Tag: Model Answer

  • [Solved] B29 DPD W8

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    review for edits – 2 years ago

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    review for edits

    – 2 years ago

  • [Solved] Discussion – Leadership Member-Exchange Theory

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) A.SOURCE: Chapter 7 in the Leadership Textbook: & VIDEO B. Watch the following video on Enron https://www.youtube.com/watch?v=NvslpOUDaHoLinks to an external site. C. Answer the following questions: 1. How do…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    A.SOURCE: Chapter 7 in the Leadership Textbook: & VIDEO

    B. Watch the following video on Enron

    https://www.youtube.com/watch?v=NvslpOUDaHoLinks to an external site.

    C. Answer the following questions:

    1. How does the Leader-Member Exchange Theory relate to the business situation?

    2. What were the leadership failures in the Enron situation?

    3. What companies do you know today that also have leadership failures?

    4. How can you use the concepts discussed in your professional/personal life?

    NO AI

    Due: March 5

    – [\
    \
    BOOK.pdf](https://www.sweetstudy.com/files/book-pdf-10213403 "BOOK.pdf")

    – 2 years ago

  • [Solved] Discussion Juneteenth

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    Digest the following links and respond to the following prompts: – What is Juneteenth and how has its legacy endured in Texas? – Give two ideas for how communities can celebrate Juneteenth across the state. – [\ \ IMG_3635.jpeg](https://www.sweetstudy.com/files/img-3635-jpeg "IMG_3635.jpeg") – …

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    Assignment Prompt & Instructions

    Digest the following links and respond to the following prompts:

    – What is Juneteenth and how has its legacy endured in Texas?

    – Give two ideas for how communities can celebrate Juneteenth across the state.

    – [\
    \
    IMG_3635.jpeg](https://www.sweetstudy.com/files/img-3635-jpeg "IMG_3635.jpeg")
    – [\
    \
    IMG_3636.png](https://www.sweetstudy.com/files/img-3636-png "IMG_3636.png")
    – [\
    \
    IMG_3632.jpeg](https://www.sweetstudy.com/files/img-3632-jpeg-10214243 "IMG_3632.jpeg")
    – [\
    \
    IMG_3634.jpeg](https://www.sweetstudy.com/files/img-3634-jpeg "IMG_3634.jpeg")
    – [\
    \
    IMG_3630.jpeg](https://www.sweetstudy.com/files/img-3630-jpeg "IMG_3630.jpeg")
    – [\
    \
    IMG_3631.jpeg](https://www.sweetstudy.com/files/img-3631-jpeg "IMG_3631.jpeg")
    – [\
    \
    IMG_3633.jpeg](https://www.sweetstudy.com/files/img-3633-jpeg "IMG_3633.jpeg")

    – 2 years ago

  • [Solved] law homeword

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    What is the deep meaning to law? 500 words – 2 years ago

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    What is the deep meaning to law? 500 words

    – 2 years ago

  • [Solved] CWUD Develop an Activity for One Initiative

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    All instructions are provided in Screenshots below. – [\ \ Initiative.png](https://www.sweetstudy.com/files/initiative-png "Initiative.png") – [\ \ initiative2.png](https://www.sweetstudy.com/files/initiative2-png "initiative2.png") – [\ \ Presentation.png](https://www.sweetstudy.com/files/pre…

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    All instructions are provided in Screenshots below.

    – [\
    \
    Initiative.png](https://www.sweetstudy.com/files/initiative-png "Initiative.png")
    – [\
    \
    initiative2.png](https://www.sweetstudy.com/files/initiative2-png "initiative2.png")
    – [\
    \
    Presentation.png](https://www.sweetstudy.com/files/presentation-png-10214425 "Presentation.png")
    – [\
    \
    Screenshot169.png](https://www.sweetstudy.com/files/screenshot169-png-10214431 "Screenshot169.png")

    – 2 years ago

  • [Solved] J. Moore Need ESSY

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    – [\ \ J.Moore03032025.pdf](https://www.sweetstudy.com/files/j-moore03032025-pdf "J.Moore03032025.pdf") – 2 years ago

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    – [\
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    J.Moore03032025.pdf](https://www.sweetstudy.com/files/j-moore03032025-pdf "J.Moore03032025.pdf")

    – 2 years ago

  • [Solved] Conflict Approaches COMM 220

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    See the attached instructions. Prior to beginning this assignment, you will need to read ch12: "Managing Interpersonal Conflicts" from LOLI. As you read the instructions carefully, you will notice that you will need to submit 2 separate documents to complete this assignment. – [\ \ U4.ConflictAppr…

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    Assignment Prompt & Instructions

    See the attached instructions. Prior to beginning this assignment, you will need to read ch12: "Managing Interpersonal Conflicts" from LOLI.

    As you read the instructions carefully, you will notice that you will need to submit 2 separate documents to complete this assignment.

    – [\
    \
    U4.ConflictApproachesPaper.ImpellizzeriSp24.docx](https://www.sweetstudy.com/files/u4-conflictapproachespaper-impellizzerisp24-docx "U4.ConflictApproachesPaper.ImpellizzeriSp24.docx")

    – 2 years ago

  • [Solved] hw help case study

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    hw help – 2 years ago **files (1)** – ## JenkinsGoesAbroadCase.pdf **## JenkinsGoesAbroadCase.pdf** Jenkins Goes Abroad Case (Modified – C) Jenkins Consulting is a national firm based in Boston, MA, that helps companies improve their performance and effectiveness by advising on all aspects of busine…

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    hw help

    – 2 years ago

    **files (1)**

    – ## JenkinsGoesAbroadCase.pdf

    **## JenkinsGoesAbroadCase.pdf**

    Jenkins Goes Abroad Case (Modified – C)

    Jenkins Consulting is a national firm based in Boston, MA, that helps companies
    improve their performance and effectiveness by advising on all aspects of business
    management and operations. Companies hire consultants from Jenkins Consulting for
    various projects, such as assisting with company-wide cost reduction initiatives,
    revenue growth initiatives, improving supply-chain management, and/or improving
    individual departments such as information technology. Jenkins employs consultants in
    25 offices across the United States.

    A company located in Delhi, India has asked Jenkins to take on a significant project that
    will be based in Delhi but will require semi-annual trips of about 2 weeks to Mumbai.
    Jenkins will assist the company with an organization-wide effort to restructure and
    reposition the company to succeed in a market that is becoming highly competitive. To
    undertake this project, Jenkins will open an office in Delhi and assign five full-time
    management consultants for a term of two years. Jenkins has decided to relocate the
    consultants selected initially to Delhi for the project's duration. Because Jenkins sees
    this assignment as an opportunity to expand its operations internationally, Jenkins will
    also hire a local national as an Office Manager to answer the phone, prepare
    documents, file related paperwork, and be a source of local knowledge to the
    consultants.

    Dale Kugar, the human resource director at Jenkins, must identify the consultants for
    this project and prepare them to transition to this new assignment within the next 60
    days. This is the company's first exposure to expatriate management. Hence, Kugar
    intends to select the first wave of consultants from the Boston office to have better
    control over Jenkins' first overseas venture. However, he is concerned about the
    consultants' interest in taking on the international assignment. Some of the consultants
    with whom he has had initial conversations are concerned about the impact the
    assignment might have on their families and their careers. As one consultant put it, "Out
    of sight; out of mind!"

    In addition to selecting the right persons for the expatriate positions, Kugar wants to
    ensure that the consultants who accept the assignment are compensated appropriately.
    The compensation package needs to ensure that the expatriates are not concerned
    about financial matters during their assignment but also minimize costs to Jenkins. He
    initially thought to maintain their current benefits, including health care insurance, 401(k)
    retirement plan, vacation, and related benefits, but to alter the compensation. The two
    issues he needs clarification on are how to develop a compensation package that
    considers other aspects of pay and ensuring that the consultants are not disadvantaged
    professionally by taking the assignment in Delhi. All the potential expatriates Kugar has
    talked to thus far are not married, which would likely make the assignment less costly to

    the company and less stressful for the consultants selected. However, it is possible that,
    in the end, he will have to consider married consultants, as well, to achieve the number
    needed for the assignment.

    Questions:

    1. As the HR director for Jenkins, what factors should Kugar consider in his
    selection of consultants for the assignment? What external influences and
    data should Kugar consider when preparing for these expat assignments?

    2. What are the various compensation approaches that Kugar can consider for
    this first wave of Jenkins expatriates?

    3. Of the various compensation approaches available to Kugar, which approach
    should he recommend regarding how to compensate these expatriates? What
    factors influenced your decision?

    4. Should Kugar provide any additional compensation or benefits to the
    expatriates as part of their total compensation package? If yes, what should
    he provide? What factors will influence his decision?

    5. What can Kugar do to ensure that these expatriates are not hurt career-wise
    by participating in this 2-year expat assignment?

    6. What factors must Kugar consider in developing a pay package for the Office
    Manager's position in Delhi? Propose a detailed salary and benefits package
    for this position. Explain the rationale for your proposed compensation
    package.

    While these questions should be addressed in your analysis, DO NOT merely respond
    to the six questions presented above. Your submitted assignment should address these
    questions in an integrated essay or report format. The title page, headings, citations,
    and references should follow the APA style guide (7th edition).

    This is an individual assignment; no collaboration with others is permitted.

    NOTE 1: You will have to supplement course materials with online research to respond
    to one or more of the questions presented above.

    NOTE 2: This case is a modified version of the "Jenkins Goes Abroad" case in
    Martocchio, J. J. (2017). Strategic Compensation. Pearson Education. Use the version
    as presented here and not the one in the text.

    NOTE 3: The rubric associated with this assignment is for use in program assessment.
    While it contains some factors measured by this assignment, it does not reflect the
    totality of factors used in grading the assignment. The assignment will be graded based
    on the technical quality of the responses to the questions above and the overall quality
    of the written presentation.

    **## JenkinsGoesAbroadCase.pdf**

    Jenkins Goes Abroad Case (Modified – C)

    Jenkins Consulting is a national firm based in Boston, MA, that helps companies
    improve their performance and effectiveness by advising on all aspects of business
    management and operations. Companies hire consultants from Jenkins Consulting for
    various projects, such as assisting with company-wide cost reduction initiatives,
    revenue growth initiatives, improving supply-chain management, and/or improving
    individual departments such as information technology. Jenkins employs consultants in
    25 offices across the United States.

    A company located in Delhi, India has asked Jenkins to take on a significant project that
    will be based in Delhi but will require semi-annual trips of about 2 weeks to Mumbai.
    Jenkins will assist the company with an organization-wide effort to restructure and
    reposition the company to succeed in a market that is becoming highly competitive. To
    undertake this project, Jenkins will open an office in Delhi and assign five full-time
    management consultants for a term of two years. Jenkins has decided to relocate the
    consultants selected initially to Delhi for the project's duration. Because Jenkins sees
    this assignment as an opportunity to expand its operations internationally, Jenkins will
    also hire a local national as an Office Manager to answer the phone, prepare
    documents, file related paperwork, and be a source of local knowledge to the
    consultants.

    Dale Kugar, the human resource director at Jenkins, must identify the consultants for
    this project and prepare them to transition to this new assignment within the next 60
    days. This is the company's first exposure to expatriate management. Hence, Kugar
    intends to select the first wave of consultants from the Boston office to have better
    control over Jenkins' first overseas venture. However, he is concerned about the
    consultants' interest in taking on the international assignment. Some of the consultants
    with whom he has had initial conversations are concerned about the impact the
    assignment might have on their families and their careers. As one consultant put it, "Out
    of sight; out of mind!"

    In addition to selecting the right persons for the expatriate positions, Kugar wants to
    ensure that the consultants who accept the assignment are compensated appropriately.
    The compensation package needs to ensure that the expatriates are not concerned
    about financial matters during their assignment but also minimize costs to Jenkins. He
    initially thought to maintain their current benefits, including health care insurance, 401(k)
    retirement plan, vacation, and related benefits, but to alter the compensation. The two
    issues he needs clarification on are how to develop a compensation package that
    considers other aspects of pay and ensuring that the consultants are not disadvantaged
    professionally by taking the assignment in Delhi. All the potential expatriates Kugar has
    talked to thus far are not married, which would likely make the assignment less costly to

    the company and less stressful for the consultants selected. However, it is possible that,
    in the end, he will have to consider married consultants, as well, to achieve the number
    needed for the assignment.

    Questions:

    1. As the HR director for Jenkins, what factors should Kugar consider in his
    selection of consultants for the assignment? What external influences and
    data should Kugar consider when preparing for these expat assignments?

    2. What are the various compensation approaches that Kugar can consider for
    this first wave of Jenkins expatriates?

    3. Of the various compensation approaches available to Kugar, which approach
    should he recommend regarding how to compensate these expatriates? What
    factors influenced your decision?

    4. Should Kugar provide any additional compensation or benefits to the
    expatriates as part of their total compensation package? If yes, what should
    he provide? What factors will influence his decision?

    5. What can Kugar do to ensure that these expatriates are not hurt career-wise
    by participating in this 2-year expat assignment?

    6. What factors must Kugar consider in developing a pay package for the Office
    Manager's position in Delhi? Propose a detailed salary and benefits package
    for this position. Explain the rationale for your proposed compensation
    package.

    While these questions should be addressed in your analysis, DO NOT merely respond
    to the six questions presented above. Your submitted assignment should address these
    questions in an integrated essay or report format. The title page, headings, citations,
    and references should follow the APA style guide (7th edition).

    This is an individual assignment; no collaboration with others is permitted.

    NOTE 1: You will have to supplement course materials with online research to respond
    to one or more of the questions presented above.

    NOTE 2: This case is a modified version of the "Jenkins Goes Abroad" case in
    Martocchio, J. J. (2017). Strategic Compensation. Pearson Education. Use the version
    as presented here and not the one in the text.

    NOTE 3: The rubric associated with this assignment is for use in program assessment.
    While it contains some factors measured by this assignment, it does not reflect the
    totality of factors used in grading the assignment. The assignment will be graded based
    on the technical quality of the responses to the questions above and the overall quality
    of the written presentation.

  • [Solved] chapter 3 psych

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    – 2 years ago **files (9)** – ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt – ## Chapter3.docx – ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexic…

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    – 2 years ago

    **files (9)**

    – ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt

    – ## Chapter3.docx

    – ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt

    – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt

    – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt

    – ## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt

    – Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt
    – Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt
    – Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt

    **## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

    [removed]

    **## Chapter3.docx**

    **Chapter 3 – is the mind contained in the brain?**

    Please, read Chapter 3 and answer the following questions:

    1.
    **Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

    2.
    **What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

    3.
    **Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

    4.
    **What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

    **Chapter 4 – Thought Experiments to Understand the mind**

    **Please, read Chapter 4 and answer the following questions:**

    1.
    **Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

    2.
    **Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

    3.
    **Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

    **## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

    Chapter 3.5:

    Studying memory for visual events

    Functional neuroimaging with fMRI

    – Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

    – Blocked design: control the signal by using an extended period of time for the subjects to perform a task
    – Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Event-related fMRI

    – Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

    – Not presented in a set sequence, but can be randomized

    – Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    – Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

    – The experiment:

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

    30 minutes break

    Memory test of identifying whether they have seen the picture before & how confident they are

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
    – The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

    Chapter 3.3:

    Extending computational modeling to the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Connectionist information-processing

    Basic principles

    • Parallel rather than serial processing as activation spreads through a network

    • Knowledge distributed across a network (rather than stored in discrete symbol structures)

    • Processing does not reply on explicit rules (other than those governing how activation flows through the network)

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Features of connectionist networks

    • Exploit parallel processing

    • Exhibit graceful degradation

    • Intended as models of information-processing at the algorithmic level

    • Capable of learning

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Parallel processing

    The basic principle of connectionist networks is that many different units are active at a given time

    – If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

    – The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Flow of activation

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backpropagation

    Information is transmitted forwards through the network

    Error is propagated backwards through the network

    The backpropagated error signal is used to adjust the weights to/from the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backprop

    • The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

    • It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

    • This error value is used to adjust the weights of the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Serial processing

    • Processing in physical symbol systems is step-by-step

    • Turing Machine can only read one cell at a time

    • each line of machine table only applies one instruction

    • Can the brain actually work this slowly?

    • Distinction between computability in principle and practical computability

    • Practical computability imposes real-time constraints

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Graceful degradation

    • Brains respond in distinctive and flexible ways to damage and impairment

    • characteristic partial breakdown patterns in response to local damage/lesions

    • graceful degradation when cognitive abilities slowly deteriorate

    • Symbolic computer programs either work or they don’t  brittle

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Gorman & Sejnowski 1988

    – Pattern recognition

    Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Pattern recognition

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Level of analysis

    – Connectionist networks are models of information-processing at the algorithmic level

    – Means that connectionists still have to answer questions of how networks are implemented in the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

    **Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

    **## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

    [removed]

    **## Chapter3.docx**

    **Chapter 3 – is the mind contained in the brain?**

    Please, read Chapter 3 and answer the following questions:

    1.
    **Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

    2.
    **What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

    3.
    **Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

    4.
    **What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

    **Chapter 4 – Thought Experiments to Understand the mind**

    **Please, read Chapter 4 and answer the following questions:**

    1.
    **Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

    2.
    **Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

    3.
    **Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

    **## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

    Chapter 3.5:

    Studying memory for visual events

    Functional neuroimaging with fMRI

    – Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

    – Blocked design: control the signal by using an extended period of time for the subjects to perform a task
    – Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Event-related fMRI

    – Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

    – Not presented in a set sequence, but can be randomized

    – Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    – Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

    – The experiment:

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

    30 minutes break

    Memory test of identifying whether they have seen the picture before & how confident they are

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
    – The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

    Chapter 3.3:

    Extending computational modeling to the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Connectionist information-processing

    Basic principles

    • Parallel rather than serial processing as activation spreads through a network

    • Knowledge distributed across a network (rather than stored in discrete symbol structures)

    • Processing does not reply on explicit rules (other than those governing how activation flows through the network)

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Features of connectionist networks

    • Exploit parallel processing

    • Exhibit graceful degradation

    • Intended as models of information-processing at the algorithmic level

    • Capable of learning

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Parallel processing

    The basic principle of connectionist networks is that many different units are active at a given time

    – If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

    – The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Flow of activation

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backpropagation

    Information is transmitted forwards through the network

    Error is propagated backwards through the network

    The backpropagated error signal is used to adjust the weights to/from the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backprop

    • The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

    • It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

    • This error value is used to adjust the weights of the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Serial processing

    • Processing in physical symbol systems is step-by-step

    • Turing Machine can only read one cell at a time

    • each line of machine table only applies one instruction

    • Can the brain actually work this slowly?

    • Distinction between computability in principle and practical computability

    • Practical computability imposes real-time constraints

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Graceful degradation

    • Brains respond in distinctive and flexible ways to damage and impairment

    • characteristic partial breakdown patterns in response to local damage/lesions

    • graceful degradation when cognitive abilities slowly deteriorate

    • Symbolic computer programs either work or they don’t  brittle

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Gorman & Sejnowski 1988

    – Pattern recognition

    Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Pattern recognition

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Level of analysis

    – Connectionist networks are models of information-processing at the algorithmic level

    – Means that connectionists still have to answer questions of how networks are implemented in the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

    **Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

    **## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

    [removed]

    **## Chapter3.docx**

    **Chapter 3 – is the mind contained in the brain?**

    Please, read Chapter 3 and answer the following questions:

    1.
    **Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

    2.
    **What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

    3.
    **Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

    4.
    **What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

    **Chapter 4 – Thought Experiments to Understand the mind**

    **Please, read Chapter 4 and answer the following questions:**

    1.
    **Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

    2.
    **Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

    3.
    **Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

    **## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

    Chapter 3.5:

    Studying memory for visual events

    Functional neuroimaging with fMRI

    – Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

    – Blocked design: control the signal by using an extended period of time for the subjects to perform a task
    – Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Event-related fMRI

    – Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

    – Not presented in a set sequence, but can be randomized

    – Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    – Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

    – The experiment:

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

    30 minutes break

    Memory test of identifying whether they have seen the picture before & how confident they are

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
    – The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

    Chapter 3.3:

    Extending computational modeling to the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Connectionist information-processing

    Basic principles

    • Parallel rather than serial processing as activation spreads through a network

    • Knowledge distributed across a network (rather than stored in discrete symbol structures)

    • Processing does not reply on explicit rules (other than those governing how activation flows through the network)

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Features of connectionist networks

    • Exploit parallel processing

    • Exhibit graceful degradation

    • Intended as models of information-processing at the algorithmic level

    • Capable of learning

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Parallel processing

    The basic principle of connectionist networks is that many different units are active at a given time

    – If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

    – The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Flow of activation

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backpropagation

    Information is transmitted forwards through the network

    Error is propagated backwards through the network

    The backpropagated error signal is used to adjust the weights to/from the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backprop

    • The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

    • It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

    • This error value is used to adjust the weights of the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Serial processing

    • Processing in physical symbol systems is step-by-step

    • Turing Machine can only read one cell at a time

    • each line of machine table only applies one instruction

    • Can the brain actually work this slowly?

    • Distinction between computability in principle and practical computability

    • Practical computability imposes real-time constraints

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Graceful degradation

    • Brains respond in distinctive and flexible ways to damage and impairment

    • characteristic partial breakdown patterns in response to local damage/lesions

    • graceful degradation when cognitive abilities slowly deteriorate

    • Symbolic computer programs either work or they don’t  brittle

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Gorman & Sejnowski 1988

    – Pattern recognition

    Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Pattern recognition

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Level of analysis

    – Connectionist networks are models of information-processing at the algorithmic level

    – Means that connectionists still have to answer questions of how networks are implemented in the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

    **Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

  • [Solved] help with ppt due in 4 days

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    attached – 2 years ago **files (4)** – ## SocialTheoryAnnouncement.docx – ## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx – ## SocialTheoryPPTSCRIPT.docx – SocialTheoryPresentation.pptx **## SocialTheoryAnnouncement.docx** Greetings! I have had a few questions on the Final Project so…

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    Assignment Prompt & Instructions

    attached

    – 2 years ago

    **files (4)**

    – ## SocialTheoryAnnouncement.docx

    – ## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx

    – ## SocialTheoryPPTSCRIPT.docx

    – SocialTheoryPresentation.pptx

    **## SocialTheoryAnnouncement.docx**

    Greetings!

    I have had a few questions on the Final Project so I am touching base to make sure everyone is clear on the Final Powerpoint video assignment.

    First, you are supposed to be using the course material for the information on the theorists, not other sources. This should make it easy as we have already covered some of the theorists earlier in the course.

    Second, cite the sources on each slide, just as we have done throughout the course. ("In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.") The information on the first slide for each theorist should be from the course material. On the second slide for each theorist, information from outside sources can be used to draw connections to globalization. (As we have done in Part B of our discussion assignments throughout the course.)

    Third, if you have photos you can put the photo credits at the end after the references, like this:

    Slide 1 -photo credit

    Slide 2 – photo credit

    etc.

    Fourth, do not cram each slide with words. Don't use long sentences, use short phrases the viewers can remember. You don't want your viewers to have to concentrate on reading long sentences, you want them to be listening to you elaborate on the brief phrases on the PowerPoint slide.

    Fifth, in the second slide for each theorist make sure to explicitly connect the theory with specific facts about the current world with regard to globalization. ("Be very specific in drawing explicit connections. Critical thinking!")

    Finally, make sure to look into your webcam at your viewers. You don't want to be looking down reading word-for-word from notes.

    If you have any questions, as always, please send them my way.

    **## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx**

    Instructions for Social Theory Globalization PowerPoint Video

    **Instructions for Social Theory Globalization PowerPoint Video**

    **(To be posted as an assignment AND on the Discussion Board.)**

    In place of a final exam, you will submit a Social Theory PowerPoint video.  This will be a 5-7-minute PowerPoint video that gives you an opportunity to both think about how the theories we have covered during the course of the term connect with globalization and to communicate your thoughts to your fellow classmates.

    In discussing globalization, you will be presenting information on the theoretical work of Wallerstein, Mills, and Harvey, along with the work of two of the other theorists we have covered during the term (your choice). The two from the rest of the course material must come from different modules. For instance, you could not present information on Parsons and Merton as they are in the same module. You could choose one or the other and then one from another module.

    You may create your video on Zoom, YouTube, or any other video creation platform.
    **NOTE: ppsx file formats are not acceptable as Canvas does not handle them effectively.** Alternatively, you could just create it on your computer if you have software that enables you to do this. (Remember, it must be able to show the PowerPoint on the main portion of the screen and you in a little box talking to your viewers.)
    **The presentation must be a minimum of 5 minutes long and no more than 7 minutes in length.** You then either post it to YouTube and link it in the assignment in Canvas or submit it in Canvas using the media feature in Canvas.
    **You should treat this presentation as if it were a professional conference presentation**. After you post this video, you then must also post it in the Module 9 PowerPoint Video discussion for your classmates to watch. You do
    not have to comment on the videos (optional).

    In terms of how to structure the PowerPoint presentation, you must have the following:

    -one starter slide with the presentation title.

    -a second slide telling the viewer what the presentation is about.

    -a third slide describing the concept of globalization.

    -at least two slides for each of the 5 theorists. The first slide for each theorist describes their work. The second slide for each theorist demonstrates how the theory connects with globalization. Be very specific in drawing explicit connections. Critical thinking!

    -a concluding slide or two in which you present your view as to which of the theories you covered is most useful in understanding globalization. Provide evidence to support your opinion.

    -a final slide with your references in APA format

    **In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.**

    **IMPORTANT #1** – You will be narrating the PowerPoint presentation. A box will appear in the corner of the video with you in it explaining what is appearing on each slide.
    Do not just read what is on the screen. Your viewers can read!  The screen should have some keywords or phrases upon which you will elaborate in your verbal presentation for that slide.

    **IMPORTANT #2** – Do not fill the slides with an onslaught of words. You want the viewers to be listening to you.  Include phrases or brief sentences upon which you elaborate in your presentation. In other words, you will be fleshing out what you have on the screen.

    **IMPORTANT #3** –
    _Look into your webcam!_ You are trying to connect with your audience, thus please maintain eye contact by looking into your webcam at your audience rather than just looking down at notes. Practice the presentation so that you are not just reading from notes the whole time. Think of how you react to presenters on TV or in videos. Who seems more authoritative: the presenter who just reads from notes or the presenter who demonstrates command of the information by being able to share information and argument while at the same time looking at the audience?

    **IMPORTANT #4** – You must include graphics in the presentation on
    each slide. There are few things less exciting than a PowerPoint with nothing but word after word after word after….. Take advantage of the visual capabilities of PowerPoint!

    **CREATING YOUR VIDEO**

    I realize that many of you are experienced in creating videos. For those of you who choose to use Zoom, I have provided some guidance to assist you in doing this in Zoom. If you are already comfortable with creating videos on YouTube or Zoom you can skip the following information.

    This video provides help on how to sign up for Zoom. It is free!

    [https://www.youtube.com/watch?v=ZWkdsgTlbeMLinks to an external site.](https://www.youtube.com/watch?v=ZWkdsgTlbeM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    Next, here are instructions for creating and recording a PowerPoint presentation in Zoom.

    [https://www.youtube.com/watch?v=D617OXKhSYwLinks to an external site.](https://www.youtube.com/watch?v=D617OXKhSYw)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    You will be uploading your video to YouTube. (You could also just create the video on YouTube if you prefer.)  If you do not have a YouTube account, you will need to create one (again, free). Here is a tutorial about how to create your YouTube account.

    [https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktopLinks to an external site.](https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktop)

    Finally, here is a video showing how to upload a video to YouTube.

    [https://youtu.be/JeEzkb1X554Links to an external site.](https://youtu.be/JeEzkb1X554)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    If you have any questions, please let me know so that I can assist you. As always, I am more than willing to help!

    ## image1.png

    **## SocialTheoryPPTSCRIPT.docx**

    **(SLIDE 1**) INTRODUCE YOURSELF AS ______________ AND CLASSIFICATION. This PowerPoint presentation discusses five different theorists and how their concepts relate to globalization.

    **(SLIDE 3)** Globalization, which refers to the interconnectedness and interdependence of nations and cultures on a global scale, is a diverse and complicated notion. It's a process that has been developing for centuries, but it really picked up speed in the late 20th and early 21st centuries, mostly because of developments in technology, communication, transportation, and trade.

    First Theorist:
    **Immanuel Wallerstein**

    **(SLIDE 4)** Most people are familiar with Immanuel Wallerstein for creating the world-systems theory. He advocated looking at the globe as a whole rather than as a collection of separate nation-states. The book describes his theory by stating it “provides a framework for understanding globalization as a central feature of our time” (as cited in Garner & Hancock, 2014, p. 612)”. There are three types of subsystems which are States, Societies, and cultures, and the interlinked markets forming capitalism. In Wallerstein’s reading called ‘The Modern World System” on page 613 of our book, he describes a world system as “a social system, one that has boundaries, structures, member groups, rules of legitimation, and coherence”. His theory holds that the world system is composed of core, periphery, and semi-periphery zones, with core regions reaping the most economic benefits from contact with the rest of the world while periphery countries are exploited and marginalized. This is supported in his excerpt of
    **_The Modern World-System (1974),_**“World-economies then are divided into core states and peripheral areas” (as cited in Garner & Hancock, 2014, p. 614), followed by “There are also semiperipheral areas which are in between the core and the periphery” (as cited in Garner & Hancock, 2014, p. 614).

    **(SLIDE 5)** Globalization is strongly related to Wallerstein's world-systems theory since it emphasizes how global economic and political structures have changed through time. It draws attention to the unequal power and resource distribution between core and periphery countries and offers a framework for comprehending how globalization has made these imbalances worse.

    Second Theorist:
    **David Harvey**

    **(SLIDE 6)** David Harvey was a well-known Marxist social theorist. He has written a lot about neoliberalism, geography, urbanization, and the spatial dynamics of capitalism. In his work on urbanization, he introduces ideas like "urbanization of capital" and "spatial fix," which examine how capitalism alters both space and urban settings.

    **(SLIDE 7)** The spatial dynamics of capitalism and globalization are major topics covered by Harvey's research. He contends that capitalism is a flexible, international system that always looks for new places to invest and make money. Harvey claims that capitalism's growth into new areas, both physically and virtually, is what led to globalization. In the writing excerpt published by Harvey titled “
    _A Brief History of Neoliberalism (2005)”,_ it stated that “the capitalist world stumbled towards neo-liberalization as the answer through a series of gyrations and chaotic experiments” (as cited in Garner & Hancock, 2014, p. 65). He also talks about how neoliberal policies have shaped urban environments and accelerated globalization.

    Third Theorist:
    **C. Wright Mills**

    **(SLIDE 8)** Sociologist C. Wright Mills is renowned for the idea of the "sociological imagination." He underlined the significance of comprehending the connection between private issues and public concerns. Mills held the view that greater societal forces and institutions have an impact on people's particular experiences.

    **(SLIDE 9)** Although globalization isn't a direct topic in Mills' writing, his sociological imagination is important for understanding how it affects people and society. It helps us to consider the connections between local and personal difficulties and larger-scale processes, such as political choices, economic shifts, and cultural influences. According to Mills, a small, connected group of people who possess significant authority rule the United States. On the slide, you can see that these are the political elite, economic elite, and military elite as cited in the book. The excerpt by Mills also details that “In each of these institutional areas, the means of power at the disposal of decision makers have increased” (as cited in Garner & Hancock, 2014, p. 300).

    Fourth Theorist:
    **Dorothy Smith**

    **(SLIDE 10)** Dorothy Smith is a sociologist best known for her standpoint theory. In order to understand the world, Dorothy Smith's viewpoint theory highlights the value of social context and the perspectives of disadvantaged groups. According to the standpoint theory, people's social circumstances and life experiences mold their distinctive viewpoints and expertise. This viewpoint can be used to examine how various communities and groups experience and respond to globalization in different ways. It can illuminate, for instance, the many effects of globalization on gender, race, class, and other social constructs.

    **(SLIDE 11)** In "The Conceptual Practices of Power," Smith investigates how power is ingrained in the production and justification of knowledge in sociology and other academic disciplines. In order to define and comprehend social phenomena, it is important to consider how power is used, and this study can be used to provide knowledge about globalization. In Dorothy Smith’s excerpt, she writes “Though an alienated knowledge also alienates others who are not members of the dominant white male minority, the standpoint of women distinctively opens up for exploration the conceptual practices and activities of the extra local, objective relations of ruling as what actual people do” (
    _1990_, as cited in Garner & Hancock, 2014, p. 494)

    READ PART OF SLIDE

    Fifth Theorist:
    **Talcott Parsons**

    **(SLIDE 12)** Talcott Parsons is well-known for his contributions to structural functionalism. Though his work is not directly attributed to globalization, some of his concepts can be related to the study of globalization. For example, A system theory was created by Talcott Parsons that focused on the interdependence and equilibrium of social systems. This viewpoint can be used to comprehend the links between many global systems, such as the global economy, politics, culture, and communication, in the context of globalization. It can be used to study how modifications to one area of globalization might result in modifications and adaptations to other facets of the global system.

    Read some of slide

    **(SLIDE 13)** The processes of social change and adaptation were examined in Parsons' work. Understanding how communities and institutions respond to the opportunities and difficulties presented by global forces can be important in the context of globalization. For instance, a perspective that considers how social systems adapt to change can be used to study how nations adjust their economic policies in response to dynamics in the global market. In the book, we read Parson’s excerpt from Theories of Society (1961), titled “An Outline of the Social System” where he discussed the function of adaptation (Parsons, 1961, as cited in Garner & Hancock, 2014, p. 286). He stated “When there is only one goal, the problem of evaluating the usefulness of facilities is narrowed down to their relevance to attaining this particular goal” which correlates to globalization because nations and organizations have specific goals. When organizations try to increase their influence, market presence, or reach across national borders, it can be said that they are engaging in globalization.

    **(SLIDE 14)** CONCLUSION

    Throughout this presentation, we looked at five theorists and their concepts, as well as how they are related to or can be related to globalization. The theorists we covered were Immanuel Wallerstein, best known for his World Systems Theory, David Harvey, best known for his writings on neoliberalism, C. Wright Mills, best known for his sociological imagination, Dorothy Smith, best known for the Standpoint theory and Talcott Parsons, best known for his contributions to structural functionalism.

    All of the theorists discussed have provided useful information and research to help with my understanding of globalization. However, I believe that Immanuel Wallerstein’s concepts are the most useful in understanding globalization. I believe this because the world-systems theory of Wallerstein offers a structural and chronological framework for comprehending globalization. It aids in our understanding of the relationships among the core, periphery, and semi-periphery regions that make up the global economic hierarchy.

    A historical view of globalization is possible thanks to Wallerstein's concentration on the long-term development of the international system. It emphasizes the evolution of global economic and political power structures over time. His writings pioneered the idea of unequal exchange, a crucial component of globalization. In order to comprehend the unequal distribution of wealth and resources in the global system, it is helpful to emphasize the dynamics of exploitation and dependency between regions.

    REFERENCES
    **(SLIDE 15) – This is the final slide of the presentation that illustrates all of my citations retrieved from the book and readings.**

    **SocialTheoryPresentation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

    **SocialTheoryPresentation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

    **## SocialTheoryAnnouncement.docx**

    Greetings!

    I have had a few questions on the Final Project so I am touching base to make sure everyone is clear on the Final Powerpoint video assignment.

    First, you are supposed to be using the course material for the information on the theorists, not other sources. This should make it easy as we have already covered some of the theorists earlier in the course.

    Second, cite the sources on each slide, just as we have done throughout the course. ("In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.") The information on the first slide for each theorist should be from the course material. On the second slide for each theorist, information from outside sources can be used to draw connections to globalization. (As we have done in Part B of our discussion assignments throughout the course.)

    Third, if you have photos you can put the photo credits at the end after the references, like this:

    Slide 1 -photo credit

    Slide 2 – photo credit

    etc.

    Fourth, do not cram each slide with words. Don't use long sentences, use short phrases the viewers can remember. You don't want your viewers to have to concentrate on reading long sentences, you want them to be listening to you elaborate on the brief phrases on the PowerPoint slide.

    Fifth, in the second slide for each theorist make sure to explicitly connect the theory with specific facts about the current world with regard to globalization. ("Be very specific in drawing explicit connections. Critical thinking!")

    Finally, make sure to look into your webcam at your viewers. You don't want to be looking down reading word-for-word from notes.

    If you have any questions, as always, please send them my way.

    **## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx**

    Instructions for Social Theory Globalization PowerPoint Video

    **Instructions for Social Theory Globalization PowerPoint Video**

    **(To be posted as an assignment AND on the Discussion Board.)**

    In place of a final exam, you will submit a Social Theory PowerPoint video.  This will be a 5-7-minute PowerPoint video that gives you an opportunity to both think about how the theories we have covered during the course of the term connect with globalization and to communicate your thoughts to your fellow classmates.

    In discussing globalization, you will be presenting information on the theoretical work of Wallerstein, Mills, and Harvey, along with the work of two of the other theorists we have covered during the term (your choice). The two from the rest of the course material must come from different modules. For instance, you could not present information on Parsons and Merton as they are in the same module. You could choose one or the other and then one from another module.

    You may create your video on Zoom, YouTube, or any other video creation platform.
    **NOTE: ppsx file formats are not acceptable as Canvas does not handle them effectively.** Alternatively, you could just create it on your computer if you have software that enables you to do this. (Remember, it must be able to show the PowerPoint on the main portion of the screen and you in a little box talking to your viewers.)
    **The presentation must be a minimum of 5 minutes long and no more than 7 minutes in length.** You then either post it to YouTube and link it in the assignment in Canvas or submit it in Canvas using the media feature in Canvas.
    **You should treat this presentation as if it were a professional conference presentation**. After you post this video, you then must also post it in the Module 9 PowerPoint Video discussion for your classmates to watch. You do
    not have to comment on the videos (optional).

    In terms of how to structure the PowerPoint presentation, you must have the following:

    -one starter slide with the presentation title.

    -a second slide telling the viewer what the presentation is about.

    -a third slide describing the concept of globalization.

    -at least two slides for each of the 5 theorists. The first slide for each theorist describes their work. The second slide for each theorist demonstrates how the theory connects with globalization. Be very specific in drawing explicit connections. Critical thinking!

    -a concluding slide or two in which you present your view as to which of the theories you covered is most useful in understanding globalization. Provide evidence to support your opinion.

    -a final slide with your references in APA format

    **In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.**

    **IMPORTANT #1** – You will be narrating the PowerPoint presentation. A box will appear in the corner of the video with you in it explaining what is appearing on each slide.
    Do not just read what is on the screen. Your viewers can read!  The screen should have some keywords or phrases upon which you will elaborate in your verbal presentation for that slide.

    **IMPORTANT #2** – Do not fill the slides with an onslaught of words. You want the viewers to be listening to you.  Include phrases or brief sentences upon which you elaborate in your presentation. In other words, you will be fleshing out what you have on the screen.

    **IMPORTANT #3** –
    _Look into your webcam!_ You are trying to connect with your audience, thus please maintain eye contact by looking into your webcam at your audience rather than just looking down at notes. Practice the presentation so that you are not just reading from notes the whole time. Think of how you react to presenters on TV or in videos. Who seems more authoritative: the presenter who just reads from notes or the presenter who demonstrates command of the information by being able to share information and argument while at the same time looking at the audience?

    **IMPORTANT #4** – You must include graphics in the presentation on
    each slide. There are few things less exciting than a PowerPoint with nothing but word after word after word after….. Take advantage of the visual capabilities of PowerPoint!

    **CREATING YOUR VIDEO**

    I realize that many of you are experienced in creating videos. For those of you who choose to use Zoom, I have provided some guidance to assist you in doing this in Zoom. If you are already comfortable with creating videos on YouTube or Zoom you can skip the following information.

    This video provides help on how to sign up for Zoom. It is free!

    [https://www.youtube.com/watch?v=ZWkdsgTlbeMLinks to an external site.](https://www.youtube.com/watch?v=ZWkdsgTlbeM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    Next, here are instructions for creating and recording a PowerPoint presentation in Zoom.

    [https://www.youtube.com/watch?v=D617OXKhSYwLinks to an external site.](https://www.youtube.com/watch?v=D617OXKhSYw)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    You will be uploading your video to YouTube. (You could also just create the video on YouTube if you prefer.)  If you do not have a YouTube account, you will need to create one (again, free). Here is a tutorial about how to create your YouTube account.

    [https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktopLinks to an external site.](https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktop)

    Finally, here is a video showing how to upload a video to YouTube.

    [https://youtu.be/JeEzkb1X554Links to an external site.](https://youtu.be/JeEzkb1X554)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    If you have any questions, please let me know so that I can assist you. As always, I am more than willing to help!

    ## image1.png

    **## SocialTheoryPPTSCRIPT.docx**

    **(SLIDE 1**) INTRODUCE YOURSELF AS ______________ AND CLASSIFICATION. This PowerPoint presentation discusses five different theorists and how their concepts relate to globalization.

    **(SLIDE 3)** Globalization, which refers to the interconnectedness and interdependence of nations and cultures on a global scale, is a diverse and complicated notion. It's a process that has been developing for centuries, but it really picked up speed in the late 20th and early 21st centuries, mostly because of developments in technology, communication, transportation, and trade.

    First Theorist:
    **Immanuel Wallerstein**

    **(SLIDE 4)** Most people are familiar with Immanuel Wallerstein for creating the world-systems theory. He advocated looking at the globe as a whole rather than as a collection of separate nation-states. The book describes his theory by stating it “provides a framework for understanding globalization as a central feature of our time” (as cited in Garner & Hancock, 2014, p. 612)”. There are three types of subsystems which are States, Societies, and cultures, and the interlinked markets forming capitalism. In Wallerstein’s reading called ‘The Modern World System” on page 613 of our book, he describes a world system as “a social system, one that has boundaries, structures, member groups, rules of legitimation, and coherence”. His theory holds that the world system is composed of core, periphery, and semi-periphery zones, with core regions reaping the most economic benefits from contact with the rest of the world while periphery countries are exploited and marginalized. This is supported in his excerpt of
    **_The Modern World-System (1974),_**“World-economies then are divided into core states and peripheral areas” (as cited in Garner & Hancock, 2014, p. 614), followed by “There are also semiperipheral areas which are in between the core and the periphery” (as cited in Garner & Hancock, 2014, p. 614).

    **(SLIDE 5)** Globalization is strongly related to Wallerstein's world-systems theory since it emphasizes how global economic and political structures have changed through time. It draws attention to the unequal power and resource distribution between core and periphery countries and offers a framework for comprehending how globalization has made these imbalances worse.

    Second Theorist:
    **David Harvey**

    **(SLIDE 6)** David Harvey was a well-known Marxist social theorist. He has written a lot about neoliberalism, geography, urbanization, and the spatial dynamics of capitalism. In his work on urbanization, he introduces ideas like "urbanization of capital" and "spatial fix," which examine how capitalism alters both space and urban settings.

    **(SLIDE 7)** The spatial dynamics of capitalism and globalization are major topics covered by Harvey's research. He contends that capitalism is a flexible, international system that always looks for new places to invest and make money. Harvey claims that capitalism's growth into new areas, both physically and virtually, is what led to globalization. In the writing excerpt published by Harvey titled “
    _A Brief History of Neoliberalism (2005)”,_ it stated that “the capitalist world stumbled towards neo-liberalization as the answer through a series of gyrations and chaotic experiments” (as cited in Garner & Hancock, 2014, p. 65). He also talks about how neoliberal policies have shaped urban environments and accelerated globalization.

    Third Theorist:
    **C. Wright Mills**

    **(SLIDE 8)** Sociologist C. Wright Mills is renowned for the idea of the "sociological imagination." He underlined the significance of comprehending the connection between private issues and public concerns. Mills held the view that greater societal forces and institutions have an impact on people's particular experiences.

    **(SLIDE 9)** Although globalization isn't a direct topic in Mills' writing, his sociological imagination is important for understanding how it affects people and society. It helps us to consider the connections between local and personal difficulties and larger-scale processes, such as political choices, economic shifts, and cultural influences. According to Mills, a small, connected group of people who possess significant authority rule the United States. On the slide, you can see that these are the political elite, economic elite, and military elite as cited in the book. The excerpt by Mills also details that “In each of these institutional areas, the means of power at the disposal of decision makers have increased” (as cited in Garner & Hancock, 2014, p. 300).

    Fourth Theorist:
    **Dorothy Smith**

    **(SLIDE 10)** Dorothy Smith is a sociologist best known for her standpoint theory. In order to understand the world, Dorothy Smith's viewpoint theory highlights the value of social context and the perspectives of disadvantaged groups. According to the standpoint theory, people's social circumstances and life experiences mold their distinctive viewpoints and expertise. This viewpoint can be used to examine how various communities and groups experience and respond to globalization in different ways. It can illuminate, for instance, the many effects of globalization on gender, race, class, and other social constructs.

    **(SLIDE 11)** In "The Conceptual Practices of Power," Smith investigates how power is ingrained in the production and justification of knowledge in sociology and other academic disciplines. In order to define and comprehend social phenomena, it is important to consider how power is used, and this study can be used to provide knowledge about globalization. In Dorothy Smith’s excerpt, she writes “Though an alienated knowledge also alienates others who are not members of the dominant white male minority, the standpoint of women distinctively opens up for exploration the conceptual practices and activities of the extra local, objective relations of ruling as what actual people do” (
    _1990_, as cited in Garner & Hancock, 2014, p. 494)

    READ PART OF SLIDE

    Fifth Theorist:
    **Talcott Parsons**

    **(SLIDE 12)** Talcott Parsons is well-known for his contributions to structural functionalism. Though his work is not directly attributed to globalization, some of his concepts can be related to the study of globalization. For example, A system theory was created by Talcott Parsons that focused on the interdependence and equilibrium of social systems. This viewpoint can be used to comprehend the links between many global systems, such as the global economy, politics, culture, and communication, in the context of globalization. It can be used to study how modifications to one area of globalization might result in modifications and adaptations to other facets of the global system.

    Read some of slide

    **(SLIDE 13)** The processes of social change and adaptation were examined in Parsons' work. Understanding how communities and institutions respond to the opportunities and difficulties presented by global forces can be important in the context of globalization. For instance, a perspective that considers how social systems adapt to change can be used to study how nations adjust their economic policies in response to dynamics in the global market. In the book, we read Parson’s excerpt from Theories of Society (1961), titled “An Outline of the Social System” where he discussed the function of adaptation (Parsons, 1961, as cited in Garner & Hancock, 2014, p. 286). He stated “When there is only one goal, the problem of evaluating the usefulness of facilities is narrowed down to their relevance to attaining this particular goal” which correlates to globalization because nations and organizations have specific goals. When organizations try to increase their influence, market presence, or reach across national borders, it can be said that they are engaging in globalization.

    **(SLIDE 14)** CONCLUSION

    Throughout this presentation, we looked at five theorists and their concepts, as well as how they are related to or can be related to globalization. The theorists we covered were Immanuel Wallerstein, best known for his World Systems Theory, David Harvey, best known for his writings on neoliberalism, C. Wright Mills, best known for his sociological imagination, Dorothy Smith, best known for the Standpoint theory and Talcott Parsons, best known for his contributions to structural functionalism.

    All of the theorists discussed have provided useful information and research to help with my understanding of globalization. However, I believe that Immanuel Wallerstein’s concepts are the most useful in understanding globalization. I believe this because the world-systems theory of Wallerstein offers a structural and chronological framework for comprehending globalization. It aids in our understanding of the relationships among the core, periphery, and semi-periphery regions that make up the global economic hierarchy.

    A historical view of globalization is possible thanks to Wallerstein's concentration on the long-term development of the international system. It emphasizes the evolution of global economic and political power structures over time. His writings pioneered the idea of unequal exchange, a crucial component of globalization. In order to comprehend the unequal distribution of wealth and resources in the global system, it is helpful to emphasize the dynamics of exploitation and dependency between regions.

    REFERENCES
    **(SLIDE 15) – This is the final slide of the presentation that illustrates all of my citations retrieved from the book and readings.**

    **SocialTheoryPresentation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

    **## SocialTheoryAnnouncement.docx**

    Greetings!

    I have had a few questions on the Final Project so I am touching base to make sure everyone is clear on the Final Powerpoint video assignment.

    First, you are supposed to be using the course material for the information on the theorists, not other sources. This should make it easy as we have already covered some of the theorists earlier in the course.

    Second, cite the sources on each slide, just as we have done throughout the course. ("In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.") The information on the first slide for each theorist should be from the course material. On the second slide for each theorist, information from outside sources can be used to draw connections to globalization. (As we have done in Part B of our discussion assignments throughout the course.)

    Third, if you have photos you can put the photo credits at the end after the references, like this:

    Slide 1 -photo credit

    Slide 2 – photo credit

    etc.

    Fourth, do not cram each slide with words. Don't use long sentences, use short phrases the viewers can remember. You don't want your viewers to have to concentrate on reading long sentences, you want them to be listening to you elaborate on the brief phrases on the PowerPoint slide.

    Fifth, in the second slide for each theorist make sure to explicitly connect the theory with specific facts about the current world with regard to globalization. ("Be very specific in drawing explicit connections. Critical thinking!")

    Finally, make sure to look into your webcam at your viewers. You don't want to be looking down reading word-for-word from notes.

    If you have any questions, as always, please send them my way.

    **## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx**

    Instructions for Social Theory Globalization PowerPoint Video

    **Instructions for Social Theory Globalization PowerPoint Video**

    **(To be posted as an assignment AND on the Discussion Board.)**

    In place of a final exam, you will submit a Social Theory PowerPoint video.  This will be a 5-7-minute PowerPoint video that gives you an opportunity to both think about how the theories we have covered during the course of the term connect with globalization and to communicate your thoughts to your fellow classmates.

    In discussing globalization, you will be presenting information on the theoretical work of Wallerstein, Mills, and Harvey, along with the work of two of the other theorists we have covered during the term (your choice). The two from the rest of the course material must come from different modules. For instance, you could not present information on Parsons and Merton as they are in the same module. You could choose one or the other and then one from another module.

    You may create your video on Zoom, YouTube, or any other video creation platform.
    **NOTE: ppsx file formats are not acceptable as Canvas does not handle them effectively.** Alternatively, you could just create it on your computer if you have software that enables you to do this. (Remember, it must be able to show the PowerPoint on the main portion of the screen and you in a little box talking to your viewers.)
    **The presentation must be a minimum of 5 minutes long and no more than 7 minutes in length.** You then either post it to YouTube and link it in the assignment in Canvas or submit it in Canvas using the media feature in Canvas.
    **You should treat this presentation as if it were a professional conference presentation**. After you post this video, you then must also post it in the Module 9 PowerPoint Video discussion for your classmates to watch. You do
    not have to comment on the videos (optional).

    In terms of how to structure the PowerPoint presentation, you must have the following:

    -one starter slide with the presentation title.

    -a second slide telling the viewer what the presentation is about.

    -a third slide describing the concept of globalization.

    -at least two slides for each of the 5 theorists. The first slide for each theorist describes their work. The second slide for each theorist demonstrates how the theory connects with globalization. Be very specific in drawing explicit connections. Critical thinking!

    -a concluding slide or two in which you present your view as to which of the theories you covered is most useful in understanding globalization. Provide evidence to support your opinion.

    -a final slide with your references in APA format

    **In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.**

    **IMPORTANT #1** – You will be narrating the PowerPoint presentation. A box will appear in the corner of the video with you in it explaining what is appearing on each slide.
    Do not just read what is on the screen. Your viewers can read!  The screen should have some keywords or phrases upon which you will elaborate in your verbal presentation for that slide.

    **IMPORTANT #2** – Do not fill the slides with an onslaught of words. You want the viewers to be listening to you.  Include phrases or brief sentences upon which you elaborate in your presentation. In other words, you will be fleshing out what you have on the screen.

    **IMPORTANT #3** –
    _Look into your webcam!_ You are trying to connect with your audience, thus please maintain eye contact by looking into your webcam at your audience rather than just looking down at notes. Practice the presentation so that you are not just reading from notes the whole time. Think of how you react to presenters on TV or in videos. Who seems more authoritative: the presenter who just reads from notes or the presenter who demonstrates command of the information by being able to share information and argument while at the same time looking at the audience?

    **IMPORTANT #4** – You must include graphics in the presentation on
    each slide. There are few things less exciting than a PowerPoint with nothing but word after word after word after….. Take advantage of the visual capabilities of PowerPoint!

    **CREATING YOUR VIDEO**

    I realize that many of you are experienced in creating videos. For those of you who choose to use Zoom, I have provided some guidance to assist you in doing this in Zoom. If you are already comfortable with creating videos on YouTube or Zoom you can skip the following information.

    This video provides help on how to sign up for Zoom. It is free!

    [https://www.youtube.com/watch?v=ZWkdsgTlbeMLinks to an external site.](https://www.youtube.com/watch?v=ZWkdsgTlbeM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    Next, here are instructions for creating and recording a PowerPoint presentation in Zoom.

    [https://www.youtube.com/watch?v=D617OXKhSYwLinks to an external site.](https://www.youtube.com/watch?v=D617OXKhSYw)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    You will be uploading your video to YouTube. (You could also just create the video on YouTube if you prefer.)  If you do not have a YouTube account, you will need to create one (again, free). Here is a tutorial about how to create your YouTube account.

    [https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktopLinks to an external site.](https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktop)

    Finally, here is a video showing how to upload a video to YouTube.

    [https://youtu.be/JeEzkb1X554Links to an external site.](https://youtu.be/JeEzkb1X554)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

    If you have any questions, please let me know so that I can assist you. As always, I am more than willing to help!

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    **## SocialTheoryPPTSCRIPT.docx**

    **(SLIDE 1**) INTRODUCE YOURSELF AS ______________ AND CLASSIFICATION. This PowerPoint presentation discusses five different theorists and how their concepts relate to globalization.

    **(SLIDE 3)** Globalization, which refers to the interconnectedness and interdependence of nations and cultures on a global scale, is a diverse and complicated notion. It's a process that has been developing for centuries, but it really picked up speed in the late 20th and early 21st centuries, mostly because of developments in technology, communication, transportation, and trade.

    First Theorist:
    **Immanuel Wallerstein**

    **(SLIDE 4)** Most people are familiar with Immanuel Wallerstein for creating the world-systems theory. He advocated looking at the globe as a whole rather than as a collection of separate nation-states. The book describes his theory by stating it “provides a framework for understanding globalization as a central feature of our time” (as cited in Garner & Hancock, 2014, p. 612)”. There are three types of subsystems which are States, Societies, and cultures, and the interlinked markets forming capitalism. In Wallerstein’s reading called ‘The Modern World System” on page 613 of our book, he describes a world system as “a social system, one that has boundaries, structures, member groups, rules of legitimation, and coherence”. His theory holds that the world system is composed of core, periphery, and semi-periphery zones, with core regions reaping the most economic benefits from contact with the rest of the world while periphery countries are exploited and marginalized. This is supported in his excerpt of
    **_The Modern World-System (1974),_**“World-economies then are divided into core states and peripheral areas” (as cited in Garner & Hancock, 2014, p. 614), followed by “There are also semiperipheral areas which are in between the core and the periphery” (as cited in Garner & Hancock, 2014, p. 614).

    **(SLIDE 5)** Globalization is strongly related to Wallerstein's world-systems theory since it emphasizes how global economic and political structures have changed through time. It draws attention to the unequal power and resource distribution between core and periphery countries and offers a framework for comprehending how globalization has made these imbalances worse.

    Second Theorist:
    **David Harvey**

    **(SLIDE 6)** David Harvey was a well-known Marxist social theorist. He has written a lot about neoliberalism, geography, urbanization, and the spatial dynamics of capitalism. In his work on urbanization, he introduces ideas like "urbanization of capital" and "spatial fix," which examine how capitalism alters both space and urban settings.

    **(SLIDE 7)** The spatial dynamics of capitalism and globalization are major topics covered by Harvey's research. He contends that capitalism is a flexible, international system that always looks for new places to invest and make money. Harvey claims that capitalism's growth into new areas, both physically and virtually, is what led to globalization. In the writing excerpt published by Harvey titled “
    _A Brief History of Neoliberalism (2005)”,_ it stated that “the capitalist world stumbled towards neo-liberalization as the answer through a series of gyrations and chaotic experiments” (as cited in Garner & Hancock, 2014, p. 65). He also talks about how neoliberal policies have shaped urban environments and accelerated globalization.

    Third Theorist:
    **C. Wright Mills**

    **(SLIDE 8)** Sociologist C. Wright Mills is renowned for the idea of the "sociological imagination." He underlined the significance of comprehending the connection between private issues and public concerns. Mills held the view that greater societal forces and institutions have an impact on people's particular experiences.

    **(SLIDE 9)** Although globalization isn't a direct topic in Mills' writing, his sociological imagination is important for understanding how it affects people and society. It helps us to consider the connections between local and personal difficulties and larger-scale processes, such as political choices, economic shifts, and cultural influences. According to Mills, a small, connected group of people who possess significant authority rule the United States. On the slide, you can see that these are the political elite, economic elite, and military elite as cited in the book. The excerpt by Mills also details that “In each of these institutional areas, the means of power at the disposal of decision makers have increased” (as cited in Garner & Hancock, 2014, p. 300).

    Fourth Theorist:
    **Dorothy Smith**

    **(SLIDE 10)** Dorothy Smith is a sociologist best known for her standpoint theory. In order to understand the world, Dorothy Smith's viewpoint theory highlights the value of social context and the perspectives of disadvantaged groups. According to the standpoint theory, people's social circumstances and life experiences mold their distinctive viewpoints and expertise. This viewpoint can be used to examine how various communities and groups experience and respond to globalization in different ways. It can illuminate, for instance, the many effects of globalization on gender, race, class, and other social constructs.

    **(SLIDE 11)** In "The Conceptual Practices of Power," Smith investigates how power is ingrained in the production and justification of knowledge in sociology and other academic disciplines. In order to define and comprehend social phenomena, it is important to consider how power is used, and this study can be used to provide knowledge about globalization. In Dorothy Smith’s excerpt, she writes “Though an alienated knowledge also alienates others who are not members of the dominant white male minority, the standpoint of women distinctively opens up for exploration the conceptual practices and activities of the extra local, objective relations of ruling as what actual people do” (
    _1990_, as cited in Garner & Hancock, 2014, p. 494)

    READ PART OF SLIDE

    Fifth Theorist:
    **Talcott Parsons**

    **(SLIDE 12)** Talcott Parsons is well-known for his contributions to structural functionalism. Though his work is not directly attributed to globalization, some of his concepts can be related to the study of globalization. For example, A system theory was created by Talcott Parsons that focused on the interdependence and equilibrium of social systems. This viewpoint can be used to comprehend the links between many global systems, such as the global economy, politics, culture, and communication, in the context of globalization. It can be used to study how modifications to one area of globalization might result in modifications and adaptations to other facets of the global system.

    Read some of slide

    **(SLIDE 13)** The processes of social change and adaptation were examined in Parsons' work. Understanding how communities and institutions respond to the opportunities and difficulties presented by global forces can be important in the context of globalization. For instance, a perspective that considers how social systems adapt to change can be used to study how nations adjust their economic policies in response to dynamics in the global market. In the book, we read Parson’s excerpt from Theories of Society (1961), titled “An Outline of the Social System” where he discussed the function of adaptation (Parsons, 1961, as cited in Garner & Hancock, 2014, p. 286). He stated “When there is only one goal, the problem of evaluating the usefulness of facilities is narrowed down to their relevance to attaining this particular goal” which correlates to globalization because nations and organizations have specific goals. When organizations try to increase their influence, market presence, or reach across national borders, it can be said that they are engaging in globalization.

    **(SLIDE 14)** CONCLUSION

    Throughout this presentation, we looked at five theorists and their concepts, as well as how they are related to or can be related to globalization. The theorists we covered were Immanuel Wallerstein, best known for his World Systems Theory, David Harvey, best known for his writings on neoliberalism, C. Wright Mills, best known for his sociological imagination, Dorothy Smith, best known for the Standpoint theory and Talcott Parsons, best known for his contributions to structural functionalism.

    All of the theorists discussed have provided useful information and research to help with my understanding of globalization. However, I believe that Immanuel Wallerstein’s concepts are the most useful in understanding globalization. I believe this because the world-systems theory of Wallerstein offers a structural and chronological framework for comprehending globalization. It aids in our understanding of the relationships among the core, periphery, and semi-periphery regions that make up the global economic hierarchy.

    A historical view of globalization is possible thanks to Wallerstein's concentration on the long-term development of the international system. It emphasizes the evolution of global economic and political power structures over time. His writings pioneered the idea of unequal exchange, a crucial component of globalization. In order to comprehend the unequal distribution of wealth and resources in the global system, it is helpful to emphasize the dynamics of exploitation and dependency between regions.

    REFERENCES
    **(SLIDE 15) – This is the final slide of the presentation that illustrates all of my citations retrieved from the book and readings.**

    **SocialTheoryPresentation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)