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At least 1,207 records · Page 67Linked to original sources
PubMed1999

The emergence of cognitive science in France.

A comparison between the development of cognitive science in France and the USA enables us to analyze some national differences linked to specific connections between the scientific, military, economic and political worlds. The influence of new practices and tools developed during World War II and the Cold War appears to be of crucial importance in understanding the development of this new field, as well as that of cybernetics, computer science, artificial intelligence and molecular biology. This paper can be considered as a study in how the differing contexts in France and the USA shaped the history of the construction of cognitive science in each of these two countries. In spite of various differences, some common aspects may be pointed out: in both cases, computer experts and psychologists using a computational modelling approach were those first engaged in the construction of cognitive science. If in France neuroscience-oriented cognitive science research was stronger than in the USA, it seems that the artificial intelligence orientation is also of growing importance in France.

Artificial Intelligence↗
PubMed2005

Family background and genius II: Nobel laureates in science.

OBJECTIVE: In a previous study of literary creative achievement, we presented evidence refuting the still-influential statistical studies of Frances Galton on the inheritance of genius and also described a family background constellation of creativity. This study aims to assess empirically the hereditary transmission hypothesis with respect to creative achievement in the natural sciences. METHODS: Family background data were collected on 435 of all 488 Nobel laureates in chemistry, physics, and medicine and physiology, from 1901 through 2003. These were compared with a matching group of 548 eminent nonscientists for incidence of occupational inheritance (that is, same parent-offspring occupations) and with 560 high-IQ nonprizewinners for predominant type of occupation. RESULTS: The incidence of one or both parents having the same occupation was only 2% for science Nobel laureates but 20% for eminent nonscientists (P < 0.001). The predominant family background constellation (63%) for science Nobel laureates consisted of the same-sex parent either having a performance-equivalent occupation involving applied science, technology, or a natural-world focus and skills (P < 0.001, compared with the matching group) or having an unrelated occupation with unfulfilled scientific interests and wishes for creative expression. CONCLUSIONS: Nobel laureates in the natural sciences do not manifest direct inheritance of creativity from their parents; instead, congruent-sex parents are predominantly in applied or performance-equivalent occupations, with unfulfilled creative and scientific wishes. Early developmental influences on motivation involving identification and competition with the congruent-sex parent are suggested.

Achievement↗
PubMed2002

Nursing knowledge and human science revisited: practical and political considerations.

The human science tradition is rooted in human freedom and meaning and oriented toward narrative and dialogical methods. In the past 10 years, human science nursing has grown but the opposition has also increased. Whereas other health disciplines are turning to the study of lived experience, nursing on the whole may be turning away. This article updates progress in human science, including works related to major nursing theories. The authors address practical and political considerations related to language, community, theory-laden knowledge, and tolerance for diversity. The authors conclude that the suppression of human science imperils nursing as a practice of being-with, witnessing, and cocreating quality of life, lived by nurses. But theories live in the actions of those who support them; thus, any place where people seek human care has the potential to support a human science-based nursing practice.

Humans↗
PubMed2002

Nursing research and the human sciences.

Nursing has long been associated with the natural sciences. However, more recently some nurses have begun to identify it as a human science. The epistemological and ontological bases then shift, with clear implications for the research approaches that are regarded as the most useful. This column offers a discussion of the worldviews represented in contemporary nursing knowledge, focusing particularly on the newer paradigm that includes the view of nursing as a human science, and the place of qualitative and quantitative research. Neither the human sciences nor the natural sciences are seen as providing a sufficient base for all nursing knowledge. Both qualitative and quantitative approaches are viewed as potentially useful strategies given the nature of the phenomenon to be explored. Parallels to current discussions of worldviews and research methods in transpersonal psychology are identified.

Humans↗
PubMed2007

The evolution of Rogers' Science of Unitary Human Beings: 21st century reflections.

The purpose of this article is to reflect on the state of Martha E. Rogers' science of unitary human beings as it has evolved over the past 40 years, with particular attention to the decade since her death. Although Rogers never updated her 1970 book, revised concepts and principles of homeodynamics, as reported in other publications, are discussed. In more than a decade since Rogers' death, nurse scientists have been prolific in explicating the science in scholarly research and writing. An example of theories derived from the science, as well as concepts under study, and research methods are identified. Twenty-first century thoughts on the science of unitary human beings, as expressed by three founders of the Society of Rogerian Scholars, are highlighted from an interview conducted by Fawcett. Rogers suggested that the development of a science of unitary human beings is a never ending process.

Faculty, Nursing↗
PubMed2005

"Grab" and good science: writing up the results of qualitative research.

Qualitative researchers have an array of choices in how to write up their research. Yet many write in distanced, third-person voices and give short shrift to the voices of informants, as if neither they nor their informants were part of the research. In doing so, they might believe that their writing style is scientific. Unfortunately, such styles of writing not only silence their informants and themselves, but many times they also contradict the philosophies of science on which many forms of qualitative research are based. If our philosophies of science are science, then how we write up our research, when it is consistent with our science, must logically be scientific. "Grab," or writing that is both interesting and memorable, goes hand in hand with good science.

Humans↗
PubMedDate not supplied

[Diffusion of science, communication, and health].

The diffusion of science has been identified as an instrument and even as a social movement capable of helping strengthen citizenship and improving the health of populations. The article expounds on the integration of aspects involved in the diffusion of science based on science itself, education, language, and communication, as well as an understanding and social control of science. The article discusses the role of those who produce knowledge in health science as well as those who disseminate it, focusing on such loci as health institutions and schools. The link between various fields of knowledge and practice highlight possibilities and obstacles in the historical and social context.

Communications Media↗
PubMed2005

On science and the discriminative law of effect.

This article considers the process of the dissemination of scientific findings from the point of view of the discriminative law of effect. We assume that the purpose of science is to describe the state of the world in an unbiased and accurate manner. We then consider a number of challenges to the unbiased consensual development of science that arise from differences between science that is done, submitted for publication, and published. These challenges arise from the differential reinforcers for both research and publication delivered by journals and editors for novel results, the undervaluation of systematic replication and findings of invariance, and general lack of reinforcers for failed replications. All these challenges bias science toward searching for, reporting, and valuing novel results and consequently lead to a biased and erroneous view of the world. We suggest that science should be approached more conservatively, and that a reevaluation of the value of replication, and especially failed replication, is in order.

Editorial Policies↗
PubMed1981

Science, philosophy, and society: some recent books.

The essay discusses a number of issues developed in several recent books on philosophical and ethical problems in the natural sciences, both pure (especially biology) and applied (especially medicine). The scaffolding of the discussion can be outlined as follows: Science is most coherently portrayed as a set of activities through which societies deal with a distinctive, but continually evolving set of interwoven practical, empirical, and conceptual problems. Consequently, approaches which attempt to delineate universal features of "scientific methods" or to depict the sciences as providing an approximation to an "objective" view of reality are much less enlightening than are analyses rooted directly in concrete scientific history and in the actual interplay of science with other social configurations. However, scientists are granted some meaningful autonomy in exercising their "curiosity" and there is a real sense in which scientific ideas and activities do possess momentum of their own. In other words, as is also true for other spheres, such as the arts, it is important not to fall into mechanical viewpoints which treat the movement of science as simply a derivative of forces generated elsewhere.

Biological Evolution↗
PubMed1993

Gender differences in attitudes toward science.

Analysis of nationwide surveys taken from 1972 through 1990 showed that, at all education levels and in all age groups from 20 to 79 years, females had less confidence in science than males. Greater percentages of females than males agreed with statements that, "science breaks down people's ideas of right and wrong" and "science pries into things." The relationships between gender differences in attitudes toward science and theories about biological differences in cognitive abilities between the sexes, traditional societal roles of women, and the impediments to participation of women in historically male-dominated science are discussed.

Adult↗
PubMed1995

Science and agriculture policy at Land-Grant Institutions.

United States Department of Agriculture (USDA) funding of science and education at Land-Grant College institutions is in transition. The traditional "science pipeline" model linking basic science funding with the application of technology is in question as some policymakers dispute the premise that non-directed science results in benefits to society. Historically, research at USDA and Land-Grant institutions is much more directed than that funded by the National Science Foundation (NSF), National Institutes of Health (NIH), or Department of Energy (DOE). Nevertheless, there are calls for change at the USDA as well. An approach that both the Congress and the Executive branch are taking seeks to direct research dollars according to predetermined goals. This is being emphasized in part due to budget pressures and may force the system to struggle maintaining funding in constant dollars. Deficit cutters are first considering cutting "earmarked grants" for research and facilities at USDA and Land Grant Institutions. Savings in these categories may help to support modest increases in formula funding and competitive grants. Earmarked grants for research and facilities at the Cooperative State Research Service (CSRS) for Fiscal Year 1993 were approximately 26% of total appropriations and distributed to well over 100 specific line items. This level has increased from approximately 15% of CSRS appropriations in 1985. At the same time formula funding has remained static and competitive grants, although increasing, are below authorized levels. As state and federal budgets face pressure and as concerns from consumer and environmental groups are encountered, balancing the percentage of research dollars devoted to research intended to increase production efficiency and the percentage devoted to meeting concerns about food safety, pesticides, water quality, sustainability, animal welfare, and so on will be a challenge. Linking research priorities with producer and consumer needs will be essential in the 1990s. Food Animal Integrated Research 1995, or FAIR '95, was a good start to a process involving multiple stakeholders and relating research goals to societal benefits from animal agriculture. Maintenance of research relevance and fiscal accountability is essential to avoid becoming non-contributors.

Agriculture↗
PubMed2003

Computerizing reading training: evaluation of a latent semantic analysis space for science text.

The effectiveness of a domain-specific latent semantic analysis (LSA) in assessing reading strategies was examined. Students were given self-explanation reading training (SERT) and asked to think aloud after each sentence in a science text. Novice and expert human raters and two LSA spaces (general reading, science) rated the similarity of each think-aloud protocol to benchmarks representing three different reading strategies (minimal, local, and global). The science LSA space correlated highly with human judgments, and more highly than did the general reading space. Also, cosines from the science LSA spaces can distinguish between different levels of semantic similarity, but may have trouble in distinguishing local processing protocols. Thus, a domain-specific LSA space is advantageous regardless of the size of the space. The results are discussed in the context of applying the science LSA to a computer-based version of SERT that gives online feedback based on LSA cosines.

Artificial Intelligence↗
PubMed1993

Why do some nursing students find their science courses difficult?

A sample of undergraduate nursing students were allocated, according to their results in the first nursing science exam, to one of three groups: "successful," "unsuccessful," and "middle." The sample was surveyed about the perceived difficulty of their science course and reasons for the difficulty. The responses of the three groups were compared for significant differences using the Kruskal-Wallis H statistic. The successful group was significantly different from the unsuccessful group in a number of responses to the questionnaire. Students in the unsuccessful group perceive that their science course is difficult, have a low opinion of their ability in science, and are not convinced of the relevance of their science course to nursing.

Attitude↗
PubMed1999

What should we be teaching residents about behavioral science? Opinions of practicing family physicians.

BACKGROUND AND OBJECTIVES: A behavioral science curriculum in family practice residency education encompasses a wide range of topics. Time limitations reduce the number of topics that can be emphasized. This study presents the opinions of practicing family physicians regarding the prioritization of behavioral science topics for residency education. METHODS: We mailed a questionnaire to 633 practicing family physicians. Respondents provided demographic data and rated 28 behavioral science topics according to priority to be given in residency education. RESULTS: A total of 447 questionnaires were returned, for a response rate of 71%. On a 4-point scale, the average ratings of the 28 topics ranged from 3.79 (depression) to 2.40 (enuresis/encopresis). Female physicians and physicians with a behaviorist in their practice provided significantly higher overall average ratings. CONCLUSIONS: Practicing family physicians identify specific behavioral science topics to be given high priority during residency education. The list of prioritized topics may provide a useful guide to help family medicine educators decide which topics to emphasize in the behavioral science curriculum.

Behavioral Sciences↗
PubMed2000

[Competitiveness in science. Today, tomorrow, and forever].

Paternalistic governments and highly bureaucratized administrations produce mediocre science policy decisions that often allow for the co-existence of potentially competitive scientists alongside with those that are not. This invariably results in failure to produce significant research. It seems apparent therefore, that policy change aiming at improving science and technology must begin with intensification of the level of individual competitiveness. Nations that have internationally competitive levels of technical and scientific activity such as Japan, USA and Canada, share in common certain features that foster individual competitiveness despite the fact that their socioeconomic basis are vastly different. These common features include administrative continuity, very high academic standards and a highly educated work force. The scientist's emotional cost in competitive environments is high but there seems to be no alternative given the sophistication of the topics that are dealt with in formerly purely descriptive sciences such as biomedicine, and given the enormous speed of electronic communications. The role of governments in fostering science and technology should be mainly concerned with conducting a sound fiscal policy in order to provide for the needs of education and scientific activity. Governments can also play a key role in insuring that science remains competitive through the delineation of rules that increase individual competitiveness rather than with policy schemes that fail to directly address the responsibility of the individual. Policies to increase individuals' performance may prove costly to politicians given that these adjustments imply unpopular decisions regarding an increase in academic performance expectation beginning in high school and the re-assignment of functions of individuals or institutions that do not meet international productivity criteria.

Academies and Institutes↗
PubMed2000

The potential contributions of critical social theory to nursing science.

As a theoretical and philosophical orientation to science, critical social theory (CST) is increasingly used in nursing inquiry, theory, and practice to address oppressive sociopolitical conditions influencing health and health care. Although the emancipatory focus of CST is well aligned with nursing's social mandate, the examination of ontological and epistemological assumptions underlying CST reveal important incongruities in relation to the unique epistemological requirements of nursing science for both generalizable and particular knowledge. This article examines the potential contributions of CST to nursing science and areas of philosophical compatibility and incongruity. The author argues that the most significant contribution of CST to nursing science may be achieved by critiquing the fundamental ideologies upon which nursing knowledge is developed. By interrogating these ideological assumptions, and by maintaining the integrity of our diverse epistemological requirements, CST can advance nursing science towards progressive, emancipatory objectives.

Health Knowledge, Attitudes, Practice↗
PubMed2001

What is science good for?

A nonbusiness discipline can provide a useful framework for thinking about old problems in new ways. People who study management, for instance, freely borrow from many fields of science to theorize about organizational behavior and business strategy. Evolutionary psychology and biology are especially popular sources of inspiration. But should they be? Evolutionary biologist Richard Dawkins has spent much of his career explaining science to the public. More than 20 years ago, his book The Selfish Gene shattered the popular belief that evolution necessarily favors altruism and self-sacrifice. In a conversation with HBR senior editor Diane Coutu, Dawkins discusses the role of science in our lives and identifies some of the more glaring public misperceptions of scientific theories. In particular, he disentangles the current notion that certain behaviors are in some way preprogrammed and explodes some contemporary myths about the Human Genome Project. Dawkins says much of the popular fear surrounding genetic manipulation is unfounded. "Humans have been practicing it for thousands of years, to no obvious ill effect," he says. Modern foot-long corncobs, the result of more than 1,000 years of artificial selection, are "quite Frankenstein-like" compared to their half-inch-long progenitors, he points out. He also touches on agriculture giant Monsanto and the media: "Part of the reason for Monsanto's troubles is that the company came up against an extraordinary amount of unfortunate, even malevolent, media hype," he says. "And people were more or less misled, by one scare story after another, into stampeding." A staunch defender of science as a haven of rational thought, Dawkins counsels businesspeople to recognize the limitations--as well as the beauty--of science.

Commerce↗
PubMedDate not supplied

[When was modern science born? Homage to the memory of Professor Arturo Rosenblueth at his birth centennial].

The Renaissance savants essentially repelled the scholastic translations and commentaries of the ancient writings. Nevertheless they did not reach a modern vision of the experimental science. Moreover, the education at the universities was not credited for the science's development. In fact, the academic training of students was rather precarious. The first professional associations, such as the "Royal College of Physicians" of London, were not any better. Regarding hermetic influence on the Renaissance thought, the cultured and philosophical reformed magic (the so called white magic) was the equivalent of science at the time. Once the animistic universe, operated by magic, is transformed into the mathematical universe, operated by mechanics, the era of science came into being. This movement began during the post-Renaissance age and gradually progressed following the physical-mathematical orientation of Galileo and his pupils: Borelli, Fabrizi, Santorio, Harvey, etc. They initiated the physiological studies and introduced the quantitative method into the research field. Harvey's circulatory doctrine was the first adequate explication of an organic phenomenon and a starting point for the way toward experimental physiology. However the English physician did not leave completely the pre-scientific era, as can be inferred from his monography on animals reproduction. In this work, some points suggesting the birth of modern scientific reasoning alternate with confused, vague and capricious assertions. In fact, the modern science did not arise suddenly, but was elaborated and sustained slowly starting from the XVII century: the Galileo's century.

History, 15th Century↗