In their editors’ introduction, Rebuschat and Monaghan provide the background to the special issue. They outline the rationale for bringing together, in a single volume, leading researchers from two distinct, yet related research strands, implicit learning and statistical learning. The editors then introduce the new contributions solicited for this special issue and provide their perspective on the agenda setting that results from combining these two approaches.

I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two seemingly disparate experimental paradigms of synthetic grammar learning and probability learning, is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: Implicit learning produces a tacit knowledge base that is abstract and (...) representative of the structure of the environment; such knowledge is optimally acquired independently of conscious efforts to learn; and it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related problems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed. (shrink)

The cognitive penetrability of perceptual experiences has been a long-standing topic of disagreement among philosophers and psychologists. Although the notion of cognitive penetrability itself has also been under dispute, the debate has mainly focused on the cases in which cognitive states allegedly penetrate perceptual experiences. This paper concerns the plausibility of two prominent cases. The first one originates from Susanna Siegel’s claim that perceptual experiences can represent natural kind properties. If this is true, then the concepts we possess change the (...) way things appear to us. The second candidate for cognitive penetration is Fiona Macpherson’s claim that, in addition to concepts, our beliefs can penetrate perceptual experiences. It is argued that neither candidate is a case of cognitive penetration. In doing so, I provide an explanation to both that is based on perceptual learning, a non-cognitive phenomenon where relatively slow and long-lasting modifications to an organism’s perceptual system bring about changes in perception. This explanation is theoretically more plausible and remains closer to the empirical data than the explanations based on cognitive penetration. (shrink)

In this article, Arnon explores the link between implicit learning, statistical learning and language development. She focuses on two central themes, namely the issue of age invariance and the question of variation in learning outcomes. Arnon suggests that the two literatures are studying a fundamentally similar phenomenon and argues in favor of a closer alignment. However, she also raises important methodological concerns.

Learning by artificial intelligence systems-what I will typically call machine learning-has a distinguished history, and the field has experienced something of a renaissance in the past twenty years. Machine learning consists principally of a diverse set of algorithms and techniques that have been applied to problems in a wide range of domains. Any overview of the methods and applications will inevitably be incomplete, at least at the level of specific algorithms and techniques. There are many excellent introductions (...) to the formal and statistical details of machine learning algorithms and techniques available elsewhere. The present chapter focuses on machine learning as a general way of “thinking about the world,” and provides a high-level characterization of the major goals of machine learning. There are a number of philosophical concerns that have been raised about machine learning, but upon closer examination, it is not always clear whether the objections really speak against machine learning specifically. Many seem rather to be directed towards machine learning as a particular instantiation of some more general phenomenon or process. One of the general morals of this chapter is that machine learning is, in many ways, less unusual or peculiar than is sometimes thought. (shrink)

Sender–receiver games, first introduced by David Lewis ([1969]), have received increased attention in recent years as a formal model for the emergence of communication. Skyrms ([2010]) showed that simple models of reinforcement learning often succeed in forming efficient, albeit not necessarily minimal, signalling systems for a large family of games. Later, Alexander et al. ([2012]) showed that reinforcement learning, combined with forgetting, frequently produced both efficient and minimal signalling systems. In this article, I define a ‘dynamic’ sender–receiver game (...) in which the state–action pairs are not held constant over time and show that neither of these two models of learning learn to signal in this environment. However, a model of reinforcement learning with discounting of the past does learn to signal; it also gives rise to the phenomenon of linguistic drift. 1 Introduction2 Dynamic Signalling Games with Reinforcement Learning2.1 Introducing new states2.2 Swapping state–action pairs3 Discounting the Past3.1 Learning to signal in a dynamic world3.2 An unexpected outcome: linguistic drift4 ConclusionAppendix: A Markov Chain Analysis. (shrink)

For a variety of reasons, learning should be studied as a cultural phenomenon. The task of the first part of this article is to clear up the terminological questions about various ideal types of learning cultures, and how ideal type analysis may be used to study value and knowledge transfer and knowledge acquirement in various types of organisations. The important task of the second part is to analyse how implementation of environmental management systems, like BS-7750, contribute to (...) a certain learning practice. Moreover the task is to evaluate and discuss supplementing or alternative modes of learning to just formalisation of knowledge transfer. (shrink)

Simple idealized models seem to provide more understanding than opaque, complex, and hyper-realistic models. However, an increasing number of scientists are going in the opposite direction by utilizing opaque machine learning models to make predictions and draw inferences, suggesting that scientists are opting for models that have less potential for understanding. Are scientists trading understanding for some other epistemic or pragmatic good when they choose a machine learning model? Or are the assumptions behind why minimal models provide understanding (...) misguided? In this paper, using the case of deep neural networks, I argue that it is not the complexity or black box nature of a model that limits how much understanding the model provides. Instead, it is a lack of scientific and empirical evidence supporting the link that connects a model to the target phenomenon that primarily prohibits understanding. (shrink)

In this review article, Christiansen provides a historical perspective on the two research traditions, implicit learning and statistical learning, thus nicely setting the scene for this special issue of Topics in Cognitive Science. In this “tale of two literatures”, he first traces the history of both literatures before sketching a framework that provides a basis for understanding implicit learning and statistical learning as a unified phenomenon.

I present a game-theoretical multi-agent system to simulate the evolutionary process responsible for the pragmatic phenomenon division of pragmatic labour (DOPL), a linguistic convention emerging from evolutionary forces. Each agent is positioned on a toroid lattice and communicates via signaling games , where the choice of an interlocutor depends on the Manhattan distance between them. In this framework I compare two learning dynamics: reinforcement learning (RL) and belief learning (BL). An agent’s experiences from previous plays influence (...) his communication behaviour, and RL agents act in a non-rational way whereas BL agents display a small degree of rationality by using best response dynamics . The complete system simulates an evolutionary process of communication strategies, which agents can learn in a structured spatial society. The significant questions are: what circumstances could lead to an evolutionary process that doesn’t result in the expected DOPL convention; and to what extent is interlocutor rationality necessary for the emergence of a society-wide convention à la DOPL? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning Music:Embodied Experience in the Life-WorldEva Alerby and Cecilia FermIn the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained (...) in many different ways. Our intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach.By life-world approach we mean that learning is constituted by the experiences that we are having in the world. From that perspective it can be seen as a process which leads to some kind of change, whose utmost purpose is—consciously or unconsciously—to create meaning and make managing the world possible. In addition, we stress that learning does not arise nor is formed in a vacuum, but instead is found in complex contexts. In turn this creates the necessity of making learning situated and contextualized.1How one understands how music is learned is consequently influenced not only by what fundamental assumptions one holds about learning but also by prevailing views of music. Furthermore, how musical ability is regarded and whether musicality is accepted as an emotional or cognitive phenomenon is also [End Page 177] important. Other assumptions that need to be considered are whether or not it is possible to divide musicality into smaller parts and if that is the case, what is the relationship between these parts. One further question that has to be illuminated is the question about biological and social influences on musicality.2 According to Sture Brändström,3 musicality is sometimes divided into two categories—absolute contra relativistic musicality. The first category implies that musicality is regarded as a native ability, already existing within the human being, an ability that some people have and others lack. The second category reflects an approach that assumes that musicality is something everybody can acquire, it can be learned and appropriated. We will return later to this issue.These questions reveal a dualistic approach, specifically: whether musicality is an emotional or a cognitive phenomenon, or absolute or relative, which in turn leads to the question of whether or not learning music is constituted within or outside the human being. To expose problems related to this dualistic approach in music education, we will examine musical learning using life-world phenomenology as a theoretical framework, a brief description of which follows.Phenomenology: A Way of ThinkingAt the turn into the twentieth century, the German philosopher, Edmund Husserl (1859-1938), named his philosophical approach phenomenology, and with that the development of modern phenomenology began. Phenomenology is both a method and a way of thought.4 He distinguished the fundamental principle of phenomenology as—'back to the things themselves.' According to Husserl it is through experiences that we gain access to things themselves. The concept of experience was essential to his formulation, and it became a key signature for the whole of phenomenology. His starting-point was how the world is experienced in a subjective way, and the aim was to find a way to describe the meaning of these subjective experiences. In other words, phenomenology has been summarized as a description of how the world is experienced by the person in the world.Various thinkers have interpreted phenomenology in different ways. Jan Bengtsson5 emphasized that phenomenological method should be named in the plural as methods. The phenomenology of the life-world, which was developed as an alternative to the so-called epoché, the special method of transcendental phenomenology, is a philosophy of the life-world without transcendental reduction. It is the life-world that constitutes the basis of our lives. It is the everyday world of our experiences, which we take for granted and where we live our lives. In other words it is the life-world that constitutes people's being-in-the-world.6 Through our existence we experience the concrete world in all its complexity, which is both historically and contextually dependent. Consequently... (shrink)

In this article, we provide a broad overview of the interplay among cognition, belief systems, and institutions, and how they affect economic performance. We argue that a deeper understanding of institutions’ emergence, their working properties, and their effect on economic and political outcomes should begin from an analysis of cognitive processes. We explore the nature of individual and collective learning, stressing that the issue is not whether agents are perfectly or boundedly rational, but rather how human beings actually reason (...) and choose, individually and in collective settings. We then tie the processes of learning to institutional analysis, providing arguments in favor of what can be characterized as “cognitive institutionalism.” Besides, we show that a full treatment of the phenomenon of path dependence should start at the cognitive level, proceed at the institutional level, and culminate at the economic level. (shrink)

As scientists start to adopt machine learning (ML) as one research tool, the security of ML and the knowledge generated become a concern. In this paper, I explain how supervised ML can be improved with better data ontology, or the way we make categories and turn information into data. More specifically, we should design data ontology in such a way that is consistent with the knowledge that we have about the target phenomenon so that such ontology can help (...) us make the inductive leap. I do so by thinking through a thought experiment, Goodman’s New Riddle of Induction (Fact, fiction, and forecast, Harvard University Press, 1955). Goodman’s riddle helps flesh out three problems of induction: (1) the problem of equal goodies, that there are often too many equally good inductive results given the same data; (2) the problem of diverging performance, that these equally good results can give opposite predictions in the future; and (3) the problem of mediocrity, that when averaged across all equally possible datasets and tasks, no inductive algorithm outperforms any other. I show that all these three problems are manifested as real obstacles in ML practice, namely, the Rashomon effect (Breiman in Stat Sci 16(3):199–231, 2001), the problem of underspecification (D’Amour et al. in J Mach Learn Res, 2020, https://doi.org/10.48550/arXiv.2011.03395 ), and the No Free Lunch theorem (Wolpert in Neural Comput 8(7):1341–90, 1996, https://doi.org/10.1162/neco.1996.8.7.1341 ). Lastly, I argue that proper data ontology can help mitigate these problems and I demonstrate how using concrete examples from climate science. This research highlights the links between philosophers’ discussions of induction and implications in ML practice. (shrink)

Learning to take turns in repeated game situations is a robust phenomenon in both laboratory experiments and in everyday life. Nevertheless, it has received little attention in recent studies of learning dynamics in games. We investigate the simplest and most obvious extension of fictitious play to a learning rule that can recognize patterns, and show how players using this rule can spontaneously learn to take turns.

Symbiosis is a biological phenomenon in which two dissimilar organisms coexist for mutual subsistence. The concept of symbiosis can be employed to foster mutual learning. In this paper, the...

An important question for a naturalized philosophical psychology is what constitutes moral agency (MA). The two prominent scientific theories to which such a philosophical approach might appeal, those of cognitive developmental theory (CDT) and social learning theory (SLT), currently face an investigative dilemma: The better theories of the acquisition of beliefs and the performance of action based on them, the SLTs, seem to be irrelevant to the phenomenon of MA and the theories that seem to be relevant, the (...) CDTs, are unsatisfactory in their accounts of acquisition and action. In this paper I take up the cause of SLT accounts of MA. Critics of SLT accounts of MA can be interpreted as arguing that they are irrelevant to MA because they lack one or more of five functional criteria that require MA to be integral morally motivated cognitive agency. I argue that SLT accounts of MA, and specifically Bandura's social cognitive theory, (SCT), when applied to issues of MA, meet these criteria. Assuming the merits of SLT explanations of both the acquisition of beliefs and the performance of actions based on them, I conclude that SLTs generally, and specifically Bandura's SCT, are promising candidates for explaining MA. If so, they merit the attention of naturalistic philosophical psychologists. (shrink)

The mere exposure phenomenon (repeated exposure to a stimulus is sufficient to improve attitudes toward that stimulus) is one of the most inspiring phenomena associated with Robert Zajonc’s long and productive career in social psychology. In the first part of this article, Richard Moreland (who was trained by Zajonc in graduate school) describes his own work on exposure and learning, and on the relationships among familiarity, similarity, and attraction in person perception. In the second part, Sascha Topolinski (a (...) recent graduate who never met Zajonc, but found his ideas inspirational) describes his own work concerning embodiment and fluency in the mere exposure effect. Also, several avenues for future research on the mere exposure phenomenon are identified, further demonstrating its continuing relevance to the field. (shrink)

According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a (...) learner—might it be a student or a scholar—and the subject studied. The aim of the study is to afford a new way of conceiving the process as well as the outcome of learning. Thinking learning within the framework of calling and responding means understanding the learner and the subject as addressing and responding to each other. This means that predicaments of the subject—such as the truths that the subject holds and the anomalies it suffers from—address the learner in e g lectures, readings, theories, assignments, challenging the knowledge of the learner and in responding to this address, the learner in turn challenges the truths of the subject. By paying heed to, responding responsibly and challenging each other, the outcome of learning becomes a twofold phenomenon, namely both the learner and the subject reconstituting themselves, enlarged by the contribution of each other’s mode of coming-into-presence. (shrink)

Dualities are a pervasive phenomenon in contemporary physics, in which two physical theories are empirically equivalent, yet prima facie make different ontological claims about the world (potentially very different claims—differing in e.g. the number and radius of dimensions of the universe). Dualities thus present a particular instantiation of the well-known notion of underdetermination of theory by evidence. Many different philosophical proposals have been made for how such putative underdetermination might be resolved—this continues to be a programme of active research.

Social learning is a source of behaviour for many species, but few use it as extensively as they seemingly could. In this article, I attempt to clarify our understanding of why this might be. I discuss the potential computational properties of social learning, then examine the phenomenon in nature through creating a taxonomy of the representations that might underly it. This is achieved by first producing a simplified taxonomy of the established forms of social learning, then (...) describing the primitive capacities necessary to support them, and finally considering which of these capacities we actually have evidence for. I then discuss theoretical limits on cultural evolution, which include having sufficient information transmitted to support robust representations capable of supporting variation for evolution, and the need for limiting the extent of social conformity to avoid ecological fragility. Finally, I show how these arguments can inform several key scientific questions, including the uniqueness of human culture, the long lifespans of cultural species, and the propensity of animals to seemingly have knowledge about a phenomenon well before they will act upon it. (shrink)

Social learning is a source of behaviour for many species, but few use it as extensively as they seemingly could. In this article, I attempt to clarify our understanding of why this might be. I discuss the potential computational properties of social learning, then examine the phenomenon in nature through creating a taxonomy of the representations that might underly it. This is achieved by first producing a simplified taxonomy of the established forms of social learning, then (...) describing the primitive capacities necessary to support them, and finally considering which of these capacities we actually have evidence for. I then discuss theoretical limits on cultural evolution, which include having sufficient information transmitted to support robust representations capable of supporting variation for evolution, and the need for limiting the extent of social conformity to avoid ecological fragility. Finally, I show how these arguments can inform several key scientific questions, including the uniqueness of human culture, the long lifespans of cultural species, and the propensity of animals to seemingly have knowledge about a phenomenon well before they will act upon it. (shrink)

Research on implicit learning - a cognitive phenomenon in which people acquire knowledge without conscious intent or awareness - has been growing exponentially. This volume draws together this research, offering the first complete reference on implicit learning by those who have been instrumental in shaping the field. The contributors explore controversies in the field, and examine: functional characteristics, brain mechanisms and neurological foundations of implicit learning; connectionist models; and applications of implicit learning to acquiring new (...) mental skills. (shrink)

Starting from the observation that small children can count more objects than numbers—a phenomenon that I am calling the “lifeworld dependency of cognition”—and an analysis of finger calculation, the paper shows how learning can be explained as the development of cognitive systems. Parts of those systems are not only an individual’s different forms of knowledge and cognitive abilities, but also other people, things, and signs. The paper argues that cognitive systems are first of all semiotic systems since they (...) are dependent on signs and representations as mediators. The two main questions discussed here are how the external world constrains and promotes the development of cognitive abilities, and how we can move from cognitive abilities that are necessarily connected with concrete situations to abstract knowledge. (shrink)

The process of continuing education of paramedics is based on gaining educational credits during five-year educational periods. One of the forms of self-improvement are Internet-based educational programs. The lack of regulations concerning the organizational and technical aspects of e-learning made the authors attempt to analyze the phenomenon. The aim of the article is to present an initial analysis of the role of online educational programs in comparison with other forms of professional training of paramedics. One in three respondents (...) has recently used one of the methods of distance learning. Despite the low awareness of the effectiveness of e-learning, almost 70% of the interviewees expressed a positive opinion about it and over 50% were willing to use such forms in the future. The respondents preferred online trainings in the asynchronous version, containing audio-visual materials and providing the possibility to obtain a certificate issued to the participant after completing the course. The demand for topics in the area of professional training included mainly the fields of Drug Therapy, electrotherapy, electrocardiogram evaluation, medical segregation, and help in delivery in pre-hospital conditions. Modern forms of distance learning do not make it possible to acquire practical skills, yet their role in professional training of paramedics is still significant. According to the authors, online educational programs constitute an effective complement to traditional training through the performance of tasks in a mixed form, known as blended-learning. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning Music:Embodied Experience in the Life-WorldEva Alerby and Cecilia FermIn the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained (...) in many different ways. Our intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach.By life-world approach we mean that learning is constituted by the experiences that we are having in the world. From that perspective it can be seen as a process which leads to some kind of change, whose utmost purpose is—consciously or unconsciously—to create meaning and make managing the world possible. In addition, we stress that learning does not arise nor is formed in a vacuum, but instead is found in complex contexts. In turn this creates the necessity of making learning situated and contextualized.1How one understands how music is learned is consequently influenced not only by what fundamental assumptions one holds about learning but also by prevailing views of music. Furthermore, how musical ability is regarded and whether musicality is accepted as an emotional or cognitive phenomenon is also [End Page 177] important. Other assumptions that need to be considered are whether or not it is possible to divide musicality into smaller parts and if that is the case, what is the relationship between these parts. One further question that has to be illuminated is the question about biological and social influences on musicality.2 According to Sture Brändström,3 musicality is sometimes divided into two categories—absolute contra relativistic musicality. The first category implies that musicality is regarded as a native ability, already existing within the human being, an ability that some people have and others lack. The second category reflects an approach that assumes that musicality is something everybody can acquire, it can be learned and appropriated. We will return later to this issue.These questions reveal a dualistic approach, specifically: whether musicality is an emotional or a cognitive phenomenon, or absolute or relative, which in turn leads to the question of whether or not learning music is constituted within or outside the human being. To expose problems related to this dualistic approach in music education, we will examine musical learning using life-world phenomenology as a theoretical framework, a brief description of which follows.Phenomenology: A Way of ThinkingAt the turn into the twentieth century, the German philosopher, Edmund Husserl (1859-1938), named his philosophical approach phenomenology, and with that the development of modern phenomenology began. Phenomenology is both a method and a way of thought.4 He distinguished the fundamental principle of phenomenology as—'back to the things themselves.' According to Husserl it is through experiences that we gain access to things themselves. The concept of experience was essential to his formulation, and it became a key signature for the whole of phenomenology. His starting-point was how the world is experienced in a subjective way, and the aim was to find a way to describe the meaning of these subjective experiences. In other words, phenomenology has been summarized as a description of how the world is experienced by the person in the world.Various thinkers have interpreted phenomenology in different ways. Jan Bengtsson5 emphasized that phenomenological method should be named in the plural as methods. The phenomenology of the life-world, which was developed as an alternative to the so-called epoché, the special method of transcendental phenomenology, is a philosophy of the life-world without transcendental reduction. It is the life-world that constitutes the basis of our lives. It is the everyday world of our experiences, which we take for granted and where we live our lives. In other words it is the life-world that constitutes people's being-in-the-world.6 Through our existence we experience the concrete world in all its complexity, which is both historically and contextually dependent. Consequently... (shrink)

Learning is a changing phenomenon, depending on the advances in theory and research. This book presents a relatively new approach to learning, based on meaningful human activities in cultural practices and in collaboration with others. It draws extensively from the ideas of Lev Vygotsky and his recent followers. The book presents ideas that elaborate this learning theory and also gives recent developments and applications of this approach in a variety of educational situations in and outside of (...) school. A core issue in the research presented in this book consists of the way people learn to make sense of and give meaning to cultural instruments and practices in collaboration with others. (shrink)

Why do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding (...) between intraorganizational and interorganizational learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions : Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning.. Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization.. Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur.. In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes.. (shrink)

Machine learning (ML) refers to a class of computer-facilitated methods of statistical modelling. ML modelling techniques are now being widely adopted across the sciences. A number of outspoken representatives from the general public, computer science, various scientific fields, and philosophy of science alike seem to share in the belief that ML will radically disrupt scientific practice or the variety of epistemic outputs science is capable of producing. Such a belief is held, at least in part, because its adherents take (...) ML to exist on novel epistemic footing relative to classical mathematical or statistical modelling approaches utilised in science. Namely, they take modelling with ML to be a “theory-free” enterprise, in the sense of not resting essentially on input from human conceptual grasp on the target phenomenon and domain expertise. I take this view to arise from the further, and more deeply entrenched belief that data is worldly and objective; i.e., data is viewed as recapitulating or representing with perfect fidelity the structure or properties of the systems in nature it is sampled from. Yet most contemporary philosophers of science take on board, in one version or other, the thesis of theory-ladenness or theory-mediation of observation or measurement. From this, it follows that most philosophers of science (and, I will venture, many scientists) hold irreconcilable views on the nature of data, an internal tension which threatens the integrity of their appraisals of ML in science. Taking the thesis of theory-ladenness on board---and its implications for the nature of data seriously---it follows that there is no reason to believe that ML differs fundamentally in its epistemic footing from established mathematical modelling approaches in the sciences. I show that usage and interpretation can differ from “standard practice” in scientific projects which wield the tools of ML without accepting a difference in the epistemic or representational status of such tools. (shrink)

Brazilian spiritistic religions have developed along elaborate historical and cultural trajectories with spirit mediumship as a central feature of ritual practice in Candomblé, Umbanda, Kardecismo, and similar groups. In these studies, several Brazilian spiritistic practitioners who worked as mediums were interviewed and, in some cases, tested with psychological measures for dissociation using the Dissociative Experiences Scale, for absorption using the Tellegen Absorption Scale, and for sexual orientation using the Kinsey Scale. Few significant gender differences were noted in these measures. In (...) two cases, psychophysiological measures were employed including electroencephalography, heart rate, skin conductance, and electromyography. In general, the research participants scored highly on measures of dissociation while scoring in the average range on absorption (using U.S. norms). The psychophysiological results indicated that for the two spiritistic practitioners investigated overall peripheral autonomic nervous system activation was negatively associated with sympathetic cortical level deactivation. The data suggested a psychophysiological incongruence between the central nervous system and the peripheral nervous system functioning on the part of the two practitioners. However, the two variables were positively associated and congruent in data obtained from a control subject. Interview data identified five ways in which mediums received their "call to heal," visions, dreams, and unexpected incorporations being the most frequent factors cited. One medium who engages in surgical procedures was observed; tissues were collected from ten clients and were found to be consistent with the site of the surgery. In conclusion, it is apparent that mediumship is a complex phenomenon, one deserving of further investigation by anthropologists, psychologists, and sociologists interested in human consciousness, in indigenous health care, and in the psychophysiology of practitioners who claim to work under the direction of spirit entities. (shrink)

This guide accompanies the following articles: Sonia Roca‐Royes, ‘Essentialism vis‐à‐vis Possibilia, Modal Logic, and Necessitism.’Philosophy Compass 6/1 (2011): 54–64. doi: 10.1111/j.1747‐9991.2010.00363.x. Sonia Roca‐Royes, ‘Essential Properties and Individual Essences.’Philosophy Compass 6/1 (2011): 65–77. doi: 10.1111/j.1747‐9991.2010.00364.x. Author’s Introduction Intuitively, George Clooney could lose a finger and he would still be him. Also intuitively, he could not lose his humanity without ceasing to be altogether. So while he could have one less finger, he could not be other than human. These intuitions suggest that (...) there are two kinds of properties: on the one hand, there are essential properties and, on the other, there are accidental properties. Essentialism is the view that captures those intuitions and claims that some of an object’s properties are essential and some are accidental. Essential properties are often appealed to in metaphysical arguments. Consider the famous Goliath–Lumpl example. Goliath is a clay‐statue, and Lumpl is the piece of clay from which Goliath is made. Are Goliath and Lumpl the same entity, or are they distinct, despite coinciding in the same spatial region (at least for a period of time)? An argument in favour of their distinctness appeals to essential properties. Let s be Goliath’s shape. Lumpl’s current shape is therefore also s. It seems that Lumpl could lose its current shape and still exist. Yet, if Goliath – the statue – were melted, for instance, it would cease to exist. Behind this reasoning is the belief that having shape s is essential to Goliath but not to Lumpl. Goliath and Lumpl can therefore be distinguished by their essential properties. Consequently, and by Leibniz’s Indiscernibility of Identicals– according to which identicals cannot be distinguished – Goliath and Lumpl are distinct objects. The essentialist intuition appealed to in this argument is that shapes are essential to statues but not to pieces of clay. Of course, this particular argument – like any other – can be resisted. It is all the same a good illustration of how essentialism is put to work in metaphysics. A good understanding of the broad phenomenon of essentialism is therefore an unavoidable task, since the credit of a lot of metaphysical arguments partially depends on it. Although the topic has been studied for millenniums, the two papers that this guide accompanies are focused on contemporary issues in essentialism, and so will do this guide too. Author Recommends Fine, Kit. ‘Essence and Modality.’Philosophical Perspectives 8 (1994): 1–16. One of the most cited and influential papers against the modal account of the notion of essence and in favour of what has subsequently been referred to in the literature as ‘the Finean account of the notion of essence’. Forbes, Graeme. The Metaphysics of Modality. Oxford: Clarendon Press, 1985. A foundational work in modality and essentialism. The first two chapters provide a valuable introduction to propositional and first order modal logic. Chapters 5–8 constitute a comprehensive essentialist theory and contain some of the most cited arguments for individual essences. Kripke, Saul. Naming and Necessity, Cambridge, MA: Harvard UP, 1972/1980. Another foundational work. With this book – which is, among other things, a defence of a Direct Theory of Reference – Kripke rescues, after Quine’s powerful attacks against it, and using the semantic rigidity of proper names, (Aristotelian) essentialism. Mackie, Penelope. How Things Might Have Been: Individuals, Kinds and Essential Properties. Oxford: Clarendon Press, 2006. An extremely valuable recent contribution to the field. Here, Mackie defends that, although essentialism is a real phenomenon, there are much fewer essential properties than is standardly believed, and labels this view ‘Minimalist Essentialism’. Beyond the intrinsic interest of the defence of Minimalist Essentialism, the book is also highly recommended for its clear reconstructions – and discussions – of some of the most influential essentialist arguments. In addition, the book’s bibliography is very comprehensive and updated, and it might be a useful resource for students. Plantinga, Alvin. The Nature of Necessity. Oxford: OUP, 1974. Yet another foundational work. Here, Plantinga offers his essentialist theory which, like Forbes’, also incorporates individual essences although of a very different sort from Forbes’. Plantinga believes in purely non‐qualitative individual essences, whereas Forbes’ aims at purely qualitative ones. The book is also excellent to provide a solid background to those unfamiliar with the topic. Roca‐Royes. ‘Essentialism vis‐à‐vis Possibilia, Modal Logic and Necessitism.’Philosophy Compass, 6/1 (2011): 54–64, doi: 10.1111/j.1747‐9991.2010.00363.x. This is one of the two papers this guide accompanies. It contains a comparative examination of two opposed responses to the problem of possibilia. One solution crucially appeals to individual essences and another – compatible with them, but not dependent on them – makes existence a necessary‐whenever‐possible property. Salmon, Nathan. Reference and Essence. Princeton: Princeton UP, 1981. Against what Kripke’s Naming and Necessity might have induced us to believe, Salmon’s Reference and Essence argues that essentialism cannot be derived from the Direct Theory of Reference. Our commitments to essentialism should therefore come from somewhere else. It also contains one of the most cited and influential arguments against the transitivity of the accessibility relation between worlds, which relies on flexible essential properties. Online Materials The Stanford Encyclopedia of Philosophy publishes extremely valuable entries on a vast variety of topics which are conveniently updated and revised. On essentialism, the following are to be highlighted: Teresa Robertson, ‘Essential vs. Accidental Properties’: Takashi Yagisawa, ‘Possible Objects’: Penelope Mackie, ‘Transworld Identity’: PhilPapers is an interactive directory of online philosophical publications to which one can subscribe, and which allows authors to submit their latest work. One might find it useful to check this on a regular basis, since contents are constantly updated. The following link is to the site’s resources on essentialism:. Sample Syllabus Because the phenomenon of essentialism is very broad, one can design an entire course on it, thereby having enough time to see some of the issues in considerable depth. The sample syllabus suggested here is of one such course, focusing exclusively on contemporary issues in essentialism. Less deeply, the topic of essentialism can also be introduced in a general course on metaphysics or on modality. To this effect, focusing on some of the topics suggested in weeks 1–6 below would perhaps be more appropriate than focusing on the more complex issues suggested for weeks 7–10. Week 1. Introduction to Essentialism. Two Notions of Essential Property: The Modal Account and the Finean Account Fine, Kit. ‘Essence and Modality.’Philosophical Perspectives 8 (1994): 1–16. Robertson, Teresa. ‘Essential vs. Accidental Properties.’Stanford Encyclopedia of Philosphy (Fall 2008 Edition). Ed. Edward N. Zalta. URL:. Roca‐Royes, Sonia. ‘Essential Properties and Individual Essences.’Philosophy Compass, 6/1 (2011): 65–77. Sections 1–2. Week 2. Essentialist Principles, I: Three Arguments for the Essentiality of Origin Kripke, Saul. Naming and Necessity. Cambridge, MA: Harvard UP, 1972/1980. Lecture III. Mackie, Penelope. ‘Identity, Time and Necessity.’Proceedings for the Aristotelian Society 98 (1998): 59–78. Rohbraugh, Guy and deRosset, Louis. ‘A New Route to the Necessity of Origin.’Mind 133 (2004): 705–25. Week 3. Essentialist Principles, II: Essentiality of Kind Brody, Baruch. ‘Natural Kinds and Real Essences.’Journal of Philosophy 64 (1967): 431–46. Mackie, Penelope. How Things Might Have Been: Individuals, Kinds and Essential Properties. Oxford: Clarendon Press, 2006. Chapters 7 and 8. Wiggins, David. Sameness and Substance Renewed. Cambridge: Cambridge UP, 2001. Chapter 3. Week 4. Essentialist Principles, III: Natural Kind Essentialism Kripke, Saul. ‘Identity and Necessity.’Identity and Individuation, Ed. M. K. Munitz. New York: New York University Press, 1971. 135–64. Kripke, Saul. Naming and Necessity. Cambridge, MA: Harvard UP, 1972/1980. Lecture III. Putnam, Hilary. ‘The Meaning of “Meaning”.’Minnesota Studies in the Philosophy of Science 7 (1975): 215–71. Week 5. Sufficient‐for‐Existence Properties (and Cross‐World Identification Principles) Chisholm, Roderick. ‘Identity through Possible Worlds: Some Questions.’Noûs 1.1 (1967): 1–8. Mackie, Penelope. How Things Might Have Been: Individuals, Kinds and Essential Properties. Oxford: Clarendon Press, 2006. Chapter 3. Salmon, Nathan. Reference and Essence. Princeton: Princeton UP, 1981. Chapter 7. Week 6. Individual Essences Mackie, Penelope. ‘Transworld Identity.’The Stanford Encyclopedia of Philosophy (Fall 2008 Edition). Ed. Edward N. Zalta. URL:. Section 4. Roca‐Royes, Sonia. ‘Essential Properties and Individual Essences.’Philosophy Compass 6/1 (2011): 65–77. Sections 3–4. Week 7. Flexible Essential Properties and S4 Roca‐Royes, Sonia. ‘Essentialism vis‐à‐vis Possibilia, Modal Logic, and Necessitism.’Philosophy Compass 6/1 (2011): 54–64. Section 3. Salmon, Nathan. Reference and Essence. Princeton: Princeton UP, 1981. Appendix 1. Week 8. Individual Essences and Possibilia Peacocke, Christopher. ‘Principles for Possibilia.’Noûs 36.3 (2002): 486–508. Roca‐Royes, Sonia. ‘Essentialism vis‐à‐vis Possibilia, Modal Logic, and Necessitism.’Philosophy Compass 6/1 (2011): 54–64. Section 2. Week 9. Necessitism and Essentialism: A Third Notion of Essential Property Linsky, Bernard and Zalta, Edward. ‘In Defense of the Contingently Nonconcrete.’Philosophical Studies 84 (1996): 283–94. Roca‐Royes, Sonia. ‘Essentialism vis‐à‐vis Possibilia, Modal Logic, and Necessitism.’Philosophy Compass 6/1 (2011): 54–64. Section 5. Williamson, Timothy. ‘Bare Possibilia.’Erkenntnis 48 (1998): 257–73. Week 10. Essentialism and Modal Logic: The Barcan Formula Menzel, Christopher. ‘Actualism.’The Stanford Encyclopedia of Philosophy (Summer 2010 Edition). Ed. Edward N. Zalta. URL:. Section 2. Roca‐Royes, Sonia. ‘Essentialism vis‐à‐vis Possibilia, Modal Logic, and Necessitism.’Philosophy Compass 6/1 (2011): 54–64. Section 4. Focus Questions • There is a debate as to whether essential properties– as well as individual essences and sufficient‐for‐existence properties– should be specified in purely qualitative terms or whether, by contrast, non‐purely qualitative – or even purely non‐qualitative – specifications are allowed. What are the main arguments against the availability of purely qualitative specifications? • Flexible essential properties seem to be more plausible than non‐flexible ones. Yet, together with sufficient‐for‐existence properties, they imply flexible individual essences. How plausible are these? Should we revise our intuitions supporting flexible essential properties? • What are, ultimately, the ontological differences between a necessitist approach to possibilia and an individual‐essences‐based approach? • According to necessitism, essential properties do not impose necessary conditions for an object’s existence. Can the necessitist, nonetheless, capture this role of essential properties by saying that, when it comes to possibly concrete entities, essential properties provide necessary conditions for an object’s concreteness? Can they, on a similar vein, also offer sufficient‐for‐concreteness properties as a surrogate for the (non‐necessitist’s) sufficient‐for‐existence properties? • Even after the enormous amount of literature that essentialism has generated, we are far from reaching a general agreement as to which properties are essential and which are accidental. Should this be a reason to reflect, critically, on the methodology that is being used in the arguments for or against essential properties? Is reliance on intuitions inescapable? (shrink)

The developmental importance to humans of the human-constructed physical environment, including myriad modified natural objects or manufactured objects, is well recognized. The importance of the physical dimension of the constructed niche has also been recognized in nonhuman animals with respect to dwellings (e.g., beavers’ dams, birds’ nests, and bees’ hives), but has not previously been applied to technical traditions, despite the fact that enduring alterations of the physical environment left by social partners are part of the constructed niche that supports (...) the learning of technical skills through the phenomenon of delayed social facilitation. These alterations aid learning over a longer time scale than the actions themselves. Thus, technical skills that result in enduring physical artifacts, which themselves aid learning the skills, should be both more persistent in a population and more widespread than technical skills that do not share this feature. This perspective gives us a new lens through which to understand the origins of technical traditions in nonhuman animals, and by extension, in human ancestors. Understanding the process by which traditional technical skills are acquired in nonhuman species gives us insight into the ways that the combination of social and physical niche construction can support the evolution of technical aspects of culture from modest beginnings. (shrink)

Introduction. The author analyzes the problems and prospects of studying the phenomenon of childhood, justifies the specific features and advantages of philosophical approaches, makes an attempt to explicate the optimal methods and strategies of scientific inquiry, correlating with epistemological, ontological, axiological goals and assumptions of the modern paradigm, within which this phenomenon is problematized and reflexively comprehended. The purpose of the work is to identify the specific features of studying the phenomenon of childhood in the context of (...) the philosophical approach. Methods. The author makes use of general scientific research methods such as analysis and synthesis, serving as philosophical tools. Theoretical reconstruction and comparative analysis, as well as the hermeneutic method of reading texts were used to reveal the peculiarities of studying the phenomenon of childhood, its problems and prospects. Scientific novelty of the study. The study highlights the specific features of studying the phenomenon of childhood; the advantages of philosophical methods and approaches focused on understanding and describing the object under study, creating an integrative idea about it; the author determines development prospects associated with eliminating asymmetric methods of interaction in scientific discourse, and forming interdisciplinary ties. Results. During the research, the author identifies the current problems of studying the phenomenon of childhood philosophically, as well as the prospects for their solution related to the need to form an integrative idea of childhood in the context of interdisciplinary synthesis, using philosophical methods and approaches which make it possible to integrate children’s experience into research discourse, without going beyond the framework of scientific strategies. Conclusions. The philosophical study of the phenomenon of childhood covers a wide range of problems, the solution of which involves searching for answers related, first, to the epistemological and methodological aspects of learning childhood experience; secondly, with ontological, existential and axiological contexts of research. Strategies of philosophical research are aimed at systemic learning the phenomenon of childhood, at tracing the relations between methods, epistemological, ontological, axiological and other assumptions on which cognition is based, and the formation of conceptual ideas about childhood, participating in the constitution of the “adult – child” relations, educational practices in society and culture. (shrink)

Many spectacular claims about psychopaths are circulated. This contribution aims at providing the reader with the more complex reality of the phenomenon (or phenomena), and to point to issues of particular interest to philosophers working in moral psychology and moral theory. I first discuss the current evidence regarding psychopaths’ deficient empathy and decision-making skills. I then explore what difference it makes to our thinking whether we regard their deficit dimensionally (as involving abilities that are on or off) and whether (...) we focus on primary or secondary psychopathy. My conclusion is that most grand claims about psychopathy settling long-standing debates in moral philosophy and psychology are overblown, but there is much to be learnt from this disorder when it comes to formulating modern theories of moral psychology. (shrink)

Several canonical experimental paradigms have been proposed to study the typical behavioral phenomenon and the nature of learning in sequential keypress tasks. A characteristic feature of most paradigms is that they are representative of externally-specified sequencing—motor tasks where the environment or task paradigm extrinsically provides the sequence of stimuli, i.e., the responses are stimulus-driven. Previous studies utilizing such canonical paradigms have largely overlooked the learning behaviors in a more realistic class of motor tasks that involve internally-guided sequencing—where (...) the sequence of motor actions is self-generated or internally-specified. In this work, we use the grid-navigation task as an instance of internally-guided sequencing to investigate the nature of learning in such paradigms. The participants performed Grid-Sailing Task, which required navigating a 5 × 5 grid from start to goal position while using a particular key-mapping among the three cursor-movement directions and the three keyboard buttons. The participants performed two behavioral experiments—Single-SG and Mixed-SG condition. The Single-SG condition required performing GST on a single SG position repeatedly, whereas the Mixed-SG condition involved performing GST using the same KM on two novel SG positions presented in a random, inter-mixed manner. In the Single-SG condition, we show that motor learning contributes to the sequence-specific learning in GST with the repeated execution of the same trajectories. In the Mixed-SG condition, since the participants utilize the previously learned KM, we anticipate a transfer of learning from the Single-SG condition. The acquisition and transfer of a KM-specific internal model facilitates efficient trajectory planning on novel SG conditions. The acquisition of such a KM-specific internal model amounts to trajectory-independent cognitive learning in GST. We show that cognitive learning contributes to the learning in GST by showing transfer-related performance improvements in the Mixed-SG condition. In sum, we show the role of cognitive and motor learning processes in internally-guided sequencing and further make a case for using GST-like grid-navigation paradigms in investigating internally guided skill learning. (shrink)

In this essay, I analyze the pedagogical system contained within Jacques Rancière’s, paying special attention to the conceptions of knowledge and learning that follow from the presupposition of the equality of intelligence between teachers and students. From this, I show how the Rancièrian pedagogical system introduces the problem of distraction and suggest that the phenomenon of distraction in learning presents a problem for emancipatory teachers. I conclude by considering the role that pleasure plays in learning and (...) suggest that cultivating pleasure minimizes the problem of distraction. (shrink)

In this essay, I analyze the pedagogical system contained within Jacques Rancière’s "The Ignorant Schoolmaster," paying special attention to the conceptions of knowledge and learning that follow from the presupposition of the equality of intelligence between teachers and students. From this, I show how the Rancièrian pedagogical system introduces the problem of distraction and suggest that the phenomenon of distraction in learning presents a problem for emancipatory teachers. I conclude by considering the role that pleasure plays in (...) learning and suggest that cultivating pleasure minimizes the problem of distraction. (shrink)

Children at about age 18 months experience acceleration in word learning. This vocabulary explosion is a robust phenomenon, although the exact shape and timing vary from child to child. One class of explanations, which we term collectively as leveraged learning, posits that knowledge of some words helps with the learning of others. In this framework, the child initially knows no words and so learning is slow. As more words are acquired, new words become easier and (...) thus it is the acquisition of early words that fuels the explosion in learning. In this paper we examine the role of leveraged learning in the vocabulary spurt by proposing a simple model of leveraged learning. Our results show that leverage can change both the shape and timing of the acceleration, but that it cannot create acceleration if it did not exist in the corresponding model without leveraging. This model is then applied to the Zipfian distribution of word frequencies, which confirm that leveraging does not create acceleration, but that the relationship between frequency and the difficulty of learning a word may be complex. (shrink)

In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenon causes learned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept ‘learning’ in ordinary and scientific interaction, followed by a Wittgenstein-inspired conversation analysis of a micro-longitudinal case of learning interaction — a (...) biochemist teaching lab techniques to a technician — in order to demonstrate that learning processes are inherently social. I conclude that the scientific view of learning processes as hidden is misconceived through its misuse of the concept “learning”. The empirical results demonstrate that learning processes are indeed public and manifest in an indefinite number of forms, and whatever may be found in the brain associated with learning are concomitant factors, not learning itself. (shrink)

In this report on an interview-based school case study undertaken with seven school leaders using component theory analysis and the hermeneutic method, we reveal the relational essence of learning design at the Australian Science and Mathematics School. The phenomenon of learning togetherness presents, forged by deliberately practised notions of contributive leadership within open learning spaces and ongoing attention to new interdisciplinary curriculum forms. This case study highlights the phenomenological nature of a school that has been deliberately (...) purposed for deep collaborative learning forms, respecting student and teacher ideas in the process, and marginalising habitual industrial school design forms that constrain effective student and teacher learning. The study has relevance for school leaders and teachers wishing to pursue new school design forms within enabling learning cultures that attend more closely to the learning needs of young people poised to enter the Third and Fourth Industrial Revolutions. (shrink)

Background Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors’ experience teaching in this program. Aim To explore the phenomenon (...) of teaching and learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. Design Phenomenological qualitative research. Methods Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. Ethical consideration The study was approved by the Institutional Review Board. Findings Three themes emerged from the tutors' teaching perspectives, including the instructor’s motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. Discussion Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students’ professions, and between different students’ professional maturities is observed. Conclusion Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication. (shrink)

We have now celebrated the centenary of J. J. Thomson’s famous paper (1897) on the electron and have examined one hundred years of the history of our first fundamental particle. What should philosophers of science learn from this history? To some, the fundamental moral is already suggested by the rapid pace of this history. Thomson’s concern in 1897 was to demonstrate that cathode rays are electrified particles and not aetherial vibrations, the latter being the “almost unanimous opinion of German physicists” (...) (p. 293) But were these German physicists so easily vanquished? De Broglie proposed in 1923 that electrons are a wave phenomenon after all and his proposal was soon multiply vindicated, even by the detection of the diffraction of the electron waves. Should we not learn from such a reversal? Should we not dispense with the simple-minded idea that Thomson discovered our first fundamental particle and admit that the very notion of discovery might well be ill-suited to science? (shrink)

Deep learning (DL) is a statistical technique for pattern classification through which AI researchers train artificial neural networks containing multiple layers that process massive amounts of data. I present a three-level account of explanation that can be reasonably expected from DL models in cognitive neuroscience and that illustrates the explanatory dynamics within a future-biased research program (Feest Philosophy of Science 84:1165–1176, 2017 ; Doerig et al. Nature Reviews: Neuroscience 24:431–450, 2023 ). By relying on the mechanistic framework (Craver Explaining (...) the brain: Mechanisms and the mosaic unity of neuroscience. Clarendon, 2007 ; Stinson Eppuor si muove: Doing history and philosophy of Science with Peter Machamer. Springer, 2017, The Routledge Handbook of the computational mind. Routledge, 2018 ), I develop an account that corresponds to the stages of mechanism discovery, i.e., our shifting epistemic position and epistemic goals, and propose a representative model for each level. Generic, theoretical DL models at _Level 1_ address the general features of a cognitive phenomenon through exploration and provide us with how-possibly explanations. On the other hand, DL models at _Level 2_ either identify the interaction between the features or represent the epistemic stage when the researcher is still unsure if the modeled features are crucial or arbitrary. These models should provide us with how-plausibly explanations. Finally, specific DL models of specific brain areas, i.e., ersatz models filled with relevant cognitive and neuroscientific details, are at _Level 3_. At this level, a researcher can advance how-actually explanations of cognitive phenomena. The main strength of this account is that it elucidates both _global explanatory dynamics_ and _local explanatory dynamics_ (cf. Dresow Synthese 199:10441–10474, 2021 ). The former occurs when the transition between levels happens in accordance with the process of obtaining more details about a particular cognitive phenomenon through multiple DL models. The latter, meanwhile, involves cases in which the transition between levels takes place within a single DL model by elucidating internal mechanisms (e.g., using Explainable AI techniques for rendering models more transparent). (shrink)

The computations involved in statistical learning have long been debated. Here, we build on work suggesting that a basic memory process, chunking, may account for the processing of statistical regularities into larger units. Drawing on methods from the memory literature, we developed a novel paradigm to test statistical learning by leveraging a robust phenomenon observed in serial recall tasks: that short‐term memory is fundamentally shaped by long‐term distributional learning. In the statistically induced chunking recall (SICR) task, (...) participants are exposed to an artificial language, using a standard statistical learning exposure phase. Afterward, they recall strings of syllables that either follow the statistics of the artificial language or comprise the same syllables presented in a random order. We hypothesized that if individuals had chunked the artificial language into word‐like units, then the statistically structured items would be more accurately recalled relative to the random controls. Our results demonstrate that SICR effectively captures learning in both the auditory and visual modalities, with participants displaying significantly improved recall of the statistically structured items, and even recall specific trigram chunks from the input. SICR also exhibits greater test–retest reliability in the auditory modality and sensitivity to individual differences in both modalities than the standard two‐alternative forced‐choice task. These results thereby provide key empirical support to the chunking account of statistical learning and contribute a valuable new tool to the literature. (shrink)

In 2006, Perruchet and Pacton (2006) asked whether implicit learning and statistical learning represent two approaches to the same phenomenon. This article represents an important follow‐up to their seminal review article. As in the previous paper, the focus is on the formation of elementary cognitive units. Both approaches favor different explanations on what these units consist of and how they are formed. Perruchet weighs up the evidence for different explanations and concludes with a helpful agenda for future (...) research. (shrink)

Surprise has been explored as a cognitive-emotional phenomenon that impacts many aspects of mental life from creativity to learning to decision-making. In this paper, we specifically address the role of surprise in learning and memory. Although surprise has been cast as a basic emotion since Darwin's (1872) The Expression of the Emotions in Man and Animals, recently more emphasis has been placed on its cognitive aspects. One such view casts surprise as a process of “sense making” or (...) “explanation finding”: metacognitive explanation-based theory proposes that people's perception of surprise is a metacognitive assessment of the cognitive work done to explain a surprising outcome. Or, to put it more simply, surprise increases with the explanatory work required to resolve it. This theory predicts that some surprises should be more surprising than others because they are harder to explain. In the current paper, this theory is extended to consider the role of surprise in learning as evidenced by memorability. This theory is tested to determine how scenarios with differentially surprising outcomes impact the memorability of those outcomes. The results show that surprising outcomes (less-known outcomes) that are more difficult to explain are recalled more accurately than less-surprising outcomes that require little (known outcomes) or no explanation (normal). (shrink)

We design a double-or-quits game to compare the speed of learning one’s specific ability with the speed of rising confidence as the task gets increasingly difficult. We find that people on average learn to be overconfident faster than they learn their true ability and we present an intuitive-Bayesian model of confidence which integrates confidence biases and learning. Uncertainty about one’s true ability to perform a task in isolation can be responsible for large and stable confidence biases, namely limited (...) discrimination, the hard–easy effect, the Dunning–Kruger effect, conservative learning from experience and the overprecision phenomenon if subjects act as Bayesian learners who rely only on sequentially perceived performance cues and contrarian illusory signals induced by doubt. Moreover, these biases are likely to persist since the Bayesian aggregation of past information consolidates the accumulation of errors and the perception of contrarian illusory signals generates conservatism and under-reaction to events. Taken together, these two features may explain why intuitive Bayesians make systematically wrong predictions of their own performance. (shrink)