Conceptual knowledge in physics: The role of group interaction in computer-supported teaching

We continually draw on, and link, conceptual knowledge with perception as we process and interact with our surroundings. This chapter highlights issues at the intersection of perceptual and conceptual processing in human memory. First, it discusses the role of the brain’s perceptual systems and connected regions during conceptual processing. Next, a case study of real-world (or ‘canonical’) size is used to illustrate questions and issues that arise when seeking to understand phenomena that can require information from both perceptual input and semantic memory to be integrated. The influence of conceptual processing on perception is then described, before outlining some additional related factors: conceptual granularity, episodic memory, and individual differences. The chapter concludes by looking to the future of this research area – a field that requires a unique understanding of issues that lie at the heart of perception, memory, and more.

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The role of polarity in antonym and synonym conceptual knowledge: Evidence from stroke aphasia and multidimensional ratings of abstract words

Neuropsychologia ◽

10.1016/j.neuropsychologia.2012.07.015 ◽

2012 ◽

Vol 50 (11) ◽

pp. 2636-2644 ◽

Cited By ~ 15

Author(s):

Sebastian J. Crutch ◽

Paul Williams ◽

Gerard R. Ridgway ◽

Laura Borgenicht

Keyword(s):

Conceptual Knowledge ◽

Abstract Words

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Technology-Enabled Learning Opportunities

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch028 ◽

2016 ◽

pp. 561-582

Author(s):

Amir Manzoor

Keyword(s):

Higher Education ◽

Educational Technology ◽

Young People ◽

Group Interaction ◽

Meaningful Learning ◽

Learning Opportunities ◽

Smart Phones ◽

Computing Environment ◽

The Future

No generation is more at ease with technology than today's young people. This generation of students has grown up in an immersive computing environment and come to the school equipped with latest electronic gadgets such as smart phones, laptops and iPods. Educational technology supports meaningful learning and facilitates group interaction. The technology-based learning is especially useful in helping students conceptualize phenomena and processes. This chapter examines the role of technology in shaping the future of higher education by providing unique opportunities of learning. The chapter also discusses challenges of technology-enabled learning and offer specific recommendations to overcome these challenges.

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The Anatomy of Object Processing: The Role of Anteromedial Temporal Cortex

The Quarterly Journal of Experimental Psychology Section B ◽

10.1080/02724990544000013 ◽

2005 ◽

Vol 58 (3-4b) ◽

pp. 361-377 ◽

Cited By ~ 41

Author(s):

Peter Bright ◽

Helen E. Moss ◽

Emmanuel A. Stamatakis ◽

Lorraine K. Tyler

Keyword(s):

Cognitive Neuroscience ◽

Conceptual Knowledge ◽

Nonhuman Primates ◽

Temporal Cortex ◽

Perirhinal Cortex ◽

Object Processing ◽

Fine Grained ◽

Temporal Structures ◽

The Brain

How objects are represented and processed in the brain remains a key issue in cognitive neuroscience. We have developed a conceptual structure account in which category-specific semantic deficits emerge due to differences in the structure and content of concepts rather than from explicit divisions of conceptual knowledge in separate stores. The primary claim is that concepts associated with particular categories (e.g., animals, tools) differ in the number and type of properties and the extent to which these properties are correlated with each other. In this review, we describe recent neuropsychological and neuroimaging studies in which we have extended our theoretical account by incorporating recent claims about the neuroanatomical basis of feature integration and differentiation that arise from research into hierarchical object processing streams in nonhuman primates and humans. A clear picture has emerged in which the human perirhinal cortex and neighbouring anteromedial temporal structures appear to provide the neural infrastructure for making fine-grained discriminations among objects, suggesting that damage within the perirhinal cortex may underlie the emergence of category-specific semantic deficits in brain-damaged patients.

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