Stable Regularities Without Governing Laws?
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Everettian Probabilities, the Deutsch-Wallace Theorem and the Principal Principle
Everettian probabilities, the Deutsch-Wallace theorem and the Principal Principle Harvey R. Brown and Gal Ben Porath Chance, when strictly examined, is a mere negative word, and means not any real power which has anywhere a being in nature. David Hume (Hume, 2008) [The Deutsch-Wallace theorem] permits what philosophy would hitherto have regarded as a formal impossibility, akin to deriving an ought from an is, namely deriving a probability statement from a factual statement. This could be called deriving a tends to from a does. David Deutsch (Deutsch, 1999) [The Deutsch-Wallace theorem] is a landmark in decision theory. Nothing comparable has been achieved in any chance theory. [It] is little short of a philosophical sensation . it shows why credences should conform to [quantum chances]. Simon Saunders (Saunders, 'The Everett interpretation: probability' [unpublished manuscript]) Abstract This paper is concerned with the nature of probability in physics, and in quantum mechanics in particular. It starts with a brief discussion of the evolution of Itamar Pitowsky's thinking about probability in quantum theory from 1994 to 2008, and the role of Gleason's 1957 theorem in his derivation of the Born Rule. Pitowsky's defence of probability therein as a logic of partial belief leads us into a broader discussion of probability in physics, in which the existence of objective \chances" is questioned, and the status of David Lewis influential Principal Principle is critically examined. This is followed by a sketch of the work by David Deutsch and David Wallace which resulted in the Deutsch-Wallace (DW) theorem in Everettian quantum mechanics. -
* Supplied by EMS Are the Best That Can Be Made from the Original
DOCUMENT RESUME ED 115 128 FL 007 330 AUTHOR Thogmartin, Clyde TITLE A Bibliography of Empirical Investigations of Certain Aspects of Foreign Language Teaching and Learning, 1925-1975. PUB DATE 75 NOTE 67p. EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Academic Achievement; *Bibliographies; Bilingual Education; Bilingualism; Educational Equipment; *Educational Research; Error Patterns; Fles; Individual Differences; Instructional Materials; Instructional Media; Interference (Language Learning); *Language Instruction; Language Proficiency; *Language Research; Language Skills; Language Tests; Psycholinguistics; *Second Language Learning; Student Attitudes; Teaching Methods; Transfer of Training; Vocabulary Development ABSTRACT This 647-item bibliography is limited to reports on empirical research and discussions of research reports on various aspects of foreign language learning, mostly drawn from American and British journals and Ph.D. dissertations since 1925 and from ERIC documents. Principal topics include content of teaching materials, cognitive effects of bilingualism, measurement of bilingual proficiency, psychological studies of bilinguals, relationships between various language skills, the psycholinguistics of second language learning, transfer and interference, error analysis, vocabulary learning, bilingual education, foreign languages in the elementary schools, individual differences in language learning success, prognosis, teaching methods, equipment, media, testing, language difficulty, and effects of language learning -
The Beginning of Infinity: Explanations That Transform the World Pdf, Epub, Ebook
THE BEGINNING OF INFINITY: EXPLANATIONS THAT TRANSFORM THE WORLD PDF, EPUB, EBOOK David Deutsch | 487 pages | 29 May 2012 | Penguin Putnam Inc | 9780143121350 | English | New York, NY, United States The Beginning of Infinity: Explanations That Transform the World PDF Book Every argument includes premises in support of a conclusion, but the premises themselves are left unargued. Nov 12, Gary rated it it was amazing Shelves: science. In other words we must have some form of evidence, and it must be coherent with our other beliefs. Nov 12, Gary rated it it was amazing Shelves: science. I can't say why exactly. It seems more to the point to think of it as something emotive — as the expression of a mood. This will lead to the development of explanatory theories variation , which can then be criticized and tested selection. Accuracy and precision are important standards in our evaluation of explanations; standards that are absent in bad explanations. Every argument includes premises in support of a conclusion, but the premises themselves are left unargued. Deutsch starts with explanations being the basis for knowledge, and builds up basic, hard-to-argue-with principles into convincing monoliths that smash some conventional interpretations of knowledge, science and philosophy to tiny pieces. His reliance on Popper is problematic. I will be re-reading them again until it really sinks in. Evolution, in contrast, represents a good explanation because it not only fits the evidence but the details are hard to vary. Barefoot Season Susan Mallery. But the "Occam's Razor" described by the author is not the one practiced in reality. -
Psychology of School Learning: Views of the Learner
DOCUMENT RESUME ED 104 859 SP 009 097 AUTHOR Bart, William M., Ed.; Wong, Martin R., Ed. TITLE Psychology of School Learning: Views of the Learner. Volume I: Environmentalism. INSTITUTION MSS Information Ccrp., New York, N.Y. PUB DATE 74 'NOTE 249p. AVAILABLE FROM MSS Information 'orporation, 655 Madison Avenue, New York, New York 10021 ($6.25 paper, $12.00 cloth, 20 percent discount on orders of $200.00 or more) EDRS PRICE MF-$0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Computer Assisted Instruction; Educational Philosophy; *Educational Psychology; *Environmental Influences; Higher Education; *Learning; *Learning Specialists; Reinforcement; Teacher Education ABSTRACT This document is the first of three volumes presenting essays from three schools of thought regarding learning. Volume one consists of readings from psychologists, philosophers, and learning theorists concerning the view that the learner isa product primarily of environmental factors. The list of essays includes the following:(a) "Ideas and Their Origin," (b) "The Free and Happy Student," (c) "The Technology of Teaching," (d) "Treatment of Nonreading in a Culturally Deprived Juvenile Delinquent: An Application of Reinforcement Principles," (e) "Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher's Behavior," (f) "Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques," (g) "A Token Reinforcement Program in a Public School: A Replication and Systematic Analysis," (h) "Educational -
Creativity and Untidiness
Search Creativity and Untidiness Submitted by Sarah Fitz-Claridge on 13 September, 2003 - 22:59 A Taking Children Seriously interview from TCS 21 by Sarah Fitz-Claridge (http://www.fitz-claridge.com/) Many TCS readers will know David Deutsch for his contributions to Taking Children Seriously and to the TCS List on the Internet, and perhaps as co-author of Home Education and the Law. Some will also know that he is a theoretical physicist who has, among other things, pioneered the new field of quantum computation. There is a major article about his work in the October 1995 Discover magazine (the issue was devoted to “Seven Ideas that could Change the World”). He is often quoted in the media and regularly makes appearances on television and radio programmes. You may have seen his programme on the physics of time travel in BBC 2's Antenna series. Recently, David was featured in the Channel 4 science documentary series, Reality on the Rocks, in which the actor, Ken Campbell, asked leading scientists about the nature of reality. Those who saw Reality on the Rocks may have caught a glimpse of David's extraordinarily untidy study, at his home in Oxford. Ken Campbell was so struck by its untidiness that he talks about it in his one-man show, Mystery Bruises. He relates the story of the Japanese film crew who, upon asking to tidy up David's home before filming there, were told that they could do so, on condition that they returned everything – every piece of paper, every book, every computer disk – to the exact position where it had been on the floor or wherever, and how they did just that! I put it to David that some might be surprised that someone so untidy could be so successful. -
Commemorative Meeting for Alfred Tarski Stanford University-November 7, 1983
Patrick Suppes received his Ph.D. in Philosophy in 1950 at Columbia Univer sity, where he worked with Ernest Nagel. He has been at Stanford since 1950 and is now Professor ofPhilosophy and Statistics. Suppes' main research inter ests include the philosophy of science, theory of measurement, decision theory and probability, and computer-assisted education. He is a member of the Na tional Academy of Sciences. Jon Barwise received his Ph.D. in Mathematics in 1967 at Stanford University, where he .worked with Solomon Feferman. After teaching at U.C.L.A., Yale, and Wisconsin, he returned to Stanford as Professor of Philosophy in 1983. Barwise's main research interests include mathematical logic, especially model theory, set theory, and generalized re cursion theory; and applications of logic to the semantics of natural language. At Stanford, Barwise has been Director of the Center for Study of Language and Information, and is currently chairman of the Program in Symbolic Sys tems. Solomon Feferman received his Ph.D. in Mathematics in 1957 at the University of California, Berkeley, where he studied with Alfred Tarski. He has been at Stanford since 1956, where he is Professor of Mathematics and Phi losophy. His research interests are in mathematical logic and the foundations of mathematics, especially proof theory and constructive and semiconstructive mathematics, as well as in the history of modern logic. Feferman is Editor-in Chief of the Collected Works of Kurt Godel; he is currently Chairman of the Department of Mathematics. Commemorative Meeting for Alfred Tarski Stanford University-November 7, 1983 PATRICK SUPPES, JON BARWISE, AND SOLOMON FEFERMAN, SPEAKERS INTRODUCTION The meeting was held in memory of Professor Alfred Tarski, who died at the age of 82 on October 28, 1983. -
A Scientific Metaphysical Naturalisation of Information
1 A Scientific Metaphysical Naturalisation of Information With a indication-based semantic theory of information and an informationist statement of physicalism. Bruce Long A thesis submitted to fulfil requirements for the degree of Doctor of Philosophy Faculty of Arts and Social Sciences The University of Sydney February 2018 2 Abstract The objective of this thesis is to present a naturalised metaphysics of information, or to naturalise information, by way of deploying a scientific metaphysics according to which contingency is privileged and a-priori conceptual analysis is excluded (or at least greatly diminished) in favour of contingent and defeasible metaphysics. The ontology of information is established according to the premises and mandate of the scientific metaphysics by inference to the best explanation, and in accordance with the idea that the primacy of physics constraint accommodates defeasibility of theorising in physics. This metaphysical approach is used to establish a field ontology as a basis for an informational structural realism. This is in turn, in combination with information theory and specifically mathematical and algorithmic theories of information, becomes the foundation of what will be called a source ontology, according to which the world is the totality of information sources. Information sources are to be understood as causally induced configurations of structure that are, or else reduce to and/or supervene upon, bounded (including distributed and non-contiguous) regions of the heterogeneous quantum field (all quantum fields combined) and fluctuating vacuum, all in accordance with the above-mentioned quantum field-ontic informational structural realism (FOSIR.) Arguments are presented for realism, physicalism, and reductionism about information on the basis of the stated contingent scientific metaphysics. -
14 Patrick Suppes
14 Patrick Suppes Lucie Stern Professor of Philosophy, Emeritus Stanford University, USA 1. Why were you initially drawn to computational or in formational issues? I begin with some history. I am not sure just when I first thought about the use of computers for computation, but I do remember the late 1950s when Dick Atkinson and I were writing a book on applications of learning models and stimulus-response reinforce ment concepts to simple game situations. The book is full of ex tended computations supported by use of the I.B.M. 650 Com puter at Stanford, which was one of the very earliest made avail able to academic communities to have the possibility of going be yond the old days of computing with hand calculators. We say this in the preface of Suppes and Atkinson (1960): "Evan Linick has been indispensable in programming many problems for the I.B.M. 650 Computer at Stanford; we are also indebted to Richard Hill of the Western Data Processing Center for his cooperation." This brief acknowledgement is all we had to say about what was really a first, big-time, move into computing from my own standpoint. At that time, the only task was facilitating the many statistical estimates of parameters and the like for the models introduced in the book. It is important to realize how fundamental the change was in feasible applications of statistics with the introduction of digital computers in the 1950s. Even very simple formulations of linear-programming or linear-regression problems, that were prac tically unsolvable, could now be used to address all kinds of inter esting questions in theories of behavior and social interaction. -
Demolishing Prejudices to Get to the Foundations: a Criterion of Demarcation for Fundamentality
Demolishing prejudices to get to the foundations: a criterion of demarcation for fundamentality Flavio Del Santo1;2;3 and Chiara Cardelli1;2 1Faculty of Physics, University of Vienna, Boltzmanngasse 5, Vienna A-1090, Austria 2Vienna Doctorate School of Physics (VDS) 3Basic Research Community for Physics (BRCP) Abstract In this paper, we reject commonly accepted views on fundamentality in science, either based on bottom-up construction or top-down reduction to isolate the alleged fundamental entities. We do not introduce any new scientific methodology, but rather describe the current scientific methodology and show how it entails an inherent search for foundations of science. This is achieved by phrasing (minimal sets of) metaphysical assumptions into falsifiable statements and define as fundamental those that survive empirical tests. The ones that are falsified are rejected, and the corresponding philosophical concept is demolished as a prejudice. Furthermore, we show the application of this criterion in concrete examples of the search for fundamentality in quantum physics and biophysics. 1 Introduction Scientific communities seem to agree, to some extent, on the fact that certain theories are more funda- mental than others, along with the physical entities that the theories entail (such as elementary particles, strings, etc.). But what do scientists mean by fundamental? This paper aims at clarifying this question in the face of a by now common scientific practice. We propose a criterion of demarcation for fundamen- tality based on (i) the formulation of metaphysical assumptions in terms of falsifiable statements, (ii) the empirical implementation of crucial experiments to test these statements, and (iii) the rejection of such assumptions in the case they are falsified. -
Calculus for a New Century: a Pump, Not a Filter
DOCUMENT RESUME ED 300 252 SE 050 088 AUTHOR Steen, Lynn Arthur, Ed. TITLE Calculus for a New Century: A Pump, Not a Filter. Papers Presented at a Colloquium _(Washington, D.C., October 28-29, 1987). MAA Notes Number 8. INSTITUTION Mathematical Association of America, Washington, D.C. REPORT NO ISBN-0-88385-058-3 PUB DATE 88 NOTE 267p. AVAILABLE FROMMathematical Association of America, 1529 18th Street, NW, Washington, DC 20007 ($12.50). PUB TYPE Viewpoints (120) -- Collected Works - Conference Proceedings (021) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Calculus; Change Strategies; College Curriculum; *College Mathematics; Curriculum Development; *Educational Change; Educational Trends; Higher Education; Mathematics Curriculum; *Mathematics Instruction; Mathematics Tests ABSTRACT This document, intended as a resource for calculus reform, contains 75 separate contributions, comprising a very diverse set of opinions about the shap, of calculus for a new century. The authors agree on the forces that are reshapinc calculus, but disagree on how to respond to these forces. They agree that the current course is not satisfactory, yet disagree about new content emphases. They agree that the neglect of teaching must be repaired, but do not agree on the most promising avenues for improvement. The document contains: (1) a record of presentations prepared fcr a colloquium; (2) a collage of reactions to the colloquium by a variety of individuals representing diverse calculus constituencies; (3) summaries of 16 discussion groups that elaborate on particular themes of importance to reform efforts; (4) a series of background papers providing context for the calculus colloquium; (5) a selection of final examinations from Calculus I, II, and III from universities, colleges, and two-year colleges around the country; (6) a collection of reprints of documents related to calculus; and (7) a list of colloquium participants. -
William Kaye Estes Was Spread Upon the Permanent Records of the Faculty
At a meeting of the FACULTY OF ARTS AND SCIENCES on November 6, 2012, the following tribute to the life and service of the late William Kaye Estes was spread upon the permanent records of the Faculty. WILLIAM KAYE ESTES BORN: June 17, 1919 DIED: August 17, 2011 William Kaye Estes, Daniel and Amy Starch Professor of Psychology, Emeritus, earned recognition early on as a member of a rare category containing those who exhibited both sterling personal leadership and outstanding intellectual contributions. His creative scholarship centered on learning theory, to which Harvard University’s own B. F. Skinner contributed in a major way. Many psychologists believed that the hard facts of learning theory needed a formal structure that could give rise to precise predictions. Bill Estes filled this need in 1950 in a classic paper, “Towards a Statistical Theory of Learning,” which described how organisms sampled the elements of a conditioning stimulus over successive trials so that, in time, the stimulus reliably evoked a conditioned response. Fred Skinner was not pleased that one of his best graduate students had abandoned the strict orthodoxy of behaviorism and theorized about mental events. Bill’s argument was so elegant it became one of the seedbeds for what evolved into the sub-discipline of mathematical psychology with a journal and a society founded in 1964 and 1977 respectively. Bill, along with Kenneth Arrow, Patrick Suppes, Richard Atkinson, R. R. Bush, and Duncan Luce, made pioneering contributions to many cognitive domains over a period spanning more than a half century. After spending his undergraduate and graduate years at the University of Minnesota and obtaining a Ph.D. -
Curricular Implications of Mathematical Concepts of the Preschool Child
1 This dissertation has been microfilmed exactly as received 70-6763 DICKERSCHEID, Harold, 1927- CURRICULAR IMPLICATIONS OF MATHEMATICAL CONCEPTS OF THE PRESCHOOL CHILD. The Ohio State University, Ph.D., 1969 Education, theory and practice University Microfilms, Inc,, Ann Arbor, Michigan Copyright by Harold Dickerscheid 1970 CURRICULAR implications o f mathematical CONCEPTS OF THE PRESCHOOL CHILD DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Harold Dickerscheid, B.S., M.Ed. The Ohio State University 1969 Approved by Adviser College of Education ACKNOWLEDGMENTS The writer gratefully acknowledges his adviser, Dr, Paul R, Klohr, Curriculum and Foundations Faculty, for his insightful suggestions and critical analyses throughout the planning and writing of this study. Special acknowledgment is made to Dr, Nathan Lazar who gave impetus and encouragement to the study. Appreciation is extended to Dr, James K, Duncan for his time in reading and evaluating the manuscript. Gratitude is given to the staff and student teachers of the Campbell Hall Child Development Laboratory and to the children who participated in this study. Special thanks is given to Mrs, Donna Deichert, head teacher, and Mrs, Gretchen Batra, graduate assistant, for their cooperation with testing and observations. Thanks are also due to Mrs. Arlene Flocken and the children in her Head Start classes at Windsor School for their contribution. To my wife, Jean, and children