- Mar 2021
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en.wikipedia.org en.wikipedia.org
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How is it that https://en.wikipedia.org/wiki/Type_theory links to https://en.wikipedia.org/wiki/Type_(model_theory) but the latter does not have any link to or mention of https://en.wikipedia.org/wiki/Type_theory
Neither mentions the relationship between them, but both of them should, since I expect that is a common question.
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en.wikipedia.org en.wikipedia.org
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Model theory recognizes and is intimately concerned with a duality: it examines semantical elements (meaning and truth) by means of syntactical elements (formulas and proofs) of a corresponding language
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en.wikipedia.org en.wikipedia.org
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In fact categories can themselves be viewed as type theories of a certain kind
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Jones, M. I., Sirianni, A. D., & Fu, F. (2021). Polarization, Abstention, and the Median Voter Theorem. ArXiv:2103.12847 [Physics]. http://arxiv.org/abs/2103.12847
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journals.plos.org journals.plos.org
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Jolley, D., & Douglas, K. M. (2014). The Effects of Anti-Vaccine Conspiracy Theories on Vaccination Intentions. PLOS ONE, 9(2), e89177. https://doi.org/10.1371/journal.pone.0089177
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en.wikipedia.org en.wikipedia.org
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Some consider this a distinction of theory vs. practice.
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en.wikipedia.org en.wikipedia.org
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Bookmarked at 12:24 PM on 2021-03-21 because of the word negentropy. I'm sceptical of the application solely because of this word.
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www.namics.nysaes.cornell.edu www.namics.nysaes.cornell.edu
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In each of the games moves are entirely determined by chance; there is no opportunity to make decisions regarding play. (This, of course, is one reason why most adults with any intellectual capacity have little interest in playing the games for extended times, especially since no money or alcohol is involved.)
The entire motivation for this study.
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www.sciencedirect.com www.sciencedirect.com
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Godinho, C. A., Yardley, L., Marcu, A., Mowbray, F., Beard, E., & Michie, S. (2016). Increasing the intent to receive a pandemic influenza vaccination: Testing the impact of theory-based messages. Preventive Medicine, 89, 104–111. https://doi.org/10.1016/j.ypmed.2016.05.025
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psyarxiv.com psyarxiv.com
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Robertson, O. M., & Pownall, M. (2020). The Expertise Paradox: Opportunities and Challenges of a Public Psychology Framework [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/sfnb9
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www.sciencedirect.com www.sciencedirect.com
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Rossen, I., Hurlstone, M. J., Dunlop, P. D., & Lawrence, C. (2019). Accepters, fence sitters, or rejecters: Moral profiles of vaccination attitudes. Social Science & Medicine, 224, 23–27. https://doi.org/10.1016/j.socscimed.2019.01.038
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pubmed.ncbi.nlm.nih.gov pubmed.ncbi.nlm.nih.gov
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Hornsey, M. J., Harris, E. A., & Fielding, K. S. (2018). The psychological roots of anti-vaccination attitudes: A 24-nation investigation. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association, 37(4), 307–315. https://doi.org/10.1037/hea0000586
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bmcpublichealth.biomedcentral.com bmcpublichealth.biomedcentral.com
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Myers, L. B., & Goodwin, R. (2011). Determinants of adults’ intention to vaccinate against pandemic swine flu. BMC Public Health, 11(1), 15. https://doi.org/10.1186/1471-2458-11-15
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www.nature.com www.nature.com
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Ball, P., & Maxmen, A. (2020). The epic battle against coronavirus misinformation and conspiracy theories. Nature, 581(7809), 371–374. https://doi.org/10.1038/d41586-020-01452-z
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Devriendt, K., Martin-Gutierrez, S., & Lambiotte, R. (2020). Variance and covariance of distributions on graphs. ArXiv:2008.09155 [Physics, Stat]. http://arxiv.org/abs/2008.09155
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www.theguardian.com www.theguardian.com
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Sinclair delays interview containing Fauci Covid-19 conspiracy theory. (2020, July 25). The Guardian. http://www.theguardian.com/us-news/2020/jul/25/sinclair-tv-stations-fauci-plandemic-conspiracy-theory
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arstechnica.com arstechnica.com
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Mole, B. (2020, June 24). White House ordered NIH to cancel coronavirus research funding, Fauci says. Ars Technica. https://arstechnica.com/science/2020/06/white-house-ordered-nih-to-cancel-coronavirus-research-funding-fauci-says/
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@DFRLab. (2020, May 14). Why the debunked COVID-19 conspiracy video “Plandemic” won’t go away. Medium. https://medium.com/dfrlab/why-the-debunked-covid-19-conspiracy-video-plandemic-wont-go-away-c9dd36c2037c
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www.theguardian.com www.theguardian.com
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Tremlett, G. (2020, June 4). How a small Spanish town became one of Europe’s worst Covid-19 hotspots. The Guardian. https://www.theguardian.com/world/2020/jun/04/spain-la-rioja-small-town-one-of-europes-worst-covid-19-hotspots
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talkingpointsmemo.com talkingpointsmemo.com
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Cabrera, C. (2020, July 13). Trump Boosts False Conspiracy Theory That Doctors And CDC Are “Lying” About COVID. Talking Points Memo. https://talkingpointsmemo.com/news/trump-boosts-false-conspiracy-doctors-cdc-lying-covid
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www.sciencedirect.com www.sciencedirect.com
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Bish, A., Yardley, L., Nicoll, A., & Michie, S. (2011). Factors associated with uptake of vaccination against pandemic influenza: A systematic review. Vaccine, 29(38), 6472–6484. https://doi.org/10.1016/j.vaccine.2011.06.107
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twitter.com twitter.com
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ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved 3 March 2021, from https://twitter.com/SciBeh/status/1351453660396605440
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>hyperlink.academy</span> in The Future of Textbooks (<time class='dt-published'>03/18/2021 23:54:19</time>)</cite></small>
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reappropriate.co reappropriate.co
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To read later
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psyarxiv.com psyarxiv.com
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Henderson, Robert K., and Simone Schnall. ‘Disease and Disapproval: COVID-19 Concern Is Related to Greater Moral Condemnation’. PsyArXiv, 7 December 2020. https://doi.org/10.31234/osf.io/7szaw.
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arxiv.org arxiv.org
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Hota, Ashish R., Tanya Sneh, and Kavish Gupta. ‘Impacts of Game-Theoretic Activation on Epidemic Spread over Dynamical Networks’. ArXiv:2011.00445 [Physics], 1 November 2020. http://arxiv.org/abs/2011.00445.
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psyarxiv.com psyarxiv.com
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Neville, F. G., Templeton, A., Smith, J., & Louis, W. R. (2021). Social norms, social identities and the COVID-19 pandemic: Theory and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/m9afs
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Cantwell, G. T., Kirkley, A., & Newman, M. E. J. (2020). The friendship paradox in real and model networks. ArXiv:2012.03991 [Physics]. http://arxiv.org/abs/2012.03991
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danallosso.substack.com danallosso.substack.com
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He introduces the idea of the apophatic: what we can't put into words, but is important and vaguely understood. This term comes from Orthodox theology, where people defined god by saying what it was not.
Too often as humans we're focused on what is immediately in front of us and not what is missing.
This same thing plagues our science in that we're only publishing positive results and not negative results.
From an information theoretic perspective, we're throwing away half (or more?) of the information we're generating. We might be able to go much farther much faster if we were keeping and publishing all of our results in better fashion.
Is there a better word for this negative information? #openquestions
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www.scholarpedia.org www.scholarpedia.org
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kids.frontiersin.org kids.frontiersin.org
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www.shapingtomorrowsworld.org www.shapingtomorrowsworld.org
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Armaos, K., Tapper, K., Ecker, U., Juanchich, M., Bruns, H., Gavaruzzi, T., Sah, S., Al-Rawi, A., Lewandowsky, S. (2020). Tips on countering conspiracy theories and disinformation. Available at sks.to/countertips
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twitter.com twitter.com
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ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved 3 March 2021, from https://twitter.com/SciBeh/status/1351454186811117568
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WellAlwaysHaveParis il y a 7 ans • Testament to the power of the Internet...Leonard Bernstein has been dead for 23 years, and yet his knowledge, insight and wisdom perpetually echo forward for future generations. This video was probably lost in an attic somewhere before somebody decided to drop it on YouTube. It warms my heart that 59,000+ people have seen it.
Recordings from the whole lecture series by “born teacher” Leonard Bernstein has been “making the rounds”, thanks in part to YouTubers like Adam Neely who has been linking to those videos in descriptions of some of his episodes.
Part of the reason the series interests me for its #PedagogicalHeritage is that it extend Bernstein’s role, who’s been mostly known as a composer and conductor. These really are lectures, delivered on campus. At the beginning of the first lecture, Bernstein explicitly described his relationship to Harvard and his being “petrified” at lecturing there. His outside status is important. In music, it’s not uncommon for lectures to be given by renowned musical experts without the academic #credentials which usually serve to “qualify” a prof. According to his bio (archive), LB was a visiting prof at Brandeis in the 1950s. When he delivered those lectures on campus, he was “Charles Eliot Norton Professor of Poetry at Harvard”. The lectures were a significant part of the deal. There’s a direct continuity between the lecturer’s experience and the delivery of “teaching material”. In another context, the research behind those lectures might not have qualified a prof for tenure.
There’s quite a bit about prestige to unpack, there. And more than a little about “The Canon”. If I use excerpts from this series in my teaching, I’ll likely start from that: who was Bernstein? Why does it matter that we hear his voice instead of somebody else’s? What learning affordances from these recordings, including the musical examples performed on the piano? The context would likely be my beloved ethnomusicology course. Otherwise, some kind of course about “broad approaches to music theorization”.
What strikes me in this comment (and in the “well, actually…” reply) is the very notion that the Internet gives us access to something valuable. Yet this access might be taken away at a moment’s notice (the ways of the DMCA are impenetrable). Yes, DVDs exist and the content might be retrieved. It’s technically possible to make backups of those videos. Yet the 5Rs of Open Content aren’t obvious, here.
Although, Neely did remix some of the content.
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- Feb 2021
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www.thelancet.com www.thelancet.com
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Mair, S. (2020). Neoliberal economics, planetary health, and the COVID-19 pandemic: A Marxist ecofeminist analysis. The Lancet Planetary Health, 4(12), e588–e596. https://doi.org/10.1016/S2542-5196(20)30252-7
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Witte, E. H., Stanciu, A., & Zenker, F. (2020, October 28). A simple measure for the empirical adequacy of a theoretical construct. https://doi.org/10.31234/osf.io/gdm
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anatomypubs.onlinelibrary.wiley.com anatomypubs.onlinelibrary.wiley.com
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most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike.
It's unusual that researchers will make such definitive claims about the outcome of a study.
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en.wikipedia.org en.wikipedia.org
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Though rarer in computer science, one can use category theory directly, which defines a monad as a functor with two additional natural transformations. So to begin, a structure requires a higher-order function (or "functional") named map to qualify as a functor:
rare in computer science using category theory directly in computer science What other areas of math can be used / are rare to use directly in computer science?
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dry-rb.org dry-rb.org
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It's hard to say why people think so because you certainly don't need to know category theory for using them, just like you don't need it for, say, using functions.
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skepticalscience.com skepticalscience.com
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Konstantinos, A. (2021). Tips on countering conspiracy theories and misinformaton. CommsFlyer.
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The main purpose of this book is to go one step forward, not onlyto use the principle of maximum entropy in predicting probabilitydistributions, but to replace altogether the concept of entropy withthe more suitable concept of information, or better yet, the missinginformation (MI).
The purpose of this textbook
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Thereare also a few books on statistical thermodynamics that use infor-mation theory such as those by Jaynes, Katz, and Tribus.
Books on statistical thermodynamics that use information theory.
Which textbook of Jaynes is he referring to?
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Levine, R. D. and Tribus, M (eds) (1979),The Maximum Entropy Principle,MIT Press, Cambridge, MA.
Book on statistical thermodynamics that use information theory, mentioned in Chapter 1.
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Katz, A. (1967),Principles of Statistical Mechanics: The Informational TheoryApproach,W.H.Freeman,London.
Books on statistical thermodynamics that use information theory.
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www.americanpurpose.com www.americanpurpose.com
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Fake News and Conspiracy Theories. (2021, February 16). American Purpose. https://www.americanpurpose.com/blog/fukuyama/fake-news-and-conspiracy-theories/
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psyarxiv.com psyarxiv.com
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Safra, L., Chevallier, C., & Sijilmassi, A. (2021). Poverty and Threat Reactivity. PsyArXiv. https://doi.org/10.31234/osf.io/fp35r
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www.thebalance.com www.thebalance.com
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21st Century Economics (USA)
Economic Theory of a Market Economy, Characteristics, Pros, and Cons
Americans and the World believe or want to believe that the United States is built upon a Market Economy.
Historical context validates a classic Market Economy theory as directed by our Founding Fathers and Constitution. We clearly do not have a pure Market Economy today (2021).
- To Big to Fail - (Bailouts)
- Farm Subsidies
- Political Influence (money, lobbying, tenure)
- Government Agencies
- Military/Industrial Complex
- Federal Reserve (Central Banking)
- Social Security
- Medicare
- Other
Most Americans lump (through education) the concept of economics and government together, into 3 basic categories; Capitalism, Socialism and Communism.
The U.S. is a Capitalist Nation with a corresponding market economy.
Is this statement Fact or Hypothesis ?
Can we still rely on textbook economic models in the 21st Century?
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psyarxiv.com psyarxiv.com
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panzeri, f., Di Paola, S., & Domaneschi, F. (2020, October 30). Does the COVID-19 war metaphor influence reasoning? Socio-political factors mediate the framing effect. https://doi.org/10.31234/osf.io/q5d48
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parsejournal.com parsejournal.comPARSE1
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ost-humanist perspective that foregrounds the apparatuses within which possibilities for action and judgement take shape, and confront visitors with the complex ways in which they are part of these systems and networks. How to be a responsible node in an Actor-Network?
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www.sitepoint.com www.sitepoint.com
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They are a nice idea, but in practice
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hilton.org.uk hilton.org.uk
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We could of course refactor our code to rename things any time we like, but we don’t do this enough in practice
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nplusonemag.com nplusonemag.com
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cultural capital
Introduced by Pierre Bourdieu in the 1970s, the concept has been utilized across a wide spectrum of contemporary sociological research. Cultural capital refers to ‘knowledge’ or ‘skills’ in the broadest sense. Thus, on the production side, cultural capital consists of knowledge about comportment (e.g., what are considered to be the right kinds of professional dress and attitude) and knowledge associated with educational achievement (e.g., rhetorical ability). On the consumption side, cultural capital consists of capacities for discernment or ‘taste’, e.g., the ability to appreciate fine art or fine wine—here, in other words, cultural capital refers to ‘social status acquired through the ability to make cultural distinctions,’ to the ability to recognize and discriminate between the often-subtle categories and signifiers of a highly articulated cultural code. I'm quoting here from (and also heavily paraphrasing) Scott Lash, ‘Pierre Bourdieu: Cultural Economy and Social Change’, in this reader.
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aeon.co aeon.co
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he most famous illustration of how the name of a substance is supposed to function in this way is provided not by Kripke, but by Putnam, another leading proponent of the ‘theory of direct reference’. Putnam asks us to imagine a Twin Earth – just like our Earth – which contains doppelgängers of us humans. The only difference between the two Earths is that on Twin Earth the clear, thirst-quenching, etc liquid that fills the oceans, lakes and rivers is not the chemical substance H2O, but another substance – XYZ. Suppose it’s 1750, before the chemical composition of water was discovered. On both Earths, the inhabitants call their liquid ‘water’. And, because it’s 1750, they associate the same mental checklist with that term: both think of ‘water’ as the substance that’s clear, thirst-quenching, boils at 100°C and so on. Now suppose a glass of XYZ is brought from Twin Earth to Earth and presented to Locke. Locke would believe it’s water, because it would tick his mental checklist. But would it be water? Not according to Putnam. Intuitively, that’s merely water-like stuff in the glass, not water. Putnam concludes that, while the term ‘water’ is associated with the same descriptions on Earth and Twin Earth, it has different meanings and picks out different chemical kinds. It is, and was, a necessary condition of something being water that it be H2O, despite this condition not being known back in 1750.
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psyarxiv.com psyarxiv.com
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DeYoung, C. G., & Krueger, R. (2020, October 27). To wish impossible things: On the ontological status of latent variables and the prospects for theory in psychology. https://doi.org/10.31234/osf.io/4anhr
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- Jan 2021
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github.com github.com
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Why was the change even made, if statistical performance is not improved and the code is just harder to understand? Conspiracy theorists could get the idea of a backdoor (:
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journals.plos.org journals.plos.org
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Parag. K. V., Donnelly. C. A., (2020) Using information theory to optimise epidemic models for real-time prediction and estimation. PLOS. Retrieved from https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1007990
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psyarxiv.com psyarxiv.com
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Suthaharan, P., Reed, E., Leptourgos, P., Kenney, J., Uddenberg, S., Mathys, C., Litman, L., Robinson, J., Moss, A., Taylor, J., Groman, S., & Corlett, P. R. (2020). Paranoia and Belief Updating During a Crisis. PsyArXiv. https://doi.org/10.31234/osf.io/mtces
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www.brainpickings.org www.brainpickings.org
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the commonplace book has been particularly beloved by poets, whose business is the revelation of wholeness through the fragmentary
Gestalt: the whole is greater than the sum of the parts. See also, emergence in chaos theory and complexity.
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- Dec 2020
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cims.nyu.edu cims.nyu.edu
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gromov
Mikhael Gromov's docs at NYU
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Dr. Chu recommends saying to yourself “I can or I get to learn” to see attending school as opportunities and choices that we shouldn’t take for granted.
Change your thinking of a task from an obligation to an opportunity
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Sanders explains that often when parents see that a child does not appear to be motivated, they tend to place blame and judge. Instead, she recommends that parents should be curious about what is going on and try to work collaboratively by problem-solving.
Great Parenting.
Try to understand why your kid has problems with motivations, maybe along the self-determination theory route (autonomy, relatedness, and competency).
Try to see if your child has a sense of control of the situation, what skills they have or are lacking to tackle the issue, and if they feel heard and connected.
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“Autonomy and relatedness are often missed in household tasks. People say to themselves ‘I have to clean or do laundry’ and this thinking reduces our sense of autonomy,” he said.How to overcome it:Dr. Chu says that we can overcome this lack of motivation for household tasks by enhancing autonomy.“Say to yourself ‘I can or I get to clean’ which changes your thinking of household tasks as opportunities and choices that we shouldn’t take for granted.”
The way we phrase our motivations is a large part in whether we can get it done.
Say we phrase our chores as something we 'have' to do then we lose our sense of autonomy or control over the situation. This leads to us less likely to do the task as it is something we are compelled to finish. If we rephrase it to "I get to do my chores" then the sense of autonomy returns as now chores are an oppurinity that I can take advantage of.
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Dr. Chu explains that self-determination theory states that three basic psychological needs — autonomy, competence, and relatedness — need to be satisfied for people to be intrinsically motivated.
Self-Determination Theory says we have 3 psychological needs
1.Autonomy- Having the ability to make your own choices
2.Competence- The feeling that you have the skills needed to succeed
3.Relatedness- Sense of feeling connected with others
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“Self-determination theory proposes that the quality, rather than solely the quantity, of motivation influences how people act,” says Dr. Tsz Lun (Alan) Chu, sports psychologist
The Self-determination theory says that the quality and not the quantity of motivation determines how we action
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gmo-crl.jrc.ec.europa.eu gmo-crl.jrc.ec.europa.eu
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Since most of the power produced in the electrophoretic process is dissipated as heat the following detrimental effects can result: • an increased rate of diffusion of sample and buffer ions leading to broadening of the separated samples • the formation of convection currents, which leads to mixing of separated samples; • thermal instability of samples that are rather sensitive to heat (e.g. denaturation of DNA) • a decrease of buffer viscosity hence a reduction in the resistance of the medium
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Local file Local file
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The settlement of the res-titution claims made by the Italian government against the Metropolitan Museum of Art in New York, the Getty Museum in Malibu, and the Cleveland Museum of Art and the return to Italy of looted antiquities raise ques-tions about the integrity of some museum directors and trustees – well-informed people whom one would expect to be the guardians and defenders of the past, not par-ticipants in the commercial processes which lead to its destruction.
The museum directors definitely should know and have some subject area expertise here, but likely the trustees wouldn't have. While the museum directors should educate them, the financial position the trustees have will almost always tend to drown out the better angels of the museum directors who rely on those trustees' support.
Part of the question is how to redesign the structural support underpinning the system to help ensure more ethical outcomes.
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- Nov 2020
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psyarxiv.com psyarxiv.com
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Pennycook, G., & Rand, D. (2020). The Cognitive Science of Fake News. PsyArXiv. https://doi.org/10.31234/osf.io/ar96c
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psyarxiv.com psyarxiv.com
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Edward J. Alessi, P. D., Courtney Hutchison, L. M., & Sarilee Kahn, P. D. (2020). Understanding COVID-19 through a complex trauma lens: Implications for effective psychosocial responses. PsyArXiv. https://doi.org/10.31234/osf.io/8kmqb
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psyarxiv.com psyarxiv.com
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Schindler, S., Reinhardt, N., & Reinhard, M.-A. (2020). Defending one’s worldviews under mortality salience – Testing the validity of an established idea. PsyArXiv. https://doi.org/10.31234/osf.io/7bxcs
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psyarxiv.com psyarxiv.com
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Mulukom, V. van, Pummerer, L., Alper, S., Bai, (Max) Hui, Cavojova, V., Farias, J. E. M., Kay, C. S., Lazarevic, L., Lobato, E. J. C., Marinthe, G., Banai, I. P., Šrol, J., & Zezelj, I. (2020). Antecedents and consequences of COVID-19 conspiracy theories: A rapid review of the evidence. PsyArXiv. https://doi.org/10.31234/osf.io/u8yah
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www.healthline.com www.healthline.com
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Understanding the factors that promote intrinsic motivation can help you see how it works and why it can be beneficial. These factors include:Curiosity. Curiosity pushes us to explore and learn for the sole pleasure of learning and mastering.Challenge. Being challenged helps us work at a continuously optimal level work toward meaningful goals.Control. This comes from our basic desire to control what happens and make decisions that affect the outcome.Recognition. We have an innate need to be appreciated and satisfaction when our efforts are recognized and appreciated by others.Cooperation. Cooperating with others satisfies our need for belonging. We also feel personal satisfaction when we help others and work together to achieve a shared goal.Competition. Competition poses a challenge and increases the importance we place on doing well.Fantasy. Fantasy involves using mental or virtual images to stimulate your behavior. An example is a virtual game that requires you to answer a question or solve a problem to move to the next level. Some motivation apps use a similar approach
factors that [[promote [[intrinsic motivation]]]]
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Along with satisfying these underlying psychological needs, intrinsic motivation also involves seeking out and engaging in activities that we find challenging, interesting, and internally rewarding without the prospect of any external reward.
moving up [[Maslow's Hierarchy of Needs]] - [[Self Actualization]], [[Esteem]], [[Love and Belonging]] - and these are also factors that can influence [[Intrinsic Motivation]]
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www.unz.com www.unz.com
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Instead, I want to make a seemingly obvious game theoretical point. In a country with a balance of power between two or more parties, nobody but the most cavalier ideologues are going to stick their necks out for “The Resistance” when they know that there is a high probability that a Trumpist DoJ could subsequently prosecute them. (For that matter, several Chicago poll workers were convicted and went to jail in 1962). To enact large-scale fraud, you need to convince underlings to collude, but this only happens if they can be sure that they will not be put out to grass later. The GOP can’t credibly offer such guarantees, so there won’t be many people rushing to stick out their neck out for Trump. This also works in reverse, which is why back in August, I similarly dismissed Resistance fantasies that the Bad Orange Man will orchestra mass electoral fraud to keep himself in power:
Here Anatoly Karlin makes a game theoretical argument that in a system with two or more adversarial, equally powerful parties, there's a self-preservationist incentive not to take a risk with something like voter fraud. The risk being, that the other party might find out and prosecute you.
To be able to pull it off you need to be able to make guarantees that the colluders won't be prosecuted, and neither party can make such guarantees.
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www.washingtonpost.com www.washingtonpost.com
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Today, thanks to the GOP, compromise has gone out the window in Washington.
Would a tit-for-tat strategy be a useful one for Biden? Perhaps leveled at individual people if not the Republican party as a whole?
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signal.org signal.org
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This reduced user friction has begun to extend the implicit threat that used to come with federated services into centralized services as well. Where as before you could switch hosts, or even decide to run your own server, now users are simply switching entire networks.
The implicit threat of federated architectures is also emerging in centralized services. It emerges there because the core of the social network, the address book, is saved locally (i.e. federated). This makes it easy for users to switch networks, and this ease keeps the providers honest.
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Given that federated services always seem to coalesce around a provider that the bulk of people use, federation becomes a sort of implicit threat. Nobody really wants to run their own servers, but they know that it might be possible if their current host does something egregious enough to make it worth the effort.
The implicit threat of federation
In a federated architecture, most users tend to coalesce around one provider. Few actually want to run their own server, but the fact that that option exists, acts as an implicit threat which keeps the current host honest.
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plato.stanford.edu plato.stanford.edu
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Smart had to say that if sensation X is identical to brain process Y then if Y is between my ears and is straight or circular (absurdly to oversimplify) then the sensation X is between my ears and is straight or circular.
If, X = my mind
and, B= my brain
and X == B
then, if my mind X is in brain state B1 at t1 (i.e. acute pain) and your mind, Y is in brain state B2 at t1 (i.e. acute pain) then, B1 = X == Y = B2
then, it follows that B1 == B2 at t1
is it possible for two human being to have exact brain state at say t1?
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- Oct 2020
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www.theguardian.com www.theguardian.com
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One in four Britons believe in QAnon-linked theories – survey. (2020, October 21). The Guardian. http://www.theguardian.com/us-news/2020/oct/22/one-in-four-britons-believe-in-qanon-linked-theories-survey
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elearningindustry.com elearningindustry.com
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Applying Knowles’ 5 Adult Learning Theory Assumptions to eLearning Assumption #1 (Self-Concept)
I have read about these five assumptions in prior journal readings.
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en.wikipedia.org en.wikipedia.org
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An Euler diagram (/ˈɔɪlər/, OY-lər) is a diagrammatic means of representing sets and their relationships. They are particularly useful for explaining complex hierarchies and overlapping definitions. They are similar to another set diagramming technique, Venn diagrams. Unlike Venn diagrams, which show all possible relations between different sets, the Euler diagram shows only relevant relationships.
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files.eric.ed.gov files.eric.ed.gov
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TECHNOLOGY ADOPTION IN HIGHER EDUCATION: OVERCOMING ANXIETY THROUGH FACULTY BOOTCAMP
This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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TECHNOLOGY INTEGRATIONTHROUGH PROFESSIONAL LEARNING COMMUNITY
This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.
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onlinejour.journals.publicknowledgeproject.org onlinejour.journals.publicknowledgeproject.org
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E- learning within the Field of Andragogy
This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.
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files.eric.ed.gov files.eric.ed.gov
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Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model
This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Language Research Bulletin,32, ICU, TokyoAndragogy in the 21st century: Applying the Assumptions of Adult Learning Online
This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.
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americanscholarspress.us americanscholarspress.us
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A Comprehensive Exploration of Technology's RoleIin Adult Learning
This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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The Impact of Social Media Technologies on Adult Learning
This article takes on the challenge of investigating what role social media technologies have in adult learning/ their impact on learning outcomes for adult learners. The data showed that social media technologies follow similar patterns to other educational tools. Teaching method used in conjunction with the technology matters significantly. This being said, the article does make several recommendations for using social media in the classroom to boost adult learning outcomes. 10/10 interesting and relevant article with easy to find and utilize recommendations educators could implement.
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eric.ed.gov eric.ed.gov
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Adapting adult learning theory to support innovative, advanced, online learning - WVMD Model
This article details how to build an innovative online learning environment using methods based on influential adult learning theories. These theories include Social Development Theory, Behaviorism, Critical Reflection and Nurturing the Soul. 10/10, many theories throughly discussed.
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files.eric.ed.gov files.eric.ed.gov
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Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Effica-cy in Technology Integration is Impactedby the Context of the Preservice Teacher Education Pro-gram
This article discusses the need for teacher education to focus just as much on technology knowledge (regardless of grade level taught) as on educational theory and methods. It argues that teachers cannot be effective if they are not trained in not only current technologies, but also taught to be familiar with navigating new technologies as the emerge. 5/10 Very specific to K-12 teacher education.
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www.researchgate.net www.researchgate.net
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The adult learning environment
This article was written by three faculty members of the University of Zambia. The authors discuss the idea of "adult learning" with respect to child learning. The authors spend most of the article outlining the social, emotional, physical, and cognitive aspects of the adult learning environment.
Rating: 5/10
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lincs.ed.gov lincs.ed.gov
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Adult Learning Theories
This article provides a short, yet well rounded description of andragogy, SDL, and TL. The author proposes, and concludes, that effective adult education requires a mixture of theories or principles.
Rating: 8/10
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www.learning-theories.com www.learning-theories.com
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Andragogy – Adult Learning Theory (Knowles)
This article provides a brief overview of Knowles Five Assumptions of Adult Learners. These assumptions, and accompanying principles, help provide a baseline for online adult education.
Rating: 5/10
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learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com
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Andragogy and Self-Directed Learning:Pillars of Adult Learning Theory
This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10
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humanwhocodes.com humanwhocodes.com
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For years, I’ve shared with friends and clients what I call the bunny theory of code. The theory is that code multiplies when you’re not looking, not unlike bunnies that tend to multiply when you’re not looking.
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nzaka's theory of bunny code is relevant here
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Yes, you can embed loops in it and compose lots of small repeated JSX snippets, but that almost never happens in practice because mixing the turing complete of javascript with the markup of HTML eliminates the readability of JSX so that it is actually harder to parse than a solution like hyperscript (the syntactical approach taken by virtual-dom).
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www.bpastudies.org www.bpastudies.org
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Self-Directed Learning: A Key Component of Adult Learning Theory Geri Manning
Article offers a discussion of SDL as component of adult learning theory. Useful discussion of conceptual framework and literature review. Characteristics of SD learners are explored. Concludes with some implications for the study of adult learning. Rating 7/10
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Insights 3 Adult Learning Theories Every E-Learning Designer Must Know
Adult learning theories for Instructional Designers - Article names adult learning "theories" (andragogy, neuroscience, experiential learning, SDL, and transformational learning). Discusses why these "theories" are relevant to ID. Rating 3/10
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en.wikipedia.org en.wikipedia.org
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According to the endurantist view, material objects are persisting three-dimensional individuals wholly present at every moment of their existence
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docs.google.com docs.google.com
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But it’s really hard to see, because our human brains struggle to think about this Clock function as something for generating discrete snapshots of a clock, instead of representing a persistent thing that changes over time.
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en.wikipedia.org en.wikipedia.org
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The perdurantist view is that an individual has distinct temporal parts throughout its existence.
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drive.google.com drive.google.com
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Description: Researchers asked students in a second language class to complete a research video assignment. Students reflected the research helped them gain key insights and a feeling of self-confidence. This self-confidence was tested as they attempted to incorporate the second language which pushed many students out of their comfort zone. Students found ways to simplify the content so they could explain their research in the second language. Due to the video presentation format, students were able to practice their language repeatedly which helped them grasp the vocabulary. As a whole, the student felt as if they learned more content and vocabulary with the video assignment.
Rating: 8/10
Reason for the Rating: The data received from the research was survey based therefore it included more opinions rather than facts. It would have been interesting to see student's final grades or test scores and compare them to previous semesters. The article is well supported with facts and quotes.
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link-springer-com.libproxy.nau.edu link-springer-com.libproxy.nau.edu
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Description: The purpose of this article is to explore the idea of using Wikis inside the classroom. Wikis are considered great tools because they are flexible and promote collaboration. The author discusses the different ways teachers can implement wikies from groups creating and presenting a single wiki to each student creating their own and commenting on their peers wikis. Furthermore, Wikis are familiar to students which helps promote engagement. The last section describes how to create Wikis and integrate them into a classroom setting.
Rating: 10/10
Reason for the rating: This topic fully engages the reader with easy to understand text and diagrams. There are plenty of citations to support the theories.
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drive.google.com drive.google.com
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Description: This article outlines three phases for collaborative teaching: Planning, implementing, and reflecting. It discusses the ways teachers can support student interactions through the implementation phase by creating well-thought out activities which engage the learner. These activities should focus on collaboration of peer ideas in order to be effective in building social and academic skills. It mentions a few examples such as discussion groups or large projects. The author gives multiple examples of the teacher's role in a collaborative setting as well as issues that may occur. The article encourages both the teacher and the students to reflect on the learning and collaboration afterwards.
Rating: 9/10
Reason for the rating: The author is very thorough in their research and explanation with the text. They have many citations to support their theories as well as diagrams to help illustrate their ideas. The biggest fault with the paper is that it is entirely idealistic without any reference to a case study.
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www.kpu.ca www.kpu.ca
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Description: This article explains Bloom's Taxonomy in the college environment. It begins with an overview of the theory before delving into the questions used in the research. By using Bloom's Taxonomy, the college course was able to have students tie higher thinking to concreate examples which helped the learners gain more understanding of the materials presented.
Rating: 8/10
Reason for the rating: This article reflects on one researchers attempt to place Bloom's taxonomy into a classroom setting. It shows the reader how to implement the theory with examples and data. There are plenty of citations provided throughout the text to help support the theories. Though it does not mention technology integration, it does discuss tailoring lessons to fit student ability. Technology could be used in conjunction to help promote an even deeper understanding.
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drive.google.com drive.google.com
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Description: This article describes online learning through the lens of Maslow's hierarchy of needs. The author describes for a person to be successful in an online setting they need to have a safe home environment, consistent formatting, and collaboration opportunities. For students to really excel in a field, they must also have an inclusive environment, assistive tools to help with self efficacy, and positive feedback on assignments. Technology plays a key role in allowing students with disabilities or weaknesses in a class to feel confident.
Rating: 10/10
Reason for the rating: The article is supported with an abundance of citations. It is organized in a clear and logical format as it follows Maslow's pyramid in order. The writing is concise and easy to understand.
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files.eric.ed.gov files.eric.ed.gov
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Description: This article discusses English languages learners and their self-directed learning levels. The researchers took a wide sample to ESL learners and surveyed them about their demographics and their English media consumption outside of the classroom. They found that a majority of ESL students watch TV programs in English as well as have native English speakers as friends. These are considered strategies for ESLs to learn English outside of an ESL classroom.
Rating: 7/10
Reasoning for rating: The article is well supported through data and citations. It discusses the data with little bias and attempts to use learning theories to interpret their findings. Though it does not discuss the integration of technology inside of the classroom, it reflects on the use of technology in every day life to help support the learner.
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sites.google.com sites.google.com
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Description: The article begins by defining social learning theory and reviewing Bandura's contributions to the field. Then, it discusses technologies influence on social interactions in the modern era and student engagement levels when utilizing technology inside the classroom. Games especially help students with following directions and creating critical thinking strategies which they can bring into the classroom setting.
Rating: 5/10
Reason for rating: The website for the article is minimal at best. The article itself is well written with plenty of citations to support it, but the formatting is not consistent throughout.
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union.wisc.edu union.wisc.edu
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Description: As the title suggests, this article dictates the necessities for a curriculum or class dedicated to teaching adult learners. Not only does it describe the environment where they flourish, but delves into twelve principles of effective teaching for adult learners. There are also examples of engaging teaching strategies which range from basic and general ideas-- for example, modeling, teamwork, and transitions-- to complex and specific tasks such as SNOW cards, gallery walks, and bumper stickers.
Rating: 8/10
Reason for rating: This article cites many different researchers and includes facts to support their theories and ideas. It defines important principles with simple and easy to understand text for novice teachers. Though it does not address technology integration, many of the ideas can be altered to include technology to enrich the learning and increase engagement levels.
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drive.google.com drive.google.com
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Description: This text describes adult learning theories best used in a workforce training. It describes the environmental factors which lead to success in an adult student (such as a positive atmosphere) as well as techniques like heterogeneous learning groups. It attempts to persuade the reader to address the personal needs of each student while still moving the class towards the trainings goal. As a whole, this article covers the basics of what trainers need to know when teaching adults in a workface setting.
Rating: 6/10
Reason for rating: This article is very quick and direct. It discusses each technique, skill, or factor with examples and reasoning for the suggestions. Each suggestion is well-thought out and logical. Yet, the article cites few other texts which discredits it a little. The article was found through JSTOR which only sources peer-reviewed texts.
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journals.sagepub.com journals.sagepub.com
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I first briefly lay out alternative media theory as it existed prior to the dominance of Facebook, Google, and Twitter.
I've been thinking about it for a while but even if all social sites were interoperable, I suspect that a small handful of 2 or 3 would have the largest market share. This is as the result of some of the network theory and research found in Linked: How Everything Is Connected to Everything Else and What It Means for Business, Science, and Everyday Life by Alberto-Llaszlo Barabasi
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www.vox.com www.vox.com
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It’s difficult to say that the prosperity gospel itself led to Donald Trump’s inauguration. Again, only 17 percent of American Christians identify with it explicitly. It’s far more true, however, to say that the same cultural forces that led to the prosperity gospel’s proliferation in America — individualism, an affinity for ostentatious and charismatic leaders, the Protestant work ethic, and a cultural obsession with the power of “positive thinking” — shape how we, as a nation, approach politics.
Power of Positive Thinking is a book by Norman Vincent Peale and provides the direct link to influence on Trump here.
Also interesting to note the 17% number which can potentially be a threshold level for splitting a community or society from a game theoretic perspective. (Note: I should dig up the reference and re-read it.)
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parenting.nytimes.com parenting.nytimes.com
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How this phenomenon translates into absolute, rather than relative, risk, however, is a bit thorny. A large study published in 2018, for instance, found that among women who had children between 34 and 47, 2.2 percent developed breast cancer within three to seven years after they gave birth (among women who never had children, the rate was 1.9 percent). Over all, according to the American Cancer Society, women between 40 and 49 have a 1.5 percent chance of developing breast cancer.
The rates here are so low as to be nearly negligible on their face. Why bother reporting it?
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www.quantamagazine.org www.quantamagazine.org
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In some sense, by studying one model deeply enough, we can study them all.
This may be where math like category theory is particularly powerful as a map between these different areas which are really the same (isomorphic).
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www.quantamagazine.org www.quantamagazine.org
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The notion that counting more shapes in the sky will reveal more details of the Big Bang is implied in a central principle of quantum physics known as “unitarity.” Unitarity dictates that the probabilities of all possible quantum states of the universe must add up to one, now and forever; thus, information, which is stored in quantum states, can never be lost — only scrambled. This means that all information about the birth of the cosmos remains encoded in its present state, and the more precisely cosmologists know the latter, the more they can learn about the former.
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hapgood.us hapgood.us
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A stunning thing that we forget, but the link here is not part of the author’s intent, but of the reader’s analysis. The majority of links in the memex are made by readers, not writers. On the world wide web of course, only an author gets to determine links.
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katmat.math.uni-bremen.de katmat.math.uni-bremen.de
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Kuratowski definition of an ordered pair
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appliednetsci.springeropen.com appliednetsci.springeropen.com
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Social scientist, on the other hand, have focused on what ties are more likely to bring in new information, which are primarily weak ties (Granovetter 1973), and on why weak ties bring new information (because they bridge structural holes (Burt 2001), (Burt 2005)).
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www.newyorker.com www.newyorker.com
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Most previous explanations had focussed on explaining how someone’s beliefs might be altered in the moment.
Knowing a little of what is coming in advance here, I can't help but thinking: How can this riot theory potentially be used to influence politics and/or political campaigns? It could be particularly effective to get people "riled up" just before a particular election to create a political riot of sorts and thereby influence the outcome.
Facebook has done several social experiments with elections in showing that their friends and family voted and thereby affecting other potential voters. When done in a way that targets people of particular political beliefs to increase turn out, one is given a means of drastically influencing elections. In some sense, this is an example of this "Riot Theory".
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link.springer.com link.springer.com
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Found reference to this in a review of Henry Quastler's book Information Theory in Biology.
A more serious thing, in the reviewer's opinion, is the compIete absence of contributions deaJing with information theory and the central nervous system, which may be the field par excellence for the use of such a theory. Although no explicit reference to information theory is made in the well-known paper of W. McCulloch and W. Pitts (1943), the connection is quite obvious. This is made explicit in the systematic elaboration of the McCulloch-Pitts' approach by J. von Neumann (1952). In his interesting book J. T. Culbertson (1950) discussed possible neuraI mechanisms for recognition of visual patterns, and particularly investigated the problems of how greatly a pattern may be deformed without ceasing to be recognizable. The connection between this problem and the problem of distortion in the theory of information is obvious. The work of Anatol Rapoport and his associates on random nets, and especially on their applications to rumor spread (see the series of papers which appeared in this Journal during the past four years), is also closely connected with problems of information theory.
Electronic copy available at: http://www.cse.chalmers.se/~coquand/AUTOMATA/mcp.pdf
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www.core-econ.org www.core-econ.org
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game theory
Game theory is the study of mathematical models of strategic interaction among rational decision-makers.[1] It has applications in all fields of social science, as well as in logic, systems science and computer science. Originally, it addressed zero-sum games, in which each participant's gains or losses are exactly balanced by those of the other participants. Today, game theory applies to a wide range of behavioral relations, and is now an umbrella term for the science of logical decision making in humans, animals, and computers.
--Wikipedia: https://en.wikipedia.org/wiki/Game_theory
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bonkerfield.org bonkerfield.org
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Similar to my recent musings (link coming soon) on the dualism of matter vs information, I find that the real beauty may lie precisely in the complexity of their combination.
There's a kernel of an idea hiding in here that I want to come back and revisit at a future date.
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drive.google.com drive.google.com
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climate theorists
I find it interesting to be reading about a completely different sort of climate theory in this book than the one commonly known in popular society.
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www.mitpressjournals.org www.mitpressjournals.org
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Öffnet für mich nach der ersten Lektüre einen ganz neuen Zugang zur Verbindung von Theorie und Design Praxis. Man kann sich von hierher einen Rahmen für eine "Content strategy for degrowth" als eine nicht anthropozentrische Designpraxis vorstellen. Sehr viele Verweise.
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digest.bps.org.uk digest.bps.org.uk
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Conspiracy Theories And Winter Wellbeing: The Week’s Best Psychology Links. (2020, October 2). Research Digest. https://digest.bps.org.uk/2020/10/02/conspiracy-theories-and-winter-wellbeing-the-weeks-best-psychology-links/
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- Sep 2020
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arxiv.org arxiv.org
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Rostami-Tabar, B., Ali, M. M., Hong, T., Hyndman, R. J., Porter, M. D., & Syntetos, A. (2020). Forecasting for Social Good. ArXiv:2009.11669 [Cs]. http://arxiv.org/abs/2009.11669
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www.theatlantic.com www.theatlantic.com
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Tiffany, K. (2020, September 23). Reddit Squashed QAnon by Accident. The Atlantic. https://www.theatlantic.com/technology/archive/2020/09/reddit-qanon-ban-evasion-policy-moderation-facebook/616442/
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twitter.com twitter.com
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Mike Caulfield on Twitter. (n.d.). Twitter. Retrieved September 23, 2020, from https://twitter.com/holden/status/1308205813475897344
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twitter.com twitter.com
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Nathan Allebach on Twitter. (n.d.). Twitter. Retrieved September 23, 2020, from https://twitter.com/nathanallebach/status/1308154518702620678
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Allebach, N. (2020, September 22). How America Became The Land Of Conspiracy Theories. Medium. https://medium.com/@nathanallebach/how-america-became-the-land-of-conspiracy-theories-7c8b0353c667
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www.scientificamerican.com www.scientificamerican.com
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Lewis, T. (n.d.). Nine COVID-19 Myths That Just Won’t Go Away. Scientific American. Retrieved September 11, 2020, from https://www.scientificamerican.com/article/nine-covid-19-myths-that-just-wont-go-away/
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journals.sagepub.com journals.sagepub.com
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Fazio, L. K., & Sherry, C. L. (2020). The Effect of Repetition on Truth Judgments Across Development. Psychological Science, 0956797620939534. https://doi.org/10.1177/0956797620939534
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thespinoff.co.nz thespinoff.co.nz
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Hannah, K. (2020, September 7). Counting and Countering the infodemic: A deep dive into Covid-19 disinformation. The Spinoff. https://thespinoff.co.nz/media/07-09-2020/counting-and-countering-the-infodemic-a-deep-dive-into-covid-19-disinformation/
Tags
- fake news
- COVID-19
- knowledge
- communication
- conspiracy theory
- infodemic
- is:webpage
- New Zealand
- disinformation
- story
- lang:en
Annotators
URL
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en.wikipedia.org en.wikipedia.org
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Kermack–McKendrick theory. (2020). In Wikipedia. https://en.wikipedia.org/w/index.php?title=Kermack%E2%80%93McKendrick_theory&oldid=951835485
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www.springer.com www.springer.com
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Kiss, I. Z., Miller, J., & Simon, P. L. (2017). Mathematics of Epidemics on Networks: From Exact to Approximate Models. Springer International Publishing. https://doi.org/10.1007/978-3-319-50806-1
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science.sciencemag.org science.sciencemag.org
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Thorp, H. H. (2020). Persuasive words are not enough. Science, 368(6498), 1405–1405. https://doi.org/10.1126/science.abd4085
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ojs.uwindsor.ca ojs.uwindsor.ca
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Hahn, U., & Oaksford, M. (2006). A Normative Theory of Argument Strength. Informal Logic, 26(1), 1–24. https://doi.org/10.22329/il.v26i1.428
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- Aug 2020
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www.theguardian.com www.theguardian.com
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Hurst, D., & Murphy, K. (2020, June 22). Trump’s misleading information enables China to sow discord among allies, research finds. The Guardian. https://www.theguardian.com/australia-news/2020/jun/23/trumps-misleading-information-enables-china-to-sow-discord-among-allies-research-finds
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www.pnas.org www.pnas.org
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Thurner, S., Klimek, P., & Hanel, R. (2020). A network-based explanation of why most COVID-19 infection curves are linear. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/pnas.2010398117
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riskhomeostasis.org riskhomeostasis.orgHome1
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Home. (n.d.). Retrieved June 14, 2020, from http://riskhomeostasis.org/
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www.politifact.com www.politifact.com
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Washington, D. of C. 1100 C. A. N. S. 1300B, & Dc 20036. (n.d.). PolitiFact - Fact-checking ‘Plandemic 2’: Another video full of conspiracy theories about COVID-19. @politifact. Retrieved August 27, 2020, from https://www.politifact.com/article/2020/aug/18/fact-checking-plandemic-2-video-recycles-inaccurat/
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en.wikipedia.org en.wikipedia.org
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Pluralism
State that has multiple (or at least more than one) group whose interests are represented by that State.
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cyber.fsi.stanford.edu cyber.fsi.stanford.edu
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University, © Stanford, Stanford, & Complaints, C. 94305 C. (n.d.). Virality Project (US): Marketing meets Misinformation. Retrieved 25 August 2020, from https://cyber.fsi.stanford.edu/io/news/manufacturing-influence-0
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panopto.lshtm.ac.uk panopto.lshtm.ac.uk
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CSM_seminar Causal Inference Isn't What You Think It Is. (2020). Retrieved 24 August 2020, from https://panopto.lshtm.ac.uk/Panopto/Pages/Viewer.aspx?id=ac88b49f-7e63-458d-823e-abe50152fb66
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www.facebook.com www.facebook.com
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Salaamedia. (2020, June 23). The Special Focus with Zahid Jadwat—Understanding the dangers of misinformation. Facebook. https://www.facebook.com/salaamedia/videos/the-special-focus-with-zahid-jadwat-understanding-the-dangers-of-misinformation-/261866155076824/
Tags
- conspiracy theory
- COVID-19
- webinar
- discussion
- misinformation
- 5G
- is:webpage
- is:webinar
- social media
- research
- lang:en
- psychology
- expert
Annotators
URL
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twitter.com twitter.com
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ReconfigBehSci on Twitter: “@ErikAngner 2/2 1. mandatory schooling (where there exemptions for immune-compromised parents?) 2. encouraging household members of infected individuals to go to work/school Could you provide more background here and how you see these policies in the wider context?” / Twitter. (n.d.). Twitter. Retrieved August 18, 2020, from https://twitter.com/SciBeh/status/1295685503111647232
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www.nbcnews.com www.nbcnews.com
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Who is behind the Qanon conspiracy? We’ve traced it to three people. (n.d.). NBC News. Retrieved August 18, 2020, from https://www.nbcnews.com/tech/tech-news/how-three-conspiracy-theorists-took-q-sparked-qanon-n900531
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twitter.com twitter.com
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Whitney R. Robinson on Twitter: “1/ An #EpiTwitter 🧵 about theory... https://t.co/rSjfkHG21r” / Twitter. (n.d.). Twitter. Retrieved August 18, 2020, from https://twitter.com/WhitneyEpi/status/1295522551892971520
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psyarxiv.com psyarxiv.com
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Speelman, C., & McGann, M. (2020). Statements about the Pervasiveness of Behaviour Require Data about the Pervasiveness of Behaviour [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/bxzm4
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psyarxiv.com psyarxiv.com
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Pierre, J. (2020). Mistrust and Misinformation: A Two-Component, Socio-Epistemic Model of Belief in Conspiracy Theories [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/xhw52
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en.wikipedia.org en.wikipedia.org
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In graph theory, a tree is a connected acyclic graph; unless stated otherwise, in graph theory trees and graphs are assumed undirected. There is no one-to-one correspondence between such trees and trees as data structure.
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van Rooij, I., & Baggio, G. (2020). Theory development requires an epistemological sea change [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/rnw9q
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- Jul 2020
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Analysis—Behavioural Science and the Pandemic—BBC Sounds. (n.d.). Retrieved July 31, 2020, from https://www.bbc.co.uk/sounds/play/m000l207
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psyarxiv.com psyarxiv.com
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Vegetti, F., & Littvay, L. (2020). Belief in conspiracy theories, aggression, and attitudes towards political violence. https://doi.org/10.31234/osf.io/xwyjq
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osf.io osf.io
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Hameleers, M. (2020). Prospect Theory in Times of a Pandemic: The Effects of Gain versus Loss Framing on Policy Preferences and Emotional Responses During the 2020 Coronavirus Outbreak [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/7pykj
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docs.google.com docs.google.com
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COVID-19 Social Science Tracker - Google Sheets
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Díaz, R., & Cova, F. (2020, April 14). Moral values and trait pathogen disgust predict compliance with official recommendations regarding COVID-19 pandemic in US samples. https://doi.org/10.31234/osf.io/5zrqx
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psyarxiv.com psyarxiv.com
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Gelfand, M., Jackson, J. C., Pan, X., Nau, D., Dagher, M. M., & Chiu, C. (2020, April 1). Cultural and Institutional Factors Predicting the Infection Rate and Mortality Likelihood of the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/m7f8a
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Motta, M., & Jansa, J. (2020). Concern About COVID-19 & Support for Universal Vote by Mail. https://doi.org/10.31235/osf.io/yatjc
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fivethirtyeight.com fivethirtyeight.com
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Kiefer, P. (2020, May 4). Why Scientists Think The Novel Coronavirus Developed Naturally—Not In A Chinese Lab. FiveThirtyEight. https://fivethirtyeight.com/features/why-scientists-think-the-novel-coronavirus-developed-naturally-not-in-a-chinese-lab/
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www.nationalgeographic.com www.nationalgeographic.com
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Fauci: No scientific evidence the coronavirus was made in a Chinese lab. (2020, May 4). Science. https://www.nationalgeographic.com/science/2020/05/anthony-fauci-no-scientific-evidence-the-coronavirus-was-made-in-a-chinese-lab-cvd/
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www.nationalgeographic.com www.nationalgeographic.com
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How coronavirus mutations can track its spread—And disprove conspiracies. (2020, March 26). Science. https://www.nationalgeographic.com/science/2020/03/how-coronavirus-mutations-can-track-its-spread-and-disprove-conspiracies/
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osf.io osf.io
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Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/gefhv
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Fitzgerald, R. M. (2020). WAKING TO NORMAL: Examining Archival Appraisal in Data-driven Society [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/2befk
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osf.io osf.io
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Halford, E., Dixon, A., Farrell, G., Malleson, N., & Tilley, N. (2020). Crime and coronavirus: Social distancing, lockdown and the mobility elasticity of crime [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/4qzca
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psyarxiv.com psyarxiv.com
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Pavela Banai, I., Banai, B., & Mikloušić, I. (2020, July 14). Beliefs in COVID-19 conspiracy theories predict lower level of compliance with the preventive measures both directly and indirectly by lowering trust in government medical officials. Retrieved from psyarxiv.com/yevq7
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en.wikipedia.org en.wikipedia.org
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Willard Van Orman Quine insisted on classical, first-order logic as the true logic, saying higher-order logic was "set theory in disguise".
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parliamentlive.tv parliamentlive.tv
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Digital, culture, media and sport sub-committee on online harms and disinformation. (2020, April 30). Parliament.tv. https://parliamentlive.tv/Event/Index/3c4aede5-2b89-4f33-9103-fb1c8a77a3ad
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psyarxiv.com psyarxiv.com
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Fatfouta, R., & Oganian, Y. (2020). Bargaining under social distancing requirements: Effects of face masks on socio-economic decision-making in the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cn7by
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projecteuclid.org projecteuclid.org
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Shmueli, G. (2010). To Explain or to Predict? Statistical Science, 25(3), 289–310.
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journals-sagepub-com.revproxy.brown.edu journals-sagepub-com.revproxy.brown.edu
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One possibly important strengths-based moderator for children and adolescents is belongingness. Feeling a sense of belongingness to a wider social group is considered a ubiquitous need (Baumeister & Leary, 1995; Osterman, 2000). This notion is rooted in Maslow’s (1987) conceptualization that humans, like other animals, have the need “to herd, to flock, to join, and to belong” (p. 20). Belonging may be established in peer groups at school, but youth may also find belongingness through other social channels, such as teachers, parents, extended family, or community groups. This is supported by research from Appleton, Christenson, Kim, and Reschly (2006) that links the social context of students to academic, social, and emotional outcomes. Furthermore, it is important to differentiate belongingness from other allied variables associated with interpersonal functioning, such as social support and peer acceptance. While social support and peer acceptance connote a passive engagement of the individual with the social network, a sense of belonging represents a more active engagement and an internal experience of a strong psychological connection to a group (Brown, Alpert, Lent, Hunt, & Brady, 1988; Mallinckrodt, 1992; Mallinckrodt & Wei, 2005). Belongingness then involves a dyad, group, or community that one senses one’s current active membership completes. When individuals belong (have belongingness), they believe a dyad, group, or community is not complete without them, and they are not complete without the dyad, group, or community.
- belongingness is a "strengths-based moderator for children"
- belongingness =/= social support and peer acceptance
- belongingness involves a group/community that "one's current active membership completes"
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psyarxiv.com psyarxiv.com
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Adam-Troian, J., & Bagci, S. (2020). The pathogen paradox: Evidence that perceived COVID-19 threat is associated with both pro- and anti-immigrant attitudes. https://doi.org/10.31234/osf.io/948ch
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psyarxiv.com psyarxiv.com
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Fuhrer, J., & Cova, F. (2020). “Quick and dirty”: Intuitive cognitive style predicts trust in Didier Raoult and his hydroxychloroquine-based treatment against COVID-19. https://doi.org/10.31234/osf.io/ju62p
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psycnet.apa.org psycnet.apa.org
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We conclude, then, that the present state of the empirical ev-idence is sufficient to confirm the belongingness hypothesis. Theneed to belong can be considered a fundamental humanmotivation
confirms belongingness hypothesis
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The need to belong also appears to conform to motivationalpatterns of satiation and substitution. People need a few closerelationships, and forming additional bonds beyond those fewhas less and less impact. Having two as opposed to no closerelationships may make a world of difference to the person'shealth and happiness; having eight as opposed to six may havevery little consequence. When a social bond is broken, peopleappear to recover best if they form a new one, although eachindividual life tends to involve some particularly special rela-tionships (such as filial or marital bonds) that are not easilyreplaced. People without intimate partners engage in a varietyof activities to find partners, but people who have partners al-ready are much less active at seeking additional relationships,consistent with the satiation hypothesis
"People need a few close relationships"
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Abundant evidence also attests that the need to belong shapesemotion and cognition. Forming or solidifying social attach-ments generally produces positive emotion, whereas real, imag-ined, or even potential threats to social bonds generate a varietyof unpleasant emotional states. In short, change in belong-ingness is a strong and pervasive cause of emotion in ways thatsupport the hypothesis of a need to belong. It is also evident thatpeople think a great deal about belongingness. They devote adisproportionate amount of cognitive processing to actual orpossible relationship partners and interaction partners, andthey reserve particular, more extensive, and more favorable pat-terns of information processing for people with whom theyshare social bonds.Deficits in belongingness apparently lead to a variety of illeffects, consistent with the view that belongingness is a need(as opposed to merely a want). Both psychological and physicalhealth problems are more common among people who lack so-cial attachments. Behavioral pathologies, ranging from eatingdisorders to suicide, are more common among people who areunattached. Although most of these findings are correlationaland many alternative explanations can be suggested, recentefforts have begun controlling for these other factors, and thepure, primary effects of belongingness appear to remain strong.It appears, then, that belongingness is not only pleasant but alsoapparently very beneficial to the individual in multiple wa
Key discussion points; need to belong is necessary and lacking sense of belonging can be detrimental
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Interaction without an ongoing bond of caring should alsobe only partly satisfactory. Two predictions can be made.First, insofar as the need to belong requires that some interac-tions reflect a relationship context, it can be predicted thatinteractions with changing series of partners should be lessthan satisfying. Second, if the interactions are supposed toreflect the context of positive emotional concern, then peopleshould not be satisfied by interactions within the context ofan ongoing relationship or social bond that is not marked bypositive caring. We look for evidence for the specifically mu-tual nature of the bon
Important in the context of teachers/administrators
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The effects of belongingness on mental illness parallel thoseon physical illness. Rejected children have a higher incidence ofpsychopathology than other children (Bhatti, Derezotes, Kim,& Specht, 1989; Hamachek, 1992). Children who grow upwithout receiving adequate attention from caregivers showemotional and behavioral pathologies, as demonstrated experi-mentally by Harlow, Harlow, and Suomi (1971) with animalsand as corroborated by observations of human children byBowlb
Belongingness can directly impact mental health
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Yet another highly aversive emotional state is guilt. Despite along tradition of analyzing guilt in terms of self-evaluation accord-ing to abstract moral standards, recent work has increasingly em-phasized the interpersonal structure of guilt (Baumeister, Stillwell,& Heatherton, 1994; Cunningham, Steinberg, & Grev, 1980;Jones & Kugler, in press; Jones, Kugler, & Adams, 1995; Miceli,1992; Tangney, 1992). Empirical studies of how people induceguilt in others have found that such inductions are almost entirelyconfined to close interpersonal relationships and that a major rea-son for inducing guilt is to cause one's partner to exert himself orherself more to maintain the interpersonal relationship (e.g., byspending more time with or paying more attention to oneself;Baumeister, Stillwell, & Heatherton, in press; Vangelisti, Daly, &Rudnick, 1991). Many episodes of guilt can thus be understood asresponses to disturbances or threats to interpersonal attachments
can correlate to the guilt youth feel when communicating with their teachers
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The belongingness hypothesis predicts that people shouldgenerally be at least as reluctant to break social bonds as theyare eager to form them in the first place. A variety of patternssupports the view that people try to preserve relationships andavoid ending them. In fact, Hazan and Shaver (1994a, p. 14)recently concluded that the tendency for human beings to re-spond with distress and protest to the end of a relationship isnearly universal, even across different cultures and across theage span.Some relationships are limited in time by external factors,and so these are logically the first place to look for evidence thatpeople show distress and resistance to breaking bonds. En-counter groups and training groups, for example, are often con-vened with the explicit understanding that the meetings will stopat a certain point in the future. Even so, it is a familiar observa-tion in the empirical literature (e.g., Egan, 1970; Lacoursiere,1980; Lieberman, Yalom, & Miles, 1973) that the members ofsuch groups resist the notion that the group will dissolve. Eventhough the group's purpose may have been fulfilled, the partici-pants want to hold on to the social bonds and relationships theyhave formed with each other. They promise individually andsometimes collectively to stay in touch with each other, theyplan for reunions, and they take other steps to ensure a continu-ity of future contacts. In actuality, only a small minority of theseenvisioned reunions or contacts take place, and so the wide-spread exercise of making them can be regarded as a symptomof resistance to the threatened dissolution (
People avoid breaking connections
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The fact that people sometimes form attachments with for-mer rivals or opponents is itself a meaningful indicator of a gen-eral inclination to form bonds. Cognitive consistency pressuresand affective memories would militate against forming positivesocial bonds with people who have been rivals or opponents.Yet, as we have already noted, the Robbers Cave study (Sherifet al., 1961 /1988) showed that people could join and work to-gether with others who had been bitterly opposed very recently,and Wilder and Thompson (1980) showed that social contactcould overcome established intergroup prejudices and stereo-types. Orbell, van de Kragt, and Dawes (1988) likewise showedthat impulses toward forming positive attachments could over-come oppositional patterns. In their study using the prisoner'sdilemma game, having a discussion period led to decreasedcompetition and increased cooperation, as a result of either theformation of a group identity that joined the potential rivalstogether or explicit agreements to cooperate. Thus, belong-ingness motivations appear to be able to overcome some antag-onistic, competitive, or divisive tendencies
"social contact could overcome established inter-group prejudices and stereotypes"; important in classroom settings
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Festinger, Schachter, and Back (1950) found that mereproximity was a potent factor in relationship formation; peopleseemed to develop social bonds with each other simply becausethey lived near each other. Nahemow and Lawton (1975) repli-cated those findings and also showed that pairs of best friendswho differed by age or race were particularly likely to have livedvery close together, suggesting that extreme proximity may over-come tendencies to bond with similar others. Wilder andThompson (1980) showed that people seem to form favorableviews toward whomever they spend time with, even if these oth-ers are members of a previously disliked or stereotyped out-group. In their study, intergroup biases decreased as contactwith members of the out-groups increased (and as in-groupcontact decreased)
people who live together/near each other have stronger connections
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This preferential treatment of in-group members does notappear to be due to inferred self-interest or to issues of noveltyand uncertainty about the task (Brewer & Silver, 1978; Tajfel,1970; Tajfel & Billig, 1974). Inferred similarity of self to in-group members was a viable explanation for many of the earlyfindings, but Locksley, Ortiz, and Hepburn (1980) ruled thisout by showing that people show in-group favoritism even whenthey have been assigned to groups by a random lottery. Thus,patterns of in-group favoritism, such as sharing rewards andcategorizing others relative to the group, appeared quite readily,even in the absence of experiences designed to bond people tothe group emotionally or materially
inclusion/exclusion, maybe?
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we propose that the need to belong can, in principle, be directedtoward any other human being, and the loss of relationship withone person can to some extent be replaced by any other. Themain obstacle to such substitution is that formation of new re-lationships takes time, such as in the gradual accumulation ofintimacy and shared experience (see Sternberg, 1986, on thetime course of intimacy). Social contact with a long-term inti-mate would therefore provide some satisfactions, including asense of belonging, that would not be available in interactionswith strangers or new acquaintances.
long-term interaction aids in sense of belonging
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The likely result of this evolutionary selection would be a setof internal mechanisms that guide individual human beingsinto social groups and lasting relationships. These mechanismswould presumably include a tendency to orient toward othermembers of the species, a tendency to experience affective dis-tress when deprived of social contact or relationships, and a ten-dency to feel pleasure or positive affect from social contact andrelatedness. These affective mechanisms would stimulate learn-ing by making positive social contact reinforcing and social de-privation punishing
evolution resulted in need to belong
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Competition for limited resources could also provide a pow-erful stimulus to forming interpersonal connections. There areseveral potential, although debatable, advantages to forming agroup under conditions of scarcity. For example, groups mayshare resources and thus prevent any individual from starving(although sharing deprives other group members of some oftheir resources), and groups may appropriate resources fromnonmembers (although there is the problem of how to distrib-ute them in the group).
competition drives interpersonal connection
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hildren who de-sired to stay together with adults (and who would resist beingleft alone) would be more likely to survive until their repro-ductive years than other children because they would be morelikely to receive care and food as well as protection. Cues thatconnote possible harm, such as illness, danger, nightfall, anddisaster, seem to increase the need to be with others (see alsoRofe, 1984), which again underscores the protective value ofgroup membership. Adults who formed attachments wouldbe more likely to reproduce than those who failed to formthem, and long-term relationships would increase thechances that the offspring would reach maturity and repro-duce in turn
belongingness = survival
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At the interdisciplinary level, the belongingness hypothesismight help psychology recover from the challenge posed by cul-tural materialism. Cultural materialism (e.g., Harris, 1974,1978, 1979) is based on the assumption that human culture isshaped primarily by economic needs and opportunities, and sohistorical, anthropological, sociological, and other cultural pat-terns should mainly be analyzed with reference to economiccauses.
Cultural materialism
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psyarxiv.com psyarxiv.com
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Bai, M. H. (2020). Who Bought All the Toilet Paper? Conspiracy Theorists Are More Likely to Stockpile During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/z2g34
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www.nature.com www.nature.com
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Yang, G., Csikász-Nagy, A., Waites, W., Xiao, G., & Cavaliere, M. (2020). Information Cascades and the Collapse of Cooperation. Scientific Reports, 10(1), 8004. https://doi.org/10.1038/s41598-020-64800-z
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- Jun 2020
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arxiv.org arxiv.org
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Candelieri, A., Giordani, I., Ponti, A., & Archetti, F. (2020). Resilience in urban networked infrastructure: The case of Water Distribution Systems. ArXiv:2006.14622 [Physics]. http://arxiv.org/abs/2006.14622
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Jolley, D., & Paterson, J. L. (n.d.). Pylons ablaze: Examining the role of 5G COVID-19 conspiracy beliefs and support for violence. British Journal of Social Psychology, n/a(n/a). https://doi.org/10.1111/bjso.12394
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