Learning bidimensional context-dependent models using a context-sensitive language

Inducing preference reversals by manipulating revealed preferences

10.31234/osf.io/tjqwx ◽

2020 ◽

Author(s):

Harish Balakrishnan ◽

Shobhit Jagga ◽

Nisheeth Srivastava

Keyword(s):

Context Effects ◽

Revealed Preferences ◽

Preference Reversals ◽

Experimental Paradigm ◽

Evidence Accumulation ◽

Context Sensitive ◽

History Of ◽

Series Of Experiments ◽

Context Dependent

It is currently difficult to test the validity of existing explanations for the emergence of context-dependent preference reversals. This is because these explanations are generally placed at the level of the process of evidence accumulation, and across experimental paradigms, this process is unobservable. In this paper, we propose a new experimental paradigm for eliciting preference reversals, wherein the process of evidence accumulation is significantly observable. Over a series of experiments, we successfully induce preference reversals for arbitrary stimuli by showing participants sequences of stimuli comparisons with pre-determined outcomes. Our findings partially support the view that context-sensitive assimilation of a history of ordinal comparisons is sufficient to explain classic context effects.

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What Exactly (If Anything) is Wrong with Paternalism Towards Children?

Philosophical Inquiry in Education ◽

10.7202/1070691ar ◽

2020 ◽

Vol 24 (4) ◽

pp. 348-367

Author(s):

Johannes Drerup

Keyword(s):

Moral Status ◽

Critical Analysis ◽

Applied Ethics ◽

Major Focus ◽

Context Sensitive ◽

Domain Specific ◽

Context Dependent ◽

Normative Issues ◽

Specific Limitation ◽

Methodological Difficulties

Theoretical and practical issues concerning the justification of paternalism towards children are widely debated in a variety of philosophical contexts. The major focus of these debates either lies on questions concerning the general legitimacy of paternalism towards children or on justifications of paternalism in concrete situations involving children (e.g. in applied ethics). Despite the widespread consensus that the legitimacy of educational paternalism in important respects hinges on its principled, temporal and domain-specific limitation (e.g., via a soft-paternalist strategy), surprisingly little has been said about conditions and criteria that determine what exactly (if anything) is morally wrong with paternalism towards children. This contribution aims to further the understanding of these normative issues by providing a critical analysis of the theoretical and methodological difficulties involved in developing context-invariant criteria for the identification of specific wrong-making features of paternalist rationales and paternalistically justified practices in cases involving children. I am going to show that the moral status of pro- and anti-paternalist reasons is much more context-sensitive than usually assumed by proponents of standard generalist justificatory strategies. In conclusion my argument is that a moral particularist and casuistic framework may offer an adequate theoretical alternative to make sense of the context-dependent wrongs (and rights) of educational paternalism.

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The Myc tag monoclonal antibody 9E10 displays highly variable epitope recognition dependent on neighboring sequence context

Science Signaling ◽

10.1126/scisignal.aax9730 ◽

2020 ◽

Vol 13 (616) ◽

pp. eaax9730 ◽

Cited By ~ 5

Author(s):

Stefan Schüchner ◽

Christian Behm ◽

Ingrid Mudrak ◽

Egon Ogris

Keyword(s):

Monoclonal Antibodies ◽

Polyclonal Antibodies ◽

Data Interpretation ◽

Context Sensitivity ◽

Epitope Tag ◽

Context Sensitive ◽

Antibody Recognition ◽

Neighboring Sequence ◽

Context Dependent ◽

Microarray Analyses

Epitope tags are short, linear antibody recognition sequences that enable detection of tagged fusion proteins by antibodies. Epitope tag position and neighboring sequences potentially affect its recognition by antibodies, and such context-dependent differences in tag binding may have a wide-ranging effect on data interpretation. We tested by Western blotting six antibodies that recognize the c-Myc epitope tag, including monoclonal antibodies 9E10, 4A6, 9B11, and 71D10 and polyclonal antibodies 9106 and A-14. All displayed context-dependent differences in their ability to detect N- or C-terminal Myc-tagged proteins. In particular, clone 9E10, the most cited Myc-tag antibody, displayed high context-dependent detection variability, whereas others, notably 4A6 and 9B11, showed much less context sensitivity in their detection of Myc-tagged proteins. The very high context sensitivity of 9E10 was further substantiated by peptide microarray analyses. We conclude that recently developed, purpose-made monoclonal antibodies specific for Myc have much more uniform reactivity in diverse assays and are much less context sensitive than is the legacy antibody 9E10.

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Neuropsychology in the Real World

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000139 ◽

2014 ◽

Vol 25 (4) ◽

pp. 233-238 ◽

Cited By ~ 2

Author(s):

Martin Peper ◽

Simone N. Loeffler

Keyword(s):

Neuropsychological Assessment ◽

Real World ◽

Ecological Validity ◽

Real Life ◽

Emotional States ◽

Context Sensitive ◽

Traditional Assessment ◽

Life Data ◽

Real Life Data ◽

Assessment And Treatment

Current ambulatory technologies are highly relevant for neuropsychological assessment and treatment as they provide a gateway to real life data. Ambulatory assessment of cognitive complaints, skills and emotional states in natural contexts provides information that has a greater ecological validity than traditional assessment approaches. This issue presents an overview of current technological and methodological innovations, opportunities, problems and limitations of these methods designed for the context-sensitive measurement of cognitive, emotional and behavioral function. The usefulness of selected ambulatory approaches is demonstrated and their relevance for an ecologically valid neuropsychology is highlighted.

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Forming Impressions of Personality

Social Psychology ◽

10.1027/1864-9335/a000179 ◽

2014 ◽

Vol 45 (3) ◽

pp. 153-163 ◽

Cited By ~ 13

Author(s):

Sanne Nauts ◽

Oliver Langner ◽

Inge Huijsmans ◽

Roos Vonk ◽

Daniël H. J. Wigboldus

Keyword(s):

Impression Formation ◽

Context Dependent

Asch’s seminal research on “Forming Impressions of Personality” (1946) has widely been cited as providing evidence for a primacy-of-warmth effect, suggesting that warmth-related judgments have a stronger influence on impressions of personality than competence-related judgments (e.g., Fiske, Cuddy, & Glick, 2007 ; Wojciszke, 2005 ). Because this effect does not fit with Asch’s Gestalt-view on impression formation and does not readily follow from the data presented in his original paper, the goal of the present study was to critically examine and replicate the studies of Asch’s paper that are most relevant to the primacy-of-warmth effect. We found no evidence for a primacy-of-warmth effect. Instead, the role of warmth was highly context-dependent, and competence was at least as important in shaping impressions as warmth.

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Memorial Consequences of Environmental Context Change in Children and Adults

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000056 ◽

2010 ◽

Vol 57 (6) ◽

pp. 455-461 ◽

Cited By ~ 5

Author(s):

Alp Aslan ◽

Anuscheh Samenieh ◽

Tobias Staudigl ◽

Karl-Heinz T. Bäuml

Keyword(s):

Elementary School ◽

Young Adults ◽

Episodic Memory ◽

Middle Childhood ◽

First Graders ◽

Fourth Graders ◽

Environmental Context ◽

Context Change ◽

Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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