Search results for 'Psyche Loui' (try it on Scholar)

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  1.  23
    Psyche Loui (2012). Learning and Liking of Melody and Harmony: Further Studies in Artificial Grammar Learning. Topics in Cognitive Science 4 (4):554-567.
    Much of what we know and love about music is based on implicitly acquired mental representations of musical pitches and the relationships between them. While previous studies have shown that these mental representations of music can be acquired rapidly and can influence preference, it is still unclear which aspects of music influence learning and preference formation. This article reports two experiments that use an artificial musical system to examine two questions: (1) which aspects of music matter most for learning, and (...)
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  2.  3
    R. Loui, Corrigenda to Poole's Rules and A Lemma of Simari-Loui.
    This note corrects a lemma in the recent paper 1] of one of the authors by rst correcting problems with Poole's rule for speci city of arguments. It also responds to the criticism of Touretzky, et al. 9].
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  3.  23
    Golnaz Hashemian & Michael C. Loui (2010). Can Instruction in Engineering Ethics Change Students' Feelings About Professional Responsibility? Science and Engineering Ethics 16 (1):201-215.
    How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that (...)
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  4.  19
    Michael C. Loui (2005). Educational Technologies and the Teaching of Ethics in Science and Engineering. Science and Engineering Ethics 11 (3):435-446.
    To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the (...)
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  5.  18
    Michael C. Loui (2002). Seven Ways to Plagiarize: Handling Real Allegations of Research Misconduct. Science and Engineering Ethics 8 (4):529-539.
    As the research integrity officer at my university for two years, I handled eight allegations of plagiarism. These eight cases show that initial appearances can be mistaken, that policies for handling allegations of research misconduct cannot cover every contingency, and that many cases can be resolved collegially without resort to formal procedures.
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  6.  1
    Ronald Prescott Loui, Carlos Ivan Ches~Nevar & Ana Gabriela Maguitman, Logical Models of Argument.
    Logical models of argument formalize commonsense reasoning while taking process and computation seriously. This survey discusses the main ideas which characterize di erent logical models of argument. It presents the formal features of a few main approaches to the modeling of argumentation. We trace the evolution of argumentationfrom the mid-80's, when argumentsystems emerged as an alternative to nonmonotonic formalisms based on classical logic, to the present, as argument is embedded in di erent complex systems for real-world applications, and allows more (...)
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  7.  15
    Bradley J. Brummel, C. K. Gunsalus, Kerri L. Anderson & Michael C. Loui (2010). Development of Role-Play Scenarios for Teaching Responsible Conduct of Research. Science and Engineering Ethics 16 (3):573-589.
    We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
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  8.  23
    R. P. Loui & Jeff Norman (1995). Rationales and Argument Moves. Artificial Intelligence and Law 3 (3):159-189.
    We discuss five kinds of representations of rationales and provide a formal account of how they can alter disputation. The formal model of disputation is derived from recent work in argument. The five kinds of rationales are compilation rationales, which can be represented without assuming domain-knowledge (such as utilities) beyond that normally required for argument. The principal thesis is that such rationales can be analyzed in a framework of argument not too different from what AI already has. The result is (...)
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  9.  25
    Ronald P. Loui, Hart's Critics On Defeasible Concepts and Ascriptivism.
    Hart's "Ascription of Responsibility and Rights" is where we find perhaps the first clear pronouncement of defeasibility and the technical introduction of the term. The paper has been criticised, disavowed, and never quite fully redeemed. Its lurid history is now being used as an excuse for dismissing the importance of defeasibility.
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  10.  11
    Ronald Loui, An Argument Game.
    This game3 was designed to investigate protocols and strategies for resourcebounded disputation. The rules presented here correspond very closely to the problem of controlling search in an actual program. The computer program on which the game is based is LMNOP. It is a LISP system designed to produce arguments and counterarguments from a set of statutory rules and a corpus of precedents, and applied to legal and quasi-legal reasoning. LMNOP was co-designed by a researcher in AI knowledge representation and by (...)
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  11.  6
    Michael C. Loui (2006). Commentary on “an Analytical Hierarchy Process Model to Apportion Co-Author Responsibility”. Science and Engineering Ethics 12 (3):567-570.
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  12.  15
    David J. Kijowski, Harry Dankowicz & Michael C. Loui (2013). Observations on the Responsible Development and Use of Computational Models and Simulations. Science and Engineering Ethics 19 (1):63-81.
    Most previous works on responsible conduct of research have focused on good practices in laboratory experiments. Because computation now rivals experimentation as a mode of scientific research, we sought to identify the responsibilities of researchers who develop or use computational modeling and simulation. We interviewed nineteen experts to collect examples of ethical issues from their experiences in conducting research with computational models. We gathered their recommendations for guidelines for computational research. Informed by these interviews, we describe the respective professional responsibilities (...)
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  13.  4
    Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz & Michael C. Loui (2013). The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice. Science and Engineering Ethics (1):1-12.
    Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress (...)
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  14.  24
    Ronald P. Loui (1987). Response to Hanks and McDermott: Temporal Evolution of Beliefs and Beliefs About Temporal Evolution. Cognitive Science 11 (3):283-297.
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  15.  15
    Trevor Bench-Capon, Michał Araszkiewicz, Kevin Ashley, Katie Atkinson, Floris Bex, Filipe Borges, Daniele Bourcier, Paul Bourgine, Jack G. Conrad, Enrico Francesconi, Thomas F. Gordon, Guido Governatori, Jochen L. Leidner, David D. Lewis, Ronald P. Loui, L. Thorne McCarty, Henry Prakken, Frank Schilder, Erich Schweighofer, Paul Thompson, Alex Tyrrell, Bart Verheij, Douglas N. Walton & Adam Z. Wyner (2012). A History of AI and Law in 50 Papers: 25 Years of the International Conference on AI and Law. [REVIEW] Artificial Intelligence and Law 20 (3):215-319.
    We provide a retrospective of 25 years of the International Conference on AI and Law, which was first held in 1987. Fifty papers have been selected from the thirteen conferences and each of them is described in a short subsection individually written by one of the 24 authors. These subsections attempt to place the paper discussed in the context of the development of AI and Law, while often offering some personal reactions and reflections. As a whole, the subsections build into (...)
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  16.  5
    Ronald P. Loui (2005). A Citation-Based Reflection on Toulmin and Argument. Argumentation 19 (3):259-266.
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  17.  66
    R. P. Loui (1987). Nozick's Acceptance Rule and the Lottery Paradox. Analysis 47 (4):213 - 216.
  18.  8
    Michael C. Loui (2000). Fieldwork and Cooperative Learning in Professional Ethics. Teaching Philosophy 23 (2):139-156.
    Many college and university courses are complemented by collaborative or cooperative activities such as role playing, team projects, or problem solving in small groups. This paper summarizes the importance of multidisciplinary collaboration in professional ethics, describes two courses that involved a fieldwork component where students were required to interview a group of professional who deal with an ethical problem, and articulates the pedagogical value of complementing a course using a fieldwork assignment. By integrating a fieldwork assignment into philosophy courses, students (...)
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  19.  11
    Ronald P. Loui & David B. Skalak (1995). Book Review. [REVIEW] Artificial Intelligence and Law 3 (1-2):143-150.
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  20.  16
    Willem Bakker & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
    Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...)
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  21.  19
    Michael C. Loui (1998). The Engineer's Responsibility for Quality. Science and Engineering Ethics 4 (3):347-350.
    This paper offers a definition of quality for products, explains why engineers are morally responsible for quality, and outlines how engineers can fulfill this responsibility.
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  22.  14
    Charles Glagola, Moshe Kam, Caroline Whitebeck & Michael C. Loui (1997). Teaching Ethics in Engineering and Computer Science: A Panel Discussion. Science and Engineering Ethics 3 (4):463-480.
    At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed comments, particularly on teaching ethical theory and on student (...)
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  23.  6
    Michael C. Loui (1997). Preface to a Special Section. Science and Engineering Ethics 3 (4):431-431.
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  24.  28
    Ronald P. Loui, Concepts and Ascriptivism.
    Hart’s "Ascription of Responsibility and Rights" is where we find perhaps the first clear pronouncement of defeasibility and the technical introduction of the term. The paper has been criticised, disavowed, and never quite fully redeemed. Its lurid history is now being used as an excuse for dismissing the importance of defeasibility.
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  25.  36
    R. P. Loui (1993). How a Formal Theory of Rationality Can Be Normative. Journal of Philosophy 60 (3):137-143.
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  26.  26
    C. Loui (unknown). Development of Role-Play Scenarios for Teaching Responsible Conduct of Research. Science and Engineering Ethics.
    We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
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  27.  9
    M. C. Loui (2001). Commentary On: “The Greening of Engineers: A Cross-Cultural Experience” (A. Ansari). Science and Engineering Ethics 7 (1):125-127.
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  28.  32
    Michael C. Loui (2002). Duncan Langford. Internet Ethics. Ethics and Information Technology 4 (2):167-168.
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  29.  8
    Ronald P. Loui (1986). Decisions with Indeterminate Probabilities. Theory and Decision 21 (3):283-309.
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  30.  4
    I. I. Bakker & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
    Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...)
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  31.  14
    R. P. Loui (1999). Review of H. Prakken, Logical Tools for Modelling Legal Argument. A Study of Defeasible Reasoning in Law. [REVIEW] Journal of Symbolic Logic 64 (4):1840-1841.
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  32.  18
    Ronald P. Loui (2001). Jaap Hage, Reasoning with Rules: An Essay on Legal Reasoning and its Underlying Logic. Law and Philosophy Library. [REVIEW] Artificial Intelligence and Law 8 (4):353-358.
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  33. Ronald P. Loui (1991). Dialectic, Computation, and Ampliative Inference. In Robert C. Cummins (ed.), Philosophy and Ai. Cambridge: MIT Press
     
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  34.  5
    Daniel Lin & Michael C. Loui (1998). Taking the Byte Out of Cookies: Privacy, Consent, and the Web. Acm Sigcas Computers and Society 28 (2):39-51.
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  35.  11
    R. P. Loui (1991). Argument and Belief: Where We Stand in the Keynesian Tradition. [REVIEW] Minds and Machines 1 (4):357-365.
    There is the idea that rational belief for a single individual can be constructed via a process of unilateral argument. To preempt antipathy between the AI communities that can claim the idea that rational belief can be so constructed, we trace the idea to the beginning of this century, to Keynes' dispute with Russell over logic and probability. We review how Keynesian ideas were revived in AI's work on non-monotonic reasoning and parallel developments in philosophical logic.
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  36.  11
    Ron Loui, Review of Deontic Logic in Computer Science. [REVIEW]
    Most of the papers in this collection are from the First International Workshop on Deontic Logic in Computer Science, DEON91, held in Amsterdam in December 1991. AI (especially AI and law, and knowledge representation) and formal system specification are the computer science communities that would seem to be most interested. In fact, this reviewer, a researcher in AI, was surprised to find common ground with a visiting researcher in distributed systems by discussing the contents of this book: he being in (...)
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  37.  3
    Willem Bakker Ii & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
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  38.  3
    Ronald P. Loui & Diana M. Moore, Dialogue and Deliberation.
    Formal accounts of negotiation tend to invoke the strategic models of conflict which have been impressively developed by game theorists in this half-century. For two decades, however, research on artificial intelligence (AI) has produced a different formal picture of the agent and of the rational deliberations of agents. AI's models are not based simply on intensities of preference and quantities of probability. AI's models consider that agents use language in various ways, that agents use and convey knowledge, that agents plan, (...)
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  39.  6
    Michael C. Loui (1997). Commentary on “Better Communication Between Engineers and Managers” (Michael Davis). Science and Engineering Ethics 3 (2):215-216.
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  40.  1
    Ronald Loui (1990). Defeasible Specification of Utilities. In Kyburg Henry E., Loui Ronald P. & Carlson Greg N. (eds.), Knowledge Representation and Defeasible Reasoning. Kluwer 345--359.
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  41.  1
    Ronald P. Loui, Departamento de Econom a, Universidad Del Sur, Argentina.
    Carlos Alchourron was a scholar in the old tradition, with a vast culture and a passion for knowledge. His initial research, with Eugenio Bulygin on Normative Systems ( Alchourron-Bulygin 71]), led him to the realization that legal reasoning is actually representative of a more general kind of reasoning. He subsequently concluded that classical mathematical logic was not appropiate for formalizing this ampliative and non-deterministic kind of reasoning. His line of attack shows clearly in the characteristics of the AGM system of (...)
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  42.  1
    Ron Loui, Report on the Computational Dialectics Workshop.
    Dialectic is the fancy word for debate. AI contributes to the logic and processing of argument and uses ideas of argument in its models of communication; as it continues to do this, the computational study of dialectic, like the computational study of argument, is inevitable.
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  43. Daniel Lin & Michael C. Loui (1998). Taking the Byte Out of Cookies. Acm Sigcas Computers and Society 28 (2):39-51.
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  44. M. C. Loui (1997). Better Communication Between Engineers and Managers: Some Ways to Prevent Many Ethically Hard Choices. Science and Engineering Ethics 3:215-216.
     
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  45. M. C. Loui (2001). "Commentaries on A. Ansari's" The Greening of Engineers". Science and Engineering Ethics 7 (1):125-128.
     
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  46. R. Loui (1990). Defeasible Reasoning About Utilities and Decision Trees. In Kyburg Henry E., Loui Ronald P. & Carlson Greg N. (eds.), Knowledge Representation and Defeasible Reasoning. Kluwer 345--359.
  47. Michael C. Loui (1994). European Review of Philosophy, Volume 1: Philosophy of Mind. Stanford: CSLI Publications.
  48. R. P. Loui (1995). Patricia Bizzell & Bruce Herzberg (Eds.), The Rhetorical Tradition: Readings From Classical Times to the Present Henry Prakken, Logical Tools for Modelling Legal Argument. Artificial Intelligence and Law 3:143-150.
     
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  49.  70
    John C. Eccles (1980). The Human Psyche. Berlin: Springer.
    The Human Psyche is an in-depth exploration of dualist-interactionism, a concept Sir John Eccles developed with Sir Karl Popper in the context of a wide...
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  50.  70
    Radu J. Bogdan (1989). Does Semantics Run the Psyche? Philosophy and Phenomenological Research 49 (June):687-700.
    If there is a dogma in the contemporary philosophy of the cognitive mind, it must be the notion that cognition is semantic causation or, differently put, that it is semantics that runs the psyche. This is what the notion of psychosemantics and (often) intentionality are all about. Another dogma, less widespread than the first but almost equally potent, is that common sense psychology is the implicit theory of psychosemantics. The two dogmas are jointly encapsulated in the following axiom. Mental (...)
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