Grading Modal Judgement

Mind ◽  
2019 ◽  
Vol 129 (515) ◽  
pp. 769-807
Author(s):  
Nate Charlow
Keyword(s):  
Epistemic Modality ◽  
New Model ◽  
Alternative Models ◽  
Modal Operators ◽  
Modal Claim ◽  
Plausible Model ◽  
Normative Epistemology

Abstract This paper proposes a new model of graded modal judgement. It begins by problematizing the phenomenon: given plausible constraints on the logic of epistemic modality, it is impossible to model graded attitudes toward modal claims as judgements of probability targeting epistemically modal propositions. This paper considers two alternative models, on which modal operators are non-proposition-forming: (1) Moss (2015), in which graded attitudes toward modal claims are represented as judgements of probability targeting a ‘proxy’ proposition, belief in which would underwrite belief in the modal claim; (2) a model on which graded attitudes toward modal claims are represented as judgements of credence taking as their objects (non-propositional) modal representations (rather than proxy propositions). The second model, like Moss’s model, is shown to be semantically and mathematically tractable. The second model, however, can be straightforwardly integrated into a plausible model of the role of graded attitudes toward modal claims in cognition and normative epistemology.

A NEW MODEL FOR THE ROLE OF INDIVIDUAL PREDISPOSITION IN ORTHOSTATIC INTOLERANCE BEFORE AND AFTER EXPOSURE TO SIMULATED MICROGRAVITY.

2004 ◽  
Vol 52 ◽  
pp. S384-S385
Author(s):  
S. M. Grenon ◽  
N. Sheynberg ◽  
X. Xiao ◽  
C. D. Ramsdell ◽  
S. Hurwitz ◽  
...  
Keyword(s):  
Simulated Microgravity ◽  
Orthostatic Intolerance ◽  
New Model ◽  
Before And After

A Certain Future: Epistemicity, Prediction, and Assertion in Iberian Spanish Future Expression

2014 ◽  
Vol 7 (2) ◽  
Author(s):  
Jessi E. Aaron
Keyword(s):  
Quantitative Methods ◽  
Epistemic Modality ◽  
Romance Languages ◽  
Variable Expression ◽  
Distributional Patterns ◽  
Periphrastic Future ◽  
Synthetic Construction ◽  
Future Reference

AbstractThe choice of future construction in Romance languages with variable expression is complex, and several factors have been shown or hypothesized to influence this choice (e.g. Aaron 2006, 2010 and Poplack & Malvar 2007). One factor stands out time and time again, though scholars do not always associate it with the same form: certainty. Using corpus-based quantitative methods, the role of certainty in Iberian Spanish future form variation is examined. The semantics of futurity and epistemic modality are discussed, with particular reference to the Spanish synthetic, or morphological, future. Then, the onset of non-future-reference use of the Synthetic Future as an epistemic marker is described, and viewed in light of the role of epistemicity in the possible strengthening of the semantics of “certainty” with the Spanish Periphrastic Future. Finally, diachronic evidence from distributional patterns in grammatical person, verb class and clause type is presented, which suggests that speakers associate the periphrastic construction with “certainty” and, increasingly, the synthetic construction with “uncertainty.” It is suggested that functional competition with innovative forms can breathe new life into older forms, sparking further grammaticalization.

scholarly journals GAME: General Aggression Model in Education

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Tanu Tandon
Keyword(s):  
Grounded Theory ◽  
Social Learning ◽  
Social Cognitive ◽  
Developmental Model ◽  
Learning Theories ◽  
General Aggression Model ◽  
New Model ◽  
Grounded Theory Methodology ◽  
Women In India

Women in India have been victim of violence and discrimination since ages but this aggression has also led to empowerment of women in some cases. This study deals with study of such aggressive women who transformed their aggression to empowerment. Grounded theory methodology has been used to explore and understand the process and role of education in transformation. This study focuses on route aggression takes and role of education in channelizing the aggressive energy so as to lead to empowerment. General Aggression Model (GAM) given by Anderson and Bushman (2002) is a dynamic, social, cognitive developmental model which draws heavily on social-cognitive and social learning theories. Aggression depends on how an individual perceives and interprets his/her environment and people there in, this model has been revised and a new model has been devised namely General Aggression Model in Education or GAME, which shows path towards empowerment from aggression.

scholarly journals Normative Epistemology for Lethal Autonomous Weapons Systems

2021 ◽  
pp. 237-258
Author(s):  
S. Kate Devitt
Keyword(s):  
Autonomous Systems ◽  
Higher Order ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Ethical Justification ◽  
Autonomous Weapons ◽  
Development Evaluation ◽  
Normative Epistemology ◽  
Weapons Systems

The rise of human-information systems, cybernetic systems, and increasingly autonomous systems requires the application of epistemic frameworks to machines and human-machine teams. This chapter discusses higher-order design principles to guide the design, evaluation, deployment, and iteration of Lethal Autonomous Weapons Systems (LAWS) based on epistemic models. Epistemology is the study of knowledge. Epistemic models consider the role of accuracy, likelihoods, beliefs, competencies, capabilities, context, and luck in the justification of actions and the attribution of knowledge. The aim is not to provide ethical justification for or against LAWS, but to illustrate how epistemological frameworks can be used in conjunction with moral apparatus to guide the design and deployment of future systems. The models discussed in this chapter aim to make Article 36 reviews of LAWS systematic, expedient, and evaluable. A Bayesian virtue epistemology is proposed to enable justified actions under uncertainty that meet the requirements of the Laws of Armed Conflict and International Humanitarian Law. Epistemic concepts can provide some of the apparatus to meet explainability and transparency requirements in the development, evaluation, deployment, and review of ethical AI.

Let Many Civil Societies Bloom: The Rise of Consultative Authoritarianism in China

2013 ◽  
Vol 213 ◽  
pp. 19-38 ◽  
Author(s):  
Jessica C. Teets
Keyword(s):  
Civil Society ◽  
Local Government ◽  
Economic Crisis ◽  
Authoritarian Regimes ◽  
Public Welfare ◽  
Development Model ◽  
State Control ◽  
New Model ◽  
Local Officials

AbstractIn this article, I analyse civil society development in China using examples from Beijing to demonstrate the causal role of local officials' ideas about these groups during the last 20 years. I argue that the decentralization of public welfare and the linkage of promotion to the delivery of these goods supported the idea of local government–civil society collaboration. This idea was undermined by international examples of civil society opposing authoritarianism and the strength of the state-led development model after the 2008 economic crisis. I find growing convergence on a new model of state–society relationship that I call “consultative authoritarianism,” which encourages the simultaneous expansion of a fairly autonomous civil society and the development of more indirect tools of state control. This model challenges the conventional wisdom that an operationally autonomous civil society cannot exist inside authoritarian regimes and that the presence of civil society is an indicator of democratization.

scholarly journals Role of ciliary dysfunction in a new model of obesity and non-alcoholic steatohepatitis: the foz/fozmice

2014 ◽  
Vol 72 (S1) ◽  
Author(s):  
Laurence Poekes ◽  
Vanessa Legry ◽  
Geoffrey Farrell ◽  
Isabelle Leclercq
Keyword(s):  
New Model ◽  
Alcoholic Steatohepatitis

Race for Social Justice in Higher Education

2022 ◽  
pp. 138-156
Author(s):  
Bryan Q. Patterson
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Justice ◽  
High Education ◽  
Mission Statements ◽  
Colleges And Universities ◽  
Systematic Change ◽  
Institutions Of Higher Education ◽  
New Model

In the last decade, there has been a greater focus on social justice concerns in United States. These concerns include addressing situations of racism, microaggressions, and racial injustices. As a result of these concerns, the need for social justice has become more apparent for institutions of higher education to adjust and rethink how they become more inclusive and provide more equitable opportunities for all stakeholders. Institutions of higher education are being pushed into unfamiliar territory, and the role of academics and high education institutions will need to be redefined in a new model of true systematic change and policy overhaul. How do institutions of higher education (colleges and universities) become more accountable in reshaping their purpose and mission statements through the lens of social justice and inclusivity? This chapter will generate insights and illuminate ongoing institutional conversations regarding the successful adoption of social justice frameworks and practices in the foundations of higher education.

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