Cooperation in organisms, whether bacteria or primates, has been a difficulty for evolutionary theory since Darwin. On the assumption that interactions between pairs of individuals occur on a probabilistic basis, a model is developed based on the concept of an evolutionarily stable strategy in the context of the Prisoner's Dilemma game. Deductions from the model, and the results of a computer tournament show how cooperation based on reciprocity can get started in an asocial world, can thrive while interacting with a wide range of other strategies, and can resist invasion once fully established. Potential applications include specific aspects of territoriality, mating, and disease.

The Evolution of Cooperation

Publisher Summary This chapter presents a general theoretical framework of human memory and describes the results of a number of experiments designed to test specific models that can be derived from the overall theory. This general theoretical framework categorizes the memory system along two major dimensions. The first categorization distinguishes permanent, structural features of the system from control processes that can be readily modified or reprogrammed at the will of the subject. The second categorization divides memory into three structural components: the sensory register, the short-term store, and the long-term store. Incoming sensory information first enters the sensory register, where it resides for a very brief period of time, then decays and is lost. The short-term store is the subject's working memory; it receives selected inputs from the sensory register and also from long-term store. The chapter also discusses the control processes associated with the sensory register. The term control process refers to those processes that are not permanent features of memory, but are instead transient phenomena under the control of the subject; their appearance depends on several factors such as instructional set, the experimental task, and the past history of the subject.

Human memory ; A proposed system and its control processes

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emph...

Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

Most theories dealing with ill-defined concepts assume that performance is based on category level information or a mixture of category level and specific item information. A context theory of classificatio n is described in which judgments are assumed to derive exclusively from stored exemplar information. The main idea is that a probe item acts as a retrieval cue to access information associated with stimuli similar to the probe. The predictions of the context theory are contrasted with those of a class of theories (including prototype theory) that assume that the information entering into judgments can be derived from an additive combination of information from component cue dimensions. Across four experiments using both geometric forms and schematic faces as stimuli, the context theory consistently gave a better account of the data. The relation of the context theory to other theories and phenomena associated with ill-defined concepts is discussed in detail. One of the major components of cognitive behavior concerns abstracting rules and forming concepts. Our entire system of naming objects and events, talking about them, and interacting with them presupposes the ability to group experiences into appropriate classes. Young children learn to tell the difference between dogs and cats, between clocks and fans, and between stars and street lights. Since few concepts are formally taught, the evolution of concepts from experience with exemplars must be a fundamental learning phenomenon. The focus of the present article is to explore how such conceptual achievements emerge from individual instances.

/pdf/context-theory-of-classification-learning-zof1911sr6.pdf

Context theory of classification learning.

Preface. Foreword. 1. Todaya s Textbooks, Tomorrowa s Minds: The Importance of Textbooks. Part I: The Characteristics of Well--Designed Textbooks:. 2. Designing the Ideal Text. 3. The Design of Curriculum and Instruction. 4. Designing the Ideal Textbook. 5. Finding the Design in Textbook Materials. Part II: Well Designed Textbook Publishing, State Adoption, and District Selection:. 6. Current Practices: Publishers, States, and Districts. 7. Creating a Design for Publishing, Adopting and Selecting. Part III: Stepping into the Future:. 8. A New Approach to Textbook Design: Instructional Support Systems. 9. Bringing about the Ideal: Leaders and Collaborators. References.

Textbooks for Learning: Nurturing Children's Minds

/pdf/how-a-child-needs-to-think-to-learn-to-read-49uk4lj0ui.pdf

How a Child Needs to Think to Learn to Read.

Cognitive Psychology and Educational Practice

Modality and similarity effects in short-term recognition memory.

>► Projects rather than items, a choice of depth over breadth; validity supersedes reliability as conventionally defined. >► Informed judgment rather than mechanical scoring; the teacher replaces the Scantron in the assessment process. Theory seems far in advance of practice. Teachers are reportedly "doing portfolios," reviewing student projects, encouraging exhibitions (Harp, 1 99 1 ; Murphy & Smith, 1991; Smith, 1991; Tierney, Carter, & Desai, 1991). Psychometricians seem uneasy about these developments, uncertain about how to standardize performance, concerned about reliability and validity (Hambleton & Murphy, 1991). Articles in Education Week and Educational

Robert C. Calfee

Papers

Textbooks for Learning: Nurturing Children's Minds

How a Child Needs to Think to Learn to Read.

Cognitive Psychology and Educational Practice

Modality and similarity effects in short-term recognition memory.

Student Portfolios: Opportunities for a Revolution in Assessment.