57 research outputs found
Percibir, Anticipar e Imaginar
El trabajo original de Ulric Neisser, titulado, Perceiving, Antiápating, and Imagining, fue publicado por C. Wade Savage (Ed.), Minnesota Studies in the Philosophy o f Sáence, Volume IX, Perception and Cognition. Issues in the Foundations of Psychology. University of Minnesota Press, Minneapolis, 1978, 89-105.___La presente versión castellana es un trabajo postumo de la recordada profesora Gioconda González de la Escuela de Psicología de la Universidad Central de Venezuela
The Disunity of Consciousness
It is commonplace for both philosophers and cognitive scientists to express their allegiance to the
"unity of consciousness". This is the claim that a subjects phenomenal consciousness, at any one
moment in time, is a single thing. This view has had a major influence on computational theories
of consciousness. In particular, what we call single-track theories dominate the literature,
theories which contend that our conscious experience is the result of a single consciousness-making
process or mechanism in the brain. We argue that the orthodox view is quite wrong:
phenomenal experience is not a unity, in the sense of being a single thing at each instant. It is a
multiplicity, an aggregate of phenomenal elements, each of which is the product of a distinct
consciousness-making mechanism in the brain. Consequently, cognitive science is in need of a
multi-track theory of consciousness; a computational model that acknowledges both the
manifold nature of experience, and its distributed neural basis
Intelligence: Knowns and Unknowns
In the fall of 1994, the publication of Herrnstein and Murray's book The Bell Curve sparked a new round of debate about the meaning of intelligence test scores and the nature of intelligence. The debate was characterized by strong assertions as well as by strong feelings. Unfortunately, those assertions often revealed serious misunderstandings of what has (and has not) been demonstrated by scientific research in this field. Although a great deal is now known, the issues remain complex and in many cases still unresolved. Another unfortunate aspect of the debate was that many participants made little effort to distinguish scientific issues from political ones. Research findings were often assessed not so much on their merits or their scientific standing as on their supposed political implications. In such a climate, individuals who wish to make their own judgments find it hard to know what to believe. Reviewing the intelligence debate at its meeting of November 1994, the Board of Scientific Affairs (BSA) of the American Psychological Association (APA) concluded that there was urgent need for an authoritative report on these issues--one that all sides could use as a basis for discussion. Acting by unanimous vote, BSA established a Task Force charged with preparing such a report. Ulri
The effect of multiple internal representations on context rich instruction
This paper presents n-coding, a theoretical model of multiple internal mental
representations. The n-coding construct is developed from a review of cognitive
and imaging studies suggesting the independence of information processing along
different modalities: verbal, visual, kinesthetic, social, etc. A study testing
the effectiveness of the n-coding construct in an algebra-based mechanics
course is presented. Four sections differing in the level of n-coding
opportunities were compared. Besides a traditional instruction section used as
a control group, each of the remaining three treatment sections were given
context rich problems following the 'cooperative group problem solving'
approach which differed by the level of n-coding opportunities designed into
their laboratory environment. To measure the effectiveness of the construct,
problem solving skills were assessed as was conceptual learning using the Force
Concept Inventory. However, a number of new measures taking into account
students' confidence in concepts were developed to complete the picture of
student learning. Results suggest that using the developed n-coding construct
to design context rich environments can generate learning gains in problem
solving, conceptual knowledge and concept-confidence.Comment: Submitted to the American Journal of Physic
Percibir, Anticipar e Imaginar
El trabajo original de Ulric Neisser, titulado, Perceiving, Antiápating, and Imagining, fue publicado por C. Wade Savage (Ed.), Minnesota Studies in the Philosophy o f Sáence, Volume IX, Perception and Cognition. Issues in the Foundations of Psychology. University of Minnesota Press, Minneapolis, 1978, 89-105.___La presente versión castellana es un trabajo postumo de la recordada profesora Gioconda González de la Escuela de Psicología de la Universidad Central de Venezuela
- …