skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Flexible Goals Require that Inflexible Perceptual Systems Produce Veridical Representations: Implications for Realism as Revealed by Evolutionary Simulations
How veridical is perception? Rather than representing objects as they actually exist in the world, might perception instead represent objects only in terms of the utility they offer to an observer? Previous work employed evolutionary modeling to show that under certain assumptions, natural selection favors such “strict‐interface” perceptual systems. This view has fueled considerable debate, but we think that discussions so far have failed to consider the implications of two critical aspects of perception. First, while existing models have explored single utility functions, perception will often serve multiple largely independent goals. (Sometimes when looking at a stick you want to know how appropriate it would be as kindling for a campfire, and other times you want to know how appropriate it would be as a weapon for self‐defense.) Second, perception often operates in an inflexible, automatic manner—proving “impenetrable” to shifting higher‐level goals. (When your goal shifts from “burning” to “fighting,” your visual experience does not dramatically transform.) These two points have important implications for the veridicality of perception. In particular, as the need for flexible goals increases, inflexible perceptual systems must become more veridical. We support this position by providing evidence from evolutionary simulations that as the number of independent utility functions increases, the distinction between “interface” and “veridical” perceptual systems dissolves. Although natural selection evaluates perceptual systems only on their fitness, the most fit perceptual systems may nevertheless represent the world as it is.  more » « less
Award ID(s):
2045778
PAR ID:
10573683
Author(s) / Creator(s):
; ; ;
Publisher / Repository:
Cognitive Science
Date Published:
Journal Name:
Cognitive Science
Volume:
46
Issue:
10
ISSN:
0364-0213
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Abstract Impossible figures represent the world in ways it cannot be. From the work of M. C. Escher to any popular perception textbook, such experiences show how some principles of mental processing can be so entrenched and inflexible as to produce absurd and even incoherent outcomes that could not occur in reality. Surprisingly, however, such impossible experiences are mostly limited to visual perception; are there “impossible figures” for other sensory modalities? Here, we import a known magic trick into the laboratory to report and investigate an impossible somatosensory experience—one that can be physically felt. We show that, even under full-cue conditions with objects that can be freely inspected, subjects can be made to experience a single object alone as feeling heavier than a group of objects that includes the single object as a member—an impossible and phenomenologically striking experience of weight. Moreover, we suggest that this phenomenon—a special case of the size-weight illusion—reflects a kind of “anti-Bayesian” perceptual updating that amplifies a challenge to rational models of perception and cognition. Impossibility can not only be seen, but also felt—and in ways that matter for accounts of (ir)rational mental processing. 
    more » « less
  2. We know that teachers want their students to have plentiful opportunities for scientific sensemaking. Based on our experience, we believe that other teachers will find the SEP Tools very useful for helping them work toward that goal. The SEP Tools are useful whether working solo or in collaboration with other teachers, but we do encourage you to engage in this work with other teachers whenever possible. We found that using the language from the tool in our collaborative conversations really helped us to clarify and align our thinking about what it looks like for middle school students to be fully engaging in the practices, as defined by the NGSS. If you are the sole science teacher in your school or district who wants to use the SEP Tools with a thinking partner, you might consider reaching out to other teachers via your local or state science teacher association, your county office of education, or a professor of science education at a nearby university. 
    more » « less
  3. How can you maintain your community’s social innovative potential over the long term to devise new approaches to intractable social-ecological problems, adapt to changing conditions, and scale innovations to catalyze systems change? Leadership practices that foster capacity to generate fundamental social innovation were identified by highly experienced designers and facilitators of learning networks during a dialogue series on how to maintain lively, generative innovation communities held from 2018 to 2020. In their own words, I offer their advice on how to choose an appropriate suite of innovations through co-work that both probes the system for opportunities for change and pursues harder-to-achieve leverage points for change by building on short-term innovation. I also offer their insights into how to engage your community member’s innovative potential over time and how to generate useful rapid feedback to stay aligned with your goals using measures that enhance your community’s capacity to self-assess. This can both hold the organization accountable and build capacity for self-governance. In my commentary, I suggest how this practical wisdom concretely applies ideas about systems change to the challenges of organizational leadership. 
    more » « less
  4. If you want great research analytics, you’re going to need great data governance for your research metadata. That’s a tall order when the best information often spans incompatible systems, departments, policies, and mindsets. Research metadata governance is a great illustration of how research analytics is not just a technology problem. It happens at the intersection of technology, policy, process, and culture. Do any of us feel like our organization is “nailing” metadata governance? What level of research analytics could you achieve if there could be more alignment and cooperation around this kind of governance? In this session, you will join your fellow attendees in a facilitated design thinking workshop around the culture and organizational patterns of research metadata governance. We will explore the problem space and the solution space together. And we’ll highlight the group’s best findings. Whether you’re at the technical implementation level or the VP level, you will have seen and experienced good and bad patterns of how research metadata is being governed at your institution. These experiences are valuable to your fellow community members. Using design thinking, we will explore the collective intelligence on this complex topic, shoulder to shoulder. You’ll leave with a better understanding of how the patterns and struggles of data governance at your institution correlate with those of others. You’ll gain new ideas on how to address the hard cultural and organizational problems of governance. And you’ll meet new colleagues who you can stay connected with. Finally, you’ll gain an appreciation of how design thinking techniques themselves can be useful for these types of challenges at your own organization, and how they help to create understanding and alignment. 
    more » « less
  5. Higher education compensation systems have a significant impact on not just individual pay, but also on the broader economic health of communities and families. Yet, many of us don’t fully understand how these systems operate. So, how well would you rate your knowledge of your university’s compensation system? [Webinar] https://www.youtube.com/watch?v=dGWnpI6TF9Q 
    more » « less