Examining the cognitive costs of counterfactual language comprehension: Evidence from ERPs

Recent empirical research suggests that understanding a counterfactual event (e.g. ‘If Josie had revised, she would have passed her exams’) activates mental representations of both the factual and counterfactual versions of events. However, it remains unclear when readers switch between these models during comprehension, and whether representing multiple ‘worlds’ is cognitively effortful. This paper reports two ERP studies where participants read contexts that set up a factual or counterfactual scenario, followed by a second sentence describing a consequence of this event. Critically, this sentence included a noun that was either consistent or inconsistent with the preceding context, and either included a modal verb to indicate reference to the counterfactual-world or not (thus referring to the factual-world). Experiment 2 used adapted versions of the materials used in Experiment 1 to examine the degree to which representing multiple versions of a counterfactual situation makes heavy demands on cognitive resources by measuring individuals’ working memory capacity. Results showed that when reference to the counterfactual-world was maintained by the ongoing discourse, readers correctly interpreted events according to the counterfactual-world (i.e. showed larger N400 for inconsistent than consistent words). In contrast, when cues referred back to the factual-world, readers showed no difference between consistent and inconsistent critical words, suggesting that they simultaneously compared information against both possible worlds. These results support previous dual-representation accounts for counterfactuals, and provide new evidence that linguistic cues can guide the reader in selecting which world model to evaluate incoming information against. Crucially, we reveal evidence that maintaining and updating a hypothetical model over time relies upon the availability of cognitive resources

The Abduction of Disorder in Psychiatry

The evolutionary cornerstone of J. C. Wakefield's (1999) harmful dysfunction thesis is a faulty assumption of comparability between mental and biological processes that overlooks the unique plasticity and openness of the brain?s functioning design. This omission leads Wakefield to an idealized concept of natural mental functions, illusory interpretations of mental disorders as harmful dysfunctions, and exaggerated claims for the validity of his explanatory and stipulative proposals. The authors argue that there are numerous ways in which evolutionarily intact mental and psychological processes, combined with striking discontinuities within and between evolutionary and contemporary social/cultural environments, may cause non-dysfunction variants of many widely accepted major mental disorders. These examples undermine many of Wakefield's arguments for adopting a harmful dysfunction concept of mental disorder

The argumentational texture of transaction cost economics

Transaction Costs;Deconstruction Method;economic theory

Examining the cognitive costs of counterfactual language comprehension: evidence from ERPs

Recent empirical research suggests that understanding a counterfactual event (e.g. If Josie had revised, she would have passed her exams) activates mental representations of both the factual and counterfactual versions of events. However, it remains unclear when readers switch between these models during comprehension, and whether representing multiple 'worlds' is cognitively effortful. This paper reports two ERP studies where participants read contexts that set up a factual or counterfactual scenario, followed by a second sentence describing a consequence of this event. Critically, this sentence included a noun that was either consistent or inconsistent with the preceding context, and either included a modal verb to indicate reference to the counterfactual-world or not (thus referring to the factual-world). Experiment 2 used adapted versions of the materials used in Experiment 1 to examine the degree to which representing multiple versions of a counterfactual situation makes heavy demands on cognitive resources by measuring individuals' working memory capacity. Results showed that when reference to the counterfactual-world was maintained by the ongoing discourse, readers correctly interpreted events according to the counterfactual-world (i.e. showed larger N400 for inconsistent than consistent words). In contrast, when cues referred back to the factual-world, readers showed no difference between consistent and inconsistent critical words, suggesting that they simultaneously compared information against both possible worlds. These results support previous dual-representation accounts for counterfactuals, and provide new evidence that linguistic cues can guide the reader in selecting which world model to evaluate incoming information against. Crucially, we reveal evidence that maintaining and updating a hypothetical model over time relies upon the availability of cognitive resources

The very same thing: Extending the object token concept to incorporate causal constraints on individual identity

The contributions of feature recognition, object categorization, and recollection of episodic memories to the re-identification of a perceived object as the very same thing encountered in a previous perceptual episode are well understood in terms of both cognitive-behavioral phenomenology and neurofunctional implementation. Human beings do not, however, rely solely on features and context to re-identify individuals; in the presence of featural change and similarly-featured distractors, people routinely employ causal constraints to establish object identities. Based on available cognitive and neurofunctional data, the standard object-token based model of individual re-identification is extended to incorporate the construction of unobserved and hence fictive causal histories (FCHs) of observed objects by the pre-motor action planning system. Cognitive-behavioral and implementation-level predictions of this extended model and methods for testing them are outlined. It is suggested that functional deficits in the construction of FCHs are associated with clinical outcomes in both Autism Spectrum Disorders and later-stage stage Alzheimer's disease.\u

Explainability for Large Language Models: A Survey

Large language models (LLMs) have demonstrated impressive capabilities in natural language processing. However, their internal mechanisms are still unclear and this lack of transparency poses unwanted risks for downstream applications. Therefore, understanding and explaining these models is crucial for elucidating their behaviors, limitations, and social impacts. In this paper, we introduce a taxonomy of explainability techniques and provide a structured overview of methods for explaining Transformer-based language models. We categorize techniques based on the training paradigms of LLMs: traditional fine-tuning-based paradigm and prompting-based paradigm. For each paradigm, we summarize the goals and dominant approaches for generating local explanations of individual predictions and global explanations of overall model knowledge. We also discuss metrics for evaluating generated explanations, and discuss how explanations can be leveraged to debug models and improve performance. Lastly, we examine key challenges and emerging opportunities for explanation techniques in the era of LLMs in comparison to conventional machine learning models

An overview of decision table literature 1982-1995.

This report gives an overview of the literature on decision tables over the past 15 years. As much as possible, for each reference, an author supplied abstract, a number of keywords and a classification are provided. In some cases own comments are added. The purpose of these comments is to show where, how and why decision tables are used. The literature is classified according to application area, theoretical versus practical character, year of publication, country or origin (not necessarily country of publication) and the language of the document. After a description of the scope of the interview, classification results and the classification by topic are presented. The main body of the paper is the ordered list of publications with abstract, classification and comments.

Business success through process based application of simulation

Progressive design practices are increasingly cognisant of the potential of building energy simulation to assist the delivery of energy efficient, sustainable buildings. However, the success of any building performance assessment hinges on the capabilities of the tool; the collective competences of the team formed to apply it; and, crucially, the existence of an in-house framework within which simulation can be applied with confidence (McElroy and Clarke 1999). There is also a need for the professions to set up mechanisms that facilitate dialogue with vendors in order to influence tool capabilities. And on the related issues of building an in-house competency and a framework for application, the two core issues facing the professions are: i) a need for the development of in-house procedures for management of simulation; and ii) quality assurance of the related models and appraisal results

Striving against invalidity in qualitative research: Discussing a reflective framework

The aim of this paper is to discuss a reflective validation framework related with the study of teaching approaches, teaching styles or teaching orientations of university academics. In the recent years, and particularly since the eighties, there have been a growing number of investigations linking teaching conceptions with teaching practices. The majority of investigations dealing with university teachers’ conceptions and practices draw their conclusions based on indirect observation, since data gathering involves mainly semi-structured interviews or the application of questionnaires and inventories. Therefore ‘only-half-the-story’ has been reported. The presented validation framework has a five-part three-stage structure and was built upon earlier work (Selvaruby, O’Sullivan, & Watts, 2007). In this model validity is conceptualized as an ‘iterative-interactive-process’, therefore integrating a set of specific strategies envisaging the maximization of scientific quality. The application of the model is illustrated by using it for the discussion of a longitudinal study involving the investigation of the relationship between questioning practices and Trigwell and co-workers’ concept of preferential teaching approaches (Trigwell, Prosser & Taylor, 1994). Field work of this naturalistic-interpretative research was conducted during two academic years (2009/2010 and 2010/2011) and implied close collaboration with a group of four university teachers lecturing biology to undergraduates.This work was financed by Fundação para a Ciência e a Tecnologia (SFRH/BD/44611/2008) and by Fundos FEDER através do Programa Operacional Fatores de Competitividade – COMPETE e por Fundos Nacionais através da FCT (PTDC/CPE-CED/117516/2010)