title: A Replication and Extension of Hughes and Barnes-Holmes's (2011) Study of Induced Implicit Attitudes

authors: Harvey, Douglas Miles

subjects: Implicit Cognition

abstract: In order to replicate Hughes and Barnes-Holmes’s (2011) study, 12 undergraduate students were presented with two novel stimuli (the words “Cug” and “Vek”) in one of three attitude-induction conditions. In the first condition, a training IRAP provided feedback that shaped the participants’ brief-and-immediate relational responding over multiple discrete trials. In the second condition, a written narrative presented the two potential attitude objects (the words “Cug” and “Vek”) as equivalent to a series of either positive or negative trait adjectives. In the third condition, participants were given both the training IRAP and the written narrative. Having completed the training phase, the participants then took a testing IRAP in which the words “Cug” and “Vek” were presented as being either “Similar” or “Opposite” to a range of verbal stimuli with either positive or negative connotations. As the results of Experiment 1 indicate, all three of the experimental manipulations generated differential relational responding, yet there was no repeat of the weakening in the ‘IRAP effects’ that was observed by Hughes and Barnes-Holmes. To find out if the engineered response biases persisted over a longer timescale than the 20 min it took to run the first testing IRAP, a second experiment was conducted in which the remaining participants (n = 11) retook the testing IRAP five days later (Experiment 2a). The results of Experiment 2a indicate that the response biases that were engineered in the first session persisted into the second session; furthermore, there was a weakening of the ‘IRAP effects’ across the three pairs of test blocks in all of the attitude-induction conditions. To find out if the engineered response biases could be strengthened by further training, following the second testing IRAP (Experiment 2a), the participants were presented with the same attitude-induction procedure they had been given during Experiment 1; they were then asked to complete a third and final testing IRAP (Experiment 2b). The results of Experiment 2b indicate that response biases can be strengthened through further training. However, the ‘IRAP effects’ recorded in Experiment 2b were broadly weaker than the ‘IRAP effects’ recorded in the other two experiments.

text: A Replication and Extension of Hughes and Barnes-Holmes's (2011) Study of Induced Implicit Attitudes In order to replicate Hughes and Barnes-Holmes’s (2011) study, 12 undergraduate students were presented with two novel stimuli (the words “Cug” and “Vek”) in one of three attitude-induction conditions. In the first condition, a training IRAP provided feedback that shaped the participants’ brief-and-immediate relational responding over multiple discrete trials. In the second condition, a written narrative presented the two potential attitude objects (the words “Cug” and “Vek”) as equivalent to a series of either positive or negative trait adjectives. In the third condition, participants were given both the training IRAP and the written narrative. Having completed the training phase, the participants then took a testing IRAP in which the words “Cug” and “Vek” were presented as being either “Similar” or “Opposite” to a range of verbal stimuli with either positive or negative connotations. As the results of Experiment 1 indicate, all three of the experimental manipulations generated differential relational responding, yet there was no repeat of the weakening in the ‘IRAP effects’ that was observed by Hughes and Barnes-Holmes. To find out if the engineered response biases persisted over a longer timescale than the 20 min it took to run the first testing IRAP, a second experiment was conducted in which the remaining participants (n = 11) retook the testing IRAP five days later (Experiment 2a). The results of Experiment 2a indicate that the response biases that were engineered in the first session persisted into the second session; furthermore, there was a weakening of the ‘IRAP effects’ across the three pairs of test blocks in all of the attitude-induction conditions. To find out if the engineered response biases could be strengthened by further training, following the second testing IRAP (Experiment 2a), the participants were presented with the same attitude-induction procedure they had been given during Experiment 1; they were then asked to complete a third and final testing IRAP (Experiment 2b). The results of Experiment 2b indicate that response biases can be strengthened through further training. However, the ‘IRAP effects’ recorded in Experiment 2b were broadly weaker than the ‘IRAP effects’ recorded in the other two experiments.

year: 2016

title: Unsupervised concept drift detection using a student–teacher approach

authors: Cerqueira, Vitor

abstract: Concept drift detection is a crucial task in data stream evolving environments. Most of state of the art approaches designed to tackle this problem monitor the loss of predictive models. However, this approach falls short in many real-world scenarios, where the true labels are not readily available to compute the loss. In this context, there is increasing attention to approaches that perform concept drift detection in an unsupervised manner, i.e., without access to the true labels after the model is deployed. We propose a novel approach to unsupervised concept drift detection based on a student-teacher learning paradigm. Essentially, we create an auxiliary model (student) to mimic the primary model’s behaviour (teacher). At run-time, our approach is to use the teacher for predicting new instances and monitoring the mimicking loss of the student for concept drift detection. In a set of experiments using 19 data streams, we show that the proposed approach can detect concept drift and present a competitive behaviour relative to the state of the art approaches.

text: Unsupervised concept drift detection using a student–teacher approach Concept drift detection is a crucial task in data stream evolving environments. Most of state of the art approaches designed to tackle this problem monitor the loss of predictive models. However, this approach falls short in many real-world scenarios, where the true labels are not readily available to compute the loss. In this context, there is increasing attention to approaches that perform concept drift detection in an unsupervised manner, i.e., without access to the true labels after the model is deployed. We propose a novel approach to unsupervised concept drift detection based on a student-teacher learning paradigm. Essentially, we create an auxiliary model (student) to mimic the primary model’s behaviour (teacher). At run-time, our approach is to use the teacher for predicting new instances and monitoring the mimicking loss of the student for concept drift detection. In a set of experiments using 19 data streams, we show that the proposed approach can detect concept drift and present a competitive behaviour relative to the state of the art approaches.

year: 2022-01-01

title: What’s in a name? The sense of reference, the rigidity of designators and the history of causes when determining the names of the two main islands of Aotearoa/New Zealand

authors: Parker, Martin

subjects: New Zealand

abstract: The New Zealand Geographic Board recently revealed that the two main islands of Aotearoa/New Zealand have never been officially named. The revelation made both national and international news and led to a large number of publicly aired comments on the matter, suggesting that something so fundamental and seemingly innocuous as naming is in fact likely to generate a good deal of controversy, no more so than in a bicultural/bilingual context. This paper will examine the phenomenon of naming from a number of angles. After discussing a layperson’s idea of what is meant by the meaning of names, we shall attempt to apply a number of theoretical models from the field of Language Philosophy to the case of the main islands of Aotearoa/New Zealand: the Descriptivist approach of Frege and Russell, Kripke’s Rigid Designators, and Causal Grounding theory. We shall conclude that, in the case of applying the first two of these, there is a question mark over whether any of the current names for the two islands, both Māori and Pākehā, are in fact names at all; in terms of applying the theory of Causal Grounding, we are drawn to the conclusion that in history lies the key to the future.

text: What’s in a name? The sense of reference, the rigidity of designators and the history of causes when determining the names of the two main islands of Aotearoa/New Zealand The New Zealand Geographic Board recently revealed that the two main islands of Aotearoa/New Zealand have never been officially named. The revelation made both national and international news and led to a large number of publicly aired comments on the matter, suggesting that something so fundamental and seemingly innocuous as naming is in fact likely to generate a good deal of controversy, no more so than in a bicultural/bilingual context. This paper will examine the phenomenon of naming from a number of angles. After discussing a layperson’s idea of what is meant by the meaning of names, we shall attempt to apply a number of theoretical models from the field of Language Philosophy to the case of the main islands of Aotearoa/New Zealand: the Descriptivist approach of Frege and Russell, Kripke’s Rigid Designators, and Causal Grounding theory. We shall conclude that, in the case of applying the first two of these, there is a question mark over whether any of the current names for the two islands, both Māori and Pākehā, are in fact names at all; in terms of applying the theory of Causal Grounding, we are drawn to the conclusion that in history lies the key to the future.

year: 2010-02