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<p>This dissertation develops a theory of cognition, driven by recent developments in the electrophysiological investigation of the neuronal mechanisms that support adaptive behavior. In the first chapter, I situate the theory in the conceptual landscape of the philosophy of mind, distinguishing componential from systemic dynamical theories of cognition. In the second chapter, I analyze two case studies from electrophysiological cognitive neuroscience, arguing that cognitive neuroscientists are beginning to uncover the dynamical components of cognition. Drawing on the recent literature on mechanisms and scientific explanation, I propose a revised definition of a mechanism that accommodates these dynamical mechanisms, as well as making room for their implementation by physical mechanisms. In the third chapter, I argue that the investigation of a particular class of intelligent behavior begins with the construction of a formal model of the processing problem for that behavior, where this model is distinct from the physical device and the functions performed by the device's components. In the third chapter, I argue that the component dynamical mechanisms of cognitive systems are distinct from though implemented by physical mechanisms. These dynamical mechanisms are described by sets of differential equations, possess a set of organized components and activities that execute the formal models of processing, and are implemented by the physical machinery of the cognitive system, such as the brain. After I argue that these multiple interacting dynamical mechanisms are the components of cognition, defending this componentiality claim against several objections, I define the implementation relation that holds between dynamical and physical mechanisms. I next discuss the grounds for inferring the existence of dynamical mechanisms that are type distinct from physical mechanisms, their implementing substrate. In the fourth chapter, I argue that these dynamical mechanisms are reused: they can execute different formal models and be implemented by different physical substrates. I define this concept of reuse, situating it in the debate on theories of reuse, and illustrate how dynamical mechanisms are reused in cognitive systems.</p> / Dissertation

This experiment was designed to give further understanding of the underlying factors which influence group idea generation. The first objective of this study was to compare the impact of using computer technology and traditional technologies for creating ideas. The effectiveness of three idea generating techniques, original brainstorming, nominal group technique, and electronic brainstorming were considered. It was, however, hypothesized that electronic brainstorming would outperform the nominal group technique and original brainstorming regardless of the length of time provided.The second objective of this study was to probe how subjects in different idea generating conditions discerned their performance during and after sessions. It was expected that subjects in the original brainstorming groups would perceive that they produce more ideas and they would be more satisfied with results and the process.An ANOVA with a 3x2 factorial design was planned for the study. The independent variables for the study were types of group and types of session. Yet, on account of small sampling size an inferential analysis was precluded. A descriptive analysis was followed.The analysis of five dependent variables, quality, originality, practicality, numbers of nonoverlapping ideas, and perceptions showed that there were no significant differences among three idea generation techniques regarding the length of time provided. However, a quantity variable showed that numbers of nonoverlapping ideas were increased as the length of time were prolonged in six idea generating conditions. / Department of Counseling Psychology and Guidance Services

In this study, two primary hypotheses drawn from Cognitive-Experiential Self-Theory (Epstein, 1994, 1998, 2003) and the treatment preference literature (Arnkoff, Glass, & Shapiro, 2002) were tested in the broader contexts of similarity/matching research and eclecticism in psychotherapy. Specifically, it was hypothesized that client-therapist similarity/dissimilarity in terms of (a) their Rational and Experiential Thinking styles (Pacini & Epstein, 1999), and (b) their preferences for a Cognitive ("Thinking") versus an Experiential ("Feeling") theoretical orientation (Hutchins, 1984), would affect the process and outcome of early therapy. Forty-seven client-therapist dyads participated in the study. In the seven hierarchical linear regressions conducted, no statistically significant effects were found on any of the dependent variables (working alliance, empathic understanding, session depth, session smoothness, satisfaction with treatment, perceived change, and objective change). Study limitations included its modest statistical power to detect small and moderate effect sizes.Three exploratory questions were also investigated in a sample of 89 clients and 79 therapists and were found to be statistically significant. Specifically, client rational and experiential thinking styles made substantial contributions in the expected direction in predicting client preference for a cognitive versus an experiential treatment. Similarly, therapist experiential thinking style was predictive of therapist treatment preference. These findings suggest that client and therapist personality (thinking styles) are more significant predictors of treatment preference than variables such as gender and clinical experience (as a therapist or a client). Last, rational thinking style was predictive of client intrapersonal adjustment, and experiential thinking style was predictive of client social adjustment. / Department of Counseling Psychology and Guidance Services

Ripples of Hope is a transdisciplinary project combining the social and political history of leisure, Black feminist/womanist thought, and performance and youth development theories. This project investigates the perception, portrayal, and performance of hope from a cultural lens using narrative and performance analysis. Interview and photovoice data were collected from 12 young women in their early 20’s, emerging into adulthood. Each of the participants was born in the United States, identify as Black or African American and participated in an exploratory qualitative study in 2007-2008 entitled The HerDentity Project. Entering into the second decade of the prolific use of Hope Theory, this study illuminates the complexity and intersectionality of race, gender, age, and nationality in understanding five defining dimensions, performative spaces, and portrayals of hope. This project adds to the current body of literature on hope by exploring hope from a cultural context. In addition this project utilizes ethnodrama to highlight the important use of cultural products of performance in youth development and leisure practice.

Successful learning about physical systems is thought to depend on the development of a mental representation of the system's dynamic behavior, which constitutes a mental model, rather than only its static structure (e.g., Schnotz, 2005). Because dynamic mental models must be generated by learners from static diagrams, learning might be promoted by encouraging learners to visualize motion in static diagrams. However, mental models represent dynamic spatial information that might be difficult to construct for learners with lower spatial ability; they might benefit from instructional designs that support spatial reasoning, such as phase diagrams and depictive arrows. In Experiment 1, participants learned about air pumps, carburetors, and toilet tanks from single phase diagrams, multiphase diagrams, or multiphase diagrams followed by a prediction activity in which they predicted system behavior in novel situations. This prediction activity was expected to implicitly prompt mental visualization of motion. Learning in the latter condition (i.e., with the prediction activity) was significantly better than learning in the single phase condition. In the prediction condition, the enhancing effect of spatial ability on learning outcome was partially mediated by performance in the prediction activity. The mediation suggested that high spatial ability helped participants to accurately visualize the systems as they made predictions, which contributed to better performance on the learning assessment. Experiment 1 assessed visualizations during the prediction activity, whereas Experiment 2 assessed visualizations during the lessons. In two conditions in Experiment 2, participants were explicitly prompted to visualize motion in the system while viewing the lessons. Because learners with lower spatial ability were expected to have difficulty visualizing motion, arrows depicting motion were added in one condition. A baseline condition excluded the arrows and the prompt to visualize motion. In all three conditions, participants viewed multiphase diagrams followed by the prediction activity. Learning outcomes among the three conditions did not differ significantly: Depictive arrows and prompts to visualize motion were not significantly effective. Also, spatial ability did not interact with instructional condition. However, both spatial ability and subjective ratings of attempts to visualize motion were predictive of learning outcome. Overall, results from the two experiments indicated that participants with higher spatial ability were better able than participants with lower spatial ability to generate dynamic mental models from static instructions, particularly when they were implicitly prompted to reason about the system as they made predictions. Learners with lower spatial ability might need other forms of assistance for mental model generation, such as animated instructions.

This thesis consists of revised versions of five published papers on the development of neoclassical distribution theory, in the English-speaking world together with an introduction and conclusion, which draw together the themes of the papers. The thesis covers the origins of neo-classical distribution theory in the English-speaking world in the work of Jevons and Marshall, through to the second generation of Wicksteed, Clark and Pigou, and finally on to the 1930s and the new perspectives of Hicks and Robinson. Drawing on archival sources and primary and secondary texts, these essays review the major statements on distribution theory made by key figures in the Jevonian and Marshallian marginalist traditions. The essays shed new light on the origins of neoclassical distribution theory and provide insights into the methodology of nascent neoclassical distribution theory. A drive towards a universal, all-embracing marginal productivity theory of the distribution of income characterises the work of Clark and Wicksteed, but not so Marshall. A formalist mode of analysis, which was to become the hallmark of neoclassical economics in the second half of the twentieth century, is also evident in key works of the period. However, the role of empirical evidence in theory generation and appraisal remains an undeveloped component of late nineteenth and early twentieth century neoclassical theory—Marshall again provides an exception to the general rule. There is a common adherence, among the key figures examined, to the joint proposition that competitive market wage outcomes are ‘fair’, but that low incomes (fair or not) are unjust when they fail to meet minimum needs standards. State remedial action (tax and expenditure policies) is required to remove such injustices. Robinson’s theory of exploitation provided an important extension to the neoclassical normative framework. She highlighted the extent to which labour may be exploited due to imperfections in both product and labour markets.

The men and women who appear in this thesis are partof the first generation in the history of Europe to debatewidely and to reject religious belief. In Victoria theywere isolated from the main scenes of the struggle, theirnumbers were relatively insignificant, they made no originalor very influential contributions to the arguments,yet for them, a part of Europe on this tiny colonial stage,the drama was no less demanding on their consciences. Butbecause the stage was smaller, the central issues of thedebate emerge more clearly and simply than they do inEngland and America. By studying a microcosm of the controversyover "Religion and Science" in Victoria, we cangain some idea of the causes, and the magnitude of thegreat disturbance of belief that swept through the Christianworld in the later part of the Nineteenth Century.

Pachomius as Discovered in the Worlds of 4th Century Christian Egypt, Pachomian Literature and Pachomian Monasticism: A Figure of History or Hagiography?

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on March 4, 2008). Includes bibliographical references (p. 141-152).