A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate (...) to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ?goods? (shrink)

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, (...) there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyze the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: ‘Self-Determination Theory’, ‘motivation’, ‘Psychological need satisfaction, ‘physical activity and sport engagement’, ‘Elementary Education’, ‘Secondary Education’, ‘Physical Education’. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (b) in educational or extracurricular context. Research articles selected were found through nine databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes. (shrink)

Autonomist accounts of cognitive science suggest that cognitive model building and theory construction (can or should) proceed independently of findings in neuroscience. Common functionalist justifications of autonomy rely on there being relatively few constraints between neural structure and cognitive function (e.g., Weiskopf, 2011). In contrast, an integrative mechanistic perspective stresses the mutual constraining of structure and function (e.g., Piccinini & Craver, 2011; Povich, 2015). In this paper, I show how model-based cognitive neuroscience (MBCN) epitomizes the integrative mechanistic perspective and (...) concentrates the most revolutionary elements of the cognitive neuroscience revolution (Boone & Piccinini, 2016). I also show how the prominent subset account of functional realization supports the integrative mechanistic perspective I take on MBCN and use it to clarify the intralevel and interlevel components of integration. (shrink)

Editorial introduction to special issue on 'Model-based representation in scientific practice'.

Automated Software Testing (AST) using Model Checking is in this article epistemologically analysed in order to argue in favour of a model-based reasoning paradigm in computer science. Preliminarily, it is shown how both deductive and inductive reasoning are insufficient to determine whether a given piece of software is correct with respect to specified behavioural properties. Models algorithmically checked in Model Checking to select executions to be observed in Software Testing are acknowledged as analogical models which establish isomorphic (...) relations with the target system’s data set. Analogical models developed in AST are presented as abductive models providing hypothetical explanations to observed executions. The model assumption—algorithmic check—software testing process is understood as the abduction—deduction—induction process defining the selective abduction and turned to isolate a set of model-based hypotheses concerning the target system behaviours. A manipulative abduction process is finally recognized in the practice of adapting, abstracting and refining models that do not provide successful predictions. (shrink)

The book Model-Based Reasoning in Scientific Discovery, aims to explain how specific modeling practices employed by scientists are productive methods of ...

Evidence-based medicine, with its evidence hierarchies and emphasis on RCTs, meta-analyses and systematic reviews, sets the model for evidence-based policy almost everywhere, policing no exception. But how closely should policing follow this model? We argue that RCTs can tell you little about what you need to know for real-world practice: will this policy work where and when you implement it? Defending that it will do so takes good theory. For RCTs to play a role in theory development, (...) they must be set into a larger body of knowledge, including local knowledge about the sites of implementation. Unfortunately the standard EBM model generally ignores the other kinds of knowledge needed. An alternative model for evidence-based policing, similar to that of the new movement for ‘EBM+’ and immanent in the practice of realist synthesis, focuses on the arguments that proposed policing policies will work where and when they are implemented and looks for the evidence needed to support those arguments. (shrink)

Weisberg (2006) and Godfrey-Smith (2006, 2009) distinguish between two forms of theorising: data-driven ‘abstract direct representation’ and modeling. The key difference is that when using a data-driven approach, theories are intended to represent specific phenomena, so directly represent them, while models may not be intended to represent anything, so represent targets indirectly, if at all. The aim here is to compare and analyse these practices, in order to outline an account of model-based theorising that involves direct representational relationships. (...) This is based on the way that computational templates Humphreys (2002, 2004) are now used in cognitive neuroscience, and draws on the dynamic and tentative process of any kind of theory construction, and the idea of partial, purpose-relative representation. (shrink)

The present paper argues that ‘mature mathematical formalisms’ play a central role in achieving representation via scientific models. A close discussion of two contemporary accounts of how mathematical models apply—the DDI account (according to which representation depends on the successful interplay of denotation, demonstration and interpretation) and the ‘matching model’ account—reveals shortcomings of each, which, it is argued, suggests that scientific representation may be ineliminably heterogeneous in character. In order to achieve a degree of unification that is compatible (...) with successful representation, scientists often rely on the existence of a ‘mature mathematical formalism’, where the latter refers to a—mathematically formulated and physically interpreted—notational system of locally applicable rules that derive from (but need not be reducible to) fundamental theory. As mathematical formalisms undergo a process of elaboration, enrichment, and entrenchment, they come to embody theoretical, ontological, and methodological commitments and assumptions. Since these are enshrined in the formalism itself, they are no longer readily obvious to either the novice or the proficient user. At the same time as formalisms constrain what may be represented, they also function as inferential and interpretative resources. (shrink)

This volume is based on the papers presented at the international conference Model-Based Reasoning in Science and Technology (MBR09_BRAZIL), held at the University of Campinas (UNICAMP), Campinas, Brazil, December 2009. The presentations given at the conference explored how scientific cognition, but several other kinds as well, use models, abduction, and explanatory reasoning to produce important or creative changes in theories and concepts. Some speakers addressed the problem of model-based reasoning in technology, and stressed the issue of (...) science and technological innovation. The various contributions of the book are written by interdisciplinary researchers who are active in the area of creative reasoning in logic, science, and technology: the most recent results and achievements about the topics above are illustrated in detail in the papers. The book is divided in three parts, which cover the following main areas: part I, abduction, problem solving, and practical reasoning; part II: formal and computational aspects of model based reasoning; part III, models, mental models, representations. (shrink)

This chapter introduces values-based practice as a resource for working with individually diverse values in health and social care, and describes its origins in an on-going development through the resources of philosophy. The chapter is in two main sections. Section I, Values-Based Practice, builds on two brief interactive exercises to introduce and explain the key features of values-based practice. As a relatively recent addition to the range of resources for working with values in health (...) and social care, values-based practice is distinctive in focussing on the diversity of values comprising individual lived experience. Like evidence-based practice, values-based practice is a process-driven rather than an outcome-driven methodology. That is to say, rather than offering prescribed answers, both approaches offer processes that support decision-makers in coming to answers for themselves based on the particular circumstances presented by the situation in question. Although entirely complementary, the processes involved are of course different. Where evidence-based practice relies on meta-analyses of the results of high-quality clinical trials to inform a consensual model of decision-making, values-based practice builds on learnable clinical skills and other process elements to inform a dissensual model of decision-making rather than seeking to overcome value-conflicts in reaching consensus. Working within a premise of mutual respect for differences of values, and guided by three key principles linking values and evidence, values-based practice, as described in the chapter, supports dissensual decision-making, balanced according to the circumstances presented by the decision in question, within frameworks of locally-set frameworks of shared values. Section II, The Theory-Practice Dynamic, then outlines the theory-practice dynamic on which values-based practice is based. The origins of values-based practice in mid-twentieth century ordinary language philosophy of the Oxford School are outlined. As the chapter illustrates, although a limited area of analytic philosophy, many aspects of values-based practice are informed by ordinary language philosophy, ranging from its premise, through the training exercises and other process elements described in Section I, to its role in hybrid empirical studies supporting its model of service delivery. The development of values-based practice, furthermore, as section II goes on to describe, is ongoing, with key initiatives drawing not only on both analytic and Continental traditions of European philosophy, but also on non-European philosophies such as those of Africa and the Caribbean. (shrink)

Broader outlook, ethics, and social responsibility have been long-standing concerns in business practices and management. In this regard, an effective management education would play a pivotal role in instilling an ethical grounding among management students, who represent the future management practitioners. Therefore, going beyond the self-oriented perspective and promoting altruistic behavior among them would be significant in establishing broader, socially responsible considerations in organizations. However, little research has investigated how to increase altruistic behavior. To address this need, we propose that (...) Yoga-based practices (YBP) can build-up altruistic behavior by enhancing subjective vitality (SV), self-transcendence (ST), and psychological capital (PsyCap). We report two studies to test this hypothesis. In Study 1, a survey-based study (n = 342), we examine the impact of SV and ST on altruistic behavior mediated by PsyCap. The results from structural equation modeling supported the hypothesized model. In study 2, we examine the impact of YBP on SV and ST using longitudinal randomized controlled experiment design (n = 109). The findings of study 2 suggest that YBP enhanced both SV and ST and that YBP are effective, efficient, and sustainable training tools for building altruistic behavior among management students. We discuss the significance and implications of these findings for organizations, management education, and leadership development. We consider the limitations of our study and suggest directions for future research. (shrink)

The study of creative, diagnostic, visual, spatial, analogical, and temporal reasoning has demonstrated that there are many ways of performing intelligent and creative reasoning that cannot be described with the help only of traditional notions of reasoning such as classical logic. Understanding the contribution of modeling practices to discovery and conceptual change in science requires expanding scientific reasoning to include complex forms of creative reasoning that are not always successful and can lead to incorrect solutions. The study of these heuristic (...) ways of reasoning is situated at the crossroads of philosophy, artificial intelligence, cognitive psychology, and logic; that is, at the heart of cognitive science. There are several key ingredients common to the various forms of model-based reasoning. The term "model" comprises both internal and external representations. The models are intended as interpretations of target physical systems, processes, phenomena, or situations. The models are retrieved or constructed on the basis of potentially satisfying salient constraints of the target domain. Moreover, in the modeling process, various forms of abstraction are used. Evaluation and adaptation take place in light of structural, causal, and/or functional constraints. Model simulation can be used to produce new states and enable evaluation of behaviors and other factors. Several of the papers in this volume aim at increasing epistemological knowledge about the role of model-based reasoning in various scientific tasks, other papers address fundamental cognitive issues related to model-based reasoning and illustrate novel analyses of cognitive "logical" models of model-based reasoning and of the interplay abduction/model-based reasoning/creative inferences. The volume is based on the papers that were presented at the International Conference Model-Based Reasoning in Science and Engineering: Abduction, Visualization, Simulation, held at the Collegio Ghislieri, University of Pavia, Pavia, Italy, in December 2004. (shrink)

This book contains contributions presented during the international conference on Model-Based Reasoning (MBR'012), held on June 21-23 in Sestri Levante, Italy. Interdisciplinary researchers discuss in this volume how scientific cognition and other kinds of cognition make use of models, abduction, and explanatory reasoning in order to produce important or creative changes in theories and concepts. Some of the contributions analyzed the problem of model-based reasoning in technology and stressed the issues of scientific and technological innovation. The book (...) is divided in three main parts: models, mental models, representations; abduction, problem solving and practical reasoning; historical, epistemological and technological issues.. (shrink)

Modelers are tackling ever more complex systems with the aid of computation. Model-based inferences can play a key role in their ability to handle complexity and produce reliable or informative models. We study here the role of model-based inference in the modern field of computational systems biology. We illustrate how these inferences operate and analyze the material and theoretical bases or conditions underlying their effectiveness. Our investigation reiterates the significance and centrality of model-based reasoning in day-to-day (...) problem-solving practices, and the role that debugging processes of partial or incomplete models can play in scientific inference and scientific discovery, particularly with respect to complex systems. We present several deeper implications such an analysis has for philosophy of science regarding the role of models in scientific practice. (shrink)

Unmanned aerial vehicles, particularly quadcopters, have several medical, agriculture, surveillance, and security applications. However, the use of this innovative technology for civilian applications is still very limited in low-income countries due to the high cost, whereas low-cost controllers available in the market are often tuned using the hit and trial approach and are limited for specific applications. This paper addresses this issue and presents a novel proof of concept low-cost quadcopter UAV design approach using a systematic Model-Based Design method (...) for mathematical modeling, simulation, real-time testing, and prototyping. The quadcopter dynamic model is developed, and controllers are designed using Proportional Integral, and Derivative, Pole Placement, and Linear Quadratic Regulator control strategies. The stability of the controllers is also checked using Lyapunov stability analysis. For verification and validation of the design, Software-in-the-Loop, Processor-in-the-Loop, Hardware-in-the-loop testing, and Rapid Control Prototyping have been performed. The V&V methods of the MBD approach showed practically valid results with a stable flight of the quadcopter prototype. The proposed low-cost POC quadcopter design approach can be easily modified to have enhanced features, and quadcopters with different design parameters can be assembled using this approach for a diverse range of applications. (shrink)

Bimanual robots have been studied for decades and regulation on internal force of the being held object by two manipulators becomes a research interest in recent years. In this paper, based on impedance model, a method to obtain the optimal target position for bimanual robots to hold an object is proposed. We introduce a cost function combining the errors of the force and the position and manage to minimize its value to gain the optimal coordinates for the robot end (...) effectors. To implement this method, two necessary algorithms are presented, which are the closed-loop inverse kinematics method to work out joint positions from desired EE pose and the generalized-momentum-based external force observer to measure the subjected force acting on the EE so as to properly compensate for the joint torques. To verify the effectiveness, practicality, and adaptivity of the proposed scheme, in the simulation, a bimanual robot system with three degrees of freedom in every manipulator was constructed and employed to hold an object, where the results are satisfactory. (shrink)

There is a vast literature on evidence-based practice in education. What function does evidence have in practical deliberations toward decisions about what to do? Most writers on EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be directly derived. In this paper I argue that we are better served by according a different and more indirect function to evidence in practical reasoning. To establish this claim I (...) employ Toulmin’s model of argumentation. On this model the evidence-as-foundation view amounts to evidence as data/grounds. The model also offers a different function for evidence, as backing of the warrant, and I argue in this paper that this is a more adequate understanding of the function of evidence in practical reasoning. (shrink)

This handbook offers the first comprehensive reference guide to the interdisciplinary field of model-based reasoning. It highlights the role of models as mediators between theory and experimentation, and as educational devices, as well as their relevance in testing hypotheses and explanatory functions. The Springer Handbook merges philosophical, cognitive and epistemological perspectives on models with the more practical needs related to the application of this tool across various disciplines and practices. The result is a unique, reliable source of (...) information that guides readers toward an understanding of different aspects of model-based science, such as the theoretical and cognitive nature of models, as well as their practical and logical aspects. The inferential role of models in hypothetical reasoning, abduction and creativity once they are constructed, adopted, and manipulated for different scientific and technological purposes is also discussed. Written by a group of internationally renowned experts in philosophy, the history of science, general epistemology, mathematics, cognitive and computer science, physics and life sciences, as well as engineering, architecture, and economics, this Handbook uses numerous diagrams, schemes and other visual representations to promote a better understanding of the concepts. This also makes it highly accessible to an audience of scholars and students with different scientific backgrounds. All in all, the Springer Handbook of Model-Based Science represents the definitive application-oriented reference guide to the interdisciplinary field of model-based reasoning. (shrink)

Recent philosophy of science has witnessed a shift in focus, in that significantly more consideration is given to how scientists employ models. Attending to the role of models in scientific practice leads to new questions about the representational roles of models, the purpose of idealizations, why multiple models are used for the same phenomenon, and many more besides. In this paper, I suggest that these themes resonate with central topics in feminist epistemology, in particular prominent (...) versions of feminist empiricism, and that model-based science and feminist epistemology each has crucial resources to offer the other's project. (shrink)

Ancient Indian philosophies consider self-realization as a fundamental concept and aim of human life, which appears theoretically similar to the self-actualization concept of the West. This article compares and contrasts the self-actualization concept with the views of ancient Indian wisdom to create a model. Both ideas strive for a more elevated Self, unleashing our potential or the realization/actualization of the true Self. From the Indian Vedanta philosophy emerged the Panchakosha theory of personality, which provides a structural framework for human states (...) of consciousness leading to higher development and transcendental identity. According to the scriptures, any form of stress is due to an underdeveloped state of consciousness at these levels or due to disconnection from the true Self; once an individual comes in contact with the ‘true Self’, the problems of life are eliminated. Yoga is a systematic process and way of human development, and applying the principles of Yoga philosophy in life will help in transcending one from the lower Self to the higher Self, awakening human potential, and becoming self-actualized. Yogis, who practice Yoga, could be responsible for a positive shift towards sustainable communities or transformative environments through enhanced mindfulness, self-actualization, and social capital demonstrated by enhanced moral values, trust, engagement, and acceptance. This theoretical model from classical Indian thought has the potential to provide the needed guidelines to create more self-actualized people. The dimension of well-being and prescriptions on how to reach this state of highest well-being is the essence of Indian philosophy. (shrink)

One approach to understanding model-based reasoning in science is to examine how it develops during infancy, childhood, and adolescence. The way in which thinking changes sometimes provides clues to its nature. This paper examines cognitive developmental aspects of modeling practices and discusses how a developmental perspective can enrich the study of model-based scientific reasoning in adults. The paper begins with issues concerning developmental change, followed by a model of model-based reasoning. The rest of the paper describes how (...) several key concepts from recent developmental work could contribute to current work on model-based reasoning. Specifically, developmental research shows that (a) social processes are involved in model-based reasoning and scientific discovery, (b) the development of a theory of mind contributes to the development of scientific reasoning, (c) changes in scientific reasoning are characterized by cognitive variability, and (d) microgenetic methods could clarify conceptual change during model-based reasoning. (shrink)

Designing, building, and experimenting with physical simulation models are central problem‐solving practices in the engineering sciences. Model‐based simulation is an epistemic activity that includes exploration, generation and testing of hypotheses, explanation, and inference. This paper argues that to interpret and understand how these simulation models function in creating knowledge and technologies requires construing problem solving as accomplished by a researcher–artifact system. It draws on and further develops the framework of “distributed cognition” to interpret data collected in ethnographic (...) and cognitive‐historical studies of two biomedical engineering research laboratories, and articulates the notion of distributed model‐based cognition to answer the question posed in the title. (shrink)

This article addresses the question of fundamental entities in set theory. It takes up J. Hamkins’ claim that models of set theory are such fundamental entities and investigates it using the methodology of P. Maddy’s naturalism, Second Philosophy. In accordance with this methodology, I investigate the historical case study of the use of models in the introduction of forcing, compare this case to contemporary practice and give a systematic account of how set-theoretic practice can be said (...) to introduce models as new entities. In conclusion, I argue for a view that takes both sets and models to be fundamental entities in set theory. (shrink)

There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. In (...) this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family. (shrink)

Many examples of calibration in climate science raise no alarms regarding model reliability. We examine one example and show that, in employing Classical Hypothesis-testing, it involves calibrating a base model against data that is also used to confirm the model. This is counter to the "intuitive position". We argue, however, that aspects of the intuitive position are upheld by some methods, in particular, the general Cross-validation method. How Cross-validation relates to other prominent Classical methods such as the Akaike Information Criterion (...) and Bayesian Information Criterion is also discussed. (shrink)

The Human Embryology Collection at the Centre of Anatomy Göttingen, created between 1942 and 1970, represents a unique interrelation of histological sectional series of human embryos and large-format physical models open to the public based on them. The collection was established long after the heyday of human embryology. It is also remarkable in another aspect: while usually models within the discipline are considered research objects, Göttingen embryologist Erich Blechschmidt (1904–1992) based his understanding on a pedagogical impetus. (...) The article highlights the distinctive and unconventional features of Blechschmidt’s undertaking against its disciplinary background. My focus lies on the two practices that are central to human embryology—collecting and modelling—, as well as the derived collection stocks. The special tension between individuality and universality that already characterized the process of their creation is also reflected in the later use of the collection. This tension allowed Blechschmidt to utilize the models in embryological research and anatomical teaching as well as in the broad social debate on abortion and the ethical status of human embryos. (shrink)

The main objective of the paper is to propose a frequentist interpretation of probability in the context of model-based induction, anchored on the Strong Law of Large Numbers (SLLN) and justifiable on empirical grounds. It is argued that the prevailing views in philosophy of science concerning induction and the frequentist interpretation of probability are unduly influenced by enumerative induction, and the von Mises rendering, both of which are at odds with frequentist model-based induction that dominates current practice. (...) The differences between the two perspectives are brought out with a view to defend the model-based frequentist interpretation of probability against certain well-known charges, including [i] the circularity of its definition, [ii] its inability to assign ‘single event’ probabilities, and [iii] its reliance on ‘random samples’. It is argued that charges [i]–[ii] stem from misidentifying the frequentist ‘long-run’ with the von Mises collective. In contrast, the defining characteristic of the long-run metaphor associated with model-based induction is neither its temporal nor its physical dimension, but its repeatability (in principle); an attribute that renders it operational in practice. It is also argued that the notion of a statistical model can easily accommodate non-IID samples, rendering charge [iii] simply misinformed. (shrink)

This paper aims to offer an alternative view for understanding scientific models based on metaphors. To accomplish this, we employ a special case of Darwin’s use of metaphors, such as the notion of powerful Being, in order to represent natural selection. Our proposal contributes to issues in the literature of scientific model, such as imprecisions in the understanding of scientific models, especially in models based on metaphors. Thus, our alternative view of models based (...) on metaphors, and inspired by Darwin’s use of metaphors, provides us with four features, a-simplification and selection; b-articulation of familiar-unfamiliar structures; c-accessibility and moderations of complexity, and finally d-local realism. We contrast these features with Darwin’s use of a metaphors. We conclude by saying that our proposal of metaphor’s approach of models does not only contribute to the clarification of how these types of scientific models can be understood but it shows that metaphors can also contain a realist element that explains why scientists often use it in their practices of modeling the world. (shrink)

Although there is increasing recognition that theory and practice in science are often inseparably intertwined, discussions of scientific controversies often continue to focus on theory, and not practice or methodologies. As a contribution to constructing a framework towards understanding controversies linked to scientific practices, we introduce the notion of borrowed epistemic credibility, to describe the situation in which scientists exploit fallacious similarities between accepted tenets in other fields to garner support for a given position in their own field. (...) Our proposal is based on the analysis of a recent controversy in phylogeography, a biological subdiscipline concerned with the study of the historical causes of variation in genetic diversity within species in concrete biogeographical locations. Through a review of the arguments that support the two conflicting phylogeographic schools, we show that ‘theory’ plays essentially no role as a foundation of the controversy, whereas both sides borrow epistemic credibility from sources such as formal logic, similarity of results to those in other scientific areas, the authority of prominent scientists, or the presumed superiority of quantitative vs. verbal reasoning. Our case study underscores the indivisibility of theory and practice and provide a means to re-examine important philosophical issues such as the meaning of inference, rationality, justification, and objectivity in scientific practice. (shrink)

This paper argues that the linguistic approach to analyzing induction, according to which induction is a type of inference or argument composed of statements or propositions, is unsuitable to account for scientific reasoning. Consequently, a novel approach to induction in model-based science is suggested. First, in order to show their adherence to the linguistic treatment of induction, two strategies are reviewed: (i) Carnap and Reichenbach’s attempts to justify induction and (ii) Norton’s recent material theory of induction. Second, three reasons (...) are provided to support the claim that the linguistic treatment of induction is insufficient in accounting for model-based reasoning in science. Finally, a framework focused on models—rather than statements or propositions—is suggested to address induction in science. William Whewell’s theory of induction is briefly outlined as an example of a non-propositional treatment of induction that is consistent with model-based scientific practice. (shrink)

Prior research on citizenship behavior has mainly focused on its voluntary side—organizational citizenship behavior. Unfortunately, although compulsory behavior is a global organizational phenomenon, the involuntary side of CB—compulsory citizenship behavior, defined as employees’ involuntary engagement in extra-role work activities that are beneficial to the organization : 77–93, 2006)—has long been neglected and very little is known about its potential negative consequences. Particularly, research on CCB–counterproductive work behavior association is still in its nascent stage. Therefore, drawing on moral disengagement theory and (...) social exchange theory, we firstly attempt to systematically investigate how and when CCB leads to CWB. Specifically, we see employee silence as a critical form of passive CWB and propose a moderated mediation model. In the model, CCB predicts silence through MD—a set of cognitive mechanisms that deactivate moral self-regulatory processes, with the Chinese culture-specific concept of supervisor–subordinate guanxi, which captures the supervisor–subordinate non-work-related personal ties, acting as the contextual condition. Two-wave data collected from a sample of 293 employees in 17 manufacturing firms in China supported our hypotheses. The results revealed that the more employees experienced compulsory feelings caused by CCB, the more they morally disengaged and, in turn, resorted to avoidant or passive responses as a coping strategy. Further, s–s guanxi serves as a reverse moderator in that high s–s guanxi mitigates the destructive impact of CCB, makes employees less inclined to morally disengage, and thereby largely prevents them from practicing workplace silence behavior. Implications for theory and intervention strategies for practice are discussed. We also propose several promising avenues for future research. (shrink)

This paper argues that the linguistic approach to analyzing induction, according to which induction is a type of inference or argument composed of statements or propositions, is unsuitable to account for scientific reasoning. Consequently, a novel approach to induction in model-based science is suggested. First, in order to show their adherence to the linguistic treatment of induction, two strategies are reviewed: (i) Carnap and Reichenbach’s attempts to justify induction and (ii) Norton’s recent material theory of induction. Second, three reasons (...) are provided to support the claim that the linguistic treatment of induction is insufficient in accounting for model-based reasoning in science. Finally, a framework focused on models—rather than statements or propositions—is suggested to address induction in science. William Whewell’s theory of induction is briefly outlined as an example of a non-propositional treatment of induction that is consistent with model-based scientific practice. (shrink)

In today’s competitive business market, firms that collaborate on a coopetition basis face obstacles in the form of decision-making, dependency, and trust in their competitor partners. This current study is the only one that has examined the relationship between coopetition and firm performance; yet, this relationship appears to be unclear due to the impact of trust and dependency on coopetition. This study investigates the impact of coopetition on firm performance by examining the mediating effects of decision-making and open innovation on (...) firm performance. There are 230 sets of data that were collected from the employees of Chinese small- and medium-sized enterprises through the survey method, and the data were analyzed using Partial Least Square-Structural Equation Modeling. The findings of this study indicated that open innovation has a significant mediation effect between coopetition and firm performance, and that decision-making is also an important mediating effect in bridging the relationship between coopetition and firm performance. By considering these mediators, the findings revealed that the coopetition has a significant impact on firm performance through decision-making and has a significant effect on firm performance through increasing open innovation. The findings also revealed that decision-making played a significant role in mediating the relationship between coopetition and firm performance, which in turn specified a statistically significant positive rel... (shrink)

Proof requires a dialogue between agents to clarify obscure inference steps, fill gaps, or reveal implicit assumptions in a purported proof. Hence, argumentation is an integral component of the discovery process for mathematical proofs. This work presents how argumentation theories can be applied to describe specific informal features in the development of proof-events. The concept of proof-event was coined by Goguen who described mathematical proof as a public social event that takes place in space and time. This new meta-methodological concept (...) is designed to cover not only “traditional” formal proofs but all kinds of proofs and inference steps, including incomplete or purported proofs. Our approach attempts to make proof-events more comprehensive to express the complete trajectory of a mathematical proof-event until the ultimate validation of the proving outcome. Thus, we advance an extended version of proof-event calculus which is built on argumentation theories designed to capture the internal and external structure of collaborative mathematical practice and highlight the relationship between proof, human reasoning, and cognitive processes. In addition, another area in which argumentation can make a significant contribution is dealing with the defeasible knowledge of the Web which is a product of its open and ubiquitous nature. This approach seems to be sufficient for the presentation of Web-based proving processes as manifested in the case of the Mini-Polymath 4 project. (shrink)

An empirically based family assessment can help family therapists understand how a family functions. In systemic therapy a family is seen as a dynamic system in which the family members form interdependent subsystems. The Social Relations Model is a useful tool to study such interdependence within a family. According to the SRM, each dyadic score is viewed as the sum of an unobserved family effect, an individual actor and partner effect, and a relation-specific effect. If dyadic data are obtained (...) for a specific family using a round robin design, these different SRM effects can be calculated using an ANOVA-approach. To gain insight into the functioning of a particular family, the family-specific SRM effects can be compared to those from a norm sample and it can be deduced whether that family has deviating scores on a particular SRM effect. Currently, such a family assessment relies on the mean and variance of the SRM ANOVA scores in the norm sample. However, family therapists may not always have access to these data, making the current approach of SRM family assessment not as useful in practice. In this article, we introduce a user-friendly web application that uses an alternative method for SRM family assessment. This alternative strategy requires as input the population parameter estimates of SRM means and variances more commonly described in SRM family literature. (shrink)

The emergence of new computational media is radically changing the practices of science, particularly in the way computational models are built and used to understand and engineer complex biological systems. These new practices present a novel variation of model-based reasoning, based on dynamic and opaque models. A new cognitive account of MBR is needed to understand the nature of this practice and its implications. To develop such an account, I first outline two cases where the (...) building and use of computational models led to discoveries. A theoretical model of the possible cognitive and neural mechanisms underlying such discoveries is then presented, based on the way the body schema is extended during tool use. This account suggests that the process of building the computational model gradually ‘incorporates’ the external model as a part of the internal imagination system, similar to the way tools are incorporated into the body schema through their active use. A central feature of this incorporation account is the critical role played by tacit and implicit reasoning. Based on this account, I examine how computational modeling would change model-based reasoning in science and science education. (shrink)

We describe in detail the first experimental test that distinguishes between an event-based corpuscular model of the interaction of photons with matter and quantum mechanics. The test looks at the interference that results as a single photon passes through a Mach-Zehnder interferometer. The experimental results, obtained with a low-noise single-photon source, agree with the predictions of standard quantum mechanics.

Patient’s duties are a topical but little researched area in nursing ethics. However, patient’s duties are closely connected to nursing practice in terms of autonomy, the best purpose of care and rethinking from the patient’s perspective. This article is a metasynthesis (N = 11 original articles) of patient’s duties, aimed to create a tentative model. In this article, a tentative model called ‘right-based duties of a patient’ was constructed. With its aid, a coherent structure of patient’s duties within (...) different roles and objects of a patient can be defined. In addition, the ethical basis, prerequisites, outcomes and risks of patient’s duties can be named. In conclusion, so-called right-based duties of a patient constitute the basic argument. Patient’s duties are not unambiguous for all patients, and the global perspective to duties has been challenged. However, due to both conceptual and practical reasons, rethinking of patient’s duties is needed. (shrink)

This article evaluates learners’ thinking in the complex environment of teaching level and cognitive construct process and examines learners within the framework of cognitive factors, as well as the degree of consistency in the training process, in the social practice as the teaching of teachers and students to provide timely and dynamic feedback, first of all to “evidence centered” education evaluation of design patterns and cognitive framework theory as the theoretical basis. An evaluation model based on learners’ cognitive (...) network analysis is designed and constructed by integrating cognitive visualization analysis techniques such as network analysis. Secondly, at the beginning of action research, the teaching framework structure sequence is established under the guidance of the implementation model of flipped classroom, and the investigation results of the current situation are designed under the guidance of operational steps and organizational strategies, and categories and autonomous learning theories are divided, so as to preliminarily construct strategies to improve the ability of autonomous learning. Then through three rounds of iterative action research to improve the flip classroom teaching middle school students’ autonomous learning ability of teaching strategy, the interview method is used; the questionnaire and autonomous learning process to improve the students’ autonomous learning ability training effect evaluation questionnaire is analyzed, and finally a complete set of reverse ascending of classroom teaching is formed to improve students’ autonomous learning ability of effective classroom strategies. (shrink)