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Figueiredo, Suely Mara Ribeiro - One of the best experts on this subject based on the ideXlab platform.

  • Linguagem e mente em Terrence Deacon
    Florianópolis, 2017
    Co-Authors: Figueiredo, Suely Mara Ribeiro
    Abstract:

    This thesis presents the theories of the Cognitive Scientist and Berkeley anthropologist Terrence Deacon in relation to language and mind. To this end, it begins by characterizing his language model as a phenomenon originated concomitantly with intentionality and social organization. It then describes the association between this origin and the emergence of a symbolic insight in a hominid brain, an insight that concerns the perception of the iconic and indicial representation structure and the application of this same structure to virtual and shared signs. Next, the processes of interpretation and learning and the Cognitive mechanisms involved in the language, highlighted by the author, are presented, mainly in relation to the critics that weaves to Chomsky's innate universal grammar, Pinker's language instinct and non-representationalism of Maturana, Varela and Gibson. To present Deacon's mental model, this thesis first discusses his concept of emergency, with which he claims to have solved the hard problem of the philosophy of mind; then, introduces his theory of information, which treats information as a constraint to be locuted by a Cognitively inferred meaning. The work then presents, from these preliminary concepts, Deacon's theory of mind that is characterized, primarily, by the understanding of how homeodynamic constraints foster the emergence of morphodynamic constraints that, in turn, allow the emergence of teleodynamic constraints that, at their highest level, configure subjectivity and intentionality. Deacon gives emotion a prominent place by teleodynamically expressing the incompleteness that moves us. To construct his theories, Deacon enters the philosophical debate on teleology and presents his arguments on how the eliminativist materialists, among them Dennett, can not explain the origin of intentionality from his computational models of the mental phenomenon. The thesis concludes that the models of language and mind in Deacon enrich the current debate, but its unprecedented and potentially revolutionary theories of emergence and information are the most relevant to the author's philosophical contribution.Esta tese apresenta as teorias do cientista cognitivo e antropólogo de Berkeley Terrence Deacon em relação à linguagem e à mente. Para tal, ela inicia caracterizando seu modelo de linguagem enquanto fenômeno originado concomitantemente à intencionalidade e à organização social. A seguir, descreve a associação deaconiana entre tal origem e a emergência de um insight simbólico num cérebro hominídeo, insight este que diz respeito à percepção da estrutura de representação icônica e indicial e a aplicação desta mesma estrutura a signos virtuais e compartilhados. São apresentados, na sequência, os processos de interpretação, da aprendizagem e os mecanismos cognitivos envolvidos na linguagem que o autor destaca, principalmente em relação às críticas que tece à gramática universal inata de Chomsky, ao instinto da linguagem de Pinker e ao não-representacionismo de Maturana, Varela e Gibson. Para apresentar o modelo mental de Deacon, esta tese discute, antes, seu conceito de emergência, com o qual o autor afirma ter resolvido o hard problem da filosofia da mente; a seguir, apresenta as principais considerações sobre os objetos entencionais que Deacon define e reivindica em suas explicações, e introduz sua teoria da informação, que trata a informação como uma restrição a ser locupletada por um significado cognitivamente inferido. A tese então, apresenta, a partir desses conceitos preliminares, a teoria da mente de Deacon que se caracteriza, primordialmente, pela compreensão de como restrições homeodinâmicas propiciam a emergência de restrições morfodinâmicas que, por sua vez, permitem a emergência de restrições teleodinâmicas que, em seu nível mais alto, configuram a subjetividade e a intencionalidade. Deacon dá à emoção um lugar de destaque por expressar teleodinamicamente a incompletude que nos move. Para construir suas teorias, Deacon penetra no debate filosófico sobre teleologia e apresenta seus argumentos sobre como os materialistas eliminativistas, entre os quais inclui Dennett, não conseguem explicar a origem da intencionalidade a partir de seus modelos computacionais do fenômeno mental. A tese conclui que os modelos de linguagem e mente em Deacon enriquecem o debate atual mas são suas teorias de emergência e informação, inéditas e potencialmente revolucionárias, as mais relevantes para a contribuição filosófica do autor

  • Linguagem e mente em Terrence Deacon
    2017
    Co-Authors: Figueiredo, Suely Mara Ribeiro
    Abstract:

    Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Filosofia, Florianópolis, 2017.Esta tese apresenta as teorias do cientista cognitivo e antropólogo de Berkeley Terrence Deacon em relação à linguagem e à mente. Para tal, ela inicia caracterizando seu modelo de linguagem enquanto fenômeno originado concomitantemente à intencionalidade e à organização social. A seguir, descreve a associação deaconiana entre tal origem e a emergência de um insight simbólico num cérebro hominídeo, insight este que diz respeito à percepção da estrutura de representação icônica e indicial e a aplicação desta mesma estrutura a signos virtuais e compartilhados. São apresentados, na sequência, os processos de interpretação, da aprendizagem e os mecanismos cognitivos envolvidos na linguagem que o autor destaca, principalmente em relação às críticas que tece à gramática universal inata de Chomsky, ao instinto da linguagem de Pinker e ao não-representacionismo de Maturana, Varela e Gibson. Para apresentar o modelo mental de Deacon, esta tese discute, antes, seu conceito de emergência, com o qual o autor afirma ter resolvido o hard problem da filosofia da mente; a seguir, apresenta as principais considerações sobre os objetos entencionais que Deacon define e reivindica em suas explicações, e introduz sua teoria da informação, que trata a informação como uma restrição a ser locupletada por um significado cognitivamente inferido. A tese então, apresenta, a partir desses conceitos preliminares, a teoria da mente de Deacon que se caracteriza, primordialmente, pela compreensão de como restrições homeodinâmicas propiciam a emergência de restrições morfodinâmicas que, por sua vez, permitem a emergência de restrições teleodinâmicas que, em seu nível mais alto, configuram a subjetividade e a intencionalidade. Deacon dá à emoção um lugar de destaque por expressar teleodinamicamente a incompletude que nos move. Para construir suas teorias, Deacon penetra no debate filosófico sobre teleologia e apresenta seus argumentos sobre como os materialistas eliminativistas, entre os quais inclui Dennett, não conseguem explicar a origem da intencionalidade a partir de seus modelos computacionais do fenômeno mental. A tese conclui que os modelos de linguagem e mente em Deacon enriquecem o debate atual mas são suas teorias de emergência e informação, inéditas e potencialmente revolucionárias, as mais relevantes para a contribuição filosófica do autor.Abstract : This thesis presents the theories of the Cognitive Scientist and Berkeley anthropologist Terrence Deacon in relation to language and mind. To this end, it begins by characterizing his language model as a phenomenon originated concomitantly with intentionality and social organization. It then describes the association between this origin and the emergence of a symbolic insight in a hominid brain, an insight that concerns the perception of the iconic and indicial representation structure and the application of this same structure to virtual and shared signs. Next, the processes of interpretation and learning and the Cognitive mechanisms involved in the language, highlighted by the author, are presented, mainly in relation to the critics that weaves to Chomsky's innate universal grammar, Pinker's language instinct and non-representationalism of Maturana, Varela and Gibson. To present Deacon's mental model, this thesis first discusses his concept of emergency, with which he claims to have solved the hard problem of the philosophy of mind; then, introduces his theory of information, which treats information as a constraint to be locuted by a Cognitively inferred meaning. The work then presents, from these preliminary concepts, Deacon's theory of mind that is characterized, primarily, by the understanding of how homeodynamic constraints foster the emergence of morphodynamic constraints that, in turn, allow the emergence of teleodynamic constraints that, at their highest level, configure subjectivity and intentionality. Deacon gives emotion a prominent place by teleodynamically expressing the incompleteness that moves us. To construct his theories, Deacon enters the philosophical debate on teleology and presents his arguments on how the eliminativist materialists, among them Dennett, can not explain the origin of intentionality from his computational models of the mental phenomenon. The thesis concludes that the models of language and mind in Deacon enrich the current debate, but its unprecedented and potentially revolutionary theories of emergence and information are the most relevant to the author's philosophical contribution

B. A. Kobrinsky - One of the best experts on this subject based on the ideXlab platform.

  • Computerized and distance learning systems (the case of medical diagnostics)
    'Plekhanov Russian University of Economics (PRUE)', 2018
    Co-Authors: B. A. Kobrinsky
    Abstract:

    The purpose of this paper is to analyze the current state and the possibility of developing computer systems of various types in education (the case of medicine). Particular emphasis is on the use of case studies that combine linguistic and multimedia components and on intellectual technologies to implement the learning process, individually controlled at different stages. The considered methods of knowledge engineering in the construction of intelligent systems form the skills of individual and teamwork. A separate aspect is the methods and means of distance learning with the use of telemedical and internet technologies in teaching and continuous professional development. Ontologies are used as a means of Cognitive visual representation of knowledge. They find application in the presentation of medical knowledge that characterize pathological processes. Intellectual maps and concept maps are used as the primary analysis of logical relationships of characteristics. Role games contribute to the development of knowledge extraction for expert systems. This allows all members of the group to simulate the roles of a knowledge engineer and an expert. In addition, the teacher corrects, if necessary, this process and indicates in conclusion on the mistakes made and the unused possibilities for optimizing the dialogue between the student-Cognitive Scientist and the student-expert. Based on case-method it is proposed to implement examples and questions from clinical practice, including video fragments. This allows you to monitor the correctness of the actions of students during inspections and manipulations. The expert system and remote methods of work are used for the analysis of microscopic drugs under the supervision of the teacher. Building an intellectual learning system that includes cases is the basis for acquiring the skills of differential diagnosis in the process of examining a virtual patient. Telemedical technologies, using different video cameras, suggest remote teaching of not only theoretical, but also clinical subjects with examination of patients, including testing of students and video examinations.As a result of the research, the author proposed schemes of computerized and intellectualized technology for teaching medical subjects of various types (morphological, clinical, and cybernetic). This contributes to the increase of knowledge, taking into account the individual abilities of students on personal programs, forms skills to extract and analyze the information received. Videoconferencing allows you to improve your skills remotely at the place of work in the process of contact with lecturers and teachers. Specially developed approaches presuppose remote examination and diagnostics under the supervision of the teacher. In addition, demonstration of patients with various pathologies during telelectures. These approaches offer opportunities for individual mastering of knowledge based on modern methods of electronic education and intellectual technologies. Personalization of the approach to learning allows you to repeat the insufficiently mastered sections of the material. Distance learning methods will allow setting and solving tasks of continuous improvement of professional skill of medical workers on a fundamentally new level. In principle, the use of many of these approaches is possible in other areas of education

Hegarty, James Marcel - One of the best experts on this subject based on the ideXlab platform.

  • Towards a socio-Cognitive orientation to religious text: a case study in Indian epic literature
    'Equinox Publishing', 2011
    Co-Authors: Hegarty, James Marcel
    Abstract:

    Religious Narrative, Cognition and Culture contains contributions dealing with religious narrative and Cognitive theory written by some of the world’s leading scholars in the fields of Cognitive science, narratology and comparative religion. At the heart of the volume are five papers which serve as sequels to each other. The first paper by the American biologist and semiotician Terrence W. Deacon explores the neurological processes and possible genetic foundations of how language emerged in Homo sapiens. This is followed nicely by the Canadian evolutionary psychologist Merlin Donald’s contribution which describes the possible phylogenetic routes in the development of language and culture. His bio-cultural approach is a major theme in the book. The third paper by the British psychologist Chris Sinha brings us to the bridge between neurological and communicative levels. In it he describes the complex interrelations between the ontogenesis and the sociogenesis of Cognitive processes and demonstrates how they relate to reason, representation, figuration and imagination. The fourth contribution brings us to the level of narrative. It is by the Indian narratologist Rukmini Bhaya Nair in which she argues for a combination of neurology, narratology and a reworked speech-act approach that focuses on narrative rather than simply sentences. The final keynote is by the Finnish Cognitive Scientist of religion Ilkka Pyysiäinen. He brings us full round to religious behavior by showing how the psychology of ritual helps make narrative beliefs possible. These five contributions are followed by papers from Danish, Finnish, Icelandic and American scholars of religion covering religious narratives and emotional communication, gossip as religious narrative and area studies of religious narrative and cognition in the Old Testament, the New Testament, the Georgian Orthodox Church, Indian Epic literature, Australian Aboriginal mythology and ritual, and modern religious forms such as New Age, Asatro, astrological narrative and virtual rituals in 3D cyberspace

Kenneth R Koedinger - One of the best experts on this subject based on the ideXlab platform.

  • Applying Machine Learning to Cognitive Modeling for Cognitive Tutors
    2018
    Co-Authors: Noboru Matsuda, William W. Cohen, Jonathan Sewall, Kenneth R Koedinger
    Abstract:

    The aim of this study is to build an intelligent authoring environment for Cognitive Tutors in which the author need not manually write a Cognitive model. Writing a Cognitive model usually requires days of programming and testing even for a well-trained Cognitive Scientist. To achieve our goal, we have built a machine learning agent – called a Simulated Student – that automatically generates a Cognitive model from sample solutions demonstrated by the human domain expert (i.e., the author). This paper studies the effectiveness and generality of the Simulated Student. The major findings include (1) that the order of training problems does not affect a quality of the Cognitive model at the end of the training session, (2) that ambiguities in the interpretation of demonstrations might hinder machine learning, and (3) that more detailed demonstration can both avoid difficulties with ambiguity and prevent search complexity from growing to impractical levels

Bain, Patrice M. - One of the best experts on this subject based on the ideXlab platform.

  • Powerful Teaching : Unleash the Science of Learning
    Jossey-Bass, 2019
    Co-Authors: Agarwal, Pooja K., Bain, Patrice M.
    Abstract:

    Unleash powerful teaching and the science of learning in your classroom Powerful Teaching: Unleash the Science of Learning empowers educators to harness rigorous research on how students learn and unleash it in their classrooms. In this book, Cognitive Scientist Pooja K. Agarwal, Ph.D., and veteran K–12 teacher Patrice M. Bain, Ed.S., decipher Cognitive science research and illustrate ways to successfully apply the science of learning in classrooms settings. This practical resource is filled with evidence-based strategies that are easily implemented in less than a minute—without additional prepping, grading, or funding! Research demonstrates that these powerful strategies raise student achievement by a letter grade or more; boost learning for diverse students, grade levels, and subject areas; and enhance students'higher order learning and transfer of knowledge beyond the classroom. Drawing on a fifteen-year Scientist-teacher collaboration, more than 100 years of research on learning, and rich experiences from educators in K–12 and higher education, the authors present highly accessible step-by-step guidance on how to transform teaching with four essential strategies: Retrieval practice, spacing, interleaving, and feedback-driven metacognition. With Powerful Teaching, you will: Develop a deep understanding of powerful teaching strategies based on the science of learning Gain insight from real-world examples of how evidence-based strategies are being implemented in a variety of academic settings Think critically about your current teaching practices from a research-based perspective Develop tools to share the science of learning with students and parents, ensuring success inside and outside the classroom Powerful Teaching: Unleash the Science of Learning is an indispensable resource for educators who want to take their instruction to the next level. Equipped with scientific knowledge and evidence-based tools, turn your teaching into powerful teaching and unleash student learning in your classroom.Chapter 1: Discover the Power Behind Power Tools ; Chapter 2: Build a Foundation with Retrieval Practice ; Chapter 3: Empower Teaching with Retrieval Practice Strategies ; Chapter 4: Energize Learning with Spacing and Interleaving ; Chapter 5: Engage Students with Feedback-Driven Metacognition ; Chapter 6: Combine Power Tools and Harness Your Toolbox ; Chapter 7: Keeping It Real: Use Power Tools to Tackle Challenges, Not Add to Them ; Chapter 8: Foster a Supportive Environment: Use Power Tools to Reduce Anxiety and Strengthen Community ; Chapter 9: Spark Conversations with Students About the Science of Learning ; Chapter 10: Spark Conversations with Parents About the Science of Learning ; Chapter 11: Powerful Professional Development for Teachers and Leaders ; Chapter 12: Do It Yourself Retrieval Guide