Porter, T. M. (1996). Trust in numbers: the pursuit of objectivity in science and public life (p. 324). Princeton University Press. Retrieved from http://books.google.com/books?id=_3OZN-eaC-0C&pgis=1
Porter, T. M. (2009). The Culture of Quantification and the History of Public Reason. Journal of the History of Economic Thought, 26(02), 165. doi:10.1080/1042771042000219019
Porter, T., & Porter, T. M. (1994). Information, Power, and the View from Nowhere. In L. Bud-Frierman (Ed.), Information Acumen: The Understanding and Use of Knowledge in Modern Business (pp. 217–230). London: Routledge.
To draw an analogy with computer coding, we might say that financial instruments are analogous to ‘high-level’ programming languages such as Java or Ruby: they let you string commands together in order to perform certain actions. You want to get resources from A to B over time? Well, we can…
Q: HOW CAN BIG DATA HAVE A SOCIAL IMPACT?
Big Data has the potential to transform development and accelerate social progress around the world, but there are issues surrounding understanding, ownership, privacy, capacity, measurement and more that need further dialogue and discussion. The Skoll World Forum on Social Entrepreneurship partnered with the HBR-The Bridgespan Group Insight Center on Scaling Social Impact to surface key insights and practical lessons in harnessing the power of data for large-scale social impact. This debate will also set the stage for a larger discussion on the topic at this year’s Skoll World Forum in Oxford, UK.
Let’s give credit where it is due: Google is not hiding its revolutionary ambitions. As its co-founder Larry Page put it in 2004, eventually its search function “will be included in people’s brains” so that “when you think about something and don’t really know much about it, you will automatically get information”.
Science fiction? The implant is a rhetorical flourish but Mr Page’s utopian project is not a distant dream. In reality, the implant does not have be connected to our brains. We carry it in our pockets – it’s called a smartphone.
resisting being quantified makes you unpredictable to systems that make predictions based on facts.
Moral Information Processing
Moral information processing has to do with how people comprehend moral events in stories, activities and in real life. We have studied moral information processing or moral discourse processing with story comprehension (theme comprehension, recall, ratings of importance of story events, inferences made while reading) and with videogame effects on finishing stories. See Narvaez (2002) for a review of individual difference effects on processing.
Narvaez, D. (1998). The effects of moral schemas on the reconstruction of moral narratives in 8th grade and college students. Journal of Educational Psychology, 90(1), 13-24.
Narvaez, D., Bentley, J., Gleason, T., Samuels, J. (1998). Moral theme comprehension in third grade, fifth grade and college students. Reading Psychology, 19(2), 217-241.
Narvaez, D., & Mitchell, C. (1999). Schemas, culture, and moral texts. (In M. Leicester, C. Modgil, & S. Modgil, Eds.) Education, Culture and Values (Vol. IV of Moral Education and Pluralism) (pp. 149-157). London: Falmer Press.
Narvaez, D., van den Broek, P., and Ruiz, A. (1999). Reading purpose, type of text and their influence on think-aloud and comprehension measures. Journal of Educational Psychology, 91(3), 488-496.
Narvaez, D., Gleason, T., Mitchell, C. & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477-487.
Reprinted in D. Boyd & G. Stevens (Ed.), Current Readings in Lifespan Development (pp. 73-87). Allyn & Bacon.
Narvaez, D. (1999). Using discourse processing methods to study moral thinking. Educational Psychology Review, 11 (4), 377-394.
Rest, J. R., Narvaez, D., Bebeau, M., & Thoma, S. (2000). A neo-Kohlbergian approach to morality research. Journal of Moral Education, 29 (4), 381-395.
Reprinted in Mason, M. (2004). Taking Sides: Clashing Views on Controversial Issues in Cognitive Science. McGraw-Hill.
Narvaez, D. (2001). Moral text comprehension: Implications for education and research. Journal of Moral Education, 30 (1), 43-54.
Narvaez, D. (2002). Individual differences that influence reading comprehension. In M. Pressley & C. C. Block (Eds.), Reading Comprehension Instruction (pp. 158-175). New York: Guilford.
Narvaez, D. (2002). Does reading moral stories build character? Educational Psychology Review 14(2), 155-171.
Narvaez, D. & Bock, T. (2002). Moral schemas and tacit judgement or how the Defining Issues Test is supported by cognitive science. Journal of Moral Education, 31 (3) 297-314.
Narvaez, D., Lapsley, D., Hagele, S., & Lasky, B. (2006). Moral chronicity and social information processing: Tests of a social cognitive approach to the moral personality. Journal of Research in Personality, 40, 966–985.
Narvaez, D., & Gleason, T. (2007). The Influence of moral judgment development and moral experience on comprehension of moral narratives and expository texts. The Journal of Genetic Psychology, special issue (Nancy Eisenberg, editor), 168(3), 251–276.
Narvaez, D., Mattan, B., MacMichael, C., & Squillace, M. (2008). Kill bandits, collect gold or save the dying: the effects of playing a prosocial video game. Media Psychology Review. 1 (1).
Narvaez, D., Radvansky, G.A., Lynchard, N., & Copeland, D. (in press). Are older adults more attuned to morally-charged information? Experimental Aging Research
Narvaez, D., Gleason, T., & Mitchell, C. (in press). Moral virtue and practical wisdom: Theme comprehension in children, youth and adults. Journal of Genetic Psychology.
Narvaez, D. (in press). The Ethics of Neurobiological Narratives. Poetics Today, special issue on Narrative and the Emotions