The Manifestation Requirement, advanced by Dummett in his critique of semantic realism, has been criticized for being behavioristic, and the responses have been made that the critics are mistaken. However, the dispute has failed to exhibit the point of the Requirement. In this paper, I shall argue (1) that, in the light of Anscombe's theory of practical knowledge, knowledge of linguistic meaning is to be seen as the knowledge-how that forms the basis of the practical knowledge that an agent has (...) of his own intentional actions, (2) that such knowledge of linguistic meaning is to be based on mutual agreements in a community, and (3) that the Manifestation Requirement is a condition for the possibility of such mutual agreements. As a result, the Manifestation Requirement finds its basis on the idea that language and linguistic acts are tools that we use while continually improving them. (shrink)

In this paper, we generalize a result of Brown and Simpson [1] to prove that RCA0+Π0∞-BCT is conservative over RCA0 with respect to the set of formulae in the form ∃!Xφ, where φ is arithmetical. We also consider the conservation of Π00∞-BCT over Σb1-NIA+∇b1-CA.

One most common problem in reinforcement learning systems (e.g. Q-learning) is to reduce the number of trials to converge to an optimal policy. As one of the solution to the problem, k-certainty exploration method was proposed. Miyazaki reported that this method could determine an optimal policy faster than Q-learning in Markov decision processes (MDPs). This method is very efficient learning method. But, we propose an improvement plan that makes this method more efficient. In k-certainty exploration method, in case there is (...) no k-uncertainty rule (rules which aren’t selected more than k times) in current state, an agent sometimes walks randomly until it finds a state where it can select a k-uncertainty rule. We think that this behavior is not efficient. To reduce this useless behavior, we propose combining k-certainty exploration method with Dynamic programming (DP). Miyazaki’s system uses DP after all rules are executed at least k times. But, our method uses k-certainty exploration method along with DP during learning. Our method, takes two pattern actions. In case an agent can select k-uncertainty rules, one of these rules is selected at random as k-certainty exploration method. In another case there is no k-uncertainty rule, behavior of agent is different from the behavior of k-certainty exploration method. In that case, our method uses DP to compute an optimal policy for moving from a current state to a state in which some k-uncertainty rules remain. The model for DP is constructed by using only known states. The outline will be described below. First, an agent makes a map constructed by using only known states. In the map, goals are states in which there are k-uncertainty rules and arbitrary state values are set in these states. Point to which attention should be paid is that the map is not given from outside. It is made from only experience. Next, each state values of states in which there are only k-certainty rules in the map are computed by DP (we used Policy Iteration). Finally, an agent continues to select greedy action until it arrives at a state in which it can select a k-uncertainty rule. By this improvement, we expect it can determine an optimal policy faster than k-certainty exploration method. And we have verified that our exploration method can determine an optimal policy faster than k-certainty exploration method by computer simulation. (shrink)

It is sometimes argued that there is an analogy between time and modality: What is true of time, mutatis mutandis, should be true of modality, and vice versa. However, I think that the importance of this analogy has not been truly appreciated in the literature. In this paper, I try to offer a plausible account of the relationship between time and modality based on what is known as presentist ersatzism. If the attempt succeeds, it will be shown that ersatzists about (...) time are better able to explain what possible worlds are. (shrink)

The purpose of this study is to investigate the relationship between a firm’s strategy and consumers’ decisions in the presence of the paradox of choice and sharing personal information. The paradox of choice implies that having too many choices does not necessarily ensure happiness and sometimes having less is more. A new model is constructed introducing a factor of information sharing into the model of a previous study that embedded the paradox of choice only (Kinjo and Ebina in AI Soc (...) 30(2):291–297, 2015). A key feature of the model is its disutility function. It is demonstrated that if the sign of the cross derivative of the function is positive (negative) at the optimum, there is a positive (negative) correlation between the degree of sharing personal information chosen by the consumers and the number of products offered by the firm in its recommendation systems. It is also numerically indicated that the profit function of the firm becomes convex or concave depending on the shape of the disutility function. These results suggest that firms should carefully investigate the shape of the disutility function, under the paradox of choice and sharing personal information. (shrink)

The purpose of our study is to investigate the effects of the number of products, product attributes, and prices on consumer confusion, conduct a numerical analysis to check the robustness of the results, and present an example of the cell phone market in Japan. Following an ideal point model and embedding the number of products and product attributes, we clarify how these factors affect consumer confusion and purchase probability. We show that as the number of product attributes increases, the choice (...) probability of each product becomes equal, implying that consumer confusion occurs. This result is robust to the introduction of prices as strategic variables. (shrink)

Crispin Wright in his 1982 paper argues for strict finitism, a constructive standpoint that is more restrictive than intuitionism. In its appendix, he proposes models of strict finitistic arithmetic. They are tree-like structures, formed in his strict finitistic metatheory, of equations between numerals on which concrete arithmetical sentences are evaluated. As a first step towards classical formalisation of strict finitism, we propose their counterparts in the classical metatheory with one additional assumption, and then extract the propositional part of ‘strict finitistic (...) logic’ from it and investigate. We will provide a sound and complete pair of a Kripke-style semantics and a sequent calculus, and compare with other logics. The logic lacks the law of excluded middle and Modus Ponens and is weaker than classical logic, but stronger than any proper intermediate logics in terms of theoremhood. In fact, all the other well-known classical theorems are found to be theorems. Finally, we will make an observation that models of this semantics can be seen as nodes of an intuitionistic model. (shrink)

One prominent feature of belief is that a belief cannot be formed at will. This paper argues that the best explanation of this fact is that belief formation is a process that takes aim at the truth. Taking aim at the truth is to be understood as causal responsiveness of the processes constituting belief formation to what facilitates achieving true beliefs. The requirement for this responsiveness precludes the possibility of belief formation responding to intentions in a way that would count (...) as forming a belief at will. (shrink)

Reading “The Tale of Genji”: Sources from the First Millennium. Edited by Thomas Harper and Haruo Shirane. New York: Columbia University Press, 2015. Pp. xx + 610. $65.

According to alethic pluralism, sentences belonging to different domains of discourse can be true by having different alethic (i.e., truth-constituting) properties. Against this pluralistic view, Jamin Asay has recently argued that pluralists' appeal to multiple alethic properties is ill-motivated because the main advantages of pluralism can already be obtained within the framework of standard truthmaker theory. In response to this objection, this paper argues that Asay's claim does not hold with respect to one of the central advantages of pluralism, namely, (...) the ability to offer a proper understanding of the realism/anti-realism debate. This is because, first, when simply construed, truthmaker theory can only provide an inadequate understanding of the debate, and second, when construed in certain ways that allow it to avoid inadequacy, it becomes committed to multiple alethic properties. (shrink)

This paper describes an automatic monitoring system that constantly checks partial update in Web pages and notifies them to a user. While one of the most important advantages of the WWW is update of Web pages, we need to constantly check them out and this task takes much cognitive load. Thus applications to automatically check update of Web pages have been developed, however they can not deal with partial update like update in a particular cell in a table in a (...) Web page. Hence we developed a automatic monitoring system that checks such partial update. A user can give a system regions in which he/she wants to know the update in a Web page as training examples, and it is able to learn rules to identify the partial update by classification learning. By this learning, a user do not need to directly describe the rules. We implemented our system and some executed examples were presented. (shrink)

In this paper, we develop an organization method of page information agents for adaptive interface between a user and a Web search engine. Though a Web search engine indicates a hit list of Web pages to user’s query using a large database, they includes many useless ones. Thus a user has to select useful Web pages from them with page information indicated on the hit list, and actually fetch the Web page for investigating the relevance. Unfortunately, since the page information (...) on a hit list is neither sufficient nor necessary for a user, the adequate information is necessary for valid selection. However which information is adequate depends on a user and a task. Hence we propose adaptive interface AOAI in which different page information agents are organized through man-machine interaction. In AOAI, the page information agents indicating different page information on a hit list like the file-size, network traffic and a page title are prepared at first. A user evaluates them through searching with a search engine, and the agents are organized based on the evaluation. As results, different organizations are achieved depending on a user and a task. Finally we make experiments with subjects and find out AOAI is promising for adaptive interface between a user and a search engine. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

To investigate the cognitive processes underlying creative inspiration, we tested the extent to which viewing or copying prior examples impacted creative output in art. In Experiment 1, undergraduates made drawings under three conditions: copying an artist's drawing, then producing an original drawing; producing an original drawing without having seen another's work; and copying another artist's work, then reproducing that artist's style independently. We discovered that through copying unfamiliar abstract drawings, participants were able to produce creative drawings qualitatively different from the (...) model drawings. Process analyses suggested that participants' cognitive constraints became relaxed, and new perspectives were formed from copying another's artwork. Experiment 2 showed that exposure to styles of artwork considered unfamiliar facilitated creativity in drawing, while styles considered familiar did not do so. Experiment 3 showed that both copying and thoroughly viewing artwork executed using an unfamiliar style facilitated creativity in drawing, whereas merely thinking about alternative styles of artistic representation did not do so. These experiments revealed that deep encounters with unfamiliar artworks—whether through copying or prolonged observation—change people's cognitive representations of the act of drawing to produce novel artwork. (shrink)

This is a review essay on Daisuke Kachi’s recent book, Agents: Contemporary Substance Ontology (sic. Shunjusha, 2018). The book develops and partially defends an ontology that takes the category of substance as the most fundamental one. The author provides in it a new perspective on substance, which consists in characterizing substances as bearers of what he calls “substance modalities” (of which there are four kinds, that stem from the factors of essence, power, past persistence, and future persistence respectively). The first (...) part of this review essay gives an extended overview of Kachi’s book while the second discusses some problems it may face. (shrink)

A number of philosophers today endorse the view that material substances (e.g., cats, stones, atoms) can be analyzed as bundles of “particular properties” or “tropes”. Among several developments, the theory that Peter Simons proposed is seen as the most successful one. Simons’ theory seems to owe its high reputation to mainly two advantages which he claims for his theory: the capacity for avoiding infinite regress, and the explanatory adequacy for the phenomenon of change. In this paper, however, I try to (...) object to this high appraisal, by showing that the two alleged advantages in fact cannot be simultaneously secured by Simons’ position. To this aim, I proceed as follows: First, I present Simons’ theory and explain its alleged two advantages. Next, I take up Arda Denkel’s criticism and show that the explanatory adequacy will be lost unless Simons accepts a certain revision of his theory. Finally, I show that as a result of the revision needed, Simons’ position comes to lose the capacity for avoiding infinite regress in turn. (shrink)

This paper presents the first dataset for Japanese Legal Judgment Prediction (LJP), the Japanese Tort-case Dataset (JTD), which features two tasks: tort prediction and its rationale extraction. The rationale extraction task identifies the court’s accepting arguments from alleged arguments by plaintiffs and defendants, which is a novel task in the field. JTD is constructed based on annotated 3477 Japanese Civil Code judgments by 41 legal experts, resulting in 7978 instances with 59,697 of their alleged arguments from the involved parties. Our (...) baseline experiments show the feasibility of the proposed two tasks, and our error analysis by legal experts identifies sources of errors and suggests future directions of the LJP research. (shrink)

Presentism is usually understood as the thesis that only the present exists whereas the rival theory of eternalism is usually understood as the thesis that past, present, and future things are all equally real. The significance of this debate has been threatened by the so-called triviality objection, which allegedly shows that the presentist thesis is either trivially true or obviously false: Presentism is trivially true if it is read as saying that everything that exists now is present, and it is (...) obviously false if read as saying that everything that has existed, exits or will exist is present. If eternalism is taken as the negation of presentism, it is also either trivially false or obviously true. In this paper, I try to respond to the triviality objection on behalf of presentism. In second section, I will examine how the argument proceeds. In third section, I will reflect on three possible ways to respond but will argue that none of them succeeds in giving a satisfactory solution. I will then try to clarify the core idea of presentism and to suggest that if we characterise presentism accurately, the problem will disappear. In fourth section, I will offer a plausible definition of presentism and will show how it can avoid the triviality objection and demonstrate why it is advantageous to accept the version of presentism I offer. (shrink)

Developmental research suggests that young children tend to value dominant individuals over subordinates. This research, however, has nearly exclusively been carried out in Western cultures, and cross-cultural research among adults has revealed cultural differences in the valuing of dominance. In particular, it seems that Japanese culture, relative to many Western cultures, values dominance less. We conducted two experiments to test whether this difference would be observed in preschoolers. In Experiment 1, preschoolers in France and in Japan were asked to identify (...) with either a dominant or a subordinate. French preschoolers identified with the dominant, but Japanese preschoolers were at chance. Experiment 2 revealed that Japanese preschoolers were more likely to believe a subordinate than a dominant individual, both compared to chance and compared to previous findings among French preschoolers. The convergent results from both experiments thus reveal an early emerging cross-cultural difference in the valuing of dominance. (shrink)

According to the subset view of realization, a property realizes another if the causal powers of the latter are a subset of those of the former. Against this view, some authors (in particular, Kevin Morris and Paul Audi) have argued that it has an untenable consequence that realizing properties are less fundamental than the properties they realize, because the subset view characterizes realized properties as parts (subsets) of their realizers whereas it is generally true that a part is prior to (...) its whole. This paper defends the subset view from this “part-whole” objection, by arguing that if we compare individual powers of realizer and realizee with particular attention to their manifestation conditions, it turns out that each power of a realizee is grounded in some power of its realizer. This grounding relation between powers, I shall argue, allows subset theorists to explain why a realizer is more fundamental than its realizee, even while having the latter as a part. (shrink)

According to the “truthmaker maximalism”, every true contingent proposition is made true by something in the world, called its truthmaker. Although at first sight the maximalism seems to be a natural position, it has serious difficulties, especially concerning negative truths. In view of this, many truthmaker theorists adopt some non-maximalist position. It is not clear, however, whether these non-maximalists are justified, since existing reasons to justify the non-maximalism are not good enough. In this paper, then, I shall propose a new (...) reason for the non-maximalism, which consists in the observation that the maximalism cannot acknowledge the widely accepted view that certain inferences involving logical constants are valid in the properly logical sense. (shrink)

One short passage on what is called the Receptacle in Plato’s Timaeus has been the subject of much controversy since Cherniss presented an alternative reading of it in 1954. In this paper, I criticize an influential argument presented by Zeyl for a traditional reading, and propose a new interpretation which adopts the alternative reading on important sentences of the passage, but is not accompanied by the defects of Cherniss’ interpretation.

Shōwashi e no renketsu -- Higashi Ajia kara no me -- Tennō to iu jiba -- Watashi no kaikōki -- Jikokuhyō katate ni ekisoba o.

本書は、2013年4月1日から2015年3月31日までの2年間、『みすず』誌に連載された「日記」を一書にしたものである。大学人としての仕事や作家として執筆に追われながら、政治学者として世の動向を分析し 、皇室の動きを観察し、鉄道旅行をする。日常から時代を解読する試み。.