Unobservable Selection and Coefficient Stability: Theory and Evidence
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Philosophy of Science and Philosophy of Chemistry
Philosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science. -
The Short(Run and Long(Run Effects of Behavioral
The Short-Run and Long-Run E¤ects of Behavioral Interventions: Experimental Evidence from Energy Conservation Hunt Allcott and Todd Rogers October 7, 2012 Abstract Interventions to a¤ect repeated behaviors, such as smoking, exercise, or workplace e¤ort, can often have large short-run impacts but uncertain or disappointing long-term e¤ects. We study one part of a massive set of randomized control trials in which home energy reports containing personalized feedback, social comparisons, and energy conservation information are being repeatedly mailed to more than …ve million households across the United States. We show that treatment group households reduce energy use within days of receiving each of their …rst few reports, but these initial responses decay rapidly in the months between reports. This cyclical pattern of stimulus and response attenuates as reports are repeatedly delivered and households form a new "capital stock" of physical capital or consumption habits. When a randomly-selected group of households has reports discontinued after two years, the treatment e¤ects decay much more slowly than they had between the initial reports. We show how assumptions about long- run persistence can signi…cantly impact program adoption decisions, and we illustrate how program design that accounts for this capital stock formation process can signi…cantly improve cost e¤ectiveness. JEL Codes: D03, D11, L97, Q41. Keywords: Energy e¢ ciency, persistence, social comparisons. ———————————————————————————— We thank David Cesarini, Xavier Gabaix, and Sendhil Mullainathan for helpful conversa- tions. Thanks to Tyler Curtis, Lisa Danz, Rachel Gold, Arkadi Gerney, Marc Laitin, Laura Lewellyn, and many others at OPOWER for sharing data and insight with us. -
A Reduced-Form Approach to Behavioral Public Finance
A Reduced-Form Approach to Behavioral Public Finance Sendhil Mullainathan,1 Joshua Schwartzstein,2 and William J. Congdon3 1Department of Economics, Harvard University, Cambridge, Massachusetts 02138, and Consumer Financial Protection Bureau, Washington, DC 20552; email: [email protected] 2Department of Economics, Dartmouth College, Hanover, New Hampshire 03755; email: [email protected] 3Brookings Institution, Washington, DC 20036; email: [email protected] Annu. Rev. Econ. 2012. 4:511–40 Keywords The Annual Review of Economics is online at behavioral economics, taxation, social insurance, externalities economics.annualreviews.org This article’s doi: Abstract 10.1146/annurev-economics-111809-125033 Research in behavioral public finance has blossomed in recent © Access provided by Harvard University on 06/15/21. For personal use only. Copyright 2012 by Annual Reviews. Annu. Rev. Econ. 2012.4:511-540. Downloaded from www.annualreviews.org years, producing diverse empirical and theoretical insights. This All rights reserved article develops a single framework with which to understand JEL codes: B40, D01, D03, D04, D60, D61, H00, these advances. Rather than drawing out the consequences of H20, I10, I30, J65, Q50 specific psychological assumptions, the framework takes a reduced- 1941-1383/12/0904-0511$20.00 form approach to behavioral modeling. It emphasizes the differ- ence between decision and experienced utility that underlies most behavioral models. We use this framework to examine the behav- ioral implications for canonical public finance problems involving the provision of social insurance, commodity taxation, and correct- ing externalities. We show how deeper principles undergird much work in this area and that many insights are not specific to a single psychological assumption. -
C.S. Peirce's Abduction from the Prior Analytics
Providence College DigitalCommons@Providence Community Scholar Publications Providence College Community Scholars 7-1996 C.S. Peirce's Abduction from the Prior Analytics William Paul Haas Follow this and additional works at: https://digitalcommons.providence.edu/comm_scholar_pubs Haas, William Paul, "C.S. Peirce's Abduction from the Prior Analytics" (1996). Community Scholar Publications. 2. https://digitalcommons.providence.edu/comm_scholar_pubs/2 This Article is brought to you for free and open access by the Providence College Community Scholars at DigitalCommons@Providence. It has been accepted for inclusion in Community Scholar Publications by an authorized administrator of DigitalCommons@Providence. For more information, please contact [email protected]. WILLIAM PAUL HAAS July 1996 C.S. PEIRCE'S ABDUCTION FROM THE PRIOR ANALYTICS In his Ancient Formal Logic. Professor Joseph Bochenski finds Aristotle's description of syllogisms based upon hypotheses to be "difficult to understand." Noting that we do not have the treatise which Aristotle promised to write, Bochenski laments the fact that the Prior Analytics, where it is treated most explicitly, "is either corrupted or (which is more probable) was hastily written and contains logical errors." (1) Charles Sanders Peirce wrestled with the same difficult text when he attempted to establish the Aristotelian roots of his theory of abductive or hypothetical reasoning. However, Peirce opted for the explanation that the fault was with the corrupted text, not with Aristotle's exposition. Peirce interpreted the text of Book II, Chapter 25 thus: Accordingly, when he opens the next chapter with the word ' Ajray (¿y-q a word evidently chosen to form a pendant to 'Errctyuyrj, we feel sure that this is what he is coming to. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
History of Algebra and Its Implications for Teaching
Maggio: History of Algebra and its Implications for Teaching History of Algebra and its Implications for Teaching Jaime Maggio Fall 2020 MA 398 Senior Seminar Mentor: Dr.Loth Published by DigitalCommons@SHU, 2021 1 Academic Festival, Event 31 [2021] Abstract Algebra can be described as a branch of mathematics concerned with finding the values of unknown quantities (letters and other general sym- bols) defined by the equations that they satisfy. Algebraic problems have survived in mathematical writings of the Egyptians and Babylonians. The ancient Greeks also contributed to the development of algebraic concepts. In this paper, we will discuss historically famous mathematicians from all over the world along with their key mathematical contributions. Mathe- matical proofs of ancient and modern discoveries will be presented. We will then consider the impacts of incorporating history into the teaching of mathematics courses as an educational technique. 1 https://digitalcommons.sacredheart.edu/acadfest/2021/all/31 2 Maggio: History of Algebra and its Implications for Teaching 1 Introduction In order to understand the way algebra is the way it is today, it is important to understand how it came about starting with its ancient origins. In a mod- ern sense, algebra can be described as a branch of mathematics concerned with finding the values of unknown quantities defined by the equations that they sat- isfy. Algebraic problems have survived in mathematical writings of the Egyp- tians and Babylonians. The ancient Greeks also contributed to the development of algebraic concepts, but these concepts had a heavier focus on geometry [1]. The combination of all of the discoveries of these great mathematicians shaped the way algebra is taught today. -
Human Visual Motion Perception Shows Hallmarks of Bayesian Structural Inference Sichao Yang1,2,6*, Johannes Bill3,4,6*, Jan Drugowitsch3,5,7 & Samuel J
www.nature.com/scientificreports OPEN Human visual motion perception shows hallmarks of Bayesian structural inference Sichao Yang1,2,6*, Johannes Bill3,4,6*, Jan Drugowitsch3,5,7 & Samuel J. Gershman4,5,7 Motion relations in visual scenes carry an abundance of behaviorally relevant information, but little is known about how humans identify the structure underlying a scene’s motion in the frst place. We studied the computations governing human motion structure identifcation in two psychophysics experiments and found that perception of motion relations showed hallmarks of Bayesian structural inference. At the heart of our research lies a tractable task design that enabled us to reveal the signatures of probabilistic reasoning about latent structure. We found that a choice model based on the task’s Bayesian ideal observer accurately matched many facets of human structural inference, including task performance, perceptual error patterns, single-trial responses, participant-specifc diferences, and subjective decision confdence—especially, when motion scenes were ambiguous and when object motion was hierarchically nested within other moving reference frames. Our work can guide future neuroscience experiments to reveal the neural mechanisms underlying higher-level visual motion perception. Motion relations in visual scenes are a rich source of information for our brains to make sense of our environ- ment. We group coherently fying birds together to form a fock, predict the future trajectory of cars from the trafc fow, and infer our own velocity from a high-dimensional stream of retinal input by decomposing self- motion and object motion in the scene. We refer to these relations between velocities as motion structure. -
Introduction Meta-Ethical Speculations About Rights and Obligations
NON-NATURALISM REVISITED; RIGHTS/OBLIGA TIONS AS EMERGENT ENTITIES Eike-Henner W. KLUGE University of Victoria Introduction Meta-ethical speculations about rights and obligations. as indeed meta-ethical speculations in general, are characterized by profound disagreement over the nature of the relevant terms. I Broadly spea king, we can distinguish three general types of approaches: realism, nominalism and non-cognitivism.2 Each of these occurs in several variations. For instance, realism may be naturalistic - which is to say, it may attempt to reduce the relevant expressions to claims dealing with ordinary properties; or it may be non-naturalistic - which is to say, it may claim that wh at ultimately grounds such expressions are properties sui generis: distinct from ordinary ones but ontologically on a par with them. 3 Nominalism, in turn, may analyze right/obligation locutions as statements about (explicit or implicit) contractual agreements, or as reportive of custom, convention or habit - but in any case will view their meanings as a matter of pure convention.4 Non-cognitivism, finally, may be either emotive, attitudinal or performative in focus - or any combination of these- 1. Cf. W.K. Frankena, Ethies (Prentice Hall, Englewood Cliffs, New Jersey, 1963) pp. 4 ff. and "Recent Conceptions of Morality" in H.-N. Castaöeda and George Nakhnikian, eds. Morality and the Language 0/ Conduet (Wayne State U. Press, Detroit, 1965) pp. 1-24, and R.ß. Brandt, Ethieal Theory (Prentice Hall, Englewood Cliffs, N.J. 1959) pp. 7-10 et passim. Brandt also refers to it as "critical ethics". 2. This nomenclature is not quite that currently in vogue. -
Pre-Lecture Notes I.4 – Measuring the Unobservable Think About All of The
Pre-lecture Notes I.4 – Measuring the Unobservable Think about all of the issues that psychologists are interested in – these include depression, anxiety, attention, memory, problem-solving abilities, interpersonal attribution, etc. Notice how many of these cannot be directly observed; they are characteristics of the mind, not behavior, and, as of now, we don’t have a way of reading people’s minds. Given that psychology is an empirical science and, therefore, relies upon objective and replicable data, this is a problem. One option, of course, is to disallow any discussion of anything that cannot be directly observed. Under this approach, you would never talk about something like depression, since it cannot be observed. Instead, you would only talk about the behavioral manifestations (or symptoms) of depression, because these can be observed. This is the approach taken by behaviorists and some neo-behaviorists. The other approach, which is taken by a large majority of psychologists, is to create ways to convert or translate unobservable constructs, such as depression, into observable behaviors, such as responses on a questionnaire. In some cases, this translation is almost too obvious to discuss, such as defining the amount of time that it takes a person to mentally solve a problem as the lag or delay between the moment when they were given the problem and the moment when they give the (correct) answer. In other cases, however, which includes the definition of depression as the condensed score on a specific questionnaire, quite a bit of discussion and background research is needed. This brings us to the first of the four types of validity that determine the value or quality of psychological research. -
The Evolution of Equation-Solving: Linear, Quadratic, and Cubic
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2006 The evolution of equation-solving: Linear, quadratic, and cubic Annabelle Louise Porter Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Mathematics Commons Recommended Citation Porter, Annabelle Louise, "The evolution of equation-solving: Linear, quadratic, and cubic" (2006). Theses Digitization Project. 3069. https://scholarworks.lib.csusb.edu/etd-project/3069 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THE EVOLUTION OF EQUATION-SOLVING LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degre Master of Arts in Teaching: Mathematics by Annabelle Louise Porter June 2006 THE EVOLUTION OF EQUATION-SOLVING: LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino by Annabelle Louise Porter June 2006 Approved by: Shawnee McMurran, Committee Chair Date Laura Wallace, Committee Member , (Committee Member Peter Williams, Chair Davida Fischman Department of Mathematics MAT Coordinator Department of Mathematics ABSTRACT Algebra and algebraic thinking have been cornerstones of problem solving in many different cultures over time. Since ancient times, algebra has been used and developed in cultures around the world, and has undergone quite a bit of transformation. This paper is intended as a professional developmental tool to help secondary algebra teachers understand the concepts underlying the algorithms we use, how these algorithms developed, and why they work. -
Mathematics for Earth Science
Mathematics for Earth Science The module covers concepts such as: • Maths refresher • Fractions, Percentage and Ratios • Unit conversions • Calculating large and small numbers • Logarithms • Trigonometry • Linear relationships Mathematics for Earth Science Contents 1. Terms and Operations 2. Fractions 3. Converting decimals and fractions 4. Percentages 5. Ratios 6. Algebra Refresh 7. Power Operations 8. Scientific Notation 9. Units and Conversions 10. Logarithms 11. Trigonometry 12. Graphs and linear relationships 13. Answers 1. Terms and Operations Glossary , 2 , 3 & 17 are TERMS x4 + 2 + 3 = 17 is an EQUATION 17 is the SUM of + 2 + 3 4 4 4 is an EXPONENT + 2 + 3 = 17 4 3 is a CONSTANT 2 is a COEFFICIENT is a VARIABLE + is an OPERATOR +2 + 3 is an EXPRESSION 4 Equation: A mathematical sentence containing an equal sign. The equal sign demands that the expressions on either side are balanced and equal. Expression: An algebraic expression involves numbers, operation signs, brackets/parenthesis and variables that substitute numbers but does not include an equal sign. Operator: The operation (+ , ,× ,÷) which separates the terms. Term: Parts of an expression− separated by operators which could be a number, variable or product of numbers and variables. Eg. 2 , 3 & 17 Variable: A letter which represents an unknown number. Most common is , but can be any symbol. Constant: Terms that contain only numbers that always have the same value. Coefficient: A number that is partnered with a variable. The term 2 is a coefficient with variable. Between the coefficient and variable is a multiplication. Coefficients of 1 are not shown. Exponent: A value or base that is multiplied by itself a certain number of times. -
Algebra Vocabulary List (Definitions for Middle School Teachers)
Algebra Vocabulary List (Definitions for Middle School Teachers) A Absolute Value Function – The absolute value of a real number x, x is ⎧ xifx≥ 0 x = ⎨ ⎩−<xifx 0 http://www.math.tamu.edu/~stecher/171/F02/absoluteValueFunction.pdf Algebra Lab Gear – a set of manipulatives that are designed to represent polynomial expressions. The set includes representations for positive/negative 1, 5, 25, x, 5x, y, 5y, xy, x2, y2, x3, y3, x2y, xy2. The manipulatives can be used to model addition, subtraction, multiplication, division, and factoring of polynomials. They can also be used to model how to solve linear equations. o For more info: http://www.stlcc.cc.mo.us/mcdocs/dept/math/homl/manip.htm http://www.awl.ca/school/math/mr/alg/ss/series/algsrtxt.html http://www.picciotto.org/math-ed/manipulatives/lab-gear.html Algebra Tiles – a set of manipulatives that are designed for modeling algebraic expressions visually. Each tile is a geometric model of a term. The set includes representations for positive/negative 1, x, and x2. The manipulatives can be used to model addition, subtraction, multiplication, division, and factoring of polynomials. They can also be used to model how to solve linear equations. o For more info: http://math.buffalostate.edu/~it/Materials/MatLinks/tilelinks.html http://plato.acadiau.ca/courses/educ/reid/Virtual-manipulatives/tiles/tiles.html Algebraic Expression – a number, variable, or combination of the two connected by some mathematical operation like addition, subtraction, multiplication, division, exponents and/or roots. o For more info: http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut11 _simp.htm http://www.math.com/school/subject2/lessons/S2U1L1DP.html Area Under the Curve – suppose the curve y=f(x) lies above the x axis for all x in [a, b].