Cognitive architectures as Lakatosian research programmes: two case studies

Cognitive architectures - task-general theories of the structure and function of the complete cognitive system - are sometimes argued to be more akin to frameworks or belief systems than scientific theories. The argument stems from the apparent non-falsifiability of existing cognitive architectures. Newell was aware of this criticism and argued that architectures should be viewed not as theories subject to Popperian falsification, but rather as Lakatosian research programs based on cumulative growth. Newell's argument is undermined because he failed to demonstrate that the development of Soar, his own candidate architecture, adhered to Lakatosian principles. This paper presents detailed case studies of the development of two cognitive architectures, Soar and ACT-R, from a Lakatosian perspective. It is demonstrated that both are broadly Lakatosian, but that in both cases there have been theoretical progressions that, according to Lakatosian criteria, are pseudo-scientific. Thus, Newell's defense of Soar as a scientific rather than pseudo-scientific theory is not supported in practice. The ACT series of architectures has fewer pseudo-scientific progressions than Soar, but it too is vulnerable to accusations of pseudo-science. From this analysis, it is argued that successive versions of theories of the human cognitive architecture must explicitly address five questions to maintain scientific credibility

"Youth, Citizenship and Social Change". Youth Research Programmes and Research Policy in Britain and Austria

Der Beitrag beschreibt das Forschungsprogramm »Jugendliche, Bürgerrechte und sozialer Wandel« (»Youth, Citizenship and Social Change«) des Rats für Wirtschafts- und Sozialforschung (ESRC) in Großbritannien. Dabei werden die Grundlagen dieser Form programmatischer Förderung in den letzten 15 Jahren aufgezeigt und im Verhältnis zur allgemeinen Forschungsförderung im Vereinigten Königreich betrachtet. Darüber hinaus werden einige Vergleiche zwischen der österreichischen und der britischen Forschungsförderung angestellt. (DIPF/Orig.

A comparative study of teaching forensics at a university degree level

Computer forensics is a relatively young University discipline which has developed strongly in the United States and the United Kingdom but is still in its infancy in continental Europe. The national programmes and courses offered therefore differ in many ways. We report on two recently established degree programmes from two European countries: Great Britain and Germany. We present and compare the design of both programmes and conclude that they cover two complementary and orthogonal aspects of computer forensics education: (a) rigorous practical skills and (b) competence for fundamental research discoveries

A participative research for learning methodology on education doctoral training programmes

Purpose – This paper aims to outline a participative approach to researching education doctoral students’ trajectories that functions both as a form of training in research methodology and as a means of reflection on the doctoral trajectory and what doctoral students have brought to the doctoral process through their experience. Design/methodology/approach – Ten participants formed dyads and acted as both researchers and subjects of research, using narrative accounts and interviews. The collaborative approach aimed to allow “hands-on” experience of the selected methods, as well as full engagement in negotiating each stage of the project. Findings – Project group meetings and the data generated by participants provided a rich source of learning about methodological issues in education research, in addition to the personal understandings emerging from such a project. Originality/value – This project reports an approach to “hands-on” learning of methodological and ethical issues within doctoral development programmes that could be adapted for use on similar programmes. It suggests an alternative to the more common forms of doctoral training (such asexposition, discussion, reading, or simulation) that is of real value to doctoral students in that it enables deep reflection on the journeys that have brought students to doctoral study, whilst at the same time providing a rich resource for methodological learning.</p

Built environment education and research in West Africa

Built environment programmes in West African universities; and research contributions from West Africa in six leading international journals and proceedings of the WABER conference are explored. At least 20 universities in the region offer degree programmes in Architecture (86% out of 23 universities); Building (57%); Civil Engineering (67%); Estate Management (52%); Quantity Surveying (52%); Surveying and Geoinformatics (55%); Urban and Regional Planning (67%). The lecturer-student ratio on programmes is around 1:25 compared to the 1:10 benchmark for excellence. Academics who teach on the programmes are clearly research active with some having published papers in leading international journals. There is, however, plenty of scope for improvement particularly at the highest international level. Out of more than 5000 papers published in six leading international peer-reviewed journals since each of them was established, only 23 of the papers have come from West Africa. The 23 papers are published by 28 academics based in 13 universities. Although some academics may publish their work in the plethora of journals that have proliferated in recent years, new generation researchers are encouraged to publish in more established journals. The analyses of 187 publications in the WABER conference proceedings revealed 18 research-active universities. Factors like quality of teaching, research and lecturer-student ratio, etc count in the ranking of universities. The findings lay bare some of the areas that should be addressed to improve the landscape of higher education in West Africa

Aid, development and English language teaching : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand

The past few decades have seen the ascendancy of English as the global language of business and international interaction and as a result it has come to be viewed in the minds of many policy makers as fundamental to development. Accordingly English language instruction programmes have increasingly been integrated into development programmes both at a domestic recipient and international donor level. These programmes are frequently framed within the paradigms of empowerment and capacity building yet little readily accessible research seems to be available regarding the practical role English language aid programmes may play in these processes with most examination seeming to be centred either on discourse debate or cost/benefit analysis of programmes. This thesis endeavours to examine the perceptions of recipients and providers regarding the provision of English language instruction programmes. It finds that despite a provider focus on institutional capacity building extrinsic, primarily economic, considerations ensure that there is a strong recipient demand for these programmes. It also finds that, even with an increasing provider desire to use participatory paradigms, programme parameters are still largely determined by providers due to their control of funds. By reason of this the efficacy of English language instruction in promoting recipient empowerment and capacity building remains open to question

Effective Early Childhood Programmes

Published in collaboration with the Open University, Early Childhood in Focus offers accessible and clear reviews of the best and most recent available research, information and analysis on key policy issues, offering clear messages on core policy topics and questions. This publication, the fourth in the series, looks at the policy issues surrounding the early childhood education and care programmes: there is compelling scientific evidence showing improved long-term outcomes for disadvantaged children who participate in a high-quality programme, but realising this potential through policies and programmes is far from straightforward. It tackles the issue in three parts: The case for early childhood programmes; Evidence for early childhood programme effectiveness; and Challenges for early childhood programmes

The role of Framework Programmes in commercialisation and innovation growth shown through research results – evaluation research of the Polish effects

The article presents the results of evaluation research whose aim was the assessment of the effects of completed projects implemented by Polish research departments within the European Union Framework Programmes. This evaluation is the first attempt at a comprehensive analysis of the effects of Polish projects backed by this type of financial support. The research was conducted on the basis of three evaluation structuring criteria: effectiveness, utility and sustainability. The analysis considers three consecutive Framework Programmes which enable the assessment of participation effects and evolution of experiences of Polish beneficiaries over time. The results of the research was juxtaposed with the results of similar evaluation research in other countries, which increased the objectivity of the conclusions. The research pointed to the high effectiveness of achieving strategic goals at institutional level and the career development of individual scientists, as well as low effectiveness in economic output, meaning the impact on innovation is low. Such results are not only a features of Polish participation in framework programmes, but they also correspond to international research which highlights the implementation of other non-innovation geared research objectives.Preparation and printing funded by the National Agency for Research and Development under project “Kreator Innowacyjności – wparcie dla Przedsiębiorczości akademickiej