This article is a synopsis of a triarchic theory of human intelligence. The theory comprises three subtheories: a contextual subtheory, which relates intelligence to the external world of the individual; a componential subtheory, which relates intelligence to the individual's internal world; and a two-facet subtheory, which relates intelligence to both the external and internal worlds. The contextual subtheory defines intelligent behavior in terms of purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life. The normal course (...) of intelligent functioning in the everyday world entails adaptation to the environment; when the environment does not fit one's values, aptitudes, or interests, one may attempt to shape the environment so as to achieve a better person-environment fit; when shaping fails, an attempt may be made to select a new environment that provides a better fit. The two-facet subtheory further constrains this definition by regarding as most relevant to the demonstration of intelligence contextually intelligent behavior that involves either adaptation to novelty, automatization of information processing, or both. Efficacious automatization of processing allows allocation of additional resources to the processing of novelty in the environment; conversely, efficacious adaptation to novelty allows automatization to occur earlier in one's experience with new tasks and situations. The componential subtheory specifies the mental mechanisms responsible for the learning, planning, execution, and evaluation of intelligent behavior. Metacomponents of intelligence control one's information processing and enable one to monitor and later evaluate it; performance components execute the plans constructed by the metacomponents; knowledge-acquisition components selectively encode and combine new information and selectively compare new information to old so as to allow new information to be learned. (shrink)

This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The paper presents (...) a detailed account of the CAAM methodology, and theoretical justification for its use, illustrating this with the argument mapping software Rationale™. A number of Rationale™ design conventions and logical principles are outlined including the principle of abstraction, the MECE principle, and the “Holding Hands” and “Rabbit Rule” heuristics. Part II of this paper outlines the growing empirical evidence for the effectiveness of CAAM as a method of teaching critical thinking. (shrink)

This paper argues in favor of the epistemic properties of inclusiveness in the context of democratic deliberative assemblies and derives the implications of this argument in terms of the epistemically superior mode of selection of representatives. The paper makes the general case that, all other things being equal and under some reasonable assumptions, more is smarter. When applied to deliberative assemblies of representatives, where there is an upper limit to the number of people that can be included in the group, (...) the argument translates into a defense of a specific selection mode of participants: random selection. (shrink)

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit teaching refers to the many (...) forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill‐structured domains as well. (shrink)

A fundamental problem in artificial intelligence is that nobody really knows what intelligence is. The problem is especially acute when we need to consider artificial systems which are significantly different to humans. In this paper we approach this problem in the following way: we take a number of well known informal definitions of human intelligence that have been given by experts, and extract their essential features. These are then mathematically formalised to produce a general measure of intelligence for arbitrary machines. (...) We believe that this equation formally captures the concept of machine intelligence in the broadest reasonable sense. We then show how this formal definition is related to the theory of universal optimal learning agents. Finally, we survey the many other tests and definitions of intelligence that have been proposed for machines. (shrink)

In response to increasing calls to realize more potential from diversity in organizations, Frances Hesselbein, CEO of Peter Drucker Leadership Institute, challenged management scholars to enrich the understanding of diversity. Her challenge contains descriptive and normative elements, and extends beyond learning only "about" others, toward "diversifying oneself." With this purpose in mind, this two-stage study develops a framework of divergent learning. The first stage describes a philosophical foundation grounded in literature that orients its key concepts toward divergent learning. The second (...) stage adds a layer of practical insights, gathered from professionals in eight different fields, providing channels of access and application within organizational contexts. (shrink)

Artificial intelligence algorithms, fueled by continuous technological development and increased computing power, have proven effective across a variety of tasks. Concurrently, quantum computers have shown promise in solving problems beyond the reach of classical computers. These advancements have contributed to a misconception that quantum computers enable hypercomputation, sparking speculation about quantum supremacy leading to an intelligence explosion and the creation of superintelligent agents. We challenge this notion, arguing that current evidence does not support the idea that quantum technologies enable hypercomputation. (...) Fundamental limitations on information storage within finite spaces and the accessibility of information from quantum states constrain quantum computers from surpassing the Turing computing barrier. While quantum technologies may offer exponential speed-ups in specific computing cases, there is insufficient evidence to suggest that focusing solely on quantum-related problems will lead to technological singularity and the emergence of superintelligence. Subsequently, there is no premise suggesting that general intelligence depends on quantum effects or that accelerating existing algorithms through quantum means will replicate true intelligence. We propose that if superintelligence is to be achieved, it will not be solely through quantum technologies. Instead, the attainment of superintelligence remains a conceptual challenge that humanity has yet to overcome, with quantum technologies showing no clear path toward its resolution. (shrink)

Edmund Husserl, the founder of phenomenological philosophy, developed the concept of the so-called pure transcendental consciousness. The author of the article asks whether the concept of consciousness understood this way can constitute a model for AI consciousness. It should be remembered that transcendental consciousness is the result of the use of the phenomenological method, the essence of which is referring to experience (“back to things themselves”). Therefore, one can legitimately ask whether the consciousness that AI can achieve can possess the (...) characteristics attributed by Husserl to pure transcendental consciousness. The answer to such questions seems to be negative because AI, as created by humans, can only operate in the field of phenomena. Human intelligence, however, is capable of operating at the ontological level. In the face of difficulties in understanding the phenomenon of consciousness on a scientific basis, the question arises about the possibility of using the phenomenological concept of consciousness developed by Husserl as a starting point in analyzes aimed at answering the question about AI consciousness (The aim of the article is not to discuss in detail the contemporary state of research on consciousness. Therefore, many results currently achieved mainly in the field of neuroscience are omitted. It is just about indicating the possible application of Husserl’s transcendental concept of consciousness in research on AI consciousness). (shrink)

A response to a recent critique by Cem Bozşahin of the theory of syntactic semantics as it applies to Helen Keller, and some applications of the theory to the philosophy of computer science.

In domains with multiple competing goals, people face a basic challenge: How to make their strategy use flexible enough to deal with shifting circumstances without losing track of their overall objectives. This article examines how young children meet this challenge in one such domain, tic‐tac‐toe. Experiment 1 provides an overviews of development in the area; it indicates that children's tic‐tac‐toe strategies are rule based and that new rules are added one at a time. Experiment 2 demonstrates that even young children (...) flexibly tailor their strategy use to meet shifting circumstances. Experiment 3 indicates that these adaptations are accomplished through a process of goal‐based resource allocation, whereby children focus their cognitive resources on applying rules most consistent with their current primary goal. A computer simulation specifies how this process works and demonstrates its sufficiency for producing behavior much like that of the children. The findings are discussed as part of a broader framework of mechanisms for generating problem‐solving approaches. (shrink)

This paper uses Pierre Bourdieu’s field theory to develop tools for analyzing interdisciplinary scientific fields. Interdisciplinary fields are scientific spaces where no single form of scientific capital has a monopoly and therefore multiple forms of scientific capital constitute the structures and stakes of scientific competition. Scientists compete to accumulate and define forms of scientific capital and also to set the rates of exchange between them. The paper illustrates this framework by applying it to the interdisciplinary field of behavior genetics. Most (...) behavior geneticists envision their participation in the field as a means to compete for scientific capital in other fields. However, the scientific capital of behavior genetics has different values for scientists attempting to deploy it in different neighboring fields. These values depend on situations in each field and the ways behavior genetics mediates relationships among them. The pattern of relationships of exchange helps explain the social hierarchy and several features of knowledge production within behavior genetics. (shrink)

A close scrutiny of the psychological literature reveals that many psychologists favor a 'segregative' approach to theory development. One theory is pitted against another, and the one that accounts for the data most successfully is deemed the theory of choice. However, an examination of the theoretical debates in which the segregative approach has been pursued reveals a variety of weaknesses to the approach, namely, masking an underlying theoretical indistinguishability of theoretical predictions, causing psychologists to focus unknowingly on different aspects of (...) the same phenomemon, and locking the theorist into a particular way of looking at a phenomemon. Although recent work in the philosophy of science has sought to develop a more satisfactory approach to theory development, this work also suffers from a variety of shortcomings. Work on intentionality and constructionism by philosophers of mind suggests an alternative to the segregative approach to theory development. We call this alternative the 'integrative' approach. In this approach one integrates the best aspects of a set of given theories with one's own ideas regarding the domain under investigation. Instead of emphasising those features that discriminate among theories, this approach seeks to identify those facets of competing theories that can provide a unified explanation of a given problem area. (shrink)

The recent proliferation of AI scandals led private and public organisations to implement new ethics guidelines, introduce AI ethics boards, and list ethical principles. Nevertheless, some of these efforts remained a façade not backed by any substantive action. Such behaviour made the public question the legitimacy of the AI industry and prompted scholars to accuse the sector of ethicswashing, machinewashing, and ethics trivialisation—criticisms that spilt over to institutional AI ethics boards. To counter this widespread issue, contributions in the literature have (...) proposed fixes that do not consider its systemic character and are based on a top-down, expert-centric governance. To fill this gap, we propose to make use of qualified informed lotteries: a two-step model that transposes the documented benefits of the ancient practice of sortition into the selection of AI ethics boards’ members and combines them with the advantages of a stakeholder-driven, participative, and deliberative bottom-up process typical of Citizens’ Assemblies. The model permits increasing the public’s legitimacy and participation in the decision-making process and its deliverables, curbing the industry’s over-influence and lobbying, and diminishing the instrumentalisation of ethics boards. We suggest that this sortition-based approach may provide a sound base for both public and private organisations in smart societies for constructing a decentralised, bottom-up, participative digital democracy. (shrink)

Science requires postformal capabilities to compare competing explanations and conceptualize how to coordinate or integrate them. With conflicts thus reconciled, science advances. The Model of Hierarchical Complexity facilitates the coordination of current arguments about intelligence. A cross-species measurement theory of comparative cognition is proposed. It has potential to overcome the lack of a general measurement theory for the science of comparative cognition, and the lack of domain-general mechanisms for evolutionary psychologists. The hierarchical complexity of concepts and debates as well as (...) the new theory are scored, and demonstrate the postformal hierarchical complexity of the proposed theory. (shrink)

Social robots are designed to perform intelligent, emotional, and autonomous behavior in order to establish intimate relationships with humans, for instance, in the context of elderly care. However, the imitation of qualities usually assumed to be necessary for human reciprocal interaction may impact our understanding of social interaction. Against this background, we compare the technical operations based on which social robots imitate human-like behavior with the concepts of emotionality, intelligence, and autonomy as usually attached to humans. In doing so, we (...) aim at making a conceptual contribution to the intuition that the technical imitation of emotional, intelligent, and autonomous behavior differs qualitatively from human forms of emotionality, intelligence, and autonomy. We conclude that the increasing tendency of social robots to imitate human characteristics and the thus increased human tendency of anthropomorphizing technical systems put forth new forms of human–machine interactions (HMI) that call for a critical examination. Thus, the emerging forms of interaction may lead, for instance, to false, reinforced, and perplexing assumptions regarding reciprocity. Therefore, studies are needed that critically examine the potential consequences and psychological effects that may be associated with the use of social robots, especially with regard to vulnerable groups such as children or the elderly. (shrink)

Topics in Cognitive Science, Volume 14, Issue 3, Page 451-466, July 2022.

A variety of world models have influenced psychological inquiry. However, recent theoretical analyses of the field have argued that the lack of a single metatheoretical framework in which to base psychological inquiry may have severe negative consequences. In this paper I review three distinctive world views which have influenced psychological inquiry and develop the idea that, at least at this point in the history of psychology, the use of multiple metatheoretical perspectives may be beneficial. Specifically, I suggest that using various (...) metatheoretical views may minimize the perpetuation of limited systems and develop a point of view for thinking about metatheoretical pluralism from several philosophical/intellectual traditions. Moreover, I argue that acknowledging the viability and utility of multiple metatheoretical perspectives does not necessarily resign psychology to perpetual disunification or fragmentation. (shrink)

Sources of difficulty in insight problem-solving have been identified, but current theories are less successful at explaining discovery of solution ideas. Here, we explore the role of expertise in promoting insight. In Experiment 1, experienced designers and financiers solved visual and verbal problems. Expertise did not influence solution rates for verbal problems, but designers solved more visual problems than financiers, despite similar incorrect initial attempts. In Experiment 2, experienced and novice designers attempted problems either unconstrained, prevented from drawing, or sitting (...) on their hands to prevent drawing and gesture. Hand and drawing constraints removed the positive benefits of expertise. Experienced designers appear to solve visual problems by using strategies to explore the visuo-spatial environment in search of new representations. The results indicate that expert strategic knowledge can be a source of insight. They also show that strategic transfer of expertise to far domains can be achieved. (shrink)

Theories of different and independent types of intelligence constitute a Lakatosian research program, as they all claim that human intelligence has a multidimensional structure, consisting of independent cognitive abilities, and that human intelligence is not characterized by any general ability that is of greater practical importance, or that has greater predictive validity, than other, more specialized cognitive abilities. This paper argues that the independent intelligences research program is degenerating, since it has not led to novel, empirically corroborated predictions. However, despite (...) its flaws, the program provides an illustrative example of some of the philosophical problems that inhere in Lakatos’s so-called “methodology”. Indeed, Lakatos’s conceptions of the negative heuristic, the positive heuristic, and the relationship between scientific appraisal and advice are all vulnerable to objections. The upshot is that theories of independent intelligences indeed teach us more about philosophy of science than about the nature of human intelligence. (shrink)

This paper highlights the results of a theoretical analysis aiming to prove that the key dimensions of Global Competence framework as proposed by OECD in 2016 are integrated in the so-called Pedagogy of Communion: the educational approach sprouted from the experience of Chiara Lubich and the Focolare Movement. The socio-ontological intelligence theoretical model may represent a valid support to all parties interested in developing the emerging OECD Education 2030 Framework aimed at establishing a common grammar and language, to support the (...) design of curricula fostering the development of global competence. This theoretical reference framework used for the analysis proposed in this paper is an updated version of the Model of Social Intelligence, integrated with an ontological perspective. (shrink)

Individual differences in performance on a variety of selection tasks were examined in three studies employing over 800 participants. Nondeontic tasks were solved disproportionately by individuals of higher cognitive ability. In contrast, responses on two deontic tasks that have shown robust performance facilitationthe Drinking-age Problem and the Sears Problem-were unrelated to cognitive ability. Performance on deontic and nondeontic tasks was consistently associated. Individuals in the correct/correct cell of the bivariate performance matrix were over-represented. That is, individuals giving the modal response (...) on a nondeontic task (P and Q) were significantly less likely to give the modal response on a deontic task (P and not-Q) than were individuals who made the non-modal P and not-Q selection on nondeontic problems. The implications of the results are discussed within the heuristic-analytic framework of Evans (1996; Evans & Over, 1996) and the optimal data selection model of Oaksford and Chater (1994). (shrink)

Psychological interpretations of intelligence have varied considerably. Theoretical approaches have differed, among other things, with respect to the number, type, and level of abilities implied by the concept. Recent investigations have suggested, moreover, that people's conception of intelligence is, at least in part, culturally determined, depending upon one's country of origin or ethnic group. In the present paper, we suggest that this theoretical and cultural relativity of the concept is related to the logic of its use in ordinary language. An (...) analysis of the use of intelligence in ordinary language indicated that the concept has an adverbial function, which characterizes an action as successful or well executed under certain conditions. In addition to this, the concept is used at different levels, functioning as an adverbial summary of an individual's actions in general or specific abilities. This adverbial function may be related to the theoretical relativity of intelligence found in psychology, since the concept may be used at various different levels of analysis. Considering that each culture or group may adopt different criteria to identify successful actions, the cultural relativity of intelligence is compatible with its use in ordinary language. (shrink)

The aim of this study was to determine the relationship between a clinical environment and the development of empathy, teamwork, and lifelong learning in medical students who are doing their first clinical rotation. The Jefferson Scales of Empathy, Jefferson Scale of Attitudes toward Physician-Nurse Collaboration, and Jefferson Scale of Physician Lifelong Learning were administered to 60 sixth-year medical students, before and after their first clinical rotation in five health care institutions. The Dundee Ready Education Environment Measure questionnaire was administered to (...) measure their perception of the educational environment after the rotation was finished. Scores were compared to determine differences before and after the rotation. Other variables associated with gender, age, and moral perception, were included into the comparisons. A correlation analysis was also performed. The analyses confirmed a positive association among the measured elements of medical professionalism. Lifelong learning decreased after the rotation. Associations were found between the educational environment and the development of lifelong learning ; and between the development of attitudes toward teamwork and the educational environment. During the rotational internship, the development of some components of professionalism in medical students is influenced by the clinical environment. Gender, age, and moral perception influence the development of some elements of medical professionalism and the perception of the educational environment. (shrink)

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit (...) teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill-structured domains as well. (shrink)