新型コロナ対策でも注目された科学者の倫理とは? AI時代に科学とどう向き合うべきか? 最先端の研究をわかりやすく解説する。.

LK is much more difficult than NK, and to make matters worse, Gentzen's intention is still unclear when it comes to that system (LK). -/- The second and third volumes of the series titled What is LK? conduct the detailed survey of each inference-figure in a toe-to-toe way, as it were, which most mathematicians looked through. -/- The present volume, Vol.3, looks deeper into those operational inference-figures which concerns propositional logic.

LK is much more difficult than NK, and to make matters worse, Gentzen's intention is still unclear when it comes to that system (LK). -/- This book, Vol.1 of the series titled What is LK?, tackles this issue, focusing on the sequent, the most enigmatic notion we find in LK. The dependence-relation we find in NK shall play a crucial role in that investigation. -/- The style is typically textbook-like, so readers can learn the system of LK, using this series (...) as a guidance, too. (shrink)

LK is much more difficult than NK, and to make matters worse, Gentzen's intention is still unclear when it comes to that system (LK). -/- The second and third volumes of the series titled What is LK? conduct the detailed survey of each inference-figure in a toe-to-toe way, as it were, which most mathematicians looked through. -/- The present volume, Vol.2, looks deeper into structural inference-figures, which is never an easy task.

It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity—the level of teacher-student interaction in expected or actual teaching—as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are (...) greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. (shrink)

Study of Vaiśeṣika philosophy with special reference to Vaiśeṣikadaśapadārthaśāstra.

Many educators today think that the school's lessons and activities do not stimulate or engage students' imaginations. In order to alleviate this problem, they tend to use images in conjunction with, or sometimes rather than, words; they employ so-called imaginative or creative activities rather than chalk and talk. However, these principles and methods are based on somewhat misguided or trivial understanding of the importance of imagination in students' lives. Dewey's understanding of the relevance of imagination gives us a useful perspective (...) to better understand where imaginative engagement becomes crucial in education. (shrink)

To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that address whether explaining (...) to others after initial studying surpasses restudying in learning performance, whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed. (shrink)

Recently, some studies revealed that transcranial direct current stimulation reduces dual-task interference. Since there are countless combinations of dual-tasks, it remains unclear whether stable effects by tDCS can be observed on dual-task interference. An aim of the present study was to investigate whether the effects of tDCS on dual-task interference change depend on the dual-task content. We adopted two combinations of dual-tasks, i.e., a word task while performing a tandem task and a classic Stroop task while performing a tandem task. (...) We expected that the Stroop task would recruit the dorsolateral prefrontal cortex and require involvement of executive function to greater extent than the word task. Subsequently, we hypothesized that anodal tDCS over the DLPFC would improve executive function and result in more effective reduction of dual-task interference in the Stroop-tandem dual-task than in the word-tandem dual-task. Anodal or cathodal tDCS was applied over the DLPFC or the supplementary motor area using a constant current of 2.0 mA for 20 min. According to our results, dual-task interference and the task performances of each task under the single-task condition were not changed after applying any settings of tDCS. However, anodal tDCS over the left DLPFC significantly improved the word task performance immediately after tDCS under the dual-task condition. Our findings suggested that the effect of anodal tDCS over the left DLPFC varies on the task performance under the dual-task condition was changed depending on the dual-task content. (shrink)

Recent developments in information technology and Web services have increased the potential for creating more rapid and extensive social networks and business relationships. Web 2.0 technologies, commonly referred to as online social media, have become important tools within the growth of information and communication technology (ICT) in the last few years. Web 2.0 tools such as blogs, Wiki and other services, which are widely used by individuals, also have an effect on customer relationship management (CRM) systems. Consequently, social CRM (SCRM) (...) is emerging as a new paradigm for integrating social networking in more traditional CRM systems. However, social CRM is yet to be fully utilised as a value-adding tool in improving customer relationships. This paper reports on a scoping study that explored the current situation of CRM adoption in banking industry in Saudi Arabia. The aim of this paper is to identify the factors that may influence businesses and customers’ adoption of social CRM. Various models have been proposed to study ICT and information systems acceptance and usage. This paper proposes an enhancement to one of these models, specifically the Technology Acceptance Model (TAM), by incorporating a range of factors identified in the social networking and business relationships literature believed to influence social CRM adoption. In particular, the model proposes that familiarity, caring behaviour, sharing information and perceived trustworthiness can generate cognitive view about the relationships between employees and customers. This view besides Web 2.0 features may offer a way of analysing the potential adoption of social CRM. (shrink)

This edited volume is the first in English that covers the philosophy of feeling and related topics in Japanese philosophy on Nishida Kitarō and fellow thinkers. Part I focuses on Nishida Kitarō’s philosophy of feeling, including, but not limited to, comparisons with Tanabe Hajime, Koyama Iwao, and provides coverage of Buddhist, moral and Chinese philosophy. Part II goes beyond Kitarō into topics such as Japanese aesthetics, Nietsche’s reception in Japan, and the philosophy of AI. This is a comprehensive scholarly text (...) on feeling in Japanese philosophy, aimed at researchers and students working in the field. (shrink)

Paired associative stimulation at the spinal cord has been shown to increase muscle force and dexterity by strengthening the corticomuscular connection, through spike timing dependent plasticity. Typically, transcranial magnetic stimulation and transcutaneous peripheral nerve electrical stimulation are often used in spinal PAS. PNS targets superficial nerve branches, by which the number of applicable muscles is limited. Alternatively, a muscle can be activated by positioning the stimulation electrode on the “motor point”, which is the most sensitive location of a muscle to (...) electrical stimulation. Although this can increase the number of applicable muscles for spinal PAS, nobody has tested whether MPS can be used for the spinal PAS to date. Here we investigated the feasibility of using MPS instead of PNS for spinal PAS. Ten healthy male individuals received spinal PAS on two separate days with different stimulation timings expected to induce facilitation of corticospinal excitability or no effect on the soleus. The motor evoked potentials response curve in the soleus was measured prior to the spinal PAS, immediately after and at 10, 20, 30 min post-intervention as a measure of corticospinal excitability. The post-intervention MEP response curve areas were larger in the REAL condition than the CONTROL conditions. Further, the post-intervention MEP response curve areas were significantly larger than pre-intervention in the REAL condition but not in the CONTROL condition. We conclude that MPS can facilitate corticospinal excitability through spinal PAS. (shrink)

In the October edition of the Journal of Medical Ethics, Akabayashi and colleagues state that ’to establish a heterogeneous [induced pluripotent stem cell] iPSC bank covering roughly 80% of Japan’s population…the Japanese government decided to invest JPY110 billion over 10 years in regenerative medicine research; a quarter of this was to be allocated to the iPSC stock project'. While they claim this amount of money to be an unfair distribution of state resources, we believe their assessment is based on a (...) misunderstanding of the facts. Similarly, other criticisms by them are based on mistaken interpretations. This article is a rebuttal to the arguments that form the basis of Akabayashi and colleagues’ five criticisms by explaining their misinterpretations. (shrink)

『哲学探究』以後、最晩期に独立した地位を与える。ウィトゲンシュタインの知識の哲学。.

The question of the existence of cultural universals immediately leads us to the problem of intercultural communication and of so-called incommensurability. Over the last few decades, these topics have been the subject of controversy in the philosophy of science, and the stock of universalism has been falling as a result of the rise of Kuhn’s paradigm theory and Quine’s thesis of the indeterminacy of translation. Nowadays cultural pluralism or relativism is rather dominant among philosophers and has begun to appear plausible, (...) too, from an anthropological or sociological point of view. But philosophically, as is well known, relativism harbors many difficulties and paradoxes. As philosophers, therefore, we cannot accept imprudent relativism just as it is. (shrink)

はたして科学は万能なのか。19世紀以来の「科学主義」は、現在なお「自然主義」の衣を纏って生き続けている。本書は「科学主義」と「反科学主義」をともに退け、科学を自然というテクストを解読する解釈学的営みと して捉え直す。ハンソンとクーンの「新科学哲学」、クワインの「知識の全体論」、ウィトゲンシュタインの「アスペクト論」を手がかりに、科学哲学に「科学的理性批判」という本来の哲学的課題を担わせることを目指す 。ここに新たに論文3篇を加え、サイエンス・ウォーズや実在論/反実在論など、現代の哲学状況と切り結ぶスリリングな論考。.