The Page target article is interesting because of apparent coverage of many psychological phenomena with simple, unified neural techniques. However, prototype phenomena cannot be covered because the strongest response would be to the first-learned stimulus in each category rather than to a prototype stimulus or most frequently presented stimuli. Alternative methods using distributed coding can also achieve portability of network knowledge.

Computer simulations show that an unstructured neural-network model [Shultz, T. R., & Bale, A. C. (2001). Infancy, 2, 501–536] covers the essential features␣of infant learning of simple grammars in an artificial language [Marcus, G. F., Vijayan, S., Bandi Rao, S., & Vishton, P. M. (1999). Science, 283, 77–80], and generalizes to examples both outside and inside of the range of training sentences. Knowledge-representation analyses confirm that these networks discover that duplicate words in the sentences are nearly identical and that (...) they use this near-identity relation to distinguish sentences that are consistent or inconsistent with a familiar grammar. Recent simulations that were claimed to show that this model did not really learn these grammars [Vilcu, M., & Hadley, R. F. (2005). Minds and Machines, 15, 359–382] confounded syntactic types with speech sounds and did not perform standard statistical tests of results. (shrink)

Neuroconstructivist modeling can be usefully extended with algorithms that build their own topology and recruit existing knowledge, effectively constructing a hierarchy of network modules. Possible benefits include allowing abilities to emerge naturally, in a way that affords objective study, deeper insights, and more rapid progress, and provides more serious consideration of the implications of constructivism.

How much would you pay to play a lottery with an “infinite expected payoff?” In the case of the century old, St. Petersburg Paradox, the answer is that the vast majority of people would only pay a small amount. The authors seek to understand this paradox by providing an explanation consistent with a broad, process‐level model of human decision‐making under risk.

Missing from Quartz & Sejnowski's (Q&S's) unique and valuable effort to relate cognitive development to neural constructivism is an examination of the global emergent properties of adding new neural circuits. Such emergent properties can be studied with computational models. Modeling with generative connectionist networks shows that synaptogenic mechanisms can account for progressive increases in children's representational power.

Perruchet & Vinter do not fully resolve issues about the role of consciousness and the unconscious in cognition and learning, and it is doubtful that consciousness has been computationally implemented. The cascade-correlation (CC) connectionist model develops high-order feature detectors as it learns a problem. We describe an extension, knowledge-based cascade-correlation (KBCC), that uses knowledge to learn in a hierarchical fashion.

We highlight methodological and theoretical limitations of the authors' Dirac formalism and suggest the von Neumann open systems approach as a resolution. The open systems framework is a generalization of classical probability and we hope it will allow cognitive scientists to extend quantum probability from perception, categorization, memory, decision making, and similarity judgments to phenomena in learning and development.

Clark & Thornton present the well-established principle that recoding inputs can make learning easier. A useful goal would be to make such recoding automatic. We discuss some ways in which incrementality and transfer in connectionist networks could attain this goal.

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...) discussion of methods in education. (shrink)

In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...) both separated and yet prerequisites for each other and point to some educational consequences of this way of thinking. To build this argument I draw on selected aspects of the philosophy of Hanna Arendt, Leo Strauss and John Dewey. (shrink)

This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. (...) This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning. (shrink)

In this essay, I argue that education should be conceived of as a thing in itself. To lift this view, I present aspects of Graham Harman’s philosophy, a speculative realism that can be seen as a radical break with social constructivism and similar approaches. Next, I attempt to outline a rough sketch of an educational “thing”, drawing on concepts such as protection, love, swarm, tension and shadow. Finally, I briefly discuss some implications of this vision for philosophy of education. In (...) particular, I think that my discussion point to philosophy of education as the basic discipline in an educational science. (shrink)

A quick look at what is happening in the corporate world makes it clear that the stakeholder idea is alive, well, and flourishing; and the question now is not “if ” but “how” stakeholder theory will meet the challenges of its success. Does stakeholder theory’s “arrival” mean continued dynamism, refinement, and relevance, or stasis? How will superior stakeholder theory continue to develop? In light of these and related questions, the authors of these essays conducted an ongoing dialogue on the current (...) state and future of stakeholder thinking. Beginning with a review of research and theory that has developed since the major stakeholder theorizing efforts of the 1990s, the authors individually offer their perspectives on the key issues relevant today to stakeholder thinking, and to suggest possible approaches that might lead toward and enable the continuing development of superior stakeholder theory. (shrink)

Is Gert Biesta is a philosopher of Bildung? The answer is “both yes and no. First I argue that Biesta's philosophy is based on a denial of the concept of Bildung, and that he, by the very nature of...

In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept (...) of teaching, resulting in a double breakdown of the essence of teaching. Fourth, I argue that Hattie’s concept of feedback has a centralizing trend which ultimately has the potential to transform the country’s educational activities into a big hierarchical and data-driven organism. Finally, I show that Hattie’s reference to Karl Popper’s theory of “three worlds” is based on a highly problematic reading, where Popper’s objective world is reduced to a subset of a radical subjectivity. (shrink)

Few scholars have investigated the considerations of over-empowered teams from a non-consequential ethics approach. Leveraging a virtue-based ethics lens of team empowerment, we provide a framework of team ethical orientation and over-empowerment using highly influential market research teams as a basis for our analysis. The purpose of this research is to contrast how teams founded on virtue-based ethics can attenuate ethical dilemmas and negative organizational outcomes from team over-empowerment. We provide a framework of four conditions that include Sophisticated, Suppressed, Contagion, (...) and Impeded to discuss alignment between team ethical orientation and team empowerment. Through this framework, we aim to further our understanding of empowered team behavior between action that is virtuous, moral, and ethical and activity that threatens organizational values and goals. (shrink)

Objective: To examine changes in patients’ desired control of the deep brain stimulator and perception of global life control throughout DBS.Methods: A consecutive cohort of 52 patients with Parkinson’s disease was recruited to participate in a prospective longitudinal study over three assessment points. Semi-structured interviews assessing participants’ desire for stimulation control and perception of global control were conducted at all three points. Qualitative data were coded using content analysis. Visual analog scales were embedded in the interviews to quantify participants’ perceptions (...) of control over time.Results: Participants reported significant increases in their perception of global control over time and significant declines in their desired control of the stimulation. These changes were unrelated to improvements in motor symptoms. Improvements in global control were negatively correlated with a decline in desired stimulation control. Qualitative data indicate that participants have changed, nuanced levels of desired control over their stimulators. Increased global life control following DBS may be attributed to increased control over PD symptoms, increased ability to engage in valued activities, and increased overall self-regulation, while other domains related to global control remained unaffected by DBS.Conclusions: There are few empirical data documenting patients’ desire for stimulation control throughout neuromodulation and how stimulation control is related to other aspects of control despite the growing application of neuromodulation devices to treat a variety of disorders. Our data highlight distinctions in different types of control and have implications for the development of patient-controlled neurostimulation devices. (shrink)

Human beings persist in an extraordinary range of ecological settings, in the process exhibiting enormous behavioural diversity, both within and between populations. People vary in their social, mating and parental behaviour and have diverse and elaborate beliefs, traditions, norms and institutions. The aim of this theme issue is to ask whether, and how, evolutionary theory can help us to understand this diversity. In this introductory article, we provide a background to the debate surrounding how best to understand behavioural diversity using (...) evolutionary models of human behaviour. In particular, we examine how diversity has been viewed by the main subdisciplines within the human evolutionary behavioural sciences, focusing in particular on the human behavioural ecology, evolutionary psychology and cultural evolution approaches. In addition to differences in focus and methodology, these subdisciplines have traditionally varied in the emphasis placed on human universals, ecological factors and socially learned behaviour, and on how they have addressed the issue of genetic variation. We reaffirm that evolutionary theory provides an essential framework for understanding behavioural diversity within and between human populations, but argue that greater integration between the subfields is critical to developing a satisfactory understanding of diversity. (shrink)

The federal government is funding a sea change in health care by investing in interventions targeting social determinants of health, which are significant contributors to illness and health inequity. This funding power has encouraged states, professional and accreditation organizations, health care entities, and providers to focus heavily on social determinants. We examine how this shift in focus affects clinical practice in the fields of oncology and emergency medicine, and highlight potential areas of reform.

A model of autobiographical remembering and the creation of personal culture is proposed. In this model we hypothesize that autobiographical memories are instantiations--objectifications as in metaphors or idioms-constituted through reconstructive processes that come to be recognized as self. Such memories are subsequently subjectified as personal culture. Our emphasis is on the functions and uses of autobiographical remembering, especially in interaction with others, where reconstructed memories are marked with affective significance. We propose that memories become autobiographical as a function of how (...) they are used--to establish and maintain intimacies or to calm ourselves during times of hightened anxiety-and signified by affect and emotion. From an object-relations theory perspective, autobiographical memories are seen as transitional phenomena (selfobjects) that reconstitue caregiving relationships both when we are alone and when we are interacting with others. (shrink)