“What we’ve got here is (a) failure to communicate” • 4

Excerpt from Sigmund Freud, “Project for a Scientific Psychology” (1895)

The Experience of Satisfaction

The filling of the nuclear neurones in Ψ has as its consequence an effort to discharge, an impetus which is released along motor pathways. Experience shows that the first path to be followed is that leading to internal change (e.g., emotional expression, screaming, or vascular innervation). But, as we showed at the beginning of the discussion, no discharge of this kind can bring about any relief of tension, because endogenous stimuli continue to be received in spite of it and the Ψ-tension is re-established. Here a removal of the stimulus can only be effected by an intervention which will temporarily stop the release of quantity (Qἠ) in the interior of the body, and an intervention of this kind requires an alteration in the external world (e.g., the supply of nourishment or the proximity of the sexual object), and this, as a “specific action”, can only be brought about in particular ways. At early stages the human organism is incapable of achieving this specific action. It is brought about by extraneous help, when the attention of an experienced person has been drawn to the child’s condition by a discharge taking place along the path of internal change [e.g., by the child’s screaming]. This path of discharge thus acquires an extremely important secondary function — viz., of bringing about an understanding with other people; and the original helplessness of human beings is thus the primal source of all moral motives.

When the extraneous helper has carried out the specific action in the external world on behalf of the helpless subject, the latter is in a position, by means of reflex contrivances, immediately to perform what is necessary in the interior of his body in order to remove the endogenous stimulus. This total event then constitutes an “experience of satisfaction”, which has the most momentous consequences in the functional development of the individual.

Thus the experience of satisfaction leads to a facilitation between the two memory-images [of the object wished-for and of the reflex movement] and the nuclear neurones which had been cathected during the state of urgency. (No doubt, during [the actual course of] the discharge brought about by the satisfaction, the quantity (Qἠ) flows out of the memory-images as well.) Now, when the state of urgency or wishing re-appears, the cathexis will pass also to the two memories and will activate them. And in all probability the memory-image of the object will be the first to experience this wishful activation.

I have no doubt that the wishful activation will in the first instance produce something similar to a perception — namely, a hallucination. And if this leads to the performance of the reflex action, disappointment will inevitably follow. (Freud, 379–381).

Sigmund Freud, “Project for a Scientific Psychology” (1895), pp. 347–445 in The Origins of Psycho-Analysis : Letters to Wilhelm Fliess, Drafts and Notes, 1887–1902, Marie Bonaparte, Anna Freud, Ernst Kris (eds.), Eric Mosbacher and James Strachey (trans.), Basic Books, New York, NY, 1954.

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“What we’ve got here is (a) failure to communicate” • 3

Communication, as you may have guessed, is one of those areas where I more often mis- than hit, so I always have lots of chances to reflect on the trials of communication, its ways and waylays.

Communication works if the signs I make call others to the cause that made me make those signs.

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“What we’ve got here is (a) failure to communicate” • 2

There are areas of human concern and conduct where I have a lot of personal experience but very little positive knowledge — my experiences are rich in disappointment, failure, frustration, very spare in success.  What knowledge I gain is the unkind kind that defines a domain in relief, from outside its pale.

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“What we’ve got here is (a) failure to communicate” • 1

A figure rises, in bas relief, as the ground slips away …

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Peircean Semiotics and Triadic Sign Relations • 3

Having labored mightily to bring out a new edition of my article on sign relations, including material on the pivotal concept of semiotic equivalence relations which had fallen into obscurity elsewhere, I thought it worth the candle to post a notice of the new version here.

Sign RelationsSemiotic Equivalence Relations

Posted in C.S. Peirce, Inquiry, Logic, Logic of Relatives, Relation Theory, Semiotics, Sign Relations | Tagged , , , , , , | 2 Comments

Every Day Is All Hallows Night

The film of nightmare that covers the world.
The work it takes to make it mean something.

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Architectonics of Inquiry • 1

Re: R.J. LiptonTeaching Helps Research

Along these lines, if somewhat tangentially, are some questions that I’ve wondered about for many years.

  • How do research and teaching interact, and how might they act to catalyze one another in the best of possible practices?
  • What sort of role could information technology play in integrating the two missions of inquiry and instruction?
  • What are the obstacles that inhibit the process of integration?

Readings

Abstract

More and more we hear the complaint that the gap between research and instruction is widening and a vital sense of motivation is falling between the cracks.  It is our vision that intelligent computing systems will become a partner in the reintegration of discovery and learning within the inquiry process.  We will address certain issues that must be faced if computer media are to have the characteristics necessary to support this integration.  The development of the computer to date has required a careful attention to the syntax and semantics of the rather limited symbol systems we have induced them to use.  A capacity for communicating in multiple modalities with non-uniform communities of symbol users — for sharing in the discovery of a pluralistic universe — will demand a quantum leap in our understanding of the pragmatic dimensions of symbol use.  In the future the capacity for inquiry must permeate the living architecture of the computer system.  A computer program that begins to embody these ideas will be discussed.

Posted in Artificial Intelligence, Automated Research Tools, C.S. Peirce, Discovery, Educational Systems Design, Educational Technology, Inquiry, Inquiry Driven Systems, Inquiry Into Inquiry, Instruction, Peirce, Research Technology | Tagged , , , , , , , , , , , | 3 Comments

Differential Analytic Turing Automata • Discussion 1

Re: R.J. Lipton and K.W. ReganProving Cook’s Theorem

Synchronicity Rules❢

I just started reworking an old exposition of mine on Cook’s Theorem, where I borrowed the Parity Function example from Wilf (1986), Algorithms and Complexity, and translated it into the cactus graph syntax for propositional calculus I developed as an extension of Peirce’s logical graphs.

By way of providing a simple illustration of Cook’s Theorem, namely, that “Propositional Satisfiability is NP-Complete”, I will describe one way to translate finite approximations of turing machines into propositional expressions, using the cactus language syntax for propositional calculus to be described in more detail as we proceed.

Posted in Algorithms, Boolean Functions, C.S. Peirce, Cactus Graphs, Computational Complexity, Differential Analytic Turing Automata, Differential Logic, Logic, Logical Graphs, Peirce, Propositional Calculus, Turing Machines | Tagged , , , , , , , , , , , | 2 Comments

Definition and Determination • 10

The moment, then, that we pass from nothing and the vacuity of being to any content or sphere, we come at once to a composite content and sphere.  In fact, extension and comprehension — like space and time — are quantities which are not composed of ultimate elements;  but every part however small is divisible.

The consequence of this fact is that when we wish to enumerate the sphere of a term — a process termed division — or when we wish to run over the content of a term — a process called definition — since we cannot take the elements of our enumeration singly but must take them in groups, there is danger that we shall take some element twice over, or that we shall omit some.  Hence the extension and comprehension which we know will be somewhat indeterminate.  But we must distinguish two kinds of these quantities.  If we were to subtilize we might make other distinctions but I shall be content with two.  They are the extension and comprehension relatively to our actual knowledge, and what these would be were our knowledge perfect.

Peirce, CE 1, 462

Peirce, C.S., “The Logic of Science;  or, Induction and Hypothesis”, [Lowell Lectures of 1866], pp. 357–504 in Writings of Charles S. Peirce : A Chronological Edition, Volume 1, 1857–1866, Peirce Edition Project, Indiana University Press, Bloomington, IN, 1982.

Additional References

Incidental References

cc: Inquiry List • Peirce List (1) (2) (3)

Posted in C.S. Peirce, Comprehension, Constraint, Definition, Determination, Extension, Form, Indication, Information = Comprehension × Extension, Inquiry, Intension, Logic, Logic of Science, Mathematics, Peirce, Semiotics, Sources | Tagged , , , , , , , , , , , , , , , , | 11 Comments

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Inquiry Driven Systems • Are There Apps For That?

Frequently encountered complementarities, dualities, or design trade-offs

  • Integrating data-driven (empiricist) and concept-driven (rationalist) modes of inquiry.
  • Integrating model-theoretic and proof-theoretic methods for evaluating theories.
  • Bridging the gap between qualitative and quantitative research methodologies.
  • Relationship between emergent-evolved systems and engineered systems.
  • Relationship between descriptive sciences and normative sciences.

Relationship between emergent-evolved systems and engineered systems

I am taking a systems-theoretic view of the inquiry process, but I am focused on the kinds of systems we engineer to a specific purpose, for example, computational support for scientific inference. With that aim in mind the kinds of understanding we gain from connectionist, emergent property, genetic algorithm, or self-organizing systems research typically falls short of telling us how scientific inquiry can manage to work in the frame of time that human beings have at their command.

When we set about engineering artificial systems to augment our natural capacities — the way we build microscopes and telescopes to extend the reach of our eyes — our success in doing that naturally depends on how well we understand the natural system we are trying to extend.

One form of understanding is achieved when we draw on principles embodied in a natural system that are general enough to be embodied in very different artificial systems. That is the method of analogical extension, and it turns on the recognition of an abstract principle that can be shared by otherwise diverse systems.

Posted in Analogy, C.S. Peirce, Dualism, Dyadicism, Inquiry, Inquiry Driven Systems, Inquiry Into Inquiry, Inquiry Support Technology, Intelliscope, Pragmatism, Reductionism, Tertium Quid, Thirdness, Triadic Relations, Triadicity | Tagged , , , , , , , , , , , , , , | 8 Comments