framework for understanding creative problemsolving, namely, the explicit–implicit interaction theory. This new theory of creative problemsolving constitutes an attempt at providing a more unified explanation of relevant phenomena (in part by reinterpreting/integrating various fragmentary existing theories of incubation and insight). The explicit–implicit interaction theory relies mainly on 5 basic principles, namely, (a) the coexistence of and the difference between explicit and implicit knowledge, (b) the simultaneous involvement of implicit and (...) explicit processes in most tasks, (c) the redundant representation of explicit and implicit knowledge, (d) the integration of the results of explicit and implicit processing, and (e) the iterative (and possibly bidirectional) processing. A computational implementation of the theory is developed based on the CLARION cognitive architecture and applied to the simulation of relevant human data. This work represents an initial step in the development of process-based theories of creativity encompassing incubation, insight, and various other related.. (shrink)
In this article, after arguing that present approaches to improving problem-solving discussions for various reasons are not satisfactory, I turn to the pragma-dialectic approach to argumentative discourse to derive a normative framework that can serve as a point of departure to enhance the quality of problem-solving discussions. I then show how this approach can be used as analytical and evaluative instrument that can help the analyst to establish whether participants in actual practice act in a fashion (...) that is in accord with the norms posited. Two real-life problem-solving discussions provide the material for this demonstration. (shrink)
There is an increasing interest in how managers describe and respond to what they regard as moral versus nonmoral problems in organizations. In this study, forty managers described a moral problem and a nonmoral problem that they had encountered in their organization, each of which had been resolved. Analyses indicated that: (1) the two types of problems could be significantly differentiated using four of Jones' (1991) components of moral intensity; (2) the labels managers used to describe problems (...) varied systematically between the two types of problems and according to the problem's moral intensity; and (3) problem management processes varied according to the problem's type and moral intensity. (shrink)
In problemsolving research insights into the relationship between monitoring and control in the transfer of complex skills remain impoverished. To address this, in four experiments participants solved two complex control tasks that were identical in structure but varied in presentation format. Participants learnt either to solve the second task, based on their original learning phase from the first task, or learnt to solve the second task, based on another participant’s learning phase. Experiment 1 showed that, under conditions (...) in which participants’ learning phase was experienced twice, performance deteriorated in the second task. In contrast, when the learning phases in the first and second tasks differed, performance improved in the second task. Experiment 2 introduced instructional manipulations that induced the same response patterns as Experiment 1. In Experiment 3 further manipulations were introduced that biased the way participants evaluated the learning phase in the second task. In Experiment 4, judgments of self-efficacy were shown to track control performance. The implications of these findings for theories of complex skill acquisition are discussed. (shrink)
The recent work of Frances Chaput Waksler—The New Orleans Sniper: A Phenomenological Case Study of Constituting the Other—demonstrates, by close examination of the case of the New Orleans Sniper of 1973, how people constitute and unconstitute an “Other” in certain situations. This paper explores the process by which people constituted the Other in Japan in February of 2011 through the course of an incident that surprised Japanese people: university entrance exam cheating by use of the Internet question-and-answer bulletin board. (...) I will further examine how the incident can be constructed as a social problem with the construction of a victim and a villain. For data, I use reports from newspapers with nationwide circulation and reports from news agencies present at the time of the event. I also cite additional data from Internet news sites. Although my research here is small and elementary and my analysis is sociological rather than phenomenological, it is inspired by Waksler’s work. I will show how peoples’ commonsense knowledge frames their understanding and construction of an event. This paper will show that Waksler’s ideas about the New Orleans Sniper and her analysis of this case are applicable to another event in a different time at a different place: contemporary Japanese society. (shrink)
This paper documents a quantitative study into socially responsible principles and practices adopted in registered clubs in New South Wales Australia to manage one of their social impacts – problem gambling. The survey utilised an adapted version of Aupperle''s (1982) corporate social responsibility instrument to measure the priority given to economic, legal, ethical and discretionary principles in club machine gambling operations. The survey also assessed support for certain management practices in responsible gambling. The results indicate that the participating (...) club managers prioritise economic, legal, ethical and discretionary principles respectively, and that these are statistically related to practices they have implemented and support in responsible gambling. The managers most favoured secondary harm minimisation practices, followed by reactive primary intervention. Less favoured were proactive primary intervention and discretionary practices. These principles and practices contrast markedly with those advocated by key stakeholder groups, as expressed in semi-structured interviews and submissions to the NSW Gaming Inquiry. Non-industry stakeholders favoured a more balanced set of principles and a more holistic set of management practices in responsible gambling. The results also provide validation of Aupperle''s (1982) instrument when applied to corporate management of a single social impact and for Carroll''s (1979, 1991) construct of corporate social responsibility. (shrink)
On the basis of general characteristics, comparative studies can be restricted by cross-cultural comparison in a narrow sense. In this paper, I take Chinese philosophy as an example to investigate the current problems within comparative studies. However, it is possible to embark on comparative study. Lun Liujia Yaozhi 论六家要旨 ( Discussion on the Main Points of the Six Schools ) conducts a successful comparison, from which we can extract the comparative method of Problem and Method, and it points (...) directly to the basic structure of survival activities, and furnishes the possibility for cross-cultural comparisons. (shrink)
Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
The acquisition of expertise in formal problemsolving has been assumed to involve either a shift from backwards to forwards inference, or a shift from unguided to guided forwards inference. In a longitudinal study, the acquisition of formal problem-solving expertise was investigated. Participants were tested as novices before undertaking controlled practice in the problem domain which involved transformation rule problems , and were finally tested as experts. The direction of inference in problem solutions (...) was found to be inadequate to describe the strategic differences between novices and experts. Therefore, a new solution coding system was applied, based on atomic components of problem solution. Analysis of novice and expert solutions revealed no systematic strategy in the novice stage solutions were confused and contained unproductive steps and backtracking. Several strategies were found in the expert solutions, but they did not agree with previously reported results. It was therefore proposed that the acquisition of expertise does not involve a change from one specific solution strategy to another, but rather the development of an efficient strategy, which can differ between participants. (shrink)
A persistent methodological problem in primate social cognition research has been how to determine experimentally whether primates represent the internal goals of other agents or just the external goals of their actions. This is an instance of Daniel Povinelli’s more general challenge that no experimental protocol currently used in the field is capable of distinguishing genuine mindreading animals from their complementary behavior-reading counterparts. We argue that current methods used to test for internal-goal attribution in primates do not solve Povinelli’s (...)problem. To overcome the problem, a new type of experimental approach is needed, one which is supported by an alternative theoretical account of animal mindreading, called the appearance-reality mindreading (ARM) theory. We provide an outline of the ARM theory and show how it can be used to design a novel way to test for internal-goal attribution in chimpanzees. Unlike protocols currently in use, the experimental design presented here has the power, in principle and in practice, to distinguish genuine mindreading chimpanzees from those who predict others’ behavior solely on the basis of behavioral/environmental cues. Our solution to Povinelli’s problem has important consequences for a similar debate in developmental psychology over when preverbal infants should be credited with the ability to attribute internal goals. If what we argue for here in the case of nonhuman primates is sound, then the clearest tests for internal-goal attribution in infants will be those that test for attributions of discrepant or ‘false’ perceptions. (shrink)
Goal-directed problemsolving as originally advocated by Herbert Simon’s means-ends analysis model has primarily shaped the course of design research on artificially intelligent systems for problem-solving. We contend that there is a definite disregard of a key phase within the overall design process that in fact logically precedes the actual problemsolving phase. While systems designers have traditionally been obsessed with goal-directed problemsolving, the basic determinants of the ultimate desired goal state (...) still remain to be fully understood or categorically defined. We propose a rational framework built on a set of logically inter-connected conjectures to specifically recognize this neglected phase in the overall design process of intelligent systems for practical problem-solving applications. (shrink)
In this article, the pragma-dialectical model of a critical discussion is demonstrated to provide a useful instrument for discovering causes of an unsatisfactory development of problem-solving discussions. First a sketch is given of the development of a problem-solving discussion which, in the opinion of the participants themselves, developed in an unsatisfactory fashion. Then it is argued that this development can be traced back to flaws in the execution of the stages of a critical discussion.
Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problemsolving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach (...) is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves. (shrink)
This article addresses the problem of expertise in a democratic political system: the tension between the authority of expertise and the democratic values that guide political life. We argue that for certain problems, expertise needs to be understood as a dialogical process, and we conceptualize an understanding of expertise through and as argument that positions expertise as constituted by and a function of democratic values and practices, rather than in the possession of, acquisition of, or relationship to epistemic materials. (...) Conceptualizing expertise through argument leads us to see expertise as a kind of phronetic practice, oriented toward judgments and problems, characterized by its ability to provide inventional capacities for selecting the best possible resolution of a particular problem vis-à-vis particular expectations regarding the resolution of a problem. At its core, expertise thus comes to exist in reference not to epistemic but to dialogical, deliberative, democratic practice. (shrink)
There are two opposed theories which attempt to account for the processes of problem solution involved in learning and intelligence. The former is neural in its basis and postulates the existence of a bare connection as a bonding or linkage of two experiences. The second theory, that of gestalt, implies that learning or apprehension involves a relationship of the parts of the experience to each other as well as to the whole. While these psychological schools are exclusive of and (...) opposed to each other, yet they are merely extremes of what actually exists. There is a minimum level of learning in which associationism is operative and a maximum intellectual level at which explicit relationships predominate. An examination of experimental results will show this to be the case. The results of conditioned reflex experiments in both animals and man appear to show that there is present nothing beyond arbitrary linkage or bonding between the parts of the situation involved. On the other hand, one finds a certain degree of implicit meaning involved in perceptual situations—the level of animal achievement—as well as a certain measure of transfer of meaning. Explicit meanings may be related by means of word symbols involving the principle of the concept through the medium of speech, and this is only arrived at by human beings. We may regard these higher levels as “emergents” from the level of bonding or linkage. (shrink)
In order to cope with the changing health needs in the community, an holistic approach on AIDS prevention and control with particular reference to essential quality was introduced at an educational seminar at Hebei Medical University in China, 1996. We have identified three major points in the present study through learning and research process: 1. The importance of âcultural normâ for the unification of science and technology is identified for the community approach; 2. âcommunity careâ emphasising human quality provides (...) unity in diversity for educational program; and 3. âcommunity controlâ emphasising quality assurance demonstrates the effectiveness for program analysis from the viewpoint of human centred systems. (shrink)
Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...) are: · READING philosophy - both skimming and in-depth analysis of historical and contemporary work, understanding the examples and terminology used · LISTENING to philosophy - formal lectures and informal classroom teaching, preparation, picking up on arguments used, note taking · DISCUSSING philosophy - arguing and exploring, asking questions, communicating in concise and understandable ways · WRITING philosophy - planning and researching essays and other written tasks, thinking up original examples, avoiding plagiarism Written in Nigel Warburton's customary student-friendly style and filled with sound advice and top tips, Philosophy: The Essential Study Guide is an indispensable guide for anyone getting to grips with their first philosophy course. (shrink)
A concert pianist the second author videotaped herself learning J.S. Bach's Italian Concerto Presto , and commented on the problems she encountered as she practised. Approximately two years later the pianist wrote out the first page of the score from memory. The pianist's verbal reports indicated that in the early sessions she identified and memorised the formal structure of the piece, and in the later sessions she practised using this organisation to retrieve the memory cues that controlled her playing. The (...) practice and recall data supported this account. Both were organised by the formal structure of the music. Practice segments were more likely to start and stop at boundaries of the formal structure than at other locations, and recall was higher for the beginnings of sections than for later portions. Like other forms of expert memory, pianistic memory appears to be based on use of a highly practised retrieval scheme which permits rapid retrieval of information from long-term memory. (shrink)
In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.
From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...) responsible for these accomplishments. From the man whom The New York Times calls “a genius and a saint” comes a revelatory program for educating today’s youth. In Teach Like Your Hair’s on Fire! , Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time. The two mottoes in Esquith’s classroom are “Be Nice, Work Hard,” and “There Are No Shortcuts.” His students voluntarily come to school at 6:30 in the morning and work until 5:00 in the afternoon. They learn to handle money responsibly, tackle algebra, and travel the country to study history. They pair Hamlet with rock and roll, and read the American classics. Teach Like Your Hair’s on Fire! is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation’s children. BACKCOVER: Praise for Rafe Esquith: “Rafe Esquith is my only hero.” —Sir Ian McKellan “Politicians, burbling over how to educate the underclass, would do well to stop by Rafe Esquith’s fifth grade class as it mounts its annual Shakespeare play. Sound like a grind? Listen to the peals of laughter bouncing off the classroom walls.” —Time “Esquith is a modern-day Thoreau, preaching the value of good work, honest self-reflection, and the courage to go one’s own way.” —Newsday. (shrink)
In a study examining the effects of time of day on problemsolving, participants solved insight and analytic problems at their optimal or non-optimal time of day. Given the presumed differences in the cognitive processes involved in solving these two types of problems, it was expected that the reduced inhibitory control associated with non-optimal times of the day would differentially impact performance on the two types of problems. In accordance with this expectation, results showed consistently greater (...) insight problemsolving performance during non-optimal times of day compared to optimal times of day but no consistent time of day effects on analytic problemsolving. The findings indicate that tasks involving creativity might benefit from a non-optimal time of day. (shrink)
Understanding how look-ahead search and pattern recognition interact is one of the important research questions in the study of expert problemsolving. This paper examines the implications of the template theory Gobet & Simon, 1996a , a recent theory of expert memory, on the theory of problemsolving in chess. Templates are chunks Chase & Simon, 1973 that have evolved into more complex data structures and that possess slots allowing values to be encoded rapidly. Templates (...) may facilitate search in three ways: a by allowing information to be stored into LTM rapidly; b by allowing a search in the template space in addition to a search in the move space; and c by compensating loss in the minds eye due to interference and decay. A computer model implementing the main ideas of the theory is presented, and simulations of its search behaviour are discussed. The template theory accounts for the slight skill difference in average depth of search found in chess players, as well as for other empirical data. (shrink)
The present study tested the existence of a cognitive schema that guides people's evaluations of the likelihood that observed problem-solving processes will succeed. The hypothesised schema consisted of attributes that were found to distinguish between retrospective case reports of successful and unsuccessful real world problemsolving (Lipshitz & Bar Ilan, 1996). Participants were asked to evaluate the likelihood of success of identical cases of problemsolving that differed in the presence or absence of (...) diagnosis, the selection of appropriate or inappropriate solutions, and the pairing of diagnosis with appropriate or non-appropriate solutions. Consistent with the proposition, diagnosis affected perceived likelihood of success, albeit only when solution quality was held constant, and appropriate diagnosis with a compatible solution produced higher perceived likelihood of success than appropriate diagnosis with incompatible solutions. In addition, results showed that solution quality played a significant role, and that compatibility with a six-phase rational model of problemsolving played no role in judging likelihood of success. (shrink)
This article reports a study carried out in order to measure how semantic factors affect reductions in the difficulty of the Chinese Ring Puzzle (CRP) that involves removing five objects according to a recursive rule. We hypothesised that semantics would guide inferences about action decision making. The study involved a comparison of problemsolving for two semantic isomorphic variants of the CRP ( fish and fleas ) with problemsolving for the puzzle's classic variant (...) (the Balls and Boxes problem; Kotovsky learning involves generalising the relations within a coherent, interconnected whole that makes up the puzzle's rules. It seems that semantics make it easier for the puzzle's elements to be grouped together within coherent, meaningful wholes, which reduces relational complexity and facilitates problemsolving. (shrink)
The philosophical bases underlying methodological and decision-making processes for environmental issues are rarely questioned, and yet have important consequences. What commonly results is that first order solutions are technical ways of addressing problems which limit human relation to nature. Martin Heidegger’s phenomenology makes a distinction between “thatness” and “whatness.”“What a thing is” is depicted by modern science with “being as continual presence.” “That a thing is” refers to nature’s capacity for disclosure and withdrawal, that being is both “presence and absence.” (...) This essay evaluates thepragmatic prospects of heightening an approach on the “thatness” of nature. (shrink)
: This paper presents a method of moral problemsolving in clinical practice that is inspired by the philosophy of John Dewey. This method, called "clinical pragmatism," integrates clinical and ethical decision making. Clinical pragmatism focuses on the interpersonal processes of assessment and consensus formation as well as the ethical analysis of relevant moral considerations. The steps in this method are delineated and then illustrated through a detailed case study. The implications of clinical pragmatism for the use (...) of principles in moral problemsolving are discussed. (shrink)
The present study discusses findings that replicate and extend the original work of Burns and Vollmeyer (2002), which showed that performance in problemsolving tasks was more accurate when people were engaged in a non-specific goal than in a specific goal. The main innovation here was to examine the goal specificity effect under both observation-based and conventional action-based learning conditions. The findings show that goal specificity affects the accuracy of problemsolving in the same way, (...) both when the learning stage of the task is observationbased and when it is action-based. Additionally, the findings show that, when instructions do not promote goal specificity, observation-based problemsolving is as effective as action-based problemsolving. (shrink)
In this article, I will discuss the relationship between mathematical intuition and mathematical visualization. I will argue that in order to investigate this relationship, it is necessary to consider mathematical activity as a complex phenomenon, which involves many different cognitive resources. I will focus on two kinds of danger in recurring to visualization and I will show that they are not a good reason to conclude that visualization is not reliable, if we consider its use in mathematical practice. Then, I (...) will give an example of mathematical reasoning with a figure, and show that both visualization and intuition are involved. I claim that mathematical intuition depends on background knowledge and expertise, and that it allows to see the generality of the conclusions obtained by means of visualization. (shrink)
The academic debate over the propriety of attributing moral responsibility to corporations is decades old and ongoing. The conventional approach to this debate is to identify the sufficient conditions for moral agency and then attempt to determine whether corporations possess them. This article recommends abandoning the conventional approach in favor of an examination of the practical consequences of corporate moral responsibility. The article’s thesis is that such an examination reveals that attributing moral responsibility to corporations is ethically acceptable only if (...) it does not authorize the punishment of corporations as collective entities, and further, that this renders the debate over corporate moral responsibility virtually pointless. (shrink)
We discuss the relation of the Theory of Event Coding (TEC) to a computational model of expert perception, CHREST, based on the chunking theory. TEC's status as a verbal theory leaves several questions unanswerable, such as the precise nature of internal representations used, or the degree of learning required to obtain a particular level of competence: CHREST may help answer such questions.
This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections.
Creativity is commonly seen as beyond the scope of rationality. In the present paper, it is argued that available insights in epistemology and available results in logic enable us to incorporate creativity within an independently sensible view on human rationality.
Non-cognitivists claim to be able to represent normative judgment, and especially moral judgment, as an expression of a non-cognitive attitude. There is some reason to worry whether their treatment can incorporate agent centred theories, including much of common sense morality. In this paper I investigate the prospects for a non-cognitivist explanation of what is going on when we subscribe to agent centred theories or norms. The first section frames the issue by focusing on a particularly simple and clear agent centred (...) theory, egoism. The second section poses the difficulty faced by non-cognitivist analyses of such theories and norms, and runs briefly through a couple of abortive attempts to solve it. The third section offers a solution and explains it. The fourth section uses the account developed in the third section to show in what way agent centred judgments are universalizable and in what way they are not. (shrink)
Looking at Thomas Kuhn's work from a cognitive science perspective helps to articulate and to legitimize, to some degree, his rejection of traditional views of concepts, categorization, theory structure, and rule-based problemsolving. Whereas my colleagues focus on the later Kuhn of the MIT years, I study the early Kuhn as an anticipation of case-based reasoning and schema theory. These recent developments in cognitive psychology and artificial intelligence may point toward a more computational version of Kuhn's ideas, (...) but they also expose ambiguities in his work, notably in his understanding of exemplars. (shrink)
When people make sense of situations, illustrations, instructions and problems they do more than just think with their heads. They gesture, talk, point, annotate, make notes and so on. What extra do they get from interacting with their environment in this way? To study this fundamental problem, I looked at how people project structure onto geometric drawings, visual proofs, and games like tic tac toe. Two experiments were run to learn more about projection. Projection is a special capacity, (...) similar to perception, but less tied to what is in the environment. Projection, unlike pure imagery, requires external structure to anchor it, but it adds ‘mental’ structure to the external scene much like an augmented reality system adds structure to an outside scene. A person projects when they look at a chessboard and can see where a knight may be moved. Because of the cognitive costs of sustaining and extending projection, humans make some of their projections real. They create structure externally. They move the piece, they talk, point, notate, represent. Much of our interactivity during sense making and problemsolving involves a cycle of projecting then creating structure. (shrink)
The central question underlying this study was whether metacognition training could enhance the two metacognition components—knowledge and skills—and the mathematical problem-solving capacities of normal children in grade 3. We also investigated whether metacognitive training had a differential effect according to the children's mathematics level. A total of 48 participants took part in this study, divided into an experimental and a control group, each subdivided into a lower and a normal achievers group. The training programme took an (...) interactive approach in accordance with Schraw's (1998) recommendation and was carried out over five training sessions. Results indicated that children in the training group had significantly higher post-test metacognitive knowledge, metacognitive skills, and mathematical problem-solving scores. In addition, metacognitive training was particularly beneficial to the low achievers. Thus metacognitive training enabled the low achievers to make progress and solve the same number of problems on the post-test as the normal achievers solved on the pre-test. (shrink)
When people make sense of situations, illustrations, instructions and problems they do more than just think with their heads. They gesture, talk, point, annotate, make notes and so on. What extra do they get from interacting with their environment in this way? To study this fundamental problem, I looked at how people project structure onto geometric drawings, visual proofs, and games like tic tac toe. Two experiments were run to learn more about projection. Projection is a special capacity, (...) similar to perception, but less tied to what is in the environment. Projection, unlike pure imagery, requires external structure to anchor it, but it adds ‘mental’ structure to the external scene much like an augmented reality system adds structure to an outside scene. A person projects when they look at a chessboard and can see where a knight may be moved. Because of the cognitive costs of sustaining and extending projection, humans make some of their projections real. They create structure externally. They move the piece, they talk, point, notate, represent. Much of our interactivity during sense making and problemsolving involves a cycle of projecting then creating structure. (shrink)
