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1
1966-, McBride Kecia Driver, ed. Visual media and the humanities: A pedagogy of representation. Knoxville: University of Tennessee Press, 2004.
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Burge, Tyler. Perception: First Form of Mind. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198871002.001.0001.
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Perception is the first form of representational mind to emerge in evolution. Three types of form are discussed: formal representational structure of perceptual states, formation characteristics in computations of perceptual states, and the form of the visual and visuomotor systems. The book distinguishes perception from non-perceptual sensing. The formal representational structure of perceptual states is developed via a systematic semantics for them—an account of what it is for them to be accurate or inaccurate. This semantics is elaborated by explaining how the representational form is embedded in an iconic format. These structures are then situated in what is known about the processing of perceptual representations, with emphasis on formation of perceptual categorizations. Features of processing that provide insight into the scope of the perceptual (paradigmatically visual) system are highlighted. Relations between these processes and associated perceptual-level capacities—conation, attention, memory, anticipation, affect, learning, imagining—are delineated. Roughly, a perceptual-level capacity is one that borrows its form and content from perception and involves processing that is no more complex or sophisticated than processing that occurs in the classical visual hierarchy. Relations between perception and these associated perceptual-level capacities are argued to occur within the perceptual and perceptual-motor systems. An account of what it is to occur within these systems is elaborated. An upshot is refinement of the distinction between perceptual-level capacities, on one hand, and thought and conception, on the other. Intermediate territory between perception-level representation and propositional thought is explored. The book is resolutely a work in philosophy of science. It attempts to understand perception by focusing on its form, function, and underlying capacities, as indicated in the sciences of perception, rather than by relying on introspection or ordinary talk about perception.
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Boden, Margaret A. 2. General intelligence as the Holy Grail. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780199602919.003.0002.
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A host of state-of-the-art AI applications exist, designed for countless specific tasks and used in almost every area of life, by laymen and professionals alike. Many outperform even the most expert humans. In that sense, progress has been spectacular. But the AI pioneers were also hoping for systems with general intelligence. ‘General intelligence as the Holy Grail’ explains why artificial general intelligence is still highly elusive despite recent increases in computer power. It considers the general AI strategies in recent research—heuristics, planning, mathematical simplification, and different forms of knowledge representation—and discusses the concepts of the frame problem, agents and distributed cognition, machine learning, and generalist systems.
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Alden, John, Alexander H. Cohen, and Jonathan J. Ring. Gaming the System: Nine Games to Teach American Government Through Active Learning. Taylor & Francis Group, 2019.
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Alden, John, Alexander H. Cohen, and Jonathan J. Ring. Gaming the System: Nine Games to Teach American Government Through Active Learning. Taylor & Francis Group, 2019.
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Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter, and Dana Pagar. New Possibilities for Early Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.
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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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Rueschemeyer, Shirley-Ann, and M. Gareth Gaskell, eds. The Oxford Handbook of Psycholinguistics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198786825.001.0001.
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This handbook reviews the current state of the art in the field of psycholinguistics. Part I deals with language comprehension at the sublexical, lexical, and sentence and discourse levels. It explores concepts of speech representation and the search for universal speech segmentation mechanisms against a background of linguistic diversity and compares first language with second language segmentation. It also discusses visual word recognition, lexico-semantics, the different forms of lexical ambiguity, sentence comprehension, text comprehension, and language in deaf populations. Part II focuses on language production, with chapters covering topics such as word production and related processes based on evidence from aphasia, the major debates surrounding grammatical encoding. Part III considers various aspects of interaction and communication, including the role of gesture in language processing, approaches to the study of perspective-taking, and the interrelationships between language comprehension, emotion, and sociality. Part IV is concerned with language development and evolution, focusing on topics ranging from the development of prosodic phonology, the neurobiology of artificial grammar learning, and developmental dyslexia. The book concludes with Part V, which looks at methodological advances in psycholinguistic research, such as the use of intracranial electrophysiology in the area of language processing.
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Papafragou, Anna, John C. Trueswell, and Lila R. Gleitman, eds. The Oxford Handbook of the Mental Lexicon. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780198845003.001.0001.
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The present handbook is a state-of-the-art compilation of papers from leading scholars on the mental lexicon—the representation of language in the mind/brain at the level of individual words and meaningful sub-word units. In recent years, the study of words as mental objects has grown rapidly across several fields including linguistics, psychology, philosophy, neuroscience, education, and computational cognitive science. This comprehensive collection spans multiple disciplines, topics, theories, and methods, to highlight important advances in the study of the mental lexicon, identify areas of debate, and inspire innovation in the field from present and future generations of scholars. The book is divided into three parts. Part I presents modern linguistic and cognitive theories of how the mind/brain represents words at the phonological, morphological, syntactic, semantic, and pragmatic levels. This part also discusses broad architectural issues pertaining to the organization of the lexicon, the relation between words and concepts, and the role of compositionality. Part II discusses how children learn the form and meaning of words in their native language drawing from the key domains of phonology, morphology, syntax, semantics, and pragmatics. Multiple approaches to lexical learning are introduced to explain how learner- and environment-driven factors contribute to both the stability and the variability of lexical learning across both individual learners and communities. Part III examines how the mental lexicon contributes to language use during listening, speaking, and conversation, and includes perspectives from bilingualism, sign languages, and disorders of lexical access and production.
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Caselli, Tommaso, Eduard Hovy, Martha Palmer, and Piek Vossen, eds. Computational Analysis of Storylines. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108854221.
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Event structures are central in Linguistics and Artificial Intelligence research: people can easily refer to changes in the world, identify their participants, distinguish relevant information, and have expectations of what can happen next. Part of this process is based on mechanisms similar to narratives, which are at the heart of information sharing. But it remains difficult to automatically detect events or automatically construct stories from such event representations. This book explores how to handle today's massive news streams and provides multidimensional, multimodal, and distributed approaches, like automated deep learning, to capture events and narrative structures involved in a 'story'. This overview of the current state-of-the-art on event extraction, temporal and casual relations, and storyline extraction aims to establish a new multidisciplinary research community with a common terminology and research agenda. Graduate students and researchers in natural language processing, computational linguistics, and media studies will benefit from this book.
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Fox, Roy F. MediaSpeak. Praeger Publishers, 2000. http://dx.doi.org/10.5040/9798400684258.
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This book defines and analyzes the content, structure, and values of three predominant types of public discourse, which are labeled Doublespeak, Salespeak, and Sensationspeak. These media messages are examined to determine how they are constructed and how they influence individuals, ideology, and culture. Discussions are illustrated with a diverse range of examples from popular culture, magazines, Internet sites, politics, television, and film. Fox argues that the Information Age has replaced actual reality with representations of reality. He states that electronic media dominates our lives. Together, these three voices saturate media and technology, profoundly influencing American culture. Fox suggests specific strategies for recognizing and understanding these coded messages. This lively and informative discussion will appeal to anyone who is interested in learning how print and electronic media manipulate both individuals and society as a whole. The extensive research will appeal to media, communications, journalism, and cultural studies scholars alike.
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Haney, Craig, and Shirin Bakhshay. Contexts of Ill-Treatment. Edited by Metin Başoğlu. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199374625.003.0006.
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In contrast to most international definitions of cruel, inhuman, or degrading treatment (CIDT), and of torture per se, which focus primarily on individual acts or discrete forms of ill-treatment that are suffered at the hands of another (typically, a representative of the state), this chapter applies Bașoğlu’s “learning theory model of torture” to discuss the potential relationships between certain “contexts of ill-treatment”—especially, harsh conditions of prison confinement and other forms of involuntary detention—to CIDT and torture per se. It reviews the nature and adverse psychological effects of confinement and detention, including very severe conditions of the sort that exist in a number of international sites and are pervaded by unpredictable and uncontrollable traumas and stressors. This chapter also examines whether and how certain of these contexts of captivity may facilitate abuse, interact with and exacerbate other forms of ill-treatment and, at the extremes, themselves constitute CIDT and torture.
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Jiménez, Erika. Rethinking Human Rights. Hart Publishing, 2024. http://dx.doi.org/10.5040/9781509954858.
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Palestinians have used the language of human rights to articulate their struggle against the Israeli occupation and internationalise the injustices they face. Palestinian young people learning about human rights at school experience a dissonance between the aspirational and internationalised framework of those norms and the layers of injustice of their own lived experience. Drawing on research in the occupied West Bank, this book explores the three layers of marginalisation faced by Palestinian young people – the Israeli occupation that denies them their humanity; the Palestinian pseudo-state that denies them a voice; and patriarchal structures that deny them agency – to show how these barriers influence their understanding of, and scepticism towards, human rights. Influenced by decolonial theories, this book illuminates how space needs to be created for the counter-narratives of the oppressed in human rights discourse, which may not align with more conventional representations of human rights. It contends that human rights and, by extension, human rights education in the Palestinian context (and beyond) needs to be critiqued, decolonised and ultimately transformed.
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Goldman, Alvin I. Theory of Mind. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0017.
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The article provides an overview of ‘Theory of Mind’ (ToM) research, guided by two classifications. The first covers four competing approaches to mentalizing such as the theory-theory, modularity theory, rationality theory, and simulation theory. The second classification is the first-person/third-person contrast. Jerry Fodor claimed that commonsense psychology is so good at helping predict behavior that it is practically invisible. It works well because the intentional states it posits genuinely exist and possess the properties generally associated with them. The modularity model has two principal components. First, whereas the child-scientist approach claims that mentalizing utilizes domain-general cognitive equipment, the modularity approach posits one or more domain-specific modules, which use proprietary representations and computations for the mental domain. Second, the modularity approach holds that these modules are innate cognitive structures, which mature or come on line at preprogrammed stages and are not acquired through learning. The investigators concluded that autism impairs a domain-specific capacity dedicated to mentalizing. Gordon, Jane Heal, and Alvin Goldman explained simulation theory in such a way that mind readers simulate a target by trying to create similar mental states of their own as proxies or surrogates of those of the target. These initial pretend states are fed into the mind reader's own cognitive mechanisms to generate additional states, some of which are then imputed to the target.
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Olsen, Kirstin. Daily Life in 18th-Century England. 2nd ed. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400636813.
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Informative, richly detailed, and entertaining, this book portrays daily life in England in 1700–1800, embracing all levels of society—from the aristocracy to the very poor—to describe a nation grappling with modernity. When did Western life begin to strongly resemble our modern world? Despite the tremendous evolution of society and technology in the last 50 years, surprisingly, many aspects of life in the 21st century in the United States directly date back to the 18th century across the Atlantic. Daily Life in Eighteenth-Century England covers specific topics that affect nearly everyone living in England in the 18th century: the government (including law and order); race, class, and gender; work and wages; religion; the family; housing; clothing; and food. It also describes aspects of life that were of greater relevance to some than others, such as entertainment, the city of London, the provinces and beyond, travel and tourism, education, health and hygiene, and science and technology. The book conveys what life was like for the common people in England in the years 1700–1800 through chapters that describe the state of society at the beginning of the century, delineate both change and continuity by the century’s end, and identify which segments of society were impacted most by what changes—for example, improvements to roads, a key change in marriage laws, the steam engine, and the booming textile industry. Students and general readers alike will find the content interesting and the additional features—such as appendices, a chronology of major events, and tables of information on comparative incomes and costs of representative items—helpful in research or learning.
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MARROQUÍN-DE JESÚS, Ángel, Juan Manuel OLIVARES-RAMÍREZ, Dulce María de Guadalupe VENTURA-OVALLE, and Luis Eduardo CRUZ-CARPIO. CIERMMI Women in Science T-X Humanities and Behavioral Sciences. ECORFAN, 2021. http://dx.doi.org/10.35429/h.2021.10.1.106.
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This volume, Women in Science T-X-2021 contains 8 refereed chapters dealing with these issues, chosen from among the contributions, we gathered some researchers and graduate students from the 32 states of our country. We thank the reviewers for their feedback that contributed greatly in improving the book chapters for publication in these proceedings by reviewing the manuscripts that were submitted. As the first chapter, Gutiérrez, Mejía, Terán and Acuña, present Prototype of an electronic system for innovation in the Papillomavirus test registration process, as the second chapter, Arizmendi, De La Torre and Meza, will talk about Women as literary creation: a diachronic-representative journey, as third chapter, Arteaga, Alvarado, Castañeda and Torres, present Intellectual biography of Latin American academic women, as fourth chapter, Ramírez, Díaz and Figueroa, propose Flipped classroom a model for autonomous learning, as fifth chapter, Ponce, López and Méndez, as the sixth chapter, Otero, developed Educational innovation through techno-pedagogical tools in virtual education, as the seventh chapter, Juárez, Silveyra, Aguilar and Cuevas, will discuss Necessary pedagogical innovations: university internationalization initiatives and virtual environments in front of COVID-19, as the last chapter, Quitl, Nava And Jiménez, focus on Comparison of adaptation and family cohesion among adolescents with and without suicide risk in Tlaxcala.
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Rodrigues, Valerian. Ambedkar's Political Philosophy. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780198925422.001.0001.
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Abstract This study is organized around a set of key concepts that Ambedkar, the Indian thinker and leader of the socially marginalized, proposed to reconstruct public life, factoring in oppression and degradation. This framework conceived human beings as endowed with a distinct set of attributes entitling them to consideration as moral equals despite other differences among them. It also accorded a procedural priority to consciousness in human understanding. Ambedkar deployed this framework to contend against social institutions of caste, untouchability, and other forms of marginalities and to interrogate texts, traditions, and modes of social dominance. Ambedkar regards justice as foundational to modern societies. It called for ‘initial equality’ across its members while recognizing desert. All differential accomplishments, however, cannot be rewarded or compensated. Democracy is an essential requirement to resolve competing claims. As a self-governing mode of rule, democracy affords access to its members to multiple avenues of reach, learning, and enablement. Nationalism, a distinctive bond that precipitates with the entry of the masses into the political arena, is justiciable only if it has a definitive tilt towards democracy. Social relations, however, are caught in trappings of power across levels of a social ensemble. Control over state power is an indispensable condition to undermine dominance and enable the commons. The representational, constitutional, and institutional architecture of power must be geared to this end. Such a pursuit needs to be secured through an apt moral anchor shored up through religious sanctions. In Ambedkar’s view only Buddhism can measure up to this demand.