TY - JOUR TI - Philosophy and the Black Experience AU - Ferguson II, Stephen C AU - Tunstall, Dwayne AU - Neal, Anthony Sean AU - Tá́ıwò, Olúfemi AU - Neal, Ronald B DA - 2018/// PY - 2018/// ER - TY - JOUR TI - Powers and the Pantheistic Problem of Unity AU - Bauer, William A. T2 - Sophia DA - 2018/5/30/ PY - 2018/5/30/ DO - 10.1007/s11841-018-0654-9 VL - 58 IS - 4 SP - 563-580 J2 - SOPHIA LA - en OP - SN - 0038-1527 1873-930X UR - http://dx.doi.org/10.1007/s11841-018-0654-9 DB - Crossref ER - TY - JOUR TI - Virtuous vs. utilitarian artificial moral agents AU - Bauer, William A. T2 - AI & SOCIETY DA - 2018/12/11/ PY - 2018/12/11/ DO - 10.1007/s00146-018-0871-3 VL - 35 IS - 1 SP - 263-271 J2 - AI & Soc LA - en OP - SN - 0951-5666 1435-5655 UR - http://dx.doi.org/10.1007/s00146-018-0871-3 DB - Crossref ER - TY - JOUR TI - ‘Lord, Lord’: Jesus as YHWH in Matthew and Luke T2 - New Testament Studies AB - Despite numerous studies of the word κύριος (‘Lord’) in the New Testament, the significance of the double form κύριε κύριε occurring in Matthew and Luke has been overlooked, with most assuming the doubling merely communicates heightened emotion or special reverence. By contrast, this article argues that whereas a single κύριος might be ambiguous, the double κύριος formula outside the Gospels always serves as a distinctive way to represent the Tetragrammaton and that its use in Matthew and Luke is therefore best understood as a way to represent Jesus as applying the name of the God of Israel to himself. DA - 2018/1// PY - 2018/1// DO - 10.1017/s0028688517000273 UR - http://dx.doi.org/10.1017/s0028688517000273 ER - TY - ER - TY - BOOK TI - Soka Gakkai's Human Revolution DA - 2018/12/31/ PY - 2018/12/31/ UR - https://uhpress.hawaii.edu/title/soka-gakkais-human-revolution-the-rise-of-a-mimetic-nation-in-modern-japan/ ER - TY - BOOK TI - Women in Japanese Religions by Barbara R. Ambros AU - McLaughlin, Levi AU - Ambros, Barbara R. AB - Reviewed by: Women in Japanese Religions by Barbara R. Ambros Levi McLaughlin (bio) Women in Japanese Religions. By Barbara R. Ambros. New York University Press, New York, 2015. x, 237 pages. $89.00, cloth; $17.00, paper. Those of us who teach courses on religion in Japan share a constant frustration: depressingly few of the English-language readings we can assign to undergraduates discuss women. In fact, given the primary sources in translation and accessible secondary scholarship that make up most course syllabi, it is possible for a student to proceed through the entirety of Japan’s religious history and barely notice women at all. A course may mention [End Page 160] a few female deities and monarchs recorded in the Nara period (710–94), brush past women courtiers in the Heian era (794–1185), and then miss out on women altogether until it reaches the Meiji era (1868–1912) and beyond. And, until recently, even treatments of modern Japanese religion have often resorted to what I have come to think of sacrilegiously as the “parade of bald guys” approach, namely the pernicious scholarly tendency to equate religious history with sectarian history and to then reduce sectarian history to the writings and biographies of male institutional founders. It is therefore likely that a student may leave a course with the impression that Japanese religion has always centered on male leaders and that women have contributed very little to it. Thanks to Barbara Ambros, this pedagogical approach is no longer excusable. Novice students and experienced researchers alike will benefit from Women in Japanese Religions. Through economical yet compelling prose, Ambros guides the reader through the entirety of Japan’s religious history, from the earliest antiquity to the present. In lieu of rehearsing well-known overviews of Japanese history, she relays detailed accounts of the lives of women religious practitioners—clerical and lay, elite and nonelite—who constructed religious communities. Ambros troubles established narratives and easy readings by resisting a common understanding that, in Japan’s prehistory, women reigned only to be dethroned by centuries of patriarchy that have seen partial redress in the last century. This narrative, Ambros cautions, fails to take into account ways women have succeeded in realizing themselves as agents who effect sociopolitical change through religious engagement—even as they participate in, and even promote, misogynistic practices. Complexities abound as Ambros moves beyond sect- and founder-oriented perspectives to reveal Japan as a land defined by women who have contested Japan’s persistent gender gap into the present. Chapter 1 begins with the earliest evidence of prehistoric human habitation of the Japanese archipelago, which includes female stone and clay figurines that suggest reverence for fecundity at the core of fertility rituals. However, the earliest textual evidence about Japan recorded in Chinese chronicles runs counter to biological determinism, Ambros notes, as these sources indicate that both women and men were understood to possess spiritual and political power. Chapter 2 takes us into the Kojiki (712) and Nihon shoki (720), government-sponsored chronicles that relay origin myths which challenge nativist understandings, as ideal images of women in these stories were clearly influenced by continental concepts of yin-yang cosmology, immortality cults, sericulture, and Confucian morality. Here and throughout the rest of the book, Ambros explores the extent to which the Confucian ideal of female deferral to men shaped, and at times ran counter to, Japanese social mores. Women in ancient Japan appear to have held property and exercised political authority on a routine basis; the practice of moving the [End Page 161] imperial capital until the Nara era (710–94), for example, was motivated as much by seeking proximity to the emperor’s maternal line as it was driven by fear of a deceased sovereign’s angry spirit. Chapter 3 covers the introduction of Buddhism to Japan in the sixth century, a familiar tale that Ambros reframes through accounts of nuns and female lay devotion. Women were central to the transfer of Buddhism from Paekche, as the first monastics ordained in Japan were women—an initiative that reflects important positions held by female shamans. There were six female monarchs within the first two hundred years of Japanese Buddhism, and three... DA - 2018/// PY - 2018/// DO - 10.1353/jjs.2018.0014 VL - 44 PB - Project Muse SE - 160–165 UR - http://dx.doi.org/10.1353/jjs.2018.0014 ER - TY - BOOK TI - Concerning Cattle AU - Comstock, Gary A3 - Barnhill, Anne A3 - Budolfson, Mark A3 - Doggett, Tyler AB - Should people include beef in their diet? This chapter argues that the answer is “no” by reviewing what is known and not known about the presence in cattle of three psychological traits: pain, desire, and self-consciousness. On the basis of behavioral and neuroanatomical evidence, the chapter argues that cattle are sentient beings who have things they want to do in the proximal future, but they are not self-conscious. The piece rebuts three important objections: that cattle have injury information but not pain; that cattle have goal-directed behavior but not desire; and that the absence of evidence for bovine self-consciousness should not be taken as evidence that cattle lack self-consciousness. In sum, what is known about cattle cognition shifts the moral burden of proof on to the beef eaters. DA - 2018/1/11/ PY - 2018/1/11/ DO - 10.1093/oxfordhb/9780199372263.013.6 PB - Oxford University Press ER - TY - CHAP TI - Decentering Whiteness in Feminist Bioethics: Assisted Reproductive Technologies (ART) as an Illustrative Case AU - Harwood, Karey A. T2 - Reproductive Ethics II A2 - Campo-Engelstein, L. A2 - Burcher, P. PY - 2018/// DO - 10.1007/978-3-319-89429-4_8 SP - 99–112 PB - Springer International Publishing SN - 9783319894287 9783319894294 UR - http://dx.doi.org/10.1007/978-3-319-89429-4_8 ER - TY - BOOK TI - Advances in Neuroethics (Book Series) A3 - Dubljević, V. A3 - Jotterand, F. A3 - Jox, R. A3 - Racine, E. DA - 2018/// PY - 2018/// PB - Springer ER - TY - ER - TY - JOUR TI - Thought capable of bridging the past and the present: Erikh soloviev and his philosophical credo editor’s introduction AU - Bykova, M.F. T2 - Russian Studies in Philosophy DA - 2018/// PY - 2018/// DO - 10.1080/10611967.2018.1523644 VL - 56 IS - 4 SP - 233-236 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85055550506&partnerID=MN8TOARS ER - TY - JOUR TI - On the Problem of Subjectivity AU - Bykova, Marina F. T2 - Russian Studies in Philosophy AB - What unites the myriad physical and psychological elements of a human life into a unique individual? One traditional term for this unifier is subjectivity. Subjectivity is a complex notion, which m... DA - 2018/1/2/ PY - 2018/1/2/ DO - 10.1080/10611967.2018.1471254 VL - 56 IS - 1 SP - 1-5 J2 - Russian Studies in Philosophy LA - en OP - SN - 1061-1967 1558-0431 UR - http://dx.doi.org/10.1080/10611967.2018.1471254 DB - Crossref ER - TY - CHAP TI - Ludwig Feuerbach and the Humanistic Tradition of Bildung T2 - Philosophie und Pädagogik der Zukunft. Die Brüder Ludwig und Friedrich Feuerbach im Dialog PY - 2018/// SP - 171–186 ER - TY - JOUR TI - Ivan Turgenev and His Philosophical Ambitions AU - Bykova, Marina F. T2 - Russian Studies in Philosophy AB - This year marks the 200th anniversary of the birth of Ivan Sergeevich Turgenev (1818–1883), one of the most prominent Russian writers and intellectuals. A great novelist, dramatist, short-story wri... DA - 2018/9/3/ PY - 2018/9/3/ DO - 10.1080/10611967.2018.1546028 VL - 56 IS - 5 SP - 361-363 J2 - Russian Studies in Philosophy LA - en OP - SN - 1061-1967 1558-0431 UR - http://dx.doi.org/10.1080/10611967.2018.1546028 DB - Crossref ER - TY - CHAP TI - Kant’s Problems with Freedom and Fichte’s Response to the Challenge T2 - Metaphysics of Freedom? Kant’s Concept of Cosmological Freedom in Historical and Systematic Perspective PY - 2018/// ER - TY - JOUR TI - Editor’s Introduction AU - Bykova, Marina F. T2 - Russian Studies in Philosophy DA - 2018/3/4/ PY - 2018/3/4/ DO - 10.1080/10611967.2018.1496699 VL - 56 IS - 2 SP - 71-72 J2 - Russian Studies in Philosophy LA - en OP - SN - 1061-1967 1558-0431 UR - http://dx.doi.org/10.1080/10611967.2018.1496699 DB - Crossref ER - TY - JOUR TI - The Impact of a Landmark Neuroscience Study on Free Will: A Qualitative Analysis of Articles Using Libet and Colleagues' Methods AU - Saigle, Victoria AU - Dubljević, Veljko AU - Racine, Eric T2 - AJOB Neuroscience AB - Gathering evidence across disciplines is a strength of interdisciplinary fields like neuroethics. However, conclusions can only be made if the evidence applies to the issue at hand. Libet and colleagues' 1983 Libet, B., C. A. Gleason, E. W. Wright, and D. K. Pearl. 1983. Time of conscious intention to act in relation to onset of cerebral-activity (readiness-potential)—The unconscious initiation of a freely voluntary act. Brain 10:623–42. doi:10.1093/brain/106.3.623.[Crossref] , [Google Scholar] experiment is an interesting case study in this problem. Despite ongoing critiques about the methods used and the replicability of its findings, many people consider Libet and colleagues' methodology a valid strategy to investigate free will and related topics. We reviewed studies using methods similar to those of Libet and colleagues (N = 48) to identify its use and the evidence produced. Overall, we found substantial variation between studies. While the Libet paradigm may be useful for examining how stimuli affect temporal judgments, the link between this and free will or moral responsibility is not clear. Being aware and critical of the methods used to gather results is important when applying scientific experiments to complex, abstract phenomena. DA - 2018/1/2/ PY - 2018/1/2/ DO - 10.1080/21507740.2018.1425756 VL - 9 IS - 1 SP - 29-41 J2 - AJOB Neuroscience LA - en OP - SN - 2150-7740 2150-7759 UR - http://dx.doi.org/10.1080/21507740.2018.1425756 DB - Crossref ER - TY - JOUR TI - Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments AU - Loderer, Kristina AU - Pekrun, Reinhard AU - Lester, James C. T2 - Learning and Instruction AB - Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed. DA - 2018/11// PY - 2018/11// DO - 10.1016/J.LEARNINSTRUC.2018.08.002 SP - 101162 J2 - Learning and Instruction LA - en OP - SN - 0959-4752 UR - http://dx.doi.org/10.1016/J.LEARNINSTRUC.2018.08.002 DB - Crossref KW - Emotions KW - Affect KW - Technology-based learning KW - Control-value theory KW - Meta-analysis ER - TY - CHAP TI - Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning Technologies AU - Sawyer, Robert AU - Mudrick, Nicholas V. AU - Azevedo, Roger AU - Lester, James T2 - Lecture Notes in Computer Science AB - Affect and metacognition play a central role in learning. We examine the relationships between students’ affective state dynamics, metacognitive judgments, and performance during learning with MetaTutorIVH, an advanced learning technology for human biology education. Student emotions were tracked using facial expression recognition embedded within MetaTutorIVH and transitions between emotions theorized to be important to learning (e.g., confusion, frustration, and joy) are analyzed with respect to likelihood of occurrence. Transitions from confusion to frustration were observed at a significantly high likelihood, although no differences in performance were observed in the presence of these affective states and transitions. Results suggest that the occurrence of emotions have a significant impact on students’ retrospective confidence judgments, which they made after submitting their answers to multiple-choice questions. Specifically, the presence of confusion and joy during learning had a positive impact on student confidence in their performance while the presence of frustration and transition from confusion to frustration had a negative impact on confidence, even after accounting for individual differences in multiple-choice confidence. PY - 2018/// DO - 10.1007/978-3-319-93846-2_58 SP - 312-316 OP - PB - Springer International Publishing SN - 9783319938455 9783319938462 UR - http://dx.doi.org/10.1007/978-3-319-93846-2_58 DB - Crossref KW - Affect KW - Learner-centered emotions KW - Metacognition KW - Affect dynamics KW - Affect detection ER - TY - JOUR TI - Towards Adaptive Support for Anticipatory Thinking AU - Geden, Michael AU - Smith, Andy AU - Campbell, James AU - Amos-Binks, Adam AU - Mott, Bradford AU - Feng, Jing AU - Lester, James T2 - PROCEEDINGS OF THE TECHNOLOGY, MIND, AND SOCIETY CONFERENCE (TECHMINDSOCIETY'18) AB - Adaptive training and support technologies have been used to improve training and performance in a number of domains. However, limited work on adaptive training has examined anticipatory thinking, which is the deliberate, divergent exploration and analysis of relevant futures to avoid surprise. Anticipatory thinking engages the process of imagining how uncertainties impact the future, helps identify leading indicators and causal dependencies of future scenarios, and complements forecasting, which focuses on assessing the likelihood of outcomes. It is particularly important for intelligence analysis, mission planning, and strategic forecasting, wherein practitioners apply prospective sense-making, scenario planning, and other methodologies to identify possible options and their effects during decision making processes. However, there is currently no underlying cognitive theory supporting specific anticipatory thinking methodologies, no adaptive technologies to support their training, and no existing measures to assess their efficacy. DA - 2018/// PY - 2018/// DO - 10.1145/3183654.3183665 SP - KW - Anticipatory thinking KW - cognitive process KW - assessment KW - training KW - adaptive technology ER - TY - JOUR TI - Introducing the Computer Science Concept of Variables in Middle School Science Classrooms AU - Buffum, Philip Sheridan AU - Boyer, Kristy Elizabeth AU - Blackburn, David C. AU - Ying, Kimberly Michelle AU - Wiebe, Eric N. AU - Zheng, Xiaoxi AU - Mott, Bradford W. AU - Lester, James C. T2 - SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION AB - The K-12 Computer Science Framework has established that students should be learning about the computer science concept of variables as early as middle school, although the field has not yet determined how this and other related concepts should be introduced. Secondary school computer science curricula such as Exploring CS and AP CS Principles often teach the concept of variables in the context of algebra, which most students have already encountered in their mathematics courses. However, when strategizing how to introduce the concept at the middle school level, we confront the reality that many middle schoolers have not yet learned algebra. With that challenge in mind, this position paper makes a case for introducing the concept of variables in the context of middle school science. In addition to an analysis of existing curricula, the paper includes discussion of a day-long pilot study and the consequent teacher feedback that further supports the approach. The CS For All initiative has increased interest in bringing computer science to middle school classrooms; this paper makes an argument for doing so in a way that can benefit students' learning of both computer science and core science content. DA - 2018/// PY - 2018/// DO - 10.1145/3159450.3159545 SP - 906-911 KW - Middle school KW - Computational Thinking KW - Science classrooms ER - TY - JOUR TI - Gaze-Enhanced Student Modeling for Game-based Learning AU - Emerson, Andrew AU - Sawyer, Robert AU - Azevedo, Roger AU - Lester, James T2 - PROCEEDINGS OF THE 26TH CONFERENCE ON USER MODELING, ADAPTATION AND PERSONALIZATION (UMAP'18) AB - Recent advances in eye-tracking technologies have introduced the opportunity to incorporate gaze into student modeling. Creating student models that leverage gaze information holds significant promise for game-based learning environments. This paper introduces a gaze-enhanced student modeling framework that incorporates student eye tracking to dynamically predict students' performance in a game-based learning environment for microbiology education, CRYSTAL ISLAND. The gaze-enhanced student modeling framework was investigated in a study comparing a gaze-enhanced student model with a baseline student model that does not utilize student eye-tracking. Results of a study conducted with 65 college students interacting with the CRYSTAL ISLAND game-based learning environment indicate that the gaze-enhanced student model significantly outperforms the baseline model in dynamically predicting student problem-solving performance. The findings suggest that incorporating gaze into student modeling can contribute to a new generation of student models for game-based learning environments. DA - 2018/// PY - 2018/// DO - 10.1145/3209219.3209238 SP - 63-72 KW - Student modeling KW - Gaze KW - Game-based learning ER - TY - JOUR TI - Infusing Computational Thinking into Middle Grade Science Classrooms: Lessons Learned AU - Catete, Veronica AU - Lytle, Nicholas AU - Dong, Yihuan AU - Boulden, Danielle AU - Akram, Bita AU - Houchins, Jennifer AU - Barnes, Tiffany AU - Wiebe, Eric AU - Lester, James AU - Mott, Bradford AU - Boyer, Kristy T2 - WIPSCE'18: PROCEEDINGS OF THE 13TH WORKSHOP IN PRIMARY AND SECONDARY COMPUTING EDUCATION AB - There is a growing need to present all students with an opportunity to learn computer science and computational thinking (CT) skills during their primary and secondary education. Traditionally, these opportunities are available outside of the core curriculum as stand-alone courses often taken by those with preparatory privilege. Researchers have identified the need to integrate CT into core classes to provide equitable access to these critical skills. We have worked in a research-practice partnership with two magnet middle schools focused on digital sciences to develop and implement computational thinking into life sciences classes. In this report, we present initial lessons learned while conducting our design-based implementation research on integrating computational thinking into middle school science classes. These case studies suggest that several factors including teacher engagement, teacher attitudes, student prior experience with CS/CT, and curriculum design can all impact student engagement in integrated science-CT lessons. DA - 2018/// PY - 2018/// DO - 10.1145/3265757.3265778 SP - 109-114 KW - Professional Development KW - STEM plus C KW - Computational Thinking ER - TY - JOUR TI - The Russian revolution reconsidered AU - Bykova, Marina F. AU - Steiner, Lina T2 - STUDIES IN EAST EUROPEAN THOUGHT DA - 2018/12// PY - 2018/12// DO - 10.1007/s11212-018-9317-1 VL - 70 IS - 4 SP - 217-220 SN - 1573-0948 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85058134560&partnerID=MN8TOARS ER - TY - JOUR TI - Lenin and the crisis of Russian Marxism AU - Bykova, Marina F. T2 - STUDIES IN EAST EUROPEAN THOUGHT DA - 2018/12// PY - 2018/12// DO - 10.1007/s11212-018-9313-5 VL - 70 IS - 4 SP - 235-247 SN - 1573-0948 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85057094798&partnerID=MN8TOARS KW - Russian Marxism KW - Vladimir Lenin KW - Alexander Bogdanov KW - Materialism and Empiriocriticism KW - The "Machist" controversy KW - Dialectics ER - TY - JOUR TI - Getting It Together: Psychological Unity and Deflationary Accounts of Animal Metacognition AU - Comstock, Gary AU - Bauer, William A. T2 - Acta Analytica AB - Experimenters claim some nonhuman mammals have metacognition. If correct, the results indicate some animal minds are more complex than ordinarily presumed. However, some philosophers argue for a deflationary reading of metacognition experiments, suggesting that the results can be explained in first-order terms. We agree with the deflationary interpretation of the data but we argue that the metacognition research forces the need to recognize a heretofore underappreciated feature in the theory of animal minds, which we call Unity. The disparate mental states of an animal must be unified if deflationary accounts of metacognition are to hold and untoward implications avoided. Furthermore, once Unity is acknowledged, the deflationary interpretation of the experiments reveals an elevated moral standing for the nonhumans in question. DA - 2018/1/20/ PY - 2018/1/20/ DO - 10.1007/s12136-018-0340-0 VL - 33 IS - 4 SP - 431-451 J2 - Acta Anal LA - en OP - SN - 0353-5150 1874-6349 UR - http://dx.doi.org/10.1007/s12136-018-0340-0 DB - Crossref KW - Metacognition KW - Psychological unity KW - Animal minds KW - Brainets KW - Moral standing of animals KW - Uncertainty test ER - TY - CONF TI - Identifying How Metacognitive Judgments Influence Student Performance During Learning with MetaTutorIVH AU - Mudrick, Nicholas V. AU - Sawyer, Robert AU - Price, Megan J. AU - Lester, James AU - Roberts, Candice AU - Azevedo, Roger AB - Students need to accurately monitor and judge the difficulty of learning materials to effectively self-regulate their learning with advanced learning technologies such as intelligent tutoring systems (ITSs), including MetaTutorIVH. However, there is a paucity of research examining how metacognitive monitoring processes such as ease of learning (EOLs) judgments can be used to provide adaptive scaffolding and predict student performance during learning ITSs. In this paper, we report on a study investigating how students’ EOL judgments can influence their performance and significantly predict their learning outcomes during learning with MetaTutorIVH, an ITS for human physiology. The results have important design implications for incorporating different types of metacognitive judgements in student models to support metacognition and foster learning of complex ITSs. C2 - 2018/// C3 - INTELLIGENT TUTORING SYSTEMS, ITS 2018 DA - 2018/// DO - 10.1007/978-3-319-91464-0_14 VL - 10858 SP - 140-149 SN - 0 ER - TY - JOUR TI - Toward an Improved Multi-Criteria Drug Harm Assessment Process and Evidence-Based Drug Policies AU - Dubljević, Veljko T2 - Frontiers in Pharmacology AB - Drug scheduling within the international system of drug control and national legislation has been recently criticized as having insufficient footing in scientific evidence. The legal harms related to non-medical uses of certain drugs (e.g., cannabis) have arguably exceeded their physiological and social harmfulness compared to legally available substances (e.g., tobacco), which prompted some states to explore alternative regulation policies, similar to the drug regime in the Netherlands. Other legally prescribed drugs (e.g., stimulants) created a surge of interest for "better than well" uses, while yet others (e.g., opioids) caused an epidemic of dramatic proportions in North America. The evidence-based multi-criteria drug harm scale (MCDHS) has been proposed as a way of grounding policy in the actual degree of harmfulness of drugs. Indeed, the scale has had great ramifications in several areas of policy, and it has been used extensively in distinct lines of interdisciplinary research. However, some aspects of MCDHS remain disputed. For example, the way the data has been generated has been criticized as suffering from "expert bias." This article reviews strengths and weaknesses of evidence provided with the use of MCDHS. Furthermore, the author argues that the shortcomings of MCDHS can be resolved by offering methodological improvements. These include (1) dissociating the harms of use from harms of abuse, (2) adding the perspectives of people who use drugs, pharmacists, and general medical practitioners along with the expert assessments, and (3) focusing on subsets of drugs to allow for comparison without mixing different social contexts of drug use. The paper concludes with outlines of substance subset-specific extensions of the MCDHS and related policy proposals in the four areas identified as generating the most controversy: non-medical use of opioids, "study aid" uses of stimulants, shifting trends in nicotine containing products, and regulation of medical and recreational uses of cannabis. DA - 2018/8/20/ PY - 2018/8/20/ DO - 10.3389/fphar.2018.00898 VL - 9 SP - J2 - Front. Pharmacol. OP - SN - 1663-9812 UR - http://dx.doi.org/10.3389/fphar.2018.00898 DB - Crossref KW - harm assessment KW - harm reduction KW - drug policy KW - multi-criteria drug harm scale KW - ethical legal and social issues in non-medical drug use ER - TY - JOUR TI - Deciphering moral intuition: How agents, deeds, and consequences influence moral judgment AU - Dubljević, Veljko AU - Sattler, Sebastian AU - Racine, Eric T2 - PLOS ONE AB - Moral evaluations occur quickly following heuristic-like intuitive processes without effortful deliberation. There are several competing explanations for this. The ADC-model predicts that moral judgment consists in concurrent evaluations of three different intuitive components: the character of a person (Agent-component, A); their actions (Deed-component, D); and the consequences brought about in the situation (Consequences-component, C). Thereby, it explains the intuitive appeal of precepts from three dominant moral theories (virtue ethics, deontology, and consequentialism), and flexible yet stable nature of moral judgment. Insistence on single-component explanations has led to many centuries of debate as to which moral precepts and theories best describe (or should guide) moral evaluation. This study consists of two large-scale experiments and provides a first empirical investigation of predictions yielded by the ADC model. We use vignettes describing different moral situations in which all components of the model are varied simultaneously. Experiment 1 (within-subject design) shows that positive descriptions of the A-, D-, and C-components of moral intuition lead to more positive moral judgments in a situation with low-stakes. Also, interaction effects between the components were discovered. Experiment 2 further investigates these results in a between-subject design. We found that the effects of the A-, D-, and C-components vary in strength in a high-stakes situation. Moreover, sex, age, education, and social status had no effects. However, preferences for precepts in certain moral theories (PPIMT) partially moderated the effects of the A- and C-component. Future research on moral intuitions should consider the simultaneous three-component constitution of moral judgment. DA - 2018/10/1/ PY - 2018/10/1/ DO - 10.1371/journal.pone.0204631 VL - 13 IS - 10 SP - e0204631 J2 - PLoS ONE LA - en OP - SN - 1932-6203 UR - http://dx.doi.org/10.1371/journal.pone.0204631 DB - Crossref ER - TY - JOUR TI - SPINOZA'S CRITIQUE OF HUMILITY IN THE ETHICS AU - Soyarslan, Sanem T2 - SOUTHERN JOURNAL OF PHILOSOPHY AB - Abstract In the Ethics Spinoza denies that humility is a virtue on the grounds that it arises from a reflection on our lack of power, rather than a rational understanding of our power (Part IV, Proposition 53, Demonstration). He suggests that humility, to the extent that it involves a consideration of our weakness, indicates a lack of self‐understanding. However, in a brief remark in the same demonstration he also allows that conceiving our lack of power can be conducive to self‐understanding and an increase in power, on the condition that we “conceive [it] because [we] understand [ intelligit ] something more powerful than [ourselves].” Unfortunately, Spinoza does not flesh out this remark, nor does he specify the name of the affect that arises from thus conceiving our weakness. Commentators have not been much help in this regard either. What does it mean, in the Spinozistic framework, to conceive our weakness because we understand something more powerful than ourselves? And what exactly is the difference between this instance of conceiving our lack of power and the one that is involved in humility? This paper will examine the nature of this difference by analyzing its metaphysical and epistemological underpinnings, as well as its ethical implications within Spinoza’s Ethics . In doing so, it will highlight the ethical importance and epistemological conditions of recognizing our weakness in the Spinozistic universe. Abraham Wolf takes Spinoza’s denial of humility’s virtue in the Ethics to imply that “the rational man should think of what he can do, not of what he cannot do.” While I agree with Wolf’s remark, my reading in this paper will show that as the rational person thinks of her power and what she can do, she never loses sight of her ineliminable weakness as a finite mode. DA - 2018/9// PY - 2018/9// DO - 10.1111/sjp.12292 VL - 56 IS - 3 SP - 342-364 SN - 2041-6962 ER - TY - JOUR TI - Shred of Truth: Antinomy and Synecdoche in the Work of Ta-Nehisi Coates AU - Ferguson, Stephen C AU - Meyerson, Gregory D T2 - Workplace: A Journal for Academic Labor DA - 2018/// PY - 2018/// VL - 30 IS - 30 SP - 191-233 ER - TY - JOUR TI - Classifying Christians. Ethnography, heresiology, and the limits of knowledge in late antiquity AU - Adler, W. T2 - Journal of Ecclesiastical History DA - 2018/// PY - 2018/// VL - 69 IS - 2 SP - 381-383 ER - TY - JOUR TI - Special Issue on the Generalized Intelligent Framework for Tutoring (GIFT): Creating a Stable and Flexible Platform for Innovations in AIED Research AU - Sottilare, Robert A. AU - Baker, Ryan S. AU - Graesser, Arthur C. AU - Lester, James C. T2 - INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION AB - The Generalized Intelligent Framework for Tutoring (GIFT) is a research prototype with three general goals associated with its functions and components: 1) lower the skills and time required to author Intelligent Tutoring Systems (ITSs) in a variety of task domains; 2) provide effective adaptive instruction tailored to the needs of each individual learner or team of learners; and 3) provide tools and methods to evaluate the effectiveness of ITSs and support research to continuously improve instructional best practices. This special issue focuses primarily on the third goal, GIFT as a research testbed. A discussion thread covers each article within this special issue and discusses its actual and potential impact on GIFT as a research tool for AIED. Our primary motivation was to introduce the AIED community to GIFT not just as a research tool, but as an extension of familiar challenges taken on previously by AIED scientists and practitioners. This preface provides a high level overview of the GIFT functions (authoring, instructional delivery and management, and experimentation) and presents its primary design principles. To learn more about GIFT, freely access the software, documentation, and associated technical papers visit www.GIFTtutoring.org . DA - 2018/6// PY - 2018/6// DO - 10.1007/s40593-017-0149-9 VL - 28 IS - 2 SP - 139-151 SN - 1560-4306 KW - Adaptive instruction KW - Affect KW - Affect sensitivity KW - Authoring KW - Generalized intelligent framework for tutoring (GIFT) KW - Instructional management KW - Psychomotor tasks KW - Teams KW - Taskwork KW - Teamwork KW - Testbed ER - TY - JOUR TI - Detecting and Addressing Frustration in a Serious Game for Military Training AU - DeFalco, Jeanine A. AU - Rowe, Jonathan P. AU - Paquette, Luc AU - Georgoulas-Sherry, Vasiliki AU - Brawner, Keith AU - Mott, Bradford W. AU - Baker, Ryan S. AU - Lester, James C. T2 - INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION AB - Tutoring systems that are sensitive to affect show considerable promise for enhancing student learning experiences. Creating successful affective responses requires considerable effort both to detect student affect and to design appropriate responses to affect. Recent work has suggested that affect detection is more effective when both physical sensors and interaction logs are used, and that context-sensitive design of affective feedback is necessary to enhance engagement and improve learning. In this paper, we provide a comprehensive report on a multi-part study that integrates detection, validation, and intervention into a unified approach. This paper examines the creation of both sensor-based and interaction-based detectors of student affect, producing successful detectors of student affect. In addition, it reports results from an investigation of motivational feedback messages designed to address student frustration, and investigates whether linking these interventions to detectors improves outcomes. Our results are mixed, finding that self-efficacy enhancing interventions based on interaction-based affect detectors enhance outcomes in one of two experiments investigating affective interventions. This work is conducted in the context of the GIFT framework for intelligent tutoring, and the TC3Sim game-based simulation that provides training for first responder skills. DA - 2018/6// PY - 2018/6// DO - 10.1007/s40593-017-0152-1 VL - 28 IS - 2 SP - 152-193 SN - 1560-4306 KW - Affect detection KW - Motivational feedback KW - Game-based learning KW - Gift ER - TY - JOUR TI - A dialogue between philosophical traditions: The life and work of james scanlan AU - Marchenkov, V.L. AU - Bykova, M.F. T2 - Voprosy Filosofii DA - 2018/// PY - 2018/// IS - 3 SP - 141-151 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85052750894&partnerID=MN8TOARS ER - TY - JOUR TI - Cultural evolution and the social sciences: a case of unification? AU - Driscoll, Catherine T2 - BIOLOGY & PHILOSOPHY DA - 2018/4// PY - 2018/4// DO - 10.1007/s10539-018-9618-2 VL - 33 IS - 1-2 SP - SN - 1572-8404 KW - Cultural evolution KW - Dual inheritance theory KW - Scientific unification KW - Social learning ER - TY - JOUR TI - Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment AU - Taub, Michelle AU - Azevedo, Roger AU - Bradbury, Amanda E. AU - Millar, Garrett C. AU - Lester, James T2 - LEARNING AND INSTRUCTION AB - The goal of this study was to assess how metacognitive monitoring and scientific reasoning impacted the efficiency of game completion during learning with Crystal Island, a game-based learning environment that fosters self-regulated learning and scientific reasoning by having participants solve the mystery of what illness impacted inhabitants of the island. We conducted sequential pattern mining and differential sequence mining on 64 undergraduate participants’ hypothesis testing behavior. Patterns were coded based on the relevancy of what items were being tested for, and the items themselves. Results revealed that participants who were more efficient at solving the mystery tested significantly fewer partially-relevant and irrelevant items than less efficient participants. Additionally, more efficient participants had fewer sequences of testing items overall, and significantly lower instance support values of the PartiallyRelevant--Relevant to Relevant--Relevant and PartiallyRelevant--PartiallyRelevant to Relevant--Partially Relevant sequences compared to less efficient participants. These findings have implications for designing adaptive GBLEs that scaffold participants based on in-game behaviors. DA - 2018/4// PY - 2018/4// DO - 10.1016/j.learninstruc.2017.08.005 VL - 54 SP - 93-103 SN - 0959-4752 KW - Metacognition KW - Self-regulated learning KW - Scientific reasoning KW - Game-based learning KW - Sequence mining KW - Process data KW - Log files ER -