Let’s discuss definitions for a moment. Although this course can’t possibly provide you with all the appropriate definitions for each of your disciplines, I hope to get you to recognize that different disciplines have different assumptions that inform the way the define a concept. For instance, “games” in economic (and psychology…to an extent) refer to analysis of the ways people make choices in a given situation. For popular culture “games” are video games, but, within the various fields that study games, researchers focus on different areas. I research games as products of a culture and how they convey meaning; whereas, other English Studies researchers look at how players make meaning in game play. Again, try to at least recognize that definitions and assumptions are disciplinary specific.<\/p>\n\n\n\n
There are more quotations below than you should expect for future readings. Because this is the first time we’re covering Collins & Pinch, I’ve decided to include more quotations from the chapter than usual. My assumption is that you’ve read the the Prefaces, Introduction, and Ch. 1, so we don’t need to go over every single detail of the chapter.<\/p>\n\n\n\n
Because this is a 100% online asynchronous class, I can’t ask questions in real time and solicit feedback. I will, however, “ask” questions on these pages for you to think about further. For instance, while reading the chapter or notes for today, you should reflect on memory transfer from a molecular point of view. Consider what’s going on in our brains (or the brains of other animals) and how that memory event<\/em> could get transferred. What are the implications of having a substance that transfers memory? What’s the difference between instinct<\/span><\/strong> and learned behavior<\/span><\/strong>? How might instinct be inherited?<\/p>\n\n\n\n If you’re curious, here’s a video of an old experiment on training rats from Yale University, Institute of Human Relations study by Neal E. Miller and Gardner L. Hart<\/a><\/strong> (0.15-4:15).<\/p>\n\n\n\n What do you think? How does memory transfer? Wait a minute! Don’t we lose memories?<\/p>\n\n\n\nPreface to 2nd Ed.<\/h3>\n\n\n\n
Preface to 1st Canto Ed.<\/h3>\n\n\n\n
Preface & Acknowledgements<\/h3>\n\n\n\n
Introduction<\/h3>\n\n\n\n
Ch. 1 \u201cEdible Knowledge\u201d<\/h3>\n\n\n\n
Think of the science fiction narratives this brings up. Humans can basically download information, thus, avoiding the learning process.<\/li>
1) Worms don\u2019t digest, they transplant large pieces and incorporate them into their bodies.
2) \u201cPlanarian worms were too primitive to be trained.\u201d
3) \u201cDifferent trainers may obtain widely differing outcomes from training regimes.\u201d<\/li>
ad hoc<\/em>\u2014for a specific purpose and no other<\/li>
Instead of the experiments transferring memory or learned behavior, the substances injected into the subjects yield results of such-and-such chemical causing such-and-such results. Memory isn\u2019t transferred, but the experiment (like a drug) affects the organism.<\/li>
The Goldilocks effect<\/strong> is similar to \u201cthe Golden Hands\u201d argument\u2014not to clean, not too dirty.<\/li>
The proponents claimed these variables came about because others were doing the experiments incorrectly<\/strong>, and the critics used them as reasons why \u201cothers fail[ed] to replicate the original findings.\u201d<\/li>
Ungar, a pharmacologist, \u201cwanted to isolate, analyse and synthesise* active molecules.\u201d He wanted \u201cto find some reproducible transfer effect and study the chemical that was responsible for it.\u201d<\/span><\/strong>
Basically, the scientific authority, from the powerful position as editor\/referee of scientific discourse, disputed Ungar\u2019s claims.<\/span><\/strong><\/li>Dark Matter<\/h3>\n\n\n\n