Spartan Daily, May 31, 1968

Volume 55, Issue 136https://scholarworks.sjsu.edu/spartandaily/5135/thumbnail.jp

Humans, robots and values

The issue of machines replacing humans dates back to the dawn of industrialisation. In this paper we examine what is fundamental in the distinction between human and robotic work by reflecting on the work of the classical political economists and engineers. We examine the relationship between the ideas of machine work and human work on the part of Marx and Watt as well as their role in the creation of economic value. We examine the extent to which artificial power sources could feasibly substitute for human effort in their arguments. We go on to examine the differing views of Smith and Marx with respect to the economic effort contributed by animals and consider whether the philosophical distinction made between human and non-human work can be sustained in the light of modern biological research. We emphasise the non-universal character of animal work before going on to discuss the ideas of universal machines in Capek and Turing giving as a counter example a cloth-folding robot being developed in our School. We then return to Watt and discuss the development of thermodynamics and information theory. We show how recent research has led to a unification not only of these fields but also a unitary understanding of the labour process and the value-creation process. We look at the implications of general robotisation for profitability and the future of capitalism. For this we draw on the work of von Neumann not only on computers but also in economics to point to the {\em real} threat posed by robots

The effect of teacher scaffolding and student comprehension monitoring on a multimedia/interactive videodisc science lesson for second graders

Imagery based computer instruction is predicted to have a major impact on educational curriculum in the next century. Yet research on the effectiveness of imagery technology for early elementary-age children is a relatively unexplored area. The purpose of this study was to examine age-appropriate uses of a multimedia/interactive videodisc (IVD) science lesson for second graders in two areas. First, the unique properties that these media offer as a stand-alone teaching tool were assessed. Second, the non-technological strategies of teacher scaffolding and comprehension monitoring as supplements to IVD programs were investigated. A learner controlled multimedia/IVD instructional program was specifically designed for this study. The learning objectives were to teach the scientific processes of classification and problem solving through observing, comparing, and contrasting two species of primates: apes and monkeys

Spartan Daily, May 7, 1981

Volume 76, Issue 66https://scholarworks.sjsu.edu/spartandaily/6770/thumbnail.jp

The BG News May 10, 1979

The BGSU campus student newspaper May 10, 1979.https://scholarworks.bgsu.edu/bg-news/4620/thumbnail.jp

The Pan American (1979-03)

https://scholarworks.utrgv.edu/panamerican/1246/thumbnail.jp

W & M News

The William and Mary News was formed from the merger of the College Record and Colleague: faculty newsletter in 1972. Publication of the print format ceased in 2007

Perspectives on Science and Culture

"Edited by Kris Rutten, Stefaan Blancke, and Ronald Soetaert, Perspectives on Science and Culture explores the intersection between scientific understanding and cultural representation from an interdisciplinary perspective. Contributors to the volume analyze representations of science and scientific discourse from the perspectives of rhetorical criticism, comparative cultural studies, narratology, educational studies, discourse analysis, naturalized epistemology, and the cognitive sciences. The main objective of the volume is to explore how particular cognitive predispositions and cultural representations both shape and distort the public debate about scientific controversies, the teaching and learning of science, and the development of science itself

Universal Grammar: Wittgenstein versus Chomsky

Daniele Moyal-Sharrock, ‘Universal Grammar: Wittgenstein versus Chomsky’ in M. A. Peters and J. Stickney, eds., A Companion to Wittgenstein on Education: Pedagogical Investigations (Singapore: Springer Verlag, 2017), ISBN: 9789811031342The motivations for the claim that language is innate are, for many, quite straightforward. The innateness of language is seen as the only way to solve the so-called 'logical problem of language acquisition': the mismatch between linguistic input and linguistic output. In this paper, I begin by unravelling several strands of the nativist argument, offering replies as I go along. I then give an outline of Wittgenstein's view of language acquisition, showing how it renders otiose problems posed by nativists like Chomsky – not least by means of Wittgenstein's own brand of grammar which, unlike Chomsky's, does not reside in the brain, but in our practices.Peer reviewe