By the time they reach early adulthood, English speakers are familiar with the meaning of thousands of words. In the last decades, computational simulations known as distributional semantic models have demonstrated that it is possible to induce word meaning representations solely from word co-occurrence statistics extracted from a large amount of text. However, while these models learn in batch mode from large corpora, human word learning proceeds incrementally after minimal exposure to new words. In this study, we run a set (...) of experiments investigating whether minimal distributional evidence from very short passages suffices to trigger successful word learning in subjects, testing their linguistic and visual intuitions about the concepts associated with new words. After confirming that subjects are indeed very efficient distributional learners even from small amounts of evidence, we test a DSM on the same multimodal task, finding that it behaves in a remarkable human-like way. We conclude that DSMs provide a convincing computational account of word learning even at the early stages in which a word is first encountered, and the way they build meaning representations can offer new insights into human language acquisition. (shrink)

The present work aimed at assessing whether the interference exerted by task-irrelevant spatial information is comparable in high- and low-susceptible individuals and whether it may be eliminated by means of a specific posthypnotic suggestion. To this purpose high- and low-susceptible participants were tested using a Simon-like interference task after the administration of a suggestion aimed at preventing the processing of the irrelevant spatial information conveyed by the stimuli. The suggestion could be administered either in the absence or following a standard (...) hypnotic induction. We showed that, outside from the hypnotic context, the Simon effect was similar in high and low-susceptible participants and it was significantly reduced following the posthypnotic suggestion in high-susceptible participants only. These results show that a specific posthypnotic suggestion can alter information processing in high-susceptible individuals and reduce the interfering effect exerted by arrow stimuli. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

This paper presents a novel argumentation framework to support Issue-Based Information System style debates on design alternatives, by providing an automatic quantitative evaluation of the positions put forward. It also identifies several formal properties of the proposed quantitative argumentation framework and compares it with existing non-numerical abstract argumentation formalisms. Finally, the paper describes the integration of the proposed approach within the design Visual Understanding Environment software tool along with three case studies in engineering design. The case studies show the potential (...) for a competitive advantage of the proposed approach with respect to state-of-the-art engineering design methods. (shrink)

This paper aims at comparing and relating belief revision and argumentation as approaches to model reasoning processes. Referring to some prominent literature references in both fields, we will discuss their (implicit or explicit) assumptions on the modeled processes and hence commonalities and differences in the forms of reasoning they are suitable to deal with. The intended contribution is on one hand assessing the (not fully explored yet) relationships between two lively research fields in the broad area of defeasible reasoning and (...) on the other hand pointing out open issues and potential directions for future research. (shrink)

Computational models of meaning trained on naturally occurring text successfully model human performance on tasks involving simple similarity measures, but they characterize meaning in terms of undifferentiated bags of words or topical dimensions. This has led some to question their psychological plausibility (Murphy, 2002;Schunn, 1999). We present here a fully automatic method for extracting a structured and comprehensive set of concept descriptions directly from an English part‐of‐speech‐tagged corpus. Concepts are characterized by weighted properties, enriched with concept–property types that approximate classical (...) relations such as hypernymy and function. Our model outperforms comparable algorithms in cognitive tasks pertaining not only to concept‐internal structures (discovering properties of concepts, grouping properties by property type) but also to inter‐concept relations (clustering into superordinates), suggesting the empirical validity of the property‐based approach. (shrink)

The Handbook of Formal Argumentation is a community effort aimed at providing a comprehensive and up-to-date view of the state of the art and current trends in the lively research field of formal argumentation. The first volume of the Handbook is organised into five parts, containing nineteen chapters in all, each written by leading experts in the field. The first part provides a general and historical perspective on the field. The second part gives a comprehensive coverage of the argumentation formalisms (...) available in the literature at various levels of abstraction. The third part is devoted to cover some of the many dialogical aspects of argumentation, while the fourth one deals with algorithmic, computational and implementation issues. Finally, the fifth part provides some deeper analyses on the previously introduced topics. The Handbook of Formal Argumentation is an open-ended initiative of which the present volume is the first outcome. Further volumes are planned to cover topics not included in the present one and the initiative is conceived to grow by the support and feeding it receives from the community members. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Computational models of meaning trained on naturally occurring text successfully model human performance on tasks involving simple similarity measures, but they characterize meaning in terms of undifferentiated bags of words or topical dimensions. This has led some to question their psychological plausibility (Murphy, 2002;Schunn, 1999). We present here a fully automatic method for extracting a structured and comprehensive set of concept descriptions directly from an English part‐of‐speech‐tagged corpus. Concepts are characterized by weighted properties, enriched with concept–property types that approximate classical (...) relations such as hypernymy and function. Our model outperforms comparable algorithms in cognitive tasks pertaining not only to concept‐internal structures (discovering properties of concepts, grouping properties by property type) but also to inter‐concept relations (clustering into superordinates), suggesting the empirical validity of the property‐based approach. (shrink)

Resumo: Tendo por base o conceito marcuseano de linguagem unidimensional, o presente ensaio pretende problematizar esse tema com relação às suas implicações no campo da pesquisa educacional. A não utilização do conceito e do excesso de significado que a linguagem bidimensional traz em si, resulta na fragilidade teórica fortemente sentida no campo da pesquisa educacional, que resulta, em última instância, na dificuldade de validação do seu conhecimento. Nesse sentido, defendemos a importância da retomada dos estudos de caráter teórico, assim como (...) do trabalho adequado do conceito e dos universais, como instrumentos conceituais imprescindíveis na pesquisa que deseja considerar toda a complexidade do campo da educação. Palavras chave: linguagem unidimensional; pesquisa educacional; teoria; empiria; formação. The unidimensionalization of language and the theoretical fragilization of the educational investigative field: challenges for research in education: Based on the Marcusean concept of unidimensional language, the present essay intends to problematize this theme in relation to its implications in the field of educational research. The non-use of the concept and the excess of meaning that the two-dimensional language brings in itself results in the theoretical fragility strongly felt in the field of educational research, which results, in the last instance, the difficulty of validating its knowledge. In this sense, we defend the importance of resuming theoretical studies, as well as the adequate work of the concept and the universals, as essential conceptual instruments in the research that wishes to consider all the complexity of the field of education. Keywords: one-dimensional language; educational research; theory; empiria; formation. Unidimensionalización del lenguaje y fragilización teórica del campo de investigación educativa: desafíos para la investigación educativa Resumen: Basado en el concepto marcusiano de lenguaje unidimensional, el presente ensayo pretende problematizar este tema en relación con sus implicaciones en el campo de la investigación educativa. La falta de uso del concepto y el exceso de significado que el lenguaje bidimensional trae consigo resulta en la debilidad teórica que se siente fuertemente en el campo de la investigación educativa, lo que en última instancia resulta la dificultad de validar su conocimiento. En este sentido, defendemos la importancia de la reanudación de los estudios teóricos, así como el trabajo adecuado del concepto y los universales, como instrumentos conceptuales indispensables en la investigación que desea considerar toda la complejidad del campo de la educación. Palabras clave: lenguaje unidimensional; investigación educativa; teoría empirismo formación. Apoio/Financiamento: PROSUC/CAPES Data de registro: 31/07/2019 Data de aceite: 30/10/2019. (shrink)

Various types of continuity for preference relations on a metric space are examined constructively. In particular, necessary and sufficient conditions are given for an order-dense, strongly extensional preference relation on a complete metric space to be continuous. It is also shown, in the spirit of constructive reverse mathematics, that the continuity of sequentially continuous, order-dense preference relations on complete, separable metric spaces is connected to Ishihara's principleBD-ℕ, and therefore is not provable within Bishop-style constructive mathematics alone.

La focalisation, introduite par Gérard Genette dans Discours du récit, fait partie des concepts narratologiques les plus discutés par les narratologues. En s’appuyant sur des exemples tirés de la bande dessinée, cet article vise à clarifier les rapports, et l’éventuelle complémentarité, entre la conception genettienne de la perspective narrative et des approches alternatives, qui se sont penchées sur la construction des effets de subjectivité dans le récit. Il s’agit aussi de mettre en lumière l’applicabilité transmédiale et la dimension rhétorique de (...) la focalisation telle que la concevait Genette, de manière à souligner son actualité, laquelle passe par une mise à jour critique continue de la réflexion ouverte il y a bientôt cinquante ans. (shrink)

El paradigma tradicional en el sistema de patentes se basaba en que solo eran patentables las invenciones, lo que indirectamente excluía la materia viva. Sin embargo, la irrupción de la biotecnología en la propiedad industrial ha supuesto un sustancial vuelco en estas premisas, debido, entre otros factores, a que los seres vivos presentan una naturaleza dual, ya que son al mismo tiempo materia viva e información. Además, la aceleración de las investigaciones en lo referente a la biología sintética y a (...) la inteligencia artificial añade una complejidad creciente a nuestra temática. Pues bien, para analizar los problemas que genera la propiedad privada en lo referente a la vida, hemos creado un modelo con tres pares de variables, invención/ descubrimiento, materia/información, y materia inerte/viva. El objetivo último es clarificar las narrativas que subyacen tras los numerosos documentos que tratan de encauzar, regular y/o refutar las biopatentes. (shrink)

Cet article vise à définir précisément la forme que prend l’action quand elle fait l’objet d’une mise en intrigue par un récit, de manière à éviter certaines dérives dans l’interprétation du phénoméne de la narrativité et de sa fonction anthropologique. Deux formes de dérives ou de réductionnisme sont d’abord envisagées : d’une part, la narratologie structuraliste a eu tendance à analyser de manière autonome les structures actionnelles formant la ‘fable’ des récits, ce qui l’a amenée à perdre de vue la (...) fonction que remplissaient ces actions au niveau de l’interaction narrative et à généraliser la théorie de l’action ainsi dégagée ; d’autre part, les travaux d’orientation cognitiviste, bien qu’ils aient ‘décloisonné’ l’analyse des structures narratives, ont eu tendance à se fonder sur un modèle schématique de l’action planifiée à la fois trop général et trop simpliste pour parvenir à cerner la fonction proprement narrative que remplissent les actions narrées. L’auteur propose de mettre en évidence, au niveau de l’interaction discursive, la fonction que remplissent certaines formes d’action narrées dans la mise en intrigue, notamment par le biais des effets de suspense et de curiosité qu’elles contribuent à produire. La mise en évidence du rôle fondamental que jouent les actions polémiques dans la dynamique du récit permet de conclure en opposant deux points de vue complémentaires sur l’action : alors que les approches ‘narratives’ mettent en évidence la singularité de l’événement narré, son caractère inédit, surprenant ou sous-déterminé, d’autres formes d’analyse ou de textualisation de l’action cherchent au contraire à cerner la règle ou la régularité derrière l’apparente ‘nouveauté’ de l’événement. (shrink)

La pandemia ha provocado una crisis global de salud, un estancamiento en el comercio internacional y un quiebre en la cooperación internacional. Se convirtió en el escenario en donde se hicieron evidentes la desigualdad y la vulnerabilidad de muchos estados, como India. Se plantea que eventos como el Covid-19 se constituyen en catalizadores de cambios y transformaciones; es la ocasión para capitalizar los beneficios de la cooperación bilateral y multilateral, y así promover un mayor desarrollo. La pregunta que surge es (...) cuál puede ser el rol de América Latina en la política de desarrollo de India en la pospandemia. Ambos necesitan una estrategia multidimensional para potenciar el comercio bilateral y activar convenios de cooperación en diferentes áreas que no han sido puestos en marcha o han tenido una aplicación limitada. El objetivo es explorar la profundización de la asociación de India con América Latina para colaborar en el desarrollo mutuo en la era de la pospandemia, tomando como eje su política exterior en las dimensiones comercial, diplomática y de la cooperación. La investigación se basó en un estudio de carácter exploratorio y descriptivo, con la utilización de una metodología cualitativa y con énfasis en las fuentes secundarias. La presencia del otro gigante asiático en la región latinoamericana ha generado muchas especulaciones y pocas acciones concretas, más allá del incremento en el comercio y las inversiones. Entonces, explorar las oportunidades y desafíos que el mundo pospandemia presenta a las vinculaciones entre ambos se vuelve prioritario. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)