Quantitative Aspects of the Evolution of Concepts
Quantitative Aspects of the Evolution of Concepts

Author: Clark L. Hull

Publisher: Forgotten Books

Published: 2017-12-07

Total Pages: 106

ISBN-13: 9780260302847

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Excerpt from Quantitative Aspects of the Evolution of Concepts: An Experimental Study The work began in 1912 with a year Of preliminary experi mentation in the Psychological Laboratory of the University of Michigan. This was continued the following year at the Eastern Kentucky State Normal Sch-001. In 1914 the work was trans ferred to the Psychological Laboratory Of the University Of Wis consin, where the problem and technique soon took on their final form and where the work was continued until the Spring Of 1918. A preliminary report containing a description of the gen eral technique and the results from a few subjects was submit ted to the University of Wisconsin as a Master's thesis in 1915. An abstract of this wor-k was also presented in a paper before the Chicago meeting Of the Psychological Association of that year, together with a demonstration Of an imperfect model Of the apparatus used. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Theoretical Issues in Reading Comprehension
Theoretical Issues in Reading Comprehension

Author: Rand J. Spiro

Publisher: Routledge

Published: 2017-11-03

Total Pages: 544

ISBN-13: 1351607235

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Research in cognitive psychology, linguistics, and artificial intelligence – the three disciplines that have the most direct application to an understanding of the mental processes in reading – is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.

The Making of Human Concepts
The Making of Human Concepts

Author: Denis Mareschal

Publisher:

Published: 2010

Total Pages: 414

ISBN-13: 0199549222

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Human adults appear different from other animals in their ability to form abstract mental representations that go beyond perceptual similarity. In short, they can conceptualize the world. This apparent uniqueness leads to an immediate puzzle: WHEN and HOW does this abstract system come into being? To answer this question we need to explore the origins of adult concepts, both developmentally and phylogenetically; When does the developing child acquire the ability to use abstract concepts?; does the transition occur around 2 years, with the onset of symbolic representation and language? Or, is it independent of the emergence of language?; when in evolutionary history did an abstract representational system emerge?; is there something unique about the human brain? How would a computational system operating on the basis of perceptual associations develop into a system operating on the basis of abstract relations?; is this ability present in other species, but masked by their inability to verbalise abstractions? Perhaps the very notion of concepts is empty and should be done away with altogether. This book tackles the age-old puzzle of what might be unique about human concepts. Intuitively, we have a sense that our thoughts are somehow different from those of animals and young children such as infants. Yet, if true, this raises the question of where and how this uniqueness arises. What are the factors that have played out during the life course of the individual and over the evolution of humans that have contributed to the emergence of this apparently unique ability? This volume brings together a collection of world specialists who have grappled with these questions from different perspectives to try to resolve the issue. It includes contributions from leading psychologists, neuroscientists, child and infant specialists, and animal cognition specialists. Taken together, this story leads to the idea that there is no unique ingredient in the emergence of human concepts, but rather a powerful and potentially unique mix of biological abilities and personal and social history that has led to where the human mind now stands. A 'must-read' for students and researchers in the cognitive sciences.

Schooling and the Acquisition of Knowledge
Schooling and the Acquisition of Knowledge

Author: Richard C. Anderson

Publisher: Routledge

Published: 2017-09-13

Total Pages: 460

ISBN-13: 1351985698

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Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.