Toward understanding 17th century English culture: A structural topic model of Francis Bacon's ideas. PeterGrajzl, Peter Murrell. Journal of Comparative Economics, https://doi.org/10.1016/j.jce.2018.10.004
Highlights
• Bacon's ideas are central in the culture of growth of early modern England.
• We study Bacon's thought using machine-learning tools for analysis of text-as-data.
• Bacon communicated strategically and did not emphasize some ideas later viewed as Baconian.
• Bacon's epistemology derives from his jurisprudence and, hence, reflects common-law culture.
• Features and origins of Bacon's ideas help interpret England's early development.
Abstract: We use machine-learning methods to study the features and origins of the ideas of Francis Bacon, a key figure who provided the intellectual roots of a cultural paradigm that spurred modern economic development. Bacon's works are the data in an estimation of a structural topic model, a recently developed methodology for analysis of text corpora. The estimates uncover sixteen topics prominent in Bacon's opus. Two are key elements of the ideas usually associated with Bacon—inductive epistemology and fact-seeking. The utilitarian promise of science and the centralized organization of the scientific quest, embraced by Bacon's followers, were not emphasized by him. Using strategic communication, Bacon facilitated reception of his scientific methodology, targeted influential groups, and finessed powerful opponents. We provide the first quantitative evidence that the genesis of Bacon's epistemology lies in his experience in the common-law. Combining our findings with accepted arguments in the existing literature, we suggest that the effects of common-law culture can help explain the coincidence of early political and economic development in England.
Friday, October 26, 2018
Adult participants who chewed gum while studying a 9‐min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem‐solving test, whereas also reporting higher levels of postlesson alertness
Chewing gum while studying: Effects on alertness and test performance. Paul Ginns, Theresa Kim, Eleni Zervos. Applied Cognitive Psychology, https://doi.org/10.1002/acp.3467
Summary: Recent research has demonstrated chewing gum can enhance various cognitive processes associated with learning, but most studies have used cognitive functioning tasks (e.g., selective attention and working memory) as outcomes. Across two experiments, we investigated effects of chewing gum on self‐reports of alertness and test performance following study of realistic educational materials. In Experiment 1 (n = 40), adult participants who chewed gum while studying a 20‐min physiology lesson outperformed a nonchewing condition on subsequent terminology and comprehension tests, but did not report higher levels of postlesson alertness as hypothesised. In Experiment 2 (n = 39), adult participants who chewed gum while studying a 9‐min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem‐solving test, whereas also reporting higher levels of postlesson alertness. The results provide initial support for chewing gum while studying realistic educational materials across a range of topics and study durations.
Summary: Recent research has demonstrated chewing gum can enhance various cognitive processes associated with learning, but most studies have used cognitive functioning tasks (e.g., selective attention and working memory) as outcomes. Across two experiments, we investigated effects of chewing gum on self‐reports of alertness and test performance following study of realistic educational materials. In Experiment 1 (n = 40), adult participants who chewed gum while studying a 20‐min physiology lesson outperformed a nonchewing condition on subsequent terminology and comprehension tests, but did not report higher levels of postlesson alertness as hypothesised. In Experiment 2 (n = 39), adult participants who chewed gum while studying a 9‐min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem‐solving test, whereas also reporting higher levels of postlesson alertness. The results provide initial support for chewing gum while studying realistic educational materials across a range of topics and study durations.
The intense selection of chickens for production traits (egg laying) is thought to cause undesirable side effects & changes in behavior due to trade-offs from energy expenditure; contrary to expectations, productive hens show increased cognitive skills
More Than Eggs – Relationship Between Productivity and Learning in Laying Hens. Anissa Dudde, E. Tobias Krause, Lindsay R. Matthews & Lars Schrader. Front. Psychol., October 26 2018, https://doi.org/10.3389/fpsyg.2018.02000
Abstract: The intense selection of chickens for production traits, such as egg laying, is thought to cause undesirable side effects and changes in behavior. Trade-offs resulting from energy expenditure in productivity may influence other traits: in order to sustain energetic costs for high egg production, energy expenditure may be redirected away from specific behavioral traits. For example, such energetic trade-offs may change the hens’ cognitive abilities. Therefore, we hypothesized highly productive laying hens to show reduced learning performance in comparison to moderate productive lines. We examined the learning ability of four chicken lines that differed in laying performance (200 versus 300 eggs/year) and phylogenetic origin (brown/white layer; respectively, within performance). In total 61 hens were tested in semi-automated Skinner boxes in a three-phase learning paradigm (initial learning, reversal learning, extinction). To measure the hens’ learning performance within each phase, we compared the number of active decisions needed to fulfill a learning criteria (80% correct choices for learning, 70% no responses at extinction) using linear models. Differences between the proportions of hens per line that reached criterion on each phase of the learning tasks were analyzed by using a Kaplan–Meier (KM) survival analysis. A greater proportion of high productive hens achieved the learning criteria on each phase compared to less productive hens (Chi23 = 8.25, p = 0.041). Furthermore, high productive hens accomplished the learning criteria after fewer active decisions in the initial phase (p = 0.012) and in extinction (p = 0.004) compared to the less selected lines. Phylogenetic origin was associated with differences in learning in extinction. Our results contradict our hypothesis and indicate that the selection for productivity traits has led to changes in learning behavior and the high productive laying hens possessed a better learning strategy compared to moderate productive hens in a feeding-rewarding context. This better performance may be a response to constraints resulting from high selection as it may enable these hens to efficiently acquire additional energy resources. Underlying mechanisms for this may be directly related to differences in neuronal structure or indirectly to foraging strategies and changes in personality traits such as fearfulness and sociality.
Abstract: The intense selection of chickens for production traits, such as egg laying, is thought to cause undesirable side effects and changes in behavior. Trade-offs resulting from energy expenditure in productivity may influence other traits: in order to sustain energetic costs for high egg production, energy expenditure may be redirected away from specific behavioral traits. For example, such energetic trade-offs may change the hens’ cognitive abilities. Therefore, we hypothesized highly productive laying hens to show reduced learning performance in comparison to moderate productive lines. We examined the learning ability of four chicken lines that differed in laying performance (200 versus 300 eggs/year) and phylogenetic origin (brown/white layer; respectively, within performance). In total 61 hens were tested in semi-automated Skinner boxes in a three-phase learning paradigm (initial learning, reversal learning, extinction). To measure the hens’ learning performance within each phase, we compared the number of active decisions needed to fulfill a learning criteria (80% correct choices for learning, 70% no responses at extinction) using linear models. Differences between the proportions of hens per line that reached criterion on each phase of the learning tasks were analyzed by using a Kaplan–Meier (KM) survival analysis. A greater proportion of high productive hens achieved the learning criteria on each phase compared to less productive hens (Chi23 = 8.25, p = 0.041). Furthermore, high productive hens accomplished the learning criteria after fewer active decisions in the initial phase (p = 0.012) and in extinction (p = 0.004) compared to the less selected lines. Phylogenetic origin was associated with differences in learning in extinction. Our results contradict our hypothesis and indicate that the selection for productivity traits has led to changes in learning behavior and the high productive laying hens possessed a better learning strategy compared to moderate productive hens in a feeding-rewarding context. This better performance may be a response to constraints resulting from high selection as it may enable these hens to efficiently acquire additional energy resources. Underlying mechanisms for this may be directly related to differences in neuronal structure or indirectly to foraging strategies and changes in personality traits such as fearfulness and sociality.
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