An Observation Concerning Porte’s Rule in Modal Logic

It is well known that no consistent normal modal logic contains (as theorems) both ◊A and ◊¬A (for any formula A). Here we observe that this claim can be strengthened to the following: for any formula A, either no consistent normal modal logic contains ◊A, or else no consistent normal modal logic contains ◊¬A

Designing Normative Theories for Ethical and Legal Reasoning: LogiKEy Framework, Methodology, and Tool Support

A framework and methodology---termed LogiKEy---for the design and engineering of ethical reasoners, normative theories and deontic logics is presented. The overall motivation is the development of suitable means for the control and governance of intelligent autonomous systems. LogiKEy's unifying formal framework is based on semantical embeddings of deontic logics, logic combinations and ethico-legal domain theories in expressive classic higher-order logic (HOL). This meta-logical approach enables the provision of powerful tool support in LogiKEy: off-the-shelf theorem provers and model finders for HOL are assisting the LogiKEy designer of ethical intelligent agents to flexibly experiment with underlying logics and their combinations, with ethico-legal domain theories, and with concrete examples---all at the same time. Continuous improvements of these off-the-shelf provers, without further ado, leverage the reasoning performance in LogiKEy. Case studies, in which the LogiKEy framework and methodology has been applied and tested, give evidence that HOL's undecidability often does not hinder efficient experimentation.Comment: 50 pages; 10 figure

Comprehension as social and intellectual practice: Rebuilding curriculum in low socioeconomic and cultural minority schools

This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting an emphasis on comprehension as autonomous skills. The Four Resources model (Freebody & Luke, 1990) is used to make the case for the integration of comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from research underway on the teaching of literacy in primary schools in low SES communities

Brain electrical traits of logical validity

p. 1-13Neuroscience has studied deductive reasoning over the last 20 years under the assumption that deductive inferences are not only de jure but also de facto distinct from other forms of inference. The objective of this research is to verify if logically valid deductions leave any cerebral electrical trait that is distinct from the trait left by non-valid deductions. 23 subjects with an average age of 20.35 years were registered with MEG and placed into a two conditions paradigm (100 trials for each condition) which each presented the exact same relational complexity (same variables and content) but had distinct logical complexity. Both conditions show the same electromagnetic components (P3, N4) in the early temporal window (250–525 ms) and P6 in the late temporal window (500–775 ms). The significant activity in both valid and invalid conditions is found in sensors from medial prefrontal regions, probably corresponding to the ACC or to the medial prefrontal cortex. The amplitude and intensity of valid deductions is significantly lower in both temporal windows (p = 0.0003). The reaction time was 54.37% slower in the valid condition. Validity leaves a minimal but measurable hypoactive electrical trait in brain processing. The minor electrical demand is attributable to the recursive and automatable character of valid deductions, suggesting a physical indicator of computational deductive properties. It is hypothesized that all valid deductions are recursive and hypoactive.S

Urban Games: Convergence of physical and virtual

Redefining the city as interactive media can reveal new possibilities for architects and designers. Today, designers must augment architecture and urbanism by incorporating new aspects of virtual habitation. This paper investigates contemporary attitudes toward digital public spaces, from media facades, augmented reality games, and mobile apps to guerrilla-like techniques such as tactical media, activist gaming, and electronic civil disobedience. It looks at these notions as renewed forms of public participation that build upon the past analog models. It touches on the relationship between ownership and authorship of the public realm, and the role design, art, and technology play in this balance. Ubiquitous technologies, democratization of access to and means of creative production, and virtualization of physicality allow for broader participation in cultural authorship and ownership, an opportunity that may not be fully realized if not embraced effectively. In this redefined image of the city, online and mobile games become important contributor to genius loci and emerging social networks. Furthermore, this paper discusses the mutually-informing relationship between the imaginary (virtual) and the real (physical). It presents the city as a virtual construct modulated by pervasive and ubiquitous computing, social networking, and (geo)location-based participatory events such as augmented reality (AR) gaming. In the perceptual dimension, video games, such as Grand Auto Theft, Mirror's Edge, or Assassins' Creed, are becoming potent advocates or adversaries of traditional image (notion) of the city. The combination of purely virtual reality (VR) game cities and augmented reality (AR), information-laced and geo-located environments transforms our expectations towards urban landscapes. This paper investigates the following aspects of augmented urbanisms: the virtual city of computer games and movie narratives, the physical city overlaid with virtual information accessible via augmented reality browsers and electronic social networks. It also looks into how these new electronic agents facilitate an unconventional use of the city

Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

Rhetorical Transformations in Multimodal Advertising Texts: From General to Local Degree Zero

The use of rhetoric in advertising research has been steadily gaining momentum since the 1980’s. Coupled with an increased interest in multimodality and the multiple interactions among verbal, pictorial and auditory registers, as structural components of an ad filmic text, the hermeneutic tools furnished by traditional rhetoric have been expanded and elaborated. This paper addresses the fundamental question of how ad filmic texts assume signification from a multimodal rhetorical point of view, by engaging in a fruitful dialogue with various research streams within the wider semiotic discipline and consumer research. By critically addressing the context of analysis of a multimodal ad text in the course of the argumentation deployed by different approaches, such as Social Semiotics (Kress/Leeuwen 2001), Film Semiotics (i.e. Metz 1982, Carroll 1980, Branigan 1982), Visual Semiotics (i.e. Sonesson 2008; 2010, Eco 1972;1976;1986, Groupe " 1992), Consumer Research (i.e. Mick/McQuarrie 1999; 2004, Philips 2003, Scott 1994), the relative merits of a structuralist approach that prioritizes the distinction between local and general degree zero, as put forward by Groupe " (1992), are highlighted. Furthermore, the modes whereby rhetorical transformations are enacted are outlined, with view to deepening the conceptual tackling of degree zero of signification, while addressing its applicability to branding discourse and multimodal ad texts

Seeing Academically Marginalized Students’ Multimodal Designs from a Position of Strength

This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities presented for expanding literacy practices traditionally not often available to lower-tracked students. Findings highlight the authorial stances and rhetorical force that this cohort of students employed in their multimodal designs, despite lack of regular opportunities to author texts and a schooling history of low expectations. We echo arguments for the importance of providing all students with opportunities to take positions as designers and creators while acknowledging systematic barriers to such opportunities for academically marginalized students. This study thus aims to counter deficit views of academically marginalized students’ in-school literacy practices and to examine openings for equity through authoritative stance-taking, multivoicedness, and multiple paths to authoring that multimodal composition affords

Towards an authentic argumentation literacy test

A central goal of education is to improve argumentation literacy. How do we know how well this goal is achieved? Can we measure argumentation literacy? The present study is a preliminary step towards measuring the efficacy of education with regards to argumentation literacy. Tests currently in use to determine critical thinking skills are often similar to IQ-tests in that they predominantly measure logical and mathematical abilities. Thus, they may not measure the various other skills required in understanding authentic argumentation. To identify the elements of argumentation literacy, this exploratory study begins by surveying introductory textbooks within argumentation theory, critical thinking, and rhetoric. Eight main abilities have been identified. Then, the study outlines an Argumentation Literacy Test that would comprise these abilities suggested by the literature. Finally, the study presents results from a pilot of a version of such a test and discusses needs for further development