In typical statistical learning studies, researchers define sequences in terms of the probability of the next item in the sequence given the current item (or items), and they show that high probability sequences are treated as more familiar than low probability sequences. Existing accounts of these phenomena all assume that participants represent statistical regularities more or less as they are defined by the experimenters—as sequential probabilities of symbols in a string. Here we offer an alternative, or possibly supplementary, hypothesis. Specifically, (...) rather than identifying or labeling individual stimuli discretely in order to predict the next item in a sequence, we need only assume that the participant is able to represent the stimuli as evincing particular similarity relations to one another, with sequences represented as trajectories through this similarity space. We present experiments in which this hypothesis makes sharply different predictions from hypotheses based on the assumption that sequences are learned over discrete, labeled stimuli. We also present a series of simulation models that encode stimuli as positions in a continuous two‐dimensional space, and predict the next location from the current location. Although no model captures all of the data presented here, the results of three critical experiments are more consistent with the view that participants represent trajectories through similarity space rather than sequences of discrete labels under particular conditions. (shrink)

How does one arrive at a life in politics and policy? What happens to one's ideals when confronted with the reality that the only way to get things done in Washington is compromise? Who are the men and women who help shape our national agenda, and what drives their work? Dispatches From the Eastern Front provides fascinating, intensely personal, yet universal answers to these central questions. Recounting four decades inside Washington politics, Gerald Felix Warburg brings remarkable candor to a (...) most unusual memoir. An idealistic California baby boomer transported to the intimidating world of Capitol Hill policymaking at a young age, Warburg finds himself working to reform nuclear energy, strategic arms control, and foreign policy. As his access and power grow, greater challenges loom: how to maintain principles while cutting deals, and how to balance public purpose with private interests. An eclectic career reveals the slow and often painful development of emotional intelligence for work at the highest reaches of the public arena. (shrink)

The following article discusses an edition of Hugo Grotius’s De jure belli ac pacis, issued without a place of publication or publisher in 1719. The article focuses on the claim first advanc...

We study the position of the computable setting in the “common theory of locality” developed in [4, 5] for local problems on $\Delta $ -regular trees, $\Delta \in \omega $. We show that such a problem admits a computable solution on every highly computable $\Delta $ -regular forest if and only if it admits a Baire measurable solution on every Borel $\Delta $ -regular forest. We also show that if such a problem admits a computable solution on every computable maximum (...) degree $\Delta $ forest then it admits a continuous solution on every maximum degree $\Delta $ Borel graph with appropriate topological hypotheses, though the converse does not hold. (shrink)

Neither the hype exemplified in some exaggerated claims about deep neural networks (DNNs), nor the gloom expressed by Bowers et al. do DNNs as models in vision science justice: DNNs rapidly evolve, and today's limitations are often tomorrow's successes. In addition, providing explanations as well as prediction and image-computability are model desiderata; one should not be favoured at the expense of the other.

One of the main topics of the völkisch racial scientist Ludwig Ferdinand Clauß was the racial cartography of the Orient. Based on older discussions in anti-Semitic literature, Clauß constructed a racially divided – double – Orient and made a sharp distinction between Arabs and Jews. His depiction largely follows patterns of ascription from Orientalist as well as anti-Semitic discourses. By doing so he draws attention to structural overlaps and differences between Orientalism and anti-Semitism: a romanticized Arabic Orient served as an (...) antipole to a “Nordic” Europe, and as such was finally able to advance to a positive alternative. The Jewish Orient, on the other hand, embodied for Clauß a threatening ambivalence and contrariety, which from the very beginning precluded romanticization and identification. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Listening to the World:Prophetic Anger and Sapiential CompassionFelix WilfredPope Benedict XVI has insisted all along how the absence of reference to God has caused dehumanization in our world. Unfortunately, what does not seem to occur to him and those who think along these lines is how the absence of concern and engagement with the issue of suffering—poverty, oppression, racism, and sexism—causes dehumanization. Suffering epitomizes the condition of our contemporary (...) world. This is the meeting point of any meaningful common discourse of religious traditions, independent of the God question. For those believing in God, the very God question is itself bound up with the question of suffering. As Gustavo Gutierrez has rightly pointed out, the real question today is how to speak about God in a world of suffering, and indeed suffering of the innocent.1a world not angry enoughWhat defines us as individuals and groups is the way we respond to suffering. This is a crucial question. For, as Hannah Arendt has drawn to our attention, there is something like a banality of evil.2 Its everyday genesis and manifestations are not anything sensational, as they are mostly committed by ordinary men and women who go about their daily lives and are by no means moral monsters.The first sentiment in responding to suffering should be a sense of horror, trembling, and indignation at the injustice inflicted on the victims, and that is very important. We note that the environment we live in is so politicized that human beings are less and less shocked by the horror of evil. Suffering has become a matter of statistics, codification, media commercialization, and photography.3What strikes us is the fact that anger characterized men and women of great leadership, because they were upset with the existing situation and they imagined a different order of things. Moses was such a man in the biblical tradition. In modern times, such was the case for example with B. R. Ambedkar, the foremost leader of the Dalits (“Untouchables”) of India, and Martin Luther King Jr. of the civil rights movement in the United States, both of whom were great, angry leaders. We could [End Page 63] characterize this as “holy anger.” It aims not at destroying the enemies or punishing them but at redeeming a society from the consequences of suffering.prophetic anger: some salient featuresWhen we speak of prophetic anger, the question that could be raised is: Whose anger? It is first and foremost the anger of the victims. For it is they who know the pain evil inflicts in the form of grinding poverty, violence, and humiliation. Along with the victims, we have those in solidarity with them who express rage at the situations of gross injustice. Anger is of different kinds. Anger can and does often accompany the spirit of vindication and revenge.4 This anger is aimed at others as enemies, and as threats to oneself. But prophetic anger has a direct reference to justice. The anger of the victims has something visceral about it. The whole being of the victim reacts to the injustice and oppression suffered—be it women; discriminated-against ethnic, religious, or linguistic minorities; or any victim of human rights violations. There is then ample room to speak about “black rage,” “Dalit rage,” and “gender rage,” which express the anguish of the victims pushed to the wall through long-standing oppression and yet having the strength to imagine something different. Prophetic anger is a healing anger. It opens the wounds of society and has ultimately the goal of healing them.Prophetic anger is the result of being gripped by an encounter and experience of something wonderful and exceedingly beautiful beyond the present distortion of reality. This is something different from a mere human passion. Like symbols that help us convey what words and speech are incapable of, so anger is a medium to bridge the gulf that divides the lofty realities and the misery of the prevailing situation. The encounter and experience that is in the prophets also finds expression in prophetic anger as it is directed at the cause behind the suffering of the innocent.Prophetic anger is directed... (shrink)

BackgroundThe risk of child sexual abuse among non-forensic, non-correctional patients with Pedophilic Disorder is largely unknown.MethodsWe recruited a consecutive sample of 55 help-seeking, non-correctional adult men diagnosed with DSM-5 PD at a university-affiliated sexual medicine outpatient unit in Sweden. PD participants were compared with 57 age-matched, non-clinical control men on four literature-based dynamic risk domains and self-rated child sexual abuse risk.ResultsPD participants scored higher than controls on all tested domains ; expectedly so for pedophilic attraction : [1.91–2.89]), but also for (...) sexual preoccupation, impaired self-regulation, impaired cognitive empathy and antisocial traits, and self-rated child sexual abuse risk. When summarizing all five domains into a pre-specified composite score, PD subjects scored substantially higher than matched control men. Five PD participants self-reported any previous conviction for a contact child sexual offense and eight for possession of child sexual abuse material or non-contact sexual offending. Eighteen subjects acknowledged past week, child-related sexual behaviors.ConclusionSelf-referred, help-seeking men with PD scored higher than non-clinical control men on psychiatric measures of dynamic risk of child sexual abuse suggested in prior research with correctional samples diagnosed with PD. Our findings, including the composite risk measure, might inform clinical practice, but needs validation against actual sexual offending behavior. (shrink)

Team reflexivity has gained increasing research attention as an effective response to the core challenge of constant learning, innovation, and adaptation in teams due to changing circumstances. Under the right conditions, empirical studies have found that team reflexivity can improve team performance, team learning, team innovation, team creativity, and team member well-being. Thus, research shows that team reflexivity is an effective means to improve teamwork and team outcomes. This book addresses the problem that team reflexivity research is focused too narrowly (...) on improving these empirical team outcomes while neglecting the importance of normative principles and values in good teamwork, such as the do no harm principle. Therefore, this book proposes that the team reflexivity concept needs broader reframing and deeper reflection to realize normative principles and values in teams as a precondition for good teamwork, e.g., do no harm. It further presents two team reflexivity tools and applies them in the cases of burnout prevention and speaking up freely in teams to illustrate the point of this book: Do no harm in teams requires team reflexivity, and vice versa, team reflexivity requires do no harm. (shrink)

El proceso de diseño arquitectónico parte de una actividad mental basada en relaciones de conceptos abstractos y empíricos previos a la materialización de lo que conocemos como espacio construido y arquitectura. Este proceso no empieza en bocetos o planos, sino de manera previa en la mente mediante procesos de relaciones imaginarias de conceptos y analogías. La relación entre la filosofía y la arquitectura hoy no se muestra tan estrecha como en tiempos remotos, sin embargo, su comprensión cobra gran importancia para (...) cuestionar y experimentar de la mejor manera posible los espacios en los que el ser humano crece, se desarrolla y produce su visión de mundo. (shrink)

David Hume's Essays, which were written and published at various junctures between 1741 and his death in 1776, offer his most accessible and often most profound statements on a range of subjects including politics, philosophy, aesthetics, and political economy. In Hume's lifetime, the readable and wide-ranging Essays acquired considerable fame throughout Europe and North America, influencing the writings of such diverse figures as James Madison and William Paley, yet they have not been given the same scholarly attention as his more (...) famous philosophical works. This Critical Guide provides a series of in-depth studies of the Essays, as well as an account of the state of scholarship on the work. Thirteen chapters examine the Essays from historical, political and philosophical perspectives, with the aim of restoring the work to its rightful place among Hume's works and in intellectual history more broadly. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking to Learn: Museum Educators and Aesthetic EducationNancy Blume (bio), Jean Henning (bio), Amy Herman (bio), and Nancy Richner (bio)IntroductionMuseum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, we are often asked these questions, and we ask them ourselves. “What do you DO?” is probably (...) the most frequently asked question of all, and the answer is complex. Even more complex is how these questions relate to the Rembrandt Project. Given that looking at original works of art is such a priority for museums and museum educators, how do we address the project’s reliance on technology? And how do these questions relate to the social studies and visual arts standards, [End Page 83] another major component of the project? How does the project relate to the work we do in our own museums? Writing collaboratively implies that we have certain areas of commonality; but we also have differences, which will be apparent in individual sections of this article: Jean Henning and Nancy Richner discuss the Nassau County Museum of Art, Nancy Blume writes about Asia Society, and Amy Herman explores the Frick Collection. Our focus will be the domain of museum education as that is what we know best, but there are inevitably areas where it overlaps and complements the domains of art education, aesthetic education, and social studies.Art Museum Education HistoryThe history of art museum education begins with the founding of museums in the United States during the commercial and industrial expansion that took place after the Civil War, between 1870 and 1929. The principles guiding American museums have always mirrored the values of American society. From the beginning of this country’s history, the fine arts have been viewed as elitist and thus of no value to the larger society. “To America,” Ben Franklin wrote in the late 1700s, “one school master is worth a dozen poets, and the invention of a machine or the improvement of an implement is of more importance than a masterpiece of Raphael.”1 Given such longstanding and deep-seated suspicion of art among Americans, it is not surprising that both the champions and the staff of art museums insisted on the practical educational benefits museums provided to the public.By the late nineteenth century, at the height of immigration and the emergence of a strong working class and labor movement, a social dimension was added to the mission of museum education. Art museums, like public libraries, were seen as venues for achieving social balance. By the early twentieth century an aesthetic agenda was finally joined to these social and pragmatic ones.2While museums have responded to the needs created by cyclical changes in social, economic, political, and intellectual life, today’s art museum educators still deal with the tension among the museum’s aesthetic, educational, and social missions; only the context and delivery modes of museum education have changed. Yet despite the shifting directions and priorities in museum education, there are certain basic and commonly accepted premises that museum educators have shared since the late nineteenth century. The 1984 Museums Commission on Museums for a New Century stated what has been the continuing premise of museum education since the late nineteenth century: learning in museums is based on objects and involves not only developing the ability to synthesize ideas and form opinions but also shaping an aesthetic and cultural sensibility.3 Another fundamental [End Page 84] assumption is that museums are institutions of visual instruction. Although each of the museum educators writing here represents a unique institution with unique approaches to looking at and finding meaning in art, we all agree on the importance of the original work of art as the basis for our work. It is the complexity of original artworks that enables them to play a dual role. One role is pragmatic, which requires meeting standards set by state and national governments for teaching critical thinking skills and improving literacy. The second role is aesthetic—namely, ways of helping students develop habits for aesthetic encounters that are an integral part... (shrink)

Charting a genealogy of the modern idea of the self, Felix Ó Murchadha explores the accounts of self-identity expounded by key Early Modern philosophers, Montaigne, Descartes, Pascal, Spinoza, Hume and Kant. The question of the self as we would discuss it today only came to the forefront of philosophical concern with Modernity, beginning with an appeal to the inherited models of the self found in Stoicism, Scepticism, Augustinianism and Pelagianism, before continuing to develop as a subject of philosophical debate. (...) Exploring this trajectory, The Formation of the Modern Self pursues a number of themes central to the Early Modern development of selfhood, including, amongst others, grace and passion. It examines on the one hand the deep-rooted dependence on the divine and the longing for salvation and, on the other hand, the distancing from the Stoic ideal of apatheia, as philosophers from Descartes to Spinoza recognised the passions as essential to human agency. Fundamental to the new question of the self was the relation of faith and reason. Uncovering commonalities and differences amongst Early Modern philosophers, Ó Murchadha traces how the voluntarism of Modernity led to the sceptical approach to the self in Montaigne and Hume and how, by way of Hamann and Jacobi's reception of Hume, this sceptical strand, in turn, culminated in Kant's rational faith. More than a history of the self in philosophy, The Formation of the Modern Self inspires a fresh look at self-identity, uncovering not only how our modern idea of selfhood developed but just how embedded the concept of self is in external considerations: from ethics, to reason, to religion. (shrink)