This chapter has two main goals: to update philosophers on the state of the art in the scientific psychology of intelligence, and to explain and evaluate challenges to the measurement invariance of intelligence tests. First, we provide a brief history of the scientific psychology of intelligence. Next, we discuss the metaphysics of intelligence in light of scientific studies in psychology and neuroimaging. Finally, we turn to recent skeptical developments related to measurement invariance. These have largely focused on attributability: Where do (...) the mechanisms and dispositions that explain people’s performance on tests of intelligence inhere – in the agent, in the local testing environment, in the culture, or in the interactions among these? After explaining what measurement invariance is in the context of intelligence testing, we explore the phenomenon of stereotype threat as a challenge to measurement invariance, as well as more recent work on overcoming or buffering against stereotype threat. (shrink)

Cognitive Science, Volume 46, Issue 6, June 2022.

This article is focused on the audience and the transcripts of Friedrich Schleiermacher’s theological and philosophical lectures at the universities of Halle and Berlin between 1804/05 and 1834. It gives a summary and a characterization of the attached list, which contains in alphabetical order the known audience members and their transcripts of Schleiermacher’s lectures. The aim of this article is to advance the theological and philosophical research into the history of ideas in the early nineteenth century, esp. of Schleiermacher’s academic (...) work, with respect to his lecture style, the (academic) biography of his audience, the relation between the spoken (lecture) and the written word (transcript), as well as the relationship of the students amongst themselves. (shrink)

This article is focused on the audience and the transcripts of Friedrich Schleiermacher’s theological and philosophical lectures at the universities of Halle and Berlin between 1804/05 and 1834. It gives a summary and a characterization of the attached list, which contains in alphabetical order the known audience members and their transcripts of Schleiermacher’s lectures. The aim of this article is to advance the theological and philosophical research into the history of ideas in the early nineteenth century, esp. of Schleiermacher’s academic (...) work, with respect to his lecture style, the (academic) biography of his audience, the relation between the spoken (lecture) and the written word (transcript), as well as the relationship of the students amongst themselves. (shrink)

Publication date: 31 January 2018 Source: Author: Zari Dorri Holden Caulfield, the major character in Jerome David Salinger’s most rewarded novel The Catcher in the Rye, long stood as the innovative and leading figure for such distinctive and revolutionary traits in a character he presented in 1959s’ America literary domain. Salinger media-shy and no interview policies led the public to spread out the idea of the author’s being the whole genius behind the sheer novelty of Holden Caulfield character (...) by making a myth out of the author who turns down any kind of publicity and is finally lionized. This student-friendly hero who denigrate respectability and” phoniness” with his cynical attitude and obscene language, in one way or another, is kept being compared to such huge characters like Huckle Berry Finn whose universal popularity is barely deniable; but the question is that, could at any rate, J.D.Salinger be the sole innovator behind this genuineness? On the other hand, are there any other social and environmental factors, which came to pave the way for any kinds of Holden to be born and well liked? The main purpose of the paper is to answer these questions by a kind of critical theory as New Historicism and survey through the history as a discourse in this method. The results and findings indicate that, apparently, there was a specific social context for the emergence of this novel, with which the author had to interact. By opening up the environmental condition of those days and considering the facts, which affected Holden’s birth and popularity in that era. This essay will point out the fact that criticizing America’s 50s in such aforementioned ambience was inevitably and to some extent predictable. (shrink)

Robert H. Holden, in ‘The Public University's Unbearable Defiance of Being’ (2009, Educational Philosophy and Theory, 41:5, pp. 575–591) argues that the public university ought to welcome the infusion of relevant beliefs, including religious ones, in carrying out its research and teaching responsibilities. In this paper, I examine whether he has shown that some opinions are suppressed, whether he has shown that other views are hegemonic, the central argument that lies behind his thinking, and then consider the educational consequences (...) of his position. (shrink)

Who would have thought it? Poker has become a mass-audience spectator sport. Names like Chris ‘Jesus’ Ferguson, Phil ‘Unabomber’ Laak, and Dave ‘The Devilfish’ Ulliott may not be familiar to all readers of the TLS, but on any normal night you can see these top poker professionals on the nether reaches of the satellite channels, as they bluff and bully their way to pots worth hundreds of thousands of dollars. Like their counterparts in tennis and golf, they tour the world, (...) playing in lucrative tournaments which are avidly followed on television by millions of amateur enthusiasts whose own poker experience is mostly limited to small-stakes games played with faceless strangers on internet poker sites. (shrink)

Thomas Holden presents a fascinating study of theories of matter in the seventeenth and eighteenth centuries. These theories were plagued by a complex of interrelated problems concerning matter's divisibility, composition, and internal architecture. Is any material body infinitely divisible? Must we posit atoms or elemental minima from which bodies are ultimately composed? Are the parts of material bodies themselves material concreta? Or are they merely potentialities or possible existents? Questions such as these -- and the press of subtler questions (...) hidden in their amibiguities -- deeply unsettled philosophers of the early modern period. They seemed to expose serious paradoxes in the new world view pioneered by Galileo, Descartes, and Newton. The new science's account of a fundamentally geometrical Creation, mathematicizable and intelligible to the human inquirer, seemed to be under threat. This was a great scandal, and the philosophers of the period accordingly made various attempts to disarm the paradoxes. All the great figures address the issue: most famously Leibniz and Kant, but also Galileo, Hobbes, Newton, Hume, and Reid, in addition to a crowd of lesser figures. Thomas Holden offers a brilliant synthesis of these discussions and presents his own overarching interpretation of the controversy, locating the underlying problem in the tension between the early moderns' account of material parts on the one hand and the program of the geometrization of nature on the other. (shrink)

The complex-systems approach to cognitive science seeks to move beyond the formalism of information exchange and to situate cognition within the broader formalism of energy flow. Changes in cognitive performance exhibit a fractal (i.e., power-law) relationship between size and time scale. These fractal fluctuations reflect the flow of energy at all scales governing cognition. Information transfer, as traditionally understood in the cognitive sciences, may be a subset of this multiscale energy flow. The cognitive system exhibits not just a single power-law (...) relationship between fluctuation size and time scale but actually exhibits many power-law relationships, whether over time or space. This change in fractal scaling, that is, multifractality, provides new insights into changes in energy flow through the cognitive system. We survey recent findings demonstrating the role of multifractality in (a) understanding atypical developmental outcomes, and (b) predicting cognitive change. We propose that multifractality provides insights into energy flows driving the emergence of cognitive structure. (shrink)

Spectres of False Divinity presents a historical and critical interpretation of Hume's rejection of the existence of a deity with moral attributes. In Hume's view, no first cause or designer responsible for the ordered universe could possibly have moral attributes; nor could the existence of such a being have any real implications for human practice or conduct. Hume's case for this 'moral atheism' is a central plank of both his naturalistic agenda in metaphysics and his secularizing program in moral theory. (...) It complements his wider critique of traditional theism, and threatens to rule out any religion that would make claims on moral practice. Thomas Holden situates Hume's commitment to moral atheism in its historical and philosophical context, offers a systematic interpretation of his case for divine amorality, and shows how Hume can endorse moral atheism while maintaining his skeptical attitude toward traditional forms of cosmological and theological speculation. (shrink)

Americans from all walks of life are losing confidence in American higher education and their numbers are increasing at an alarming rate. Amidst this decline in public support, many American colleges and universities now must confront an unstainable business model. Holden Thorp and Buck Goldstein address these problems head on, articulating the real challenges facing higher education and describing in pragmatic terms what can and cannot change - and what should and should not change.

The social and cognitive science replication crisis is partly due to the limitations of commonly used statistical tools. Inferential statistics require that unsystematic measurement variation is independent of system history, and weak relative to systematic or causal sources of variation. However, contemporary systems research underscores the dynamic, adaptive nature of social, cognitive, and behavioral systems. Variation in human activity includes the influences of intrinsic dynamics intertwined with changing contextual circumstances. Conventional inferential techniques presume milder forms of variability, such as unsystematic (...) measurement error, as in a Gaussian distribution. Inferential statistics indicate an elementary Newtonian cause-effect metaphor for change that is inconsistent with known principles of change in complex systems. Pattern formation in self-organizing systems and quantum probability are used to illustrate theoretical metaphors that instantiate alternative notions of change in complex systems. Inferential statistics and related techniques are crucial scientific resources. However, in the social and behavioral sciences, they must be practiced in conjunction with an appropriate general systems framework that accommodates intrinsic fluctuations and contextual adaptation. (shrink)

This clear and user-friendly text provides practical guidance on how to incorporate citizenship into the curriculum. It offers a wealth of teaching aids including: * tried-and-tested photocopiable materials * case studies * suggested teaching strategies * comprehensive reference and resource section. Nick Clough and Cathie Holden are fully experienced in the field having both taught in primary and middle schools and both now specialise in providing citizenship education courses for trainee teachers and practising teachers. This up-to-date book will help (...) engage those teaching the new requirement of Education for Citizenship at Key Stages 2 and 3, and along with lively examples of pupils' work and discussions of the changes to the QCA guidelines regarding citizenship, they provide a comprehensive and complete resource. It is also of immense value to curriculum coordinators and to those wishing to know more about the thinking behind education for citizenship. (shrink)

In this reproduction of his original publication of 1649, Rene Descartes discusses how seekers of knowledge can best attain true insight of the world around them. Often referred to as simply the Discourse on the Method, this work is frequently cited as one of the most important to appear during the Enlightenment era. It discusses the ideal means through which those in search of knowledge can approach the world, and the practice of science, as a means of attaining true and (...) definitive insight. The Discourse on Method is influential chiefly for its role in establishing the scientific method; a technique which scientists have used to make valid discoveries over the centuries. Descartes instructs the reader to doubt everything, and to use this universal doubt as a starting point from which to approach a problem. In addition to matters of science, Descartes reflects upon his own personal, religious beliefs. In addition to his Method, Descartes also explains certain social and personal notions such as obeying the laws and statutes of his country and prioritizing self-advancement over the achievement of material wealth or fortune. Famous for including the much-quoted phrase "Je pense, donc je suis" - "I think, therefore I am" - the Discourse on Method today stands as a crucial cornerstone of countless educational courses on philosophy. (shrink)

Contrary to a popular reading of his modal epistemology, Berkeley does not hold that inconceivability entails impossibility, and he cannot therefore argue the impossibility of mind-independent matter by appealing to facts about what we cannot conceive. Berkeley is explicit about this constraint on his metaphysical argumentation, and, I argue, does respect it in practice. Popular mythology about the ‘master argument’ notwithstanding, the only passages in which he might plausibly seem to employ the principle that inconceivability entails impossibility are those that (...) argue for the inseparability of primary from secondary qualities. However, an alternative reading of these texts is available that is both consistent with Berkeley's express modal epistemology and credible in its own right. (shrink)

Nach dem Erscheinen der beiden Vorlesungsbände zur Psychologie (KGA II/13) und zur Ästhetik (KGA II/14) im Rahmen der Kritischen Gesamtausgabe der Werke Friedrich Daniel Ernst Schleiermachers liegen verbindliche und vollständige Textgrundlagen vor, die dazu einladen, sich den anthropologischen und ästhetischen Themen Schleiermachers neu zuzuwenden. Von DER Anthropologie Schleiermachers kann nicht gesprochen werden. Er selbst hat eine solche Disziplin nur randständig und wenig konturiert beschrieben. Gleichwohl durchziehen Menschenbildannahmen sein philosophisches und theologisches Werk. Entsprechend breit fächern sich die Beiträge auf und beleuchten (...) anthropologische Fragen aus pädagogischer, theologischer oder psychologischer Sicht und bauen Brücken zu zeitgenössischen (etwa Friedrich Heinrich Jacobi) oder späteren (Ernst Cassirer) Entwürfen. Ästhetik ist die letzte philosophische Disziplin, die Schleiermacher in den Zyklus seiner philosophischen Vorlesungen aufnahm, wobei er über ihre ethische Fundierung bereits in seinen ersten Hallenser Vorlesungen reflektierte. Die Beiträge zur Ästhetik schlagen einen Bogen von der Urbildtheorie, der Praktischen Theologie und der Musikrezeption Schleiermachers bis hin zur Kunsttheorie von Aby Warburg. (shrink)

Hegel und Foucault, in der Forschung meist als Antipoden dargestellt, stellen beide die Frage nach der Geschichtlichkeit des Wissens. Die Studie erarbeitet diese These anhand eines Vergleichs der Phänomenologie des Geistes mit der Archäologie des Wissens. Es wird dargelegt, inwiefern beide Konzeptionen kritisch auf Kants Vernunftkritik bezogen sind und in welchen Hinsichten sich ihre Theorien der Wissensentwicklung annähern.

Virtual Heritage (VH) is the use of electronic media to recreate or interpret culture and cultural artifacts as they are today or as they might have been in the past (Moltenbrey, 2001; Roehl, 1997). By definition, VH applications employ some kind of three dimensional representation; the means used to display it range from still photos to immersive Virtual Reality. Virtual Heritage is a very active area of research and development in both the academic and the commercial realms. (Roehl, 1997; Mitchell (...) and Economou, 2000; Addison, 2000; Stone and Ojika, 2002; Champion, 2004b; Champion and Sekiguichi, 2004; Levy, 2004). Most VH applications are intended forsome kind of educational use. While the main activity of virtual heritage is to create ancient artifacts, the real goal is to understand ancient cultures.Most VH applications are architectural reconstructions, centered on a reconstructed building or monument. However, in the same way that archaeologists and historians study the artifacts because they are the primary cultural evidence we have, VH uses architecture as a frame for recreating ancient cultures. The larger goal of VH is to recreate ancient cultures, not as dead simulations, but as living museums where students/users can enter and understand a culture that is different from their own. The closest analog is the real-world living museums, where actors in period dress occupy a life-size historical setting and interact with the visitors. Ultimately, we would like to see the users themselves creating activities in the virtual space as a way of exploring different cultural viewpoints. For example, students who know about the Virtual Egyptian Temple (Jacobson and Holden, 2005) and the supporting material may attempt to recreate activities there. In doing so, they would learn about what is and is not possible in the architectural and cultural space.In this paper we will begin by reviewing the issues and tradeoffs around building the architectural models for VH applications. These models are crucial in themselves and many of the issues involved in designing and creating them also apply to the dynamic and interactive aspects of VR. Then, we will touch on issues of how to bring culture to life in VR, the strengths and limitations for VR technology for VH applications. Finally, we will present the Virtual Egyptian Temple, our current project, as a working example. (shrink)

There are several models of the use of geometric and feature cues in reorientation. The adaptive combination approach posits that people integrate cues with weights that depend on cue salience and learning, or, when discrepancies are large, they choose between cues based on these variables. In a new paradigm designed to evaluate integration and choice, disoriented participants attempted to return to a heading direction, in a trapezoidal enclosure in which feature and geometric cues both unambiguously specified a heading, but later (...) the feature was moved. With discrepancies greater than 90 degrees, participants choose geometry. With smaller discrepancies, integration appeared in three of five situations; otherwise, participants used geometry alone. Variation depended on direction of feature movement and whether the nearest corner was acute or obtuse. The results have implications for contrasting adaptive combination and modularity theory, and for future research, offering a new paradigm for reorientation research, and for testing cue integration more broadly. (shrink)