BEGIN THE ADVENTURE : How to Break the Light Barrier by A.D. 2079 (3rd ed.)

This edition, the third, has undergone a subtle name change, going from A.D. 2070 in the title to A.D. 2079 as the timeline is fine-tuned. Because of the almost universal failure to recognize the distinction between physical (reality-based, dynamical) and visual (appearance-based, kinematical) variables, a tremendous volume of mythology arose over the past 100 years centered around Einstein\u27s reality view of the distortions of special relativity. To get a sense of it, we point the reader to Paul J. Nahin\u27s heroic book, Time Machines, 2nd ed.,- to these Tech Notes in particular: TN#6. A High-Speed Rocket Is a One-Way Time Machine to the Future ; TN#7. Superluminal Speeds, Backward Time Travel, and Warp Drive, or Faster-Than-Light into the Past ; TN#8. Backward Time Travel According to Gödel and Tipler. But those magical effects go away when we consider that the variables of special relativity are kinematical, not physical. If they have not yet gone away in the minds of everyone, a reason may be that there is a great need felt by many fine folk for such effects to be real. There are today sizeable popular and scientific communities with vested interests in keeping those magical hopes alive. But at some point in time humanity must come of age, question the existence of Santa Claus and come to realize that what we see is not necessarily what we get… . That the stick partly stuck in water may not be bent or broken after all even though it distinctly and definitely appears to be. Distinguished cognitive researcher Massimo Piattelli-Palmarini might characterize the period just ending as a century-long mistake of reason – a kind of mass cognitive illusion. MP-P, Inevitable Illusions/ How Mistakes of Reason Rule Our Minds, John Wiley, ISBN 0-471- 58126-7, 1994, p.18: These are errors we commit without knowing that we do so, in good faith, and errors that we often defend with vehemence, thus making our power of reasoning subservient to our illusions. Page 141: Cognitive illusions, unknown to science until some 20 years ago, are active in all of us ... Page 139: cognitive illusions are general, because they are found in all human beings. MP-P did not direct his message at Einstein; that is my doing. Yet the descriptions MP-P gives seem to fit the present context

Cue validity and object-based attention

In a previous study, Egly, Driver, and Rafal (1994) observed both space- and object-based components of visual selective attention. However, the mechanisms underlying these two components and the relationship between them are not well understood. In the present research, with a similar paradigm, these issues were addressed by manipulating cue validity. Behavioral results indicated the presence of both space- and object-based components under high cue validity, similar to the results of Egly et al.'s study. In addition, under low cue validity, the space-based component was absent, whereas the object-based component was maintained. Further event-related potential results demonstrated an object-based effect at a sensory level over the posterior areas of brain, and a space-based effect over the anterior region. The present data suggest that the space- and object-based components reflect mainly voluntary and reflexive mechanisms, respectively

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action

Precis of neuroconstructivism: how the brain constructs cognition

Neuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organization. We propose that three mechanisms guide the emergence of representations: competition, cooperation, and chronotopy; which themselves allow for two central processes: proactivity and progressive specialization. We suggest that the main outcome of development is partial representations, distributed across distinct functional circuits. This framework is derived by examining development at the level of single neurons, brain systems, and whole organisms. We use the terms encellment, embrainment, and embodiment to describe the higher-level contextual influences that act at each of these levels of organization. To illustrate these mechanisms in operation we provide case studies in early visual perception, infant habituation, phonological development, and object representations in infancy. Three further case studies are concerned with interactions between levels of explanation: social development, atypical development and within that, developmental dyslexia. We conclude that cognitive development arises from a dynamic, contextual change in embodied neural structures leading to partial representations across multiple brain regions and timescales, in response to proactively specified physical and social environment

"Consciousness". Selected Bibliography 1970 - 2001

This is a bibliography of books and articles on consciousness in philosophy, cognitive science, and neuroscience over the last 30 years. There are three main sections, devoted to monographs, edited collections of papers, and articles. The first two of these sections are each divided into three subsections containing books in each of the main areas of research. The third section is divided into 12 subsections, with 10 subject headings for philosophical articles along with two additional subsections for articles in cognitive science and neuroscience. Of course the division is somewhat arbitrary, but I hope that it makes the bibliography easier to use. This bibliography has first been compiled by Thomas Metzinger and David Chalmers to appear in print in two philosophical anthologies on conscious experience (Metzinger 1995a, b). From 1995 onwards it has been continuously updated by Thomas Metzinger, and now is freely available as a PDF-, RTF-, or HTML-file. This bibliography mainly attempts to cover the Anglo-Saxon and German debates, in a non-annotated, fully formatted way that makes it easy to "cut and paste" from the original file. To a certain degree this bibliography also contains items in other languages than English and German - all submissions in other languages are welcome. Last update of current version: July 13th, 2001

Inhibition in the dynamics of selective attention: an integrative model for negative priming

We introduce a computational model of the negative priming (NP) effect that includes perception, memory, attention, decision making, and action. The model is designed to provide a coherent picture across competing theories of NP. The model is formulated in terms of abstract dynamics for the activations of features, their binding into object entities, their semantic categorization as well as related memories and appropriate reactions. The dynamic variables interact in a connectionist network which is shown to be adaptable to a variety of experimental paradigms. We find that selective attention can be modeled by means of inhibitory processes and by a threshold dynamics. From the necessity of quantifying the experimental paradigms, we conclude that the specificity of the experimental paradigm must be taken into account when predicting the nature of the NP effect

Advice seeking network structures and the learning organization

Organizational learning can be described as a transfer of individuals’ cognitive mental models to shared mental models. Employees, seeking the same colleagues for advice, are structurally equivalent, and the aim of the paper is to study if the concept can act as a conduit for organizational learning. It is argued that the mimicking of colleagues’ advice seeking structures will induce structural equivalence and transfer the accuracy of individuals’ cognitive mental models to shared mental models. Taking a dyadic level of analysis authors revisit a classical case and present novel data analyses.The empirical results indicate that the mimicking of advice seeking structures can alter cognitive accuracy. It is discussed the findings’ implications for organization learning theory and practice, addressed the study’s limitations, and suggested avenues for future research

Mechanisms for the generation and regulation of sequential behaviour

A critical aspect of much human behaviour is the generation and regulation of sequential activities. Such behaviour is seen in both naturalistic settings such as routine action and language production and laboratory tasks such as serial recall and many reaction time experiments. There are a variety of computational mechanisms that may support the generation and regulation of sequential behaviours, ranging from those underlying Turing machines to those employed by recurrent connectionist networks. This paper surveys a range of such mechanisms, together with a range of empirical phenomena related to human sequential behaviour. It is argued that the empirical phenomena pose difficulties for most sequencing mechanisms, but that converging evidence from behavioural flexibility, error data arising from when the system is stressed or when it is damaged following brain injury, and between-trial effects in reaction time tasks, point to a hybrid symbolic activation-based mechanism for the generation and regulation of sequential behaviour. Some implications of this view for the nature of mental computation are highlighted