Originally published in 1920, this collection of essays presents and discusses some of the principal subjects addressed in the Report of the Committee on Adult Education in 1919. The authors examine topics such as women and adult education, and the democratic foundations and implications of further education for those past school-leaving age. One essay is written by an adult student from Southport who is a self-described 'working-man'. This book will be of value to anyone with an interest in the history (...) of education. (shrink)

A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...) derived from subliminal learning, conditioning, artificial grammar learning, instrumental learning, and reaction times in sequence learning. We conclude that unconscious learning has not been satisfactorily established in any of these areas. The assumption that learning in some of these tasks (e.g., artificial grammar learning) is predominantly based on rule abstraction is questionable. When subjects cannot report the rules that govern stimulus selection, this is often because their knowledge consists of instances or fragments of the training stimuli rather than rules. In contrast to the distinction between conscious and unconscious learning, the distinction between instance and rule learning is a sound and meaningful way of taxonomizing human learning. We discuss various computational models of these two forms of learning. (shrink)

In the original target article (Shanks & St. John 1994), one of our principal conclusions was that there is almost no evidence that learning can occur outside awareness. The continuing commentaries raise some interesting questions, especially about the definition of learning, but do not lead us to abandon our conclusion.

Straightforward reinforcement learning for multi-agent co-learning settings often results in poor outcomes. Meta-learning processes beyond straightforward reinforcement learning may be necessary to achieve good (or optimal) outcomes. Algorithmic processes of meta-learning, or "manipulation", will be described, which is a cognitively realistic and effective means for learning cooperation. We will discuss various "manipulation" routines that address the issue of improving multi-agent co-learning. We hope to develop better adaptive means of multi-agent cooperation, without requiring a priori knowledge, and advance multi-agent co-learning beyond (...) existing theories and techniques. (shrink)

Conditionals are basic for human reasoning. In our paper, we present two experiments, which for the first time systematically compare how people reason about indicative conditionals (Experiment 1) and counterfactual conditionals (Experiment 2) in causal and non-causal task settings (N = 80). The main result of both experiments is that conditional probability is the dominant response pattern and thus a key ingredient for modeling causal, indicative, and counterfactual conditionals. In the paper, we will give an overview of the main experimental (...) results and discuss their relevance for understanding how people reason about conditionals. (shrink)

Father Owens suggests the outlines of a renewed Thomist attack on the post-Cartesian metaphysical questions and positions which would take advantage of the "analogical," "Platonic" and "existentialist" interpretations of St. Thomas' thought.--R. F. T.

Newly translated and revised, this book is as pertinent today as when it first appeared in 1930. In it Maritain presents some striking aspects of the personality and work of Aquinas and shows the continued relevance of Thomism. A generous appendix includes bibliographies and reprints of four pertinent papal documents.--R. D. G.

St. Augustine, pictured by Western painters holding in his hand his heart blazing with passionate love, consistently and repeatedly insisted―from his earliest writings until close to his death―that the essential characteristic of God is “God is love” (1 John 4:16). Yet he also insisted on the doctrines of original sin and everlasting punishment for the massa damnata. This article will not explore the rationale or semantics of his arguments, nor the detail and nuance of the doctrines of predestination and perseverance. (...) Rather, I seek to understand, from Augustine’s last writings, how he reconciled his strong conviction that God is love with doctrines requiring belief in a God who determined the fate of individuals to eternal reward or punishment “before the foundation of the world” (Eph. 1:4), a God indifferent to individuals’ actions, struggles, or longings. My primary interest is not on Augustine’s ability to render these two apparently opposing ideas of God intellectually compatible, but rather on his feeling, gathered from his last sermons, as he approached death. In brief, how could Augustine love the God in whom he believed? (shrink)

Islamic sociology.; Islam and the social sciences. ; Religion and science ; Islamic philosophy.