Indispensability Without Platonism

According to Quine’s indispensability argument, we ought to believe in just those mathematical entities that we quantify over in our best scientific theories. Quine’s criterion of ontological commitment is part of the standard indispensability argument. However, we suggest that a new indispensability argument can be run using Armstrong’s criterion of ontological commitment rather than Quine’s. According to Armstrong’s criterion, ‘to be is to be a truthmaker (or part of one)’. We supplement this criterion with our own brand of metaphysics, 'Aristotelian (...) realism', in order to identify the truthmakers of mathematics. We consider in particular as a case study the indispensability to physics of real analysis (the theory of the real numbers). We conclude that it is possible to run an indispensability argument without Quinean baggage

Inferring processes of cultural transmission: the critical role of rare variants in distinguishing neutrality from novelty biases

Neutral evolution assumes that there are no selective forces distinguishing different variants in a population. Despite this striking assumption, many recent studies have sought to assess whether neutrality can provide a good description of different episodes of cultural change. One approach has been to test whether neutral predictions are consistent with observed progeny distributions, recording the number of variants that have produced a given number of new instances within a specified time interval: a classic example is the distribution of baby names. Using an overlapping generations model we show that these distributions consist of two phases: a power law phase with a constant exponent of -3/2, followed by an exponential cut-off for variants with very large numbers of progeny. Maximum likelihood estimations of the model parameters provide a direct way to establish whether observed empirical patterns are consistent with neutral evolution. We apply our approach to a complete data set of baby names from Australia. Crucially we show that analyses based on only the most popular variants, as is often the case in studies of cultural evolution, can provide misleading evidence for underlying transmission hypotheses. While neutrality provides a plausible description of progeny distributions of abundant variants, rare variants deviate from neutrality. Further, we develop a simulation framework that allows for the detection of alternative cultural transmission processes. We show that anti-novelty bias is able to replicate the complete progeny distribution of the Australian data set

Training methods for facial image comparison: a literature review

This literature review was commissioned to explore the psychological literature relating to facial image comparison with a particular emphasis on whether individuals can be trained to improve performance on this task. Surprisingly few studies have addressed this question directly. As a consequence, this review has been extended to cover training of face recognition and training of different kinds of perceptual comparisons where we are of the opinion that the methodologies or findings of such studies are informative. The majority of studies of face processing have examined face recognition, which relies heavily on memory. This may be memory for a face that was learned recently (e.g. minutes or hours previously) or for a face learned longer ago, perhaps after many exposures (e.g. friends, family members, celebrities). Successful face recognition, irrespective of the type of face, relies on the ability to retrieve the to-berecognised face from long-term memory. This memory is then compared to the physically present image to reach a recognition decision. In contrast, in face matching task two physical representations of a face (live, photographs, movies) are compared and so long-term memory is not involved. Because the comparison is between two present stimuli rather than between a present stimulus and a memory, one might expect that face matching, even if not an easy task, would be easier to do and easier to learn than face recognition. In support of this, there is evidence that judgment tasks where a presented stimulus must be judged by a remembered standard are generally more cognitively demanding than judgments that require comparing two presented stimuli Davies & Parasuraman, 1982; Parasuraman & Davies, 1977; Warm and Dember, 1998). Is there enough overlap between face recognition and matching that it is useful to look at the literature recognition? No study has directly compared face recognition and face matching, so we turn to research in which people decided whether two non-face stimuli were the same or different. In these studies, accuracy of comparison is not always better when the comparator is present than when it is remembered. Further, all perceptual factors that were found to affect comparisons of simultaneously presented objects also affected comparisons of successively presented objects in qualitatively the same way. Those studies involved judgments about colour (Newhall, Burnham & Clark, 1957; Romero, Hita & Del Barco, 1986), and shape (Larsen, McIlhagga & Bundesen, 1999; Lawson, Bülthoff & Dumbell, 2003; Quinlan, 1995). Although one must be cautious in generalising from studies of object processing to studies of face processing (see, e.g., section comparing face processing to object processing), from these kinds of studies there is no evidence to suggest that there are qualitative differences in the perceptual aspects of how recognition and matching are done. As a result, this review will include studies of face recognition skill as well as face matching skill. The distinction between face recognition involving memory and face matching not involving memory is clouded in many recognition studies which require observers to decide which of many presented faces matches a remembered face (e.g., eyewitness studies). And of course there are other forensic face-matching tasks that will require comparison to both presented and remembered comparators (e.g., deciding whether any person in a video showing a crowd is the target person). For this reason, too, we choose to include studies of face recognition as well as face matching in our revie

How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions

The number of students issued suspensions in U.S. schools continues to be extremely high, resulting in thousands of students missing school every day. Simultaneously,disparities in school suspension continue to worsen, indicating that students in some groups are missing school far more often and disproportionately(particularly, boys, African American students, students with disabilities, and in some regions, Latino and American Indian students). These disparities are also true of referrals to law enforcement and school-based arrests nationwide. According to recent data collected by the Department of Education's Office for Civil Rights, students of color made up 75% of referrals to law enforcement and 79% of schoolbased arrests, even while students of color comprise 39% of the nation's public school population.Punitive school discipline matters tremendously to the educational opportunity of young people: New knowledge on school discipline shows that even a single suspension or a single referral to the juvenile court system increases the odds of low achievement and dropping out of school altogether. Moreover, research shows that schools and educators -- not just students themselves -- make a difference in how discipline is meted out

Tutors as learners: overcoming barriers to learning ICT skills

This paper explores the use of ICT to provide distance training for UK Open University (OU) Associate lecturers (ALs) and identifies the range of outcomes and issues which emerged. There is an increasing demand from many of our students for the University to provide more facilities and functions (both administrative or course-related) online or by electronic mail. To this end the University has attempted to increase the awareness of these computing-related issues with ALs by offering various methods of increasing ICT skills. One programme involved a contingent of ALs participating in an online short course. This paper will summarise some of the qualitative feedback along with the quantitative results in order to establish whether this course did indeed assist in tutors gaining some new computing skills. Furthermore, tutors made many additional comments about the process of learning and the experience of being a learner. Many of the issues raised were found to be important when designing a programme of study for those who take courses as a form of staff development

Emotional education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.peer-reviewe

Foundation Support for Nonprofit Capital Needs in Southern California

Analyzes trends in foundation funding for nonprofits' capital campaigns, land acquisition, and building and renovation in five counties. Lists foundations that may provide capital support, but suggests securing other primary sources of capital funding