Operationism As Proposed by Bridgman and Stevens
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Concepts As Correlates of Lexical Labels. a Cognitivist Perspective
This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 Sławomir Wacewicz Concepts as Correlates of Lexical Labels. A Cognitivist Perspective. This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 CONTENTS Introduction………………………………………………………………... 6 PART I INTERNALISTIC PERSPECTIVE ON LANGUAGE IN COGNITIVE SCIENCE Preliminary remarks………………………………………………………… 17 1. History and profile of Cognitive Science……………………………….. 18 1.1. Introduction…………………………………………………………. 18 1.2. Cognitive Science: definitions and basic assumptions ……………. 19 1.3. Basic tenets of Cognitive 22 Science…………………………………… 1.3.1. Cognition……………………………………………………... 23 1.3.2. Representationism and presentationism…………………….... 25 1.3.3. Naturalism and physical character of mind…………………... 28 1.3.4. Levels of description…………………………………………. 30 1.3.5. Internalism (Individualism) ………………………………….. 31 1.4. History……………………………………………………………... 34 1.4.1. Prehistory…………………………………………………….. 35 1.4.2. Germination…………………………………………………... 36 1.4.3. Beginnings……………………………………………………. 37 1.4.4. Early and classical Cognitive Science………………………… 40 1.4.5. Contemporary Cognitive Science……………………………... 42 1.4.6. Methodological notes on interdisciplinarity………………….. 52 1.5. Summary…………………………………………………………. 59 2. Intrasystemic and extrasystemic principles of concept individuation 60 2.1. Existential status of concepts ……………………………………… 60 2 This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 2.1.1. -
Cognitive and Neuroscience Research on Learning And
The 11th International Conference on Education Research New Educational Paradigm for Learning and Instruction September 29 – October 1, 2010 Cognitive and Neuroscience Research on Learning and Instruction: Recent insights about the impact of non-conscious knowledge on problem solving, higher order thinking skills 12 and interactive cyber-learning environments. Richard E. Clark University of Southern California, USA Abstract There are as least three powerful insights from recent studies of the brain that support cognitive science research findings: First, our brains learn and process two very different types of knowledge; non conscious, automated knowledge and conscious, controllable, declarative knowledge. Evidence also suggests that we believe we control our own learning by conscious choice when in fact nearly all mental operations are highly automated, including learning and problem solving; Second, human beings have a very limited capacity to think during learning and problem solving and when that capacity is exceeded, thinking and learning stop without us being aware. Thus instruction and self managed learning must strive to avoid cognitive overload; and Third, nearly all of our instructional design and cyber learning theories and models fail to account for the influence of non-conscious cognitive processes and therefore are inadequate to deal with complex learning and performance. Evidence for these points will be described and their implications for instruction and the learning of problem solving and higher order thinking skills will be discussed. Models of learning and instruction that appear to help overcome some of these biological and cognitive barriers will be described. In addition, suggestions for new research questions on interactive learning environments that take account of the three insights will also be described. -
The Science of Psychology 1
PSY_C01.qxd 1/2/05 3:17 pm Page 2 The Science of Psychology 1 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION PINNING DOWN PSYCHOLOGY PSYCHOLOGY AND COMMON SENSE: THE GRANDMOTHER CHALLENGE Putting common sense to the test Explaining human behaviour THE BEGINNINGS OF MODERN PSYCHOLOGY Philosophical influences Physiological influences PSYCHOLOGY TODAY Structuralism: mental chemistry Functionalism: mental accomplishment Behaviourism: a totally objective psychology Gestalt psychology: making connections Out of school: the independents The cognitive revolution FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C01.qxd 1/2/05 3:17 pm Page 3 Learning Objectives By the end of this chapter you should appreciate that: n psychology is much more than ‘common sense’; n psychological knowledge can be usefully applied in many different professions and walks of life; n psychology emerged as a distinct discipline around 150 years ago, from its roots in physiology, physics and philosophy; n there are fundamental differences between different schools of thought in psychology; n psychology is the science of mental life and behaviour, and different schools of thought within psychology place differing degrees of emphasis on understanding these different elements of psychology; n most academic departments in the English-speaking world focus on the teaching of experimental psychology, in which scientific evidence about the structure and function of the mind and behaviour accumulates through the execution of empirical investigations; n in the history of psychology many different metaphors have been used for thinking about the workings of the human mind, and since the Second World War the most influential of these metaphors has been another complex information-processing device – the computer. -
The Rise of Cognitive Science in the 20Th Century
The Rise of Cognitive Science in the 20th Century Carrie Figdor (forthcoming in Kind, A., ed., Philosophy of Mind in the 20th and 21st Centuries: Routledge) Penultimate Draft Abstract. This chapter describes the conceptual foundations of cognitive science during its establishment as a science in the 20th century. It is organized around the core ideas of individual agency as its basic explanans and information-processing as its basic explanandum. The latter consists of a package of ideas that provide a mathematico- engineering framework for the philosophical theory of materialism. Keywords: cognitive science; psychology; linguistics; computer science; neuroscience; behaviorism; artificial intelligence; computationalism; connectionism Part I. Introduction. Cognitive science is the study of individual agency: its nature, scope, mechanisms, and patterns. It studies what agents are and how they function. This definition is modified from one provided by Bechtel, Abrahamson, and Graham (1998), where cognitive science is defined as “the multidisciplinary scientific study of cognition and its role in intelligent agency.” Several points motivate the modification. First (and least consequential), the multidisciplinarity of cognitive science is an accident of academic history, not a fact about its subject matter (a point also pressed in Gardner 1985). Second, the label “intelligent” is often used as a term of normative assessment, when cognitive science is concerned with behavior by entities (including possibly groups, as individual or collective agents) that are not considered intelligent, as well as unintelligent behavior of intelligent agents, for any intuitive definition of “intelligent”.1 Third and most importantly, the term “cognition” is omitted from the definiens to help emphasize a position of neutrality on a number of contemporary debates. -
PSY 4960/5960 Science Vs. Pseudoscience Human Life
PSY 4960/5960 Science vs. Pseudoscience •What is science? Human Life Expectancy Why has the average human lifespan doubled over the past 200 years? 1 Quick Quiz • True or false? • Most people use only about 10% of their brain capacity • Drinking coffee is a good way to sober up after heavy drinking • Hypnosis can help us to recall things we’ve forgotten • If you’re unsure of your answer while taking a test, it’s best to stick with your initial answer Common Sense? •Look before you leap. •He who hesitates is lost. •Birds of a feather flock together. •Opposites attract. •Absence makes the heart grow fonder. •Out of sight, out of mind. • •Better safe than sorry. •Nothing ventured, nothing gained. •Two heads are better than one. •Too many cooks spoil the bthbroth. •The bigger the better. •Good things come in small packages. •Actions speak louder than words. •The pen is mightier than the sword. •Clothes make the man. •Don’t judge a book by its cover. •The more the merrier. •Two’s company, three’s a crowd. •You’re never too old to learn. •You can’t teach an old dog new tricks. Lilienfeld et al. (2007) Operational Definition • Science is – “A set of methods designed to describe and interpret observed or inferred phenomena, past or pp,resent, and aimed at building a testable body of knowledge open to rejection or confirmation.” – A toolbox of skills designed to prevent us from fooling ourselves – Learning to minimize your thinking errors – Self‐correcting Shermer (2002) 2 What Makes a Good Scientist? • Communalism –a willingness to share data • Disinterestedness –trying not to be influenced by personal or financial investments • A tiny voice saying “I might be wrong” • “Utter honesty –a kind of leaning over Merton (1942) backwards” Sagan (1995) Feynman (1988) Quick Quiz Write down the names of as many living scientists as you can, including their fields. -
The Association of Strategy Use and Concrete-Operational Thinking in Primary School
ORIGINAL RESEARCH published: 23 May 2018 doi: 10.3389/feduc.2018.00038 The Association of Strategy Use and Concrete-Operational Thinking in Primary School Moritz Börnert-Ringleb* and Jürgen Wilbert Department of Inclusive Education, University of Potsdam, Potsdam, Germany Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed Edited by: using the subscales conservation of numbers, classification and sequences of the TEKO. Michael S. Dempsey, Boston University, United States The verbal reports were transcribed and coded with regard to the mental operations Reviewed by: applied per task. Data analyses focused on tasks level, resulting in the analyses of Sharinaz Hassan, N = 240 tasks per subscale. Differences regarding the contribution of isolated and Curtin University, Australia Niels A. Taatgen, combined mental operations (strategies) to correct solution were observed. Thereby, University of Groningen, Netherlands the results indicate the necessity of selection and integration of appropriate mental *Correspondence: operations as strategies. The results offer insights in involved mental operations while Moritz Börnert-Ringleb solving concrete-operational tasks and depict a contribution to the construction of [email protected] instructional programs. -
Coordination of Component Mental Operations in Sequences of Discrete Responses
Coordination of Component Mental Operations in Sequences of Discrete Responses Shu-Chieh Wu ([email protected] ) Roger W. Remington ([email protected]) NASA Ames Research Center, Mail Stop 262-4 Moffett Field, CA 94035 USA Harold Pashler ([email protected]) Department of Psychology, University of California, San Diego La Jolla, CA 92093 USA Abstract distributed across different resources, interleaving upcoming operations in the slack time created by queued bottleneck In daily life we often perform sequences of actions, which processes, and allowing operations from different resources with practice are accomplished by overlapping mental to proceed concurrently. The success of this approach operations for successive actions. Is it possible to derive depends on the underlying assumption that component performance predictions for such sequences from a mental operations inferred from discrete task performance characterization of the mental operations for a single do not function differently in extended task environments. stimulus-response pair? We explore this by examining the joint timing of eye movements and manual responses in a This assumption has yet to be tested. Also, success has been typing-like task following Pashler (1994). Participants made achieved for tasks that are largely perceptual-motor, with separate choice responses to a series of five stimuli spread good fits obtaining after about 100 contiguous trials (e.g., over a wide viewing area. Replicating Pashler’s results, John et al., 2002). responses to the first stimulus (RT1) were elevated, with The goal of the present research is to investigate the inter-response intervals (IRI) for subsequent items rapid and coordination of component mental operations in extended flat across items. -
Chapter 5 Measurement Operational Definitions Numbers and Precision
5 - 1 Chapter 5 Measurement Operational Definitions Numbers and Precision Scales of Measurement Nominal Scale Ordinal Scale Interval Scale Ratio Scale Validity of Measurement Content Validity Face Validity Concurrent Validity Predictive Validity Construct Validity Thinking Critically About Everyday Information Reliability of Measurement Test–Retest Reliability Alternate Form Reliability Split-Half Reliability Factors That Affect Reliability Case Analysis General Summary Detailed Summary Key Terms Review Questions/Exercises 5 - 2 Operational Definitions An essential component of an operational definition is measurement. A simple and accurate definition of measurement is the assignment of numbers to a variable in which we are interested. These numbers will provide the raw material for our statistical analysis. Measurement is so common and taken for granted that we seldom ask why we measure things or worry about the different forms that measurement may take. It is often not sufficient to describe a runner as “fast,” a basketball player as “tall,” a wrestler as “strong,” or a baseball hitter as “good.” If coaches recruited potential team members on the basis of these imprecise words, they would have difficulty holding down a job. Coaches want to know how fast the runner runs the 100-yard dash or the mile. They want to know exactly how tall the basketball player is, the strength of the wrestler, the batting average of the hitter. Measurement is a way of refining our ordinary observations so that we can assign numerical values to our observations. It allows us to go beyond simply describing the presence or absence of an event or thing to specifying how much, how long, or how intense it is. -
Developing an Operational Definition of Intellectual Disability for the Purpose of National Health Surveillance
Developing an Operational Definition of Intellectual Disability for the Purpose of National Health Surveillance Prepared by: Alexandra Bonardi OTR/L, MHA Emily Lauer, MPH In cooperation with: Steven Staugaitis PhD Julie Bershadsky PhD Sarah Taub MS Courtney Noblett MPA November 2011 A 2010 Research Topic of Interest (RTOI): Health Surveillance of Adults with Intellectual Disability, awarded by the Association of University Centers on Disabilities (AUCD) and funded through a cooperative agreement with the Centers for Disease Control and Prevention (CDC) National Center on Birth Defects and Developmental Disabilities (NCBDDD) ACKNOWLEDGEMENTS The RTOI Project team would like to thank all participants at the April 13th, Operational Definition of ID Summit for their clear and compelling arguments, their engaged and respectful sharing of opinion and expertise, and for their dedication to enhancing surveillance as a means to improve the health of people with an intellectual disability. A complete list of the Summit Participants and their affiliations are included in Appendix A The RTOI Project Advisory Group provided valuable input into the planning and interpretation of the outcomes from the summit: Robert Baldor, Mary Blauvelt, Val Bradley, Mike Fox, Matt Janicki, Christine Linehan, Chas Moseley, Deirdra Murphy, Susan Parish, Ismaila Ramon, Steven Staugaitis. Others who offered advice, especially Max Barrows and Karen Topper of Self Advocates Becoming Empowered (SABE) and those self advocates, family members, and researchers who committed -
Addressing Metacognitive Capacity for Self Reflection in the Psychotherapy for Schizophrenia
58 The British Psychological Psychology and Psychotherapy: Theory, Research and Practice (2011), 84, 58–69 Society C 2010 The British Psychological Society www.wileyonlinelibrary.com Addressing metacognitive capacity for self reflection in the psychotherapy for schizophrenia: A conceptual model of the key tasks and processes ∗ , Paul H. Lysaker1,2 , Kelly D. Buck1 3, Antonino Carcione4, Michelle Procacci4, Giampaolo Salvatore4, Guiseppe Nicolo` 4 and Giancarlo Dimaggio4 1Roudebush VA Medical Center, Indianapolis, Indiana, USA 2Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana, USA 3Purdue University School of Nursing, Indianapolis, Indiana, USA 4Terzo Centro di Psicoterapia Cognitiva, Associazione di Psicologia Cognitiva, Rome, Italy Purpose. Recognition that recovery from schizophrenia may involve a deepening of the experience of being in the world has led to the possibility that psychotherapy may play a key role in treatment by enhancing metacognition, or the capacity to think about thinking. While the potential of psychotherapy to enhance metacognition in non- psychotic disorders has been discussed in depth, little has been written about how psychotherapy may systematically address metacognition in schizophrenia. Accordingly, the current paper formulates a model of how psychotherapy might address one specific element of metacognition, namely self-reflectivity. Methods. Procedures are outlined for assessing clients’ capacity for self-reflectivity within narrative contexts during psychotherapy. Results. Targeted interventions are identified which are tailored to clients’ capacities in the moment and which assist clients to think about their own thinking at the level of which they are capable. This may lead clients over time to develop a greater ability to engage in acts of increasingly complex self-reflectivity. -
Operational Definition Refinement: A
From: AAAI-92 Proceedings. Copyright ©1992, AAAI (www.aaai.org). All rights reserved. Operational definition refinement: a Jan M. iytkow Jieming Zhu obert Zembowicz Department of Computer Science Wichita State University, Wichita, KS 67208 Abstract that high quality data are obtained from a user or a simulation. In true science, however, the requests for Operational definitions link scientific attributes to ex- data are based on empirical knowledge. For instance, perimental situations, prescribing for the experimenter measurements must be made at concrete times. If a the actions and measurements needed to measure or measurement is made too early, before a reaction is control attribute values. While very important in real completed or before a measuring device stabilizes, the science, operational procedures have been neglected in results will be systematically wrong or the error may machine discovery. We argue that in the preparatory be large. If the measurements are made too late, the stage of the empirical discovery process each opera- interference of a disturbing phenomenon may cause an- tional definition must be adjusted to the experimental other systematic error. The exact timing of “too early task at hand. This is done in the interest of error re- and too late” may vary. A reaction may be completed duction and repeatability of measurements. Both small at different times for varying amounts of chemicals. error and high repeatability are instrumental in theory Similarly, the time after which a measuring device will formation. We demonstrate that operational proce- stabilize may depend on the mass added and other cir- dure refinement is a discovery process that resembles cumstances. -
Functional Imaging in Behavioral Neurology and Cognitive Neuropsychology
Functional Imaging in Behavioral Neurology and Cognitive Neuropsychology Geoffrey Karl Aguirre From: T. E. Feinberg & M. J. Farah (Eds.), Behavioral Neurology and Cognitive Neuropsychology . (in press). New York: McGraw Hill. Introduction What can we hope to learn of the physical operation of the central nervous system and the mental processes that result? The fields of behavioral neurology and cognitive neuropsychology survey this relationship, and have at their disposal powerful intellectual and methodological tools. While the terrain of possible models of brain and behavior interaction seems boundless, particular tests of these models may exist beyond the reach of particular methods. These methods fall into two broad categories, and have been around for several centuries. The first category includes manipulations of the neural substrate itself. Such an intervention might inactivate a brain area, perhaps through a lesion, with Paul Broca’s 1861 observation of the link between language and left frontal lobe damage providing a prototypical example. The effects of stimulation of brain areas can also be studied, as Harvey Cushing did with the human sensory cortex in the early 20th century. In contrast, observation techniques relate a measure of neural function to behavior. Hans Berger’s work in the 1920s on the human electroencephalographic response is a good starting point. Impressive refinements and additions to both of these categories have taken place over the last century. For example, beyond the static lesions of “nature’s accidents” that have been the mainstay of cognitive neuropsychology for many years, it is now possible to temporarily and reversibly inactivate areas of human cortex using transcranial magnetic stimulation (see chapter X for additional details).