If this sounds like the kind of research that you want to hear more about, you can subscribe to Upon Reflection wherever you find podcasts. You can also find out more about me and my research on Twitter via @byrd_nick, or on Facebook via @byrdnick. If you end up enjoying the Upon Reflection podcast, then feel free to tell people about it, online, in person, or in your ⭐️⭐️⭐️⭐️⭐️ review.
Welcome to the first, introductory episode of Upon Reflection, a podcast about the philosophy of cognitive science and the cognitive science of philosophy.
In this podcast I’ll be sharing my own and others’ research with you. For instance, I’ll talk about the differences between intuition and reflection and how intuitive reasoning predicts different philosophical beliefs than reflective reasoning. I’ll also discuss topics like implicit bias and how—contrary to what you may have heard—implicit bias may not be entirely unconscious and involuntary. Of course, cognitive science is an interdisciplinary research community. So there will be much more to talk about.
If this sounds like the kind of research that you want to hear more about, you can subscribe to Upon Reflection wherever you find podcasts. You can also find out more about me and my research at @byrd_nick on Twitter, or @byrdnick on Facebook. If you end up enjoying the Upon Reflection podcast, then feel free to tell people about it, online, in person, or in your ⭐️⭐️⭐️⭐️⭐️ review.
Below are the syllabus and materials for my Introduction to Philosophy course. You are welcome to use any of the material as a student or as an instructor. The usual creative commons license applies to my portion of this—i.e., only the stuff to which I would have a copyright. (If you are my student, remember that you can be quizzed on the contents of the syllabus.)
I recently signed up for and attended a writing retreat. I got a lot of writing done even though I was essentially doing the same thing that I always do: sit at a desk and try to write my papers—I didn’t even talk to anyone, really. I was puzzled about why a group working retreat could be more productive for someone than working on their own. As I thought about it, I came up with three hypotheses based on research on precommitment, scheduling, and work environment. I shared and explained them on Twitter (see below).
I share a 5-year-old MacBook Air with my partner. We need more storage than this laptop offered when we bought it. However, Apple no longer makes our 11-inch model. So we had to consider something else. In this post, I explain what we considered—from new drives to brand new computers—and why we chose to replace our SSD rather than upgrade to Apple’s latest and greatest laptop computer offerings.
I recently published a paper about implicit bias and debiasing. The paper argues that implicit bias is probably associative, but that debiasing is not fully unconscious or involuntary. As with all of my papers, you can find the free preprint of the paper on my CV. Anyway, while I was working on that paper, it occurred to me that my views about implicit bias and debiasing had implications for institutions like universities. Specifically, my views implied that it should be relatively easy for education administrators, advisors, and teachers to incorporate debiasing into what they do. I tested my prediction in my own classroom and the results were promising. Nonetheless, I wanted to hear my colleagues’ ideas about debiasing. So, I created a workshop about it. In this post, I’ll share the materials for the workshop. If your employer or your organization would like me to host this workshop, they can contact me.