Pivotal and Pivotal-discriminative Consequence Relations

In the present paper, we investigate consequence relations that are both paraconsistent and plausible (but still monotonic). More precisely, we put the focus on pivotal consequence relations, i.e. those relations that can be defined by a pivot (in the style of e.g. D.~Makinson). A pivot is a fixed subset of valuations which are considered to be the important ones in the absolute sense. We worked with a general notion of valuation that covers e.g. the classical valuations as well as certain kinds of many-valued valuations. In the many-valued cases, pivotal consequence relations are paraconsistant (in addition to be plausible), i.e. they are capable of drawing reasonable conclusions which contain contradictions. We will provide in our general framework syntactic characterizations of several families of pivotal relations. In addition, we will provide, again in our general framework, characterizations of several families of pivotal discriminative consequence relations. The latter are defined exactly as the plain version, but contradictory conclusions are rejected. We will also answer negatively a representation problem that was left open by Makinson. Finally, we will put in evidence a connexion with X-logics from Forget, Risch, and Siegel. The motivations and the framework of the present paper are very close to those of a previous paper of the author which is about preferential consequence relations

In Pursuit of the Functional Definition of a Mind: The Pivotal Role of a Discourse

This article is devoted to describing results of conceptualization of the idea of mind at the stage of maturity. Delineated the acquisition by the energy system (mind) of stable morphological characteristics, which associated with such a pivotal formation as the discourse. A qualitative structural and ontological sign of the system transition to this stage is the transformation of the verbal morphology of the mind into a discursive one. The analysis of the poststructuralist understanding of discourse in the context of the dispersion of meanings (Foucault) made it possible to formulate a notion of it as a meaning that is constituted by the relation between the discursive practice and the worldview, regarded as a meta-discourse or a global discursive formation. In consequence of this relationship, a discrete and simultaneous scattering of meanings arises, the procedural side of which is a concrete discourse, and its productive aspect is linked with the creation of a local discursive formation. Based on this view it is proposed a logical formula of discourse, which takes into account the entropy of the language and the entropy of the worldview, as a particular manifestation of the mind entropy. Using this formula and considering the reactive nature of discourse, it was developed a classification, which included such types of discourses as reactive, suggestive, synthetic and creative. In turn, the proposed types of discourses are correlated with the specific characteristics of certain activities, as a psychological category. Also, it was considered the translation of the structure of discourse dissipation from the cognitive plan into the affective sphere because of which it is formed a hierarchy of significances, which performs the sense-forming function. It was analyzed the inverse influence of the hierarchy of significances on the structure of meanings dispersion and for respective account it was introduced a conditional coefficient of the value deviation of the significance of the meanings. This parameter reflects the sense correction of the meaning that occurs in the process of the emergence of discourse from discursive practice. Thus, the discourse is presented as a complex dynamic formation of the mind arising at the maturity stage of the system as a result of the combined effect of entropic dispersion of meanings and the value deviation of their significances

Procedural-Reasoning Architecture for Applied Behavior Analysis-based Instructions

Autism Spectrum Disorder (ASD) is a complex developmental disability affecting as many as 1 in every 88 children. While there is no known cure for ASD, there are known behavioral and developmental interventions, based on demonstrated efficacy, that have become the predominant treatments for improving social, adaptive, and behavioral functions in children. Applied Behavioral Analysis (ABA)-based early childhood interventions are evidence based, efficacious therapies for autism that are widely recognized as effective approaches to remediation of the symptoms of ASD. They are, however, labor intensive and consequently often inaccessible at the recommended levels. Recent advancements in socially assistive robotics and applications of virtual intelligent agents have shown that children with ASD accept intelligent agents as effective and often preferred substitutes for human therapists. This research is nascent and highly experimental with no unifying, interdisciplinary, and integral approach to development of intelligent agents based therapies, especially not in the area of behavioral interventions. Motivated by the absence of the unifying framework, we developed a conceptual procedural-reasoning agent architecture (PRA-ABA) that, we propose, could serve as a foundation for ABA-based assistive technologies involving virtual, mixed or embodied agents, including robots. This architecture and related research presented in this disser- tation encompass two main areas: (a) knowledge representation and computational model of the behavioral aspects of ABA as applicable to autism intervention practices, and (b) abstract architecture for multi-modal, agent-mediated implementation of these practices

Evaluation of a Computer-Based Observer-Effect Training on Mothers\u27 Vocal Imitation of Their Infant

Infants begin to learn important skills, such as contingency learning, social referencing, and joint attention through everyday interactions with their environment. When infants learn that their behavior produces a change in the environment (e.g., attention from others), infants engage in behavior that produces that effect (e.g., increases in smiling sustained engagement. When mothers and other caregivers respond immediately to infant behavior, they help their infant learn that the infant’s own behavior is effective, producing a change in the environment. The current investigation evaluated the effect of a computer-based training that aimed at teaching mothers to play a vocal-imitation contingency-learning game. The training included observer-effect methodology, meaning the mothers engaged in observation and evaluation of other mothers engaging in vocal imitation but did not themselves receive any direct coaching or feedback. All mothers completed the training during one session and in less than 45 min. Results indicate that all mothers increased their use of vocal imitation post training and maintained their performance at a two-week follow-up. Results are discussed in terms of how computer training may facilitate dissemination of responsive caregiver training

Rule-Governed Behavior: Teaching Essential School Readiness Skills via Rule-Following to Children with Autism

Rule-governed behavior (RGB) is behavior that is controlled by verbal descriptions of contingencies rather than by direct contact or a history of direct contact with the contingencies. Humans rely on RGB to navigate a multitude of life experiences, and in doing so, we avoid direct contact with destructive or harmful contingencies or contingencies that would be inefficient to contact. However, individuals with autism spectrum disorders (ASD) do not naturally demonstrate RGB, leaving them at increased risk of contacting dangerous consequences. Thus, acquiring RGB is a critical concern that affects the development and wellbeing of individuals with ASD. The current study examined the effectiveness of intervention programs designed to promote acquisition and generalization of RGB in children with ASD. Multiple exemplar training (MET) resulted in increased performance of target behaviors as well as successful discrimination. Furthermore, training resulted in generalized performance to untrained exemplars, natural settings, and unfamiliar others demonstrating acquisition and generalization of RGB

Maintaining Ideology through Racial Distinction during the 1930s America in Ralph Ellison’s Invisible Man

Racial issues in 1930s America illustrate the high racial tension between Whites and African-Americans due to the series of mass racial violence. Despite the rapid industrialization, African-Americans, in this period, struggled to find their equal place in society. Ralph Ellison’s Invisible Man depicts the social conditions of African-American workers’ socio-economic backwardness in the 1930s. This novel is set during the post-reconstruction era of America, where Jim Crow laws were instituted. Therefore, the analysis of racial distinction in this novel is conducted using Post-Nationalist American Studies and Marxism approach. Therefore, this qualitative research utilizes Althusser’s theories: of Ideology and Ideological State Apparatus (ISA). The findings show how White ideology is depicted and maintained: (1) the depiction of Ideology can be seen through the class distinction and racial dependency in which African-Americans are created to be inferior and submissive to White people. Then, (2) the maintenance of ideology relies on Althusser’s concept of Ideological State Apparatuses, such as religious, family, education, legal, politic, trade union, communication, and cultural institutions, function as an adjunct of the state that perpetuates and preserves White-centered values. Thus, the racially segregated society essentially only supports the needs of White capitalists as the ruling class

Europe, Continental Philosophy and the Philosophy of Education

On what might a comparative discussion of philosophy of education that takes Europe as one of its terms be based? This paper begins by addressing the complexity that attaches to the name ‘Europe’ in this context in order to lay the way for a more detailed consideration of so-called ‘Continental’ philosophy—specifically of poststructuralism. It makes reference to the ways in which the work of poststructuralist thinkers has often been interpreted in ‘postmodern’ educational theory and seeks to reveal certain errors in this regard. Distinctions are drawn between postmodernity, postmodernism and poststructuralism, illustrating the last of these in terms of two influential strands of thought drawn from Levinas and Nietzsche, and indicating their value for education. In conclusion, some brief remarks are offered regarding the institutionalization of philosophy of education in Europe

Autistic Traits and Autism Spectrum Disorders: The Clinical Validity of Two Measures Presuming a Continuum of Social Communication Skills

Research indicates that autism is the extreme end of a continuously distributed trait. The Social Responsiveness Scale (SRS) and the Social and Communication Disorders Checklist (SCDC) aim to assess autistic traits. The objective of this study was to compare their clinical validity. The SRS showed sensitivities of .74 to .80 and specificities of .69 to 1.00 for autism. Sensitivities were .85 to .90 and specificities .28 to.82 for the SCDC. Correlations with the ADI-R, ADOS and SCQ were higher for the SRS than for the SCDC. The SCDC seems superior to the SRS to screen for unspecific social and communicative deficits including autism. The SRS appears more suitable than the SCDC in clinical settings and for specific autism screening