Overview of Steven Pinkers Theories

Overview of Steven Pinkers Theories Introduction and brief biography Steven Pinker is a well-known psychologist who writes, researches and lectures on language and cognition. As well as being an experienced and widely published researcher in the academic field he is also well known to non-scientists for his easily accessible popular science books covering evolutionary psychology and language development. He is arguably responsible for bringing the complex field of cognitive psychology to the layperson and a short analysis of his work and ideas should provide insight into why he is so popular and successful both to academic and lay readers. Steven Pinker is Canadian American, born in 1954 and educated at McGill University and the Ivy League colleges of Cambridge, Massachusetts. His official biography describes him as an experimental psychologist, currently Harvard College Professor and Johnstone Family professor in the Department of Psychology (Pinker 2003). He is a teaching as well as research scientist and writes for the academic press and popular press as well as his own books. He credits his interest in science to a teenage present of science books on the mind (Pinker 2004b). In interviews Pinker is often self deprecating, indicating that scientists don’t always choose a specific field due to overwhelming interest, rather due to circumstance and being in the right place at the right time (Pinker 2004b). Despite being an immensely successful author with his most recent book being ranked at number 624 in the bestseller list of Amazon.com[1], he does not seek to either overawe or be condescending to the regular lay reader, instead treating them, in his own words, as an â€Å"old college room mate† and respecting their intelligence (Pinker 2004b). Pinker’s ideas and impact Pinker is often known for his debates with fellow scientists such as Steven Rose in which the nature versus nurture concept is discussed. Pinker is described as the leading spokesman for the view that we are made by nature as well as nurture (Appleyard 2007). Pinker is a firm believer that our genes dictate how we act our lives through the mind being the critical determiner of who survives and passes their genes on to their offspring; whereas Rose believes that all living systems are radically indeterminate and continually construct their own futures (Brockman 1998). One of the reasons for the controversy of Pinker’s ideas is the echoes of Nazism as, by saying that we are a product of our genes, it suggests that some are genetically programmed to be inferior to others. Pinker addresses the idea that humans develop purely based on their experiences in the book The Blank Slate, thus called because of the common belief that the mind is a blank slate and the way a person develops is purely a product of culture and socialisation (Rakoff 2002). He points out that anyone having children can see that they are born with identities and the fact that children are affected by upbringing is not proof of causation, rather being merely correlation. However he is also able to argue the other side, as it were, when he explains that, whilst genes can have something to do with behaviour, the study of behavioural genetics is, in his words, ‘a paradox’ (Pinker 2003). In particular the influence of culture will affect many lifestyle choices, with serious effects on development. He exhorts everyone to ‘try to reach the best point in the range [of temperament and talent]’ (Pinker 2003). He protests that the biology of consciousness offers a bette r explanation for how people ‘work’ than the existence of an, un provable in his view, immortal soul (Pinker 2007a). He suggests that we all develop as a product of our brains, and other people have similar brains so all have a similar capacity. He further develops his view by stating that the soul is in fact the information-processing activity of the brain and that all emotion can be tied to specific neural activity (Pinker 2004a). This is a controversial view as many philosophers and sociologists would not like to believe that our freedom of thought is not in fact freedom at all, rather an automatic response from our genes. One of Pinker’s key ideas is his words / rules account of language in which he suggests that there is a contrast between the regular and irregular inflection of words and this is due to there being 2 distinct computational mechanisms for the processing of these words (Berent, Pinker Shimron 2002). He set this out in his oft cited[2] piece entitled Rules of Language published in 1991 in the journal Science (Pinker 1991). The language processing of the brain was described as modular and independent of real-world meaning suggesting a genetic basis to the development of language, presumably because logically language would only be processed in connection with the meaning of that language. Pinker has more recently written about human nature in a wider context than language. One such example is where he explains that romantic love has a paradoxical logic, where in fact there is not a neat matching of mates according to the rules of shopping – eg matching purely on the grounds of features and quality (Pinker 2008). He also commends other people on their influence, with one such account being his 2007 commendation of Paul Allen’s contribution to the scientific world (Pinker 2007b). An individual must be well respected and influential in his own right to be asked to comment upon the influence of others. However he has been subject to controversy, with people suggesting that his book The Blank Slate denies the existence of sex discrimination. However he defends his position, indicating that he has merely shown empirical evidence about the differences in talents, temperaments and life priorities between men and women (Pinker 2006). He describes how he lost sleep over the gender chapter yet also points out that in the first 2 years post publication no one had any problem with that chapter (Quixote 2006). It was only later that Pinker’s work was used out of context by Larry Summers, then president of Harvard University, who said that innate [genetic] differences were the reason why fewer women succeeded in maths and science (Bombardieri 2005). Thus the message of the book reached a greater audience, but the audience misconstrued what had been said originally. He often has to defend his work, or clarify it to others who misinterpret e.g. (Pinker, Ullman 2003, Pinker, Ullman 2002) and the much longer opinion article (Pinker, Ullman 2002). No doubt, though, if a researcher or author has to defend their work it means that others are noting what they say enough to criticise, and then publishers care enough to seek the rejoinders. It is possible to obtain impact factor trend graphs for published articles. This provides an indication of the journal’s relative impact, thus the consequent impact that the article within that journal may have. Analysis of the 3 most cited articles from Pinker provides the data for table 1 below. Obviously the most cited articles are older but the journals in which the articles are published have high impact. Table 1 An analysis of the journal impact and number of times cited for the 3 most popular Pinker articles[3] In a profile published last year the Sunday Times refer to Pinker’s ideas as ‘incendiary’ and describe him as a global science celebrity (Appleyard 2007). Despite the possible Nazism connotations that could be attributed to his ideas, there is also a clear logic to the brain containing the blueprint to our development. If there are genes that decide our hair colour and skin colour then why not other features? No one would deny that genetic malfunctions such as occur in Downs Syndrome clearly show the effect that defective genes can have from birth. Why should only defective genes be influential? Pinker says that it hard to judge his own influence, but that more people of more cultures and races are [now] open to the idea that biology can have some answers to human life and its workings (Quixote 2006). He also suggested the topic for the annual question for The Edge Foundation for 2006 as ‘My Dangerous Idea’. His account of his 2005 includes instances such as the Summers’ speech mentioned above, as well as other research which endeavoured to show that race and intelligence do not exist. The lasting influence of these ideas (and his own work and reputation) is that people perceive Pinker as propounding dangerous ideas that fuel bigotry (Brockman 2006). However bigotry isn’t created by the influence of one scientist. Pinker’s work may be used as evidence to support existing bigotry but support is not the same as initiation. References Appleyard, B. 2007, Steven Pinker knows what’s going on inside your head, October 14th 2007, The Times, London. Berent, I., Pinker, S. Shimron, J. 2002, The nature of regularity and irregularity: evidence from Hebrew nominal inflection, Journal of psycholinguistic research, vol. 31, no. 5, pp. 459-502. Bombardieri, M. 2005, Summers remarks on women draw fire, January 17th 2005 edn, Boston Globe, Boston. Brockman, J. 2006, 01/01/2006-last update, Edge: The World Question Centre 2006 [Homepage of The Edge], [Online]. Available: http://www.edge.org/q2006/q06_3.html#pinker [accessed 30/10/2008] . Brockman, J. 1998, 25/03/1998-last update, Edge: PINKER VS. ROSE-A DEBATE (PART I) [Homepage of The Edge], [Online]. Available: http://www.edge.org/3rd_culture/pinker_rose/pinker_rose_p1.html [accessed 30/10/2008] . Pinker, S. 2003, , Steven Pinker About- long biography [Homepage of Harvard University], [Online]. Available: http://pinker.wjh.harvard.edu/about/longbio.html [accessed 30/10/2008] . Pinker, S. 2008, Crazy love, Time, vol. 171, no. 4, pp. 82-83. Pinker, S. 2007a, The mystery of consciousness, Time, vol. 169, no. 5, pp. 58-62, 65-6, 69-70. Pinker, S. 2007b, Time 100 scientists thinkers. Paul Allen, Time, vol. 169, no. 20, pp. 112. Pinker, S. 2006, The gender debate: science promises an honest investigation of the world, Nature, vol. 442, no. 7102, pp. 510. Pinker, S. 2004a, How to think about the mind, Newsweek, vol. 144, no. 13, pp. 78. Pinker, S. 2004b, Steven Pinker, Current biology : CB, vol. 14, no. 21, pp. R909. Pinker, S. 2003, Are your genes to blame?, Time, vol. 161, no. 3, pp. 98-100. Pinker, S. Bloom, P. 1990, Natural-Language and Natural-Selection, Behavioral and Brain Sciences, vol. 13, no. 4, pp. 707-726. Pinker, S. Prince, A. 1988, On Language and Connectionism Analysis of a Parallel Distributed-Processing Model of Language-Acquisition, Cognition, vol. 28, no. 1-2, pp. 73-193. Pinker, S. Ullman, M. 2002, Combination and structure, not gradedness, is the issue, Trends in cognitive sciences, vol. 6, no. 11, pp. 472-474. Pinker, S. Ullman, M.T. 2003, Beyond one model per phenomenon, Trends in cognitive sciences, vol. 7, no. 3, pp. 108-109. Pinker, S. Ullman, M.T. 2002, The past and future of the past tense, Trends in cognitive sciences, vol. 6, no. 11, pp. 456-463. Pinker, S. 1991, Rules of Language, Science, vol. 253, no. 5019, pp. 530-535. Quixote, D. 2006, July 4th 2006-last update, 10 questions for Steven Pinker [Homepage of Gene Expression], [Online]. Available: http://www.gnxp.com/blog/2006/07/10-questions-for-steven-pinker.php [accessed 30/10/2008] . Rakoff, D. 2002, Questions For Steven Pinker, 15th September 2002, The New York Times, Ney York. Tarr, M.J. Pinker, S. 1989, Mental Rotation and Orientation-Dependence in Shape-Recognition, Cognitive psychology, vol. 21, no. 2, pp. 233-282. 1 [1] Data obtained from www.amazon.com at 09:20 on 30/10/2008 [2] 318 citations as at 30/10/2008. Data from ISI Web of Knowledge [3] Citation information obtain from ISI Web of Knowledge Journal Citation reports for social science journals on 30th October 2008 available at http://admin-apps.isiknowledge.com/JCR/JCR?RQ=HOME.

Comparison of the Iliad, the Odyssey, and the Aeneid

The ancient world literature is filled with epic tales of heroes and gods who go on perilous adventures to foreign lands and encounter many mythical beings along the way. These adventures usually teach a lesson or give insight as to the culture of the area and time period in which it was written. The Iliad, the Odyssey and the Aeneid are all similar epics in their adventures and their lessons. Throughout the literary works of the ancient world there are many reoccurring motifs such as: the role of the gods, the role of suffering, and the roll of fate.The role of the gods shows heavily in the literary works of this era through the god’s direct interference in mortal events. Within the Iliad Athena, who hates the Trojans, does not directly kill Hector but tricks him into facing Achilles which ultimately leads to his death. Thetis, the mother of Achilles, helps her son and the Greeks throughout their adventures in any way possible. Similarly in the Odyssey gods interfere with the mortals to show their own will over their lives. Although he could not kill Odysseys, Poseidon sent storms to delay him after he disrespected him and blinded his son.Hermes, however, actually assisted Odysseus on Circe’s island by warning him about her potions and giving him a means to protect himself. After Odysseus’ men slaughter the sun god Helios’ prized cattle, Zeus is asked to bring about a storm which destroys all Odysseus’ ships and kills all his men. In the Aeneid, Juno convinces Aeolus to unless a storm on Aeneas as he searches for a friendly harbor, because of her strong hatred for Trojans (Aeneas and his men are destined to destroy her beloved city of Carthage). Neptune senses this storm within his realm so he immediately calms the storm and essentially saves Aeneas.Another ally to Aeneas is his mother Venus who helps her son whenever she can. Although Venus and Juno are on completely different sides in the matter of the Trojans they both mak e sure Aeneas and Dido fall in love, for very different reasons. The reoccurring role of the gods essentially choosing sides in each battle shows that the people of this time very much competed in some respects to obtain the gods attention and bring them to be their allies. The role of suffering is also an obvious motif in the epics of the ancient era.In the Iliad, Achilles suffers the loss of his friend/cousin Patroclus which is the cause of his rage in battle. King Priam also mourns the loss of his son Hector, by the hand of great Achilles in battle, as well as not immediately having his body to provide him with a proper funeral. This motif unifies the Iliad and Odyssey as Odysseus suffers throughout the entire epic because he is being kept from his home, his wife Penelope, and his son Telemecus. Penelope is also suffering because she is without her husband, raising her son alone, and having to deal with suitors pursing her to remarry.Telemecus also suffers without his father. Aga in, the idea is reflected as Aeneas suffers initially because he lost in wife Creusa as they were fleeing Troy, as well as losing his home. Aeneas and Dido both suffer in their love story as they live together happily as lovers, but he is reminded by the gods that he has another purpose and must leave. To which such anguish is caused that Dido kills herself. Aeneas also suffers in that he is not ever able to see the fruits of his labors throughout his life.Each characters suffering serves a purpose whether it is to teach them a lesson or to change how they are living it ultimately presents them with some greater knowledge. Each account of suffering is because of family and love, so the role of suffering in these epics ties together the concept of how important family was to the ancient people. The role of fate is another extremely frequent motif appearing in this time period’s literature. For the Iliad, this appears when Achilles was destined to kill Hector in the Trojan War as was Hector destined to be killed by Achilles.The gods could not interfere with that final outcome. Achilles death had also been destined since he was born. The Odyssey follows in that Odysseus was destined to wander for 10 more years before returning home for his actions. Along the way, it was also destined that Odysseus would lose all his ships and men before he would return home. A third set of examples in fate lie within the Aeneid as fate destines that the Trojans will destroy the city of Carthage. The Trojans who fled will find their promised home land in Italy as designed by fate.Aeneas also lived after he faces the mighty Achilles because he is destined for another purpose, such as fulfilling the previous prophecies. In the end, fate is the ultimate authority and shows how the people of the time believed that not even the mightiest of their world could not compete with the predestination idea they also believed in. The reoccurring motifs of the role of the gods, the role o f suffering, and the roll of fate all give a strong insight as to what was important to the people of the culture and religion that were popular during the ancient era.The people were deeply superstitious in their polytheistic religion and their epics reflect these beliefs. Their heroes are all extremely similar in their character traits and their stories themes alike. All of the heroes go on adventures away from their families and encounter suffering because of their decisions. Each work acknowledges that the gods are mighty and do control their suffering to an extent, but cannot control fate. The Iliad, the Odyssey, and the Aeneid are all unified in that they possess some of the same motifs, as well as reflect the culture of the time period.

Behaviorism, Constructivism and ICTs for Education

Education nowadays is not what it used to be around 50 years ago. The introduction and development of technology has taken education to an entirely different level then it was previously. These innovative tools are covered under the broad category of Information and Communication Technologies (ICTs). There has been research work on development of theoretical models that can facilitate educational learning. These theories and more additional helpful tools have not only facilitated the gaining of education but also improved the quality of education system.Behaviorism and constructivism are two of these main revolutionary concepts in education. The three terms â€Å"behaviorism†, â€Å"constructivism† and â€Å"ICTs† would first be explained separately and then it would be seen that how they fall together in a picture and facilitate educational learning. Behaviorism Behaviorism is that school of thought which is of the opinion that it is learning process that inculc ates learning by the acquisitions of new behaviors in surrounding of environmental conditions.Behaviorists believe that learning does not regard any mental activities rather it can be achieved by behaviors which according to them are systematic and observable. They believe that the process of â€Å"conditioning† facilitates the acquisition of behavior which ultimately facilitates learning. Conditioning is categorized in classical and operant. Classical conditioning is the process in which the object is conditioned as such that it he would response in a specific manner to a certain stimulus. We see this often in educational setting in form of fear conditioning that children are so much fearful of failure in exams or tests.Operant conditioning is the conditioning in which a response to a stimulus is reinforced by either rewarding or punishment. This concept is also very much applicable in educational setting as we see teachers rewarding and punishing to get desired behavior fro m students (On Purpose Associates n. d. ). Constructivism Contrary to behaviorism is the school of though of constructivism. They are of the opinion that knowledge is a consequence of one’s personal experiences. According to constructivists, humans generate knowledge and formulate their own understanding model through reflection of their experiences.Human mentality makes sense of the experiences and therefore learning takes place when proper shape is given to these experiences in mentality. In educational setting, constructivism comes into play as it focuses on promotion of customized syllabus in accordance with student’s knowledge. This is achieved by giving students hand on problems. Apart from that, teachers conduct assessment in the form of assigning open ended questions to the students and conduct dialogues and debates amongst students which lead to the open mindedness of students.The students are therefore able to conceive and manipulate information in a better w ay (Bruner n. d. ). ICTs ICT is acronym of Information Communication Technology. The three words are very meaningful and together they form ICT which has been the pulse of the developmental changes in all fields in years behind. The concept is very vast but in short we can say that ICT comprises of all innovative tools of digital technology which has helped in all the fields to save, extract, communicate and interpret the information in a digital manner.This has been made possible by digital electronic aids such as computers, laptops, emails, robotic machines and many more. ICTs have enabled the people to come together and form intercultural and inter communal links to share ideas and experiences together. The ICTs have plenty scope and potential in education field. ICTs and its tools has facilitated education by coming up with tools and equipments that have improved both the earning and the teaching. ICTs focus is to create awareness in the students of the usage of computers and ot her technological devices that may enhance the acquisition of knowledge for them.Learning by Doing Learning by doing as the name suggests is the way that a person learns any action or activity by actually doing it himself. There is always a first time but that has first time has to be DONE as only then a person learns and is able to see where he is faulty and through this he can learn. The examples can be given simply as when the child is learning how to walk, the parents are there just to support him and keep him out of danger. It is the child himself who tries again and again and learns how to walk. Similarly, a more business oriented example can be that of starting a new business.The businessman approaches his business with his own ideas and therefore learns the business. The theories of behaviorism can come here that a person who will do an action comes across a negative consequence then he would still be learning and would avoid the repetition of the same incident again. Constr uctivism is applicable here to as they emphasize on experiences. When a person BEHAVES he does an activity i. e. he interacts with the environment and as a result conditioning takes place. This conditioning gives him an experience may it be good or bad.Through these behaviors and experiences he is able to formulate his own understanding model. Therefore this shows that both behaviorism and constructivism are active when a person is learning by doing (Engines for Education 2008). Role of ICTs, Behaviorism and Constructivism in Education The use of ICTs has promoted the teaching and learning and made it superior. If we just take computer as an example of educational technology we see that it has been devised for students and humans to address to their needs and problems. ICTs address to the problems of both students and teachers.Though the effects of the use of ICTs in schools and educational settings are good but we see that the facilities are inadequate. The effects of ICTs are good as they enable the students to use educational software through which they are able to get activity based learning in a better technologically equipped learning environment. This environment and educational software have given opportunities to the teachers to change their teaching ways and make it more comprehensive with the use of these tools. Effective teaching automatically ensures effective learning as well.These tools of educational technology have enabled the teachers and students to identify systematic problems and then discover systematic solutions for it. Constructivism school of thought complements educational technology. They say that students should be taken away from the standardized curriculum and their thinking skills need to be developed by experiential learning. If the students are given a proper educational environment which hold high relevance then they would interact with the environment to generate the desired experiences.These experiences take form of personal sets of meanings and information framework for a separate student. In educational setting, student gains knowledge either through interaction with environment or by the intervention of school in form of curriculum imposed on students. Usually the learning is resultant of mix of both these sources. Constructivism also focuses on bringing out prior knowledge of students out. Effective use of ICT by the students would give teachers an opportunity to know the prior knowledge of the students (Newhouse 2002).There are many different types of ICTs and tools which are helpful in educational setting and can explain how people learn through them and how teachers effectively use them for teaching. One example can be Interactive Whiteboards (IWBs). This device is operated with the help of a projector and a PC. This board is placed in the front center of the class and is connected to the PC and projector. Through equipments like keyboard, mouse, pencil and other devices students are able to ach ieve interaction with it.It facilitates the teacher to teach the whole class easily keeping in view the discipline of the class along with teaching. The research has proven that the introduction of IWBS have enhanced the thinking of the students, facilitated the teaching methods of teachers and therefore ultimately lead to effective learning (Newman n. d. ). We see that both Behaviorism and Constructivism do not apply similarly in every learning environment. It varies. In some environment which is behavior oriented and which requires high motivation level of people then we see that behaviorism is in action.Such environment has the need of people to be reinforced and requires there behavior to be aligned for efficient performance. In learning environment that promotes learning through experiences and acquisition of skills through interaction with environment, constructivism is in action. This rationale is well justified but usually we see that successful schools and educational setti ngs take both the approaches together along with ICTs. Conclusion Education has revolved with the development in technology. Tools of ICTs facilitate the acquisition of education.There have been many theories that have also supported educational cause. Two main theories are Behaviorism and Constructivism. They are both used contrary to each other. Behaviorism believes in learning through conditioning whereas Constructivism focuses on experiential learning. We see that these theories apply with the ICT tools and they result in effective learning and teaching system. References Bruner, J. n. d. , Constructivist Theory. Viewed July 15, 2010, retrieved from http://tip. psychology. org/bruner. html Engines for Education, 2008, Learning By Doing. Viewed July 15, 2010, retrieved from http://www.engines4ed. org/hyperbook/nodes/NODE-120-pg. html Newhouse, C. Paul 2002, Literature Review: The Impact of ICT on Learning and Teaching. Viewed July 15, 2010, retrieved from http://www. det. wa. edu . au/education/cmis/eval/downloads/pd/impactreview. pdf Newman, n. d. , Types of ICT: Interactive Whiteboards. Viewed July 15, 2010, retrieved from http://www. newman. ac. uk/Students_websites/~shugufta. nazir/typeict. htm On Purpose Associates, n. d. , About Learning: Behaviorism. Viewed July 15, 2010, retrieved from http://www. funderstanding. com/content/behaviorism

The Crime Control Model Is The Most Important Function Of...

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Some researchers believe that police could not impact crime but police are able to function by using traditional enforcement methods of arrest with the belief that they can impact individual crime patterns by arresting individuals. Some police departments primarily operated by rapid response policing, random patrol policing, and reactive investigations policing which in turn have displayed a failure to reduce and prevent crime. Data analysis that can directly impact and reduce crime such as the COMPSTAT conveys a transformation in policing embracing and incorporating some of the more effective strategies. By controlling serious crime police are better composed toShow MoreRelatedCrime Control Model And The Due Process Model1327 Words   |  6 PagesThere are two models of the criminal process. The two model of the criminal process are the crime control model and the due process model. Both of these models are bring used in the criminal justice system. 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