Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

The relation between language and theory of mind in development and evolution

Considering the close relation between language and theory of mind in development and their tight connection in social behavior, it is no big leap to claim that the two capacities have been related in evolution as well. But what is the exact relation between them? This paper attempts to clear a path toward an answer. I consider several possible relations between the two faculties, bring conceptual arguments and empirical evidence to bear on them, and end up arguing for a version of co-evolution. To model this co-evolution, we must distinguish between different stages or levels of language and theory of mind, which fueled each other’s evolution in a protracted escalation process

Evolution and Devolution of Knowledge: A Tale of Two Biologies

Anthropological inquiry suggests that all societies classify animals and plants in similar ways. Paradoxically, in the same cultures that have seen large advances in biological science, citizenry's practical knowledge of nature has dramatically diminished. Here we describe historical, cross-cultural and developmental research on how people ordinarily conceptualize organic nature (folkbiology), concentrating on cognitive consequences associated with knowledge devolution. We show that results on psychological studies of categorization and reasoning from “standard populations” fail to generalize to humanity at large. Usual populations (Euro-American college students) have impoverished experience with nature, which yields misleading results about knowledge acquisition and the ontogenetic relationship between folkbiology and folkpsychology. We also show that groups living in the same habitat can manifest strikingly distinct behaviors, cognitions and social relations relative to it. This has novel implications for environmental decision making and management, including commons problems.

2. The Instrumentalism of John Dewey

The approach of John Dewey to philosophy, while influenced by many of the same factors which were important to Russell, and despite his agreement with Russell on many social issues, takes a radically different direction. Dewey sees a person\u27s philosophy as more intimately and internally related to the social processes than does Russell. Instead of viewing it as primarily a means of analysis and clarification, Dewey sees the role of philosophy as a method of social reconstruction, and logic as a method of inquiry rather than a means of exploring the implications of analytical definitions and empirical facts. It is therefore not surprising that his categories for dealing with different philosophies are conservative and progressive, rather than critical and constructive or idealistic and materialistic. How he arrived at his instrumentalist philosophy can best be understood by tracing briefly his own long intellectual pilgrimage. [excerpt