On the adaptive advantage of always being right (even when one is not)

We propose another positive illusion – overconfidence in the generalisability of one’s theory – that fits with McKay & Dennett’s (M&D’s) criteria for adaptive misbeliefs. This illusion is pervasive in adult reasoning but we focus on its prevalence in children’s developing theories. It is a strongly held conviction arising from normal functioning of the doxastic system that confers adaptive advantage on the individual

False beliefs and naive beliefs: They can be good for you

Naive physics beliefs can be systematically mistaken. They provide a useful test-bed because they are common, and also because their existence must rely on some adaptive advantage, within a given context. In the second part of the commentary we ask questions about when a whole family of misbeliefs should be considered together as a single phenomenon

The evolution of misbelief

From an evolutionary standpoint, a default presumption is that true beliefs are adaptive and misbeliefs maladaptive. But if humans are biologically engineered to appraise the world accurately and to form true beliefs, how are we to explain the routine exceptions to this rule? How can we account for mistaken beliefs, bizarre delusions, and instances of self-deception? We explore this question in some detail. We begin by articulating a distinction between two general types of misbelief: those resulting from a breakdown in the normal functioning of the belief formation system (e.g., delusions) and those arising in the normal course of that system's operations (e.g., beliefs based on incomplete or inaccurate information). The former are instances of biological dysfunction or pathology, reflecting "culpable” limitations of evolutionary design. Although the latter category includes undesirable (but tolerable) by-products of "forgivably” limited design, our quarry is a contentious subclass of this category: misbeliefs best conceived as design features. Such misbeliefs, unlike occasional lucky falsehoods, would have been systematically adaptive in the evolutionary past. Such misbeliefs, furthermore, would not be reducible to judicious - but doxastically1 noncommittal - action policies. Finally, such misbeliefs would have been adaptive in themselves, constituting more than mere by-products of adaptively biased misbelief-producing systems. We explore a range of potential candidates for evolved misbelief, and conclude that, of those surveyed, only positive illusions meet our criteri

Intersections of Race and Class in 1830s Othello Burlesques

In recent years, we have come to better understand how nineteenth-century burlesques critiqued and lampooned the respectable humbuggery of patent theater productions and middle-class culture. Their carnivalesque spectacle and low humor turned topsy-turvy what was falsely revered or pretentious in English society. This study, however, explores the extent to which some burlesques responded conservatively to social and legislative change, which supposedly weakened established hierarchies constituting English culture and society. My chapters examine how two burlesques of Shakespeare’s Othello—Charles M. Westmacott’s Othello, the Moor of Fleet Street (1833) and Maurice M. M. G. Dowling’s Othello Travestie (1834)—contributed to discourse surrounding debate concerning the 1832 Reform Act and the 1833 Slave Emancipation Act. These burlesques ultimately reject the transformative potential bound up in such legislation, and their mechanism of critique is a punitive compounding of low social standing with blackness, with the implied inferiority of each descriptor inflecting and intensifying the other. Finally, I suggest this link helps explain why many burlesques, and specifically ones depicting black characters, originated in and remained popular at London’s West-End minor theaters but not others, in that their demeaning coupling of blackness with low social standing limited their appeal to more socially varied audiences at other metropolitan theaters

Abstracting Multidimensional Concepts for Multilevel Decision Making in Multirobot Systems

Multirobot control architectures often require robotic tasks to be well defined before allocation. In complex missions, it is often difficult to decompose an objective into a set of well defined tasks; human operators generate a simplified representation based on experience and estimation. The result is a set of robot roles, which are not best suited to accomplishing those objectives. This thesis presents an alternative approach to generating multirobot control algorithms using task abstraction. By carefully analysing data recorded from similar systems a multidimensional and multilevel representation of the mission can be abstracted, which can be subsequently converted into a robotic controller. This work, which focuses on the control of a team of robots to play the complex game of football, is divided into three sections: In the first section we investigate the use of spatial structures in team games. Experimental results show that cooperative teams beat groups of individuals when competing for space and that controlling space is important in the game of robot football. In the second section, we generate a multilevel representation of robot football based on spatial structures measured in recorded matches. By differentiating between spatial configurations appearing in desirable and undesirable situations, we can abstract a strategy composed of the more desirable structures. In the third section, five partial strategies are generated, based on the abstracted structures, and a suitable controller is devised. A set of experiments shows the success of the method in reproducing those key structures in a multirobot system. Finally, we compile our methods into a formal architecture for task abstraction and control. The thesis concludes that generating multirobot control algorithms using task abstraction is appropriate for problems which are complex, weakly-defined, multilevel, dynamic, competitive, unpredictable, and which display emergent properties

New Game Physics - Added Value for Transdisciplinary Teams

This study focused on game physics, an area of computer game design where physics is applied in interactive computer software. The purpose of the research was a fresh analysis of game physics in order to prove that its current usage is limited and requires advancement. The investigations presented in this dissertation establish constructive principles to advance game physics design. The main premise was that transdisciplinary approaches provide significant value. The resulting designs reflected combined goals of game developers, artists and physicists and provide novel ways to incorporate physics into games. The applicability and user impact of such new game physics across several target audiences was thoroughly examined. In order to explore the transdisciplinary nature of the premise, valid evidence was gathered using a broad range of theoretical and practical methodologies. The research established a clear definition of game physics within the context of historical, technological, practical, scientific, and artistic considerations. Game analysis, literature reviews and seminal surveys of game players, game developers and scientists were conducted. A heuristic categorization of game types was defined to create an extensive database of computer games and carry out a statistical analysis of game physics usage. Results were then combined to define core principles for the design of unconventional new game physics elements. Software implementations of several elements were developed to examine the practical feasibility of the proposed principles. This research prototype was exposed to practitioners (artists, game developers and scientists) in field studies, documented on video and subsequently analyzed to evaluate the effectiveness of the elements on the audiences. The findings from this research demonstrated that standard game physics is a common but limited design element in computer games. It was discovered that the entertainment driven design goals of game developers interfere with the needs of educators and scientists. Game reviews exemplified the exaggerated and incorrect physics present in many commercial computer games. This “pseudo physics” was shown to have potentially undesired effects on game players. Art reviews also indicated that game physics technology remains largely inaccessible to artists. The principal conclusion drawn from this study was that the proposed new game physics advances game design and creates value by expanding the choices available to game developers and designers, enabling artists to create more scientifically robust artworks, and encouraging scientists to consider games as a viable tool for education and research. The practical portion generated tangible evidence that the isolated “silos” of engineering, art and science can be bridged when game physics is designed in a transdisciplinary way. This dissertation recommends that scientific and artistic perspectives should always be considered when game physics is used in computer-based media, because significant value for a broad range of practitioners in succinctly different fields can be achieved. The study has thereby established a state of the art research into game physics, which not only offers other researchers constructive principles for future investigations, but also provides much-needed new material to address the observed discrepancies in game theory and digital media design

A complex systems approach to education in Switzerland

The insights gained from the study of complex systems in biological, social, and engineered systems enables us not only to observe and understand, but also to actively design systems which will be capable of successfully coping with complex and dynamically changing situations. The methods and mindset required for this approach have been applied to educational systems with their diverse levels of scale and complexity. Based on the general case made by Yaneer Bar-Yam, this paper applies the complex systems approach to the educational system in Switzerland. It confirms that the complex systems approach is valid. Indeed, many recommendations made for the general case have already been implemented in the Swiss education system. To address existing problems and difficulties, further steps are recommended. This paper contributes to the further establishment complex systems approach by shedding light on an area which concerns us all, which is a frequent topic of discussion and dispute among politicians and the public, where billions of dollars have been spent without achieving the desired results, and where it is difficult to directly derive consequences from actions taken. The analysis of the education system's different levels, their complexity and scale will clarify how such a dynamic system should be approached, and how it can be guided towards the desired performance