Applications of Cognitive Developmental Theory and Data to Educational Psychology

1991 ◽  
Vol 8 (1) ◽  
pp. 7-8
Author(s):  
Graeme S. Halford
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Educational Psychology ◽  
Philosophy Of Mind ◽  
Developmental Theory ◽  
Recent Developments ◽  
Intellectual Activities ◽  
Mathematics And Science

Recent developments in Cognitive Psychology and in the new discipline of Cognitive Science (an integration of Cognitive Psychology, Computer Science, Linguistics, Philosophy of Mind, and Cognitive Neuroscience) have made it appropriate to consider new ways in which Cognitive Development and Educational Psychology can benefit each other. Cognitive Development can contribute to Educational Psychology by specifying cognitive processes entailed in educationally relevant tasks, by analysing processing loads, and by indicating more efficient ways of using available capacity. Cognitive Psychology and Cognitive Science have now produced some penetrating theories of the cognitive processes that underlie a wide variety of intellectual activities. Although there is still much work remaining to be done, these developments can be used to analyse the strategies children and adults use in solving problems in areas such as mathematics and science. This can result in benefits in both learning and remediation. Educational Psychology can benefit Cognitive Development by offering alternativeconcepts, by providing realistic problems for analysis, and by providing a testing ground for its theories. I will illustrate these ideas in the area of mathematics.

Psychology: Autonomous or Anomalous?

Dialogue ◽  
1985 ◽  
Vol 24 (3) ◽  
pp. 427-442 ◽  
Author(s):  
Andrew Kernohan
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Science ◽  
Philosophy Of Mind ◽  
Donald Davidson ◽  
Mental Activity ◽  
Essential Difference ◽  
Anomalous Monism

In a recent series of papers, Donald Davidson has put forward a challenging and original philosophy of mind which he has called anomalous monism. Anomalous monism has certain similarities to another recent and deservedly popular position: functionalist cognitive psychology. Both functionalism, in its materialist versions, and anomalous monism require token-token psychophysical identities rather than type-type ones. (Token identities are identities between individual events; type identities represent a stronger claim of identities between interesting sorts of events.) Both deny that psychology can be translated into, or scientifically reduced to, neurophysiology. Both are mentalistic theories, allowing psychology to make use of intentional descriptions in its theorizing. Anomalous monism uses a belief/desire/action psychology; cognitive science makes use of information-bearing states. But these similarities must not be allowed to conceal an essential difference between the two positions. Cognitive psychology claims to be a science, making interesting, lawlike generalizations for the purpose of explaining mental activity. Anomalous monism denies that psychology is a science by denying that psychological laws can be formulated. Davidson has other ideas for psychology connected with his work on meaning and truth. Hence, the title of one of his essays on anomalous monism is “Psychology as Philosophy”.

Improving Textbook Selection

1985 ◽  
Vol 12 (3) ◽  
pp. 150-152 ◽  
Author(s):  
Steven P. Chatman ◽  
Ernest T. Goetz
Keyword(s):  
Cognitive Psychology ◽  
Educational Psychology ◽  
Evaluation Method ◽  
Review Committee ◽  
Textbook Evaluation ◽  
Evaluation Procedures ◽  
Key Concepts ◽  
Recent Developments ◽  
Introductory Textbooks ◽  
Initial Results

This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and major theorists referenced), the majority of textbooks were eliminated from further consideration. The advantages and limitations of this and other textbook evaluation procedures are discussed.

Beyond semantics

2019 ◽  
pp. 177-196
Author(s):  
Alexis Wellwood
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Cognitive Science ◽  
Recent Work ◽  
Formal Analysis ◽  
Formal Theory ◽  
General Concept ◽  
Formal Semantic

The preceding chapters of the book focused on the traditional sorts of data motivating formal semantic treatments of comparatives: productive patterns of inference, judgments of truth/falsity in context, etc. In this concluding chapter, the book connects the formal analysis with recent work in language acquisition, psycholinguistics, and cognitive science more broadly. Considering a number of observations in linguistics, cognitive psychology, and cognitive development, the chapter considers how the formal theory can (or cannot) be leveraged in order to predict or explain such observations. The chapter argues that, even given the same foundational assumptions about how the formal theory relates to conceptualization, the uniform compositional theory of comparatives offered in the book provides the tools for better explanations of such data than its competitors. In the end, the chapter considers the prospects for resolving the indeterminacy of MUCH in terms of a domain-general concept of measurement.

scholarly journals Is Having Your Computer Compromised a Personal Assault? The Ethics of Extended Cognition

2016 ◽  
Vol 2 (4) ◽  
pp. 542-560 ◽  
Author(s):  
J. ADAM CARTER ◽  
S. ORESTIS PALERMOS
Keyword(s):  
Cognitive Science ◽  
Cognitive Processes ◽  
Philosophy Of Mind ◽  
Extended Cognition ◽  
Critical Discussion ◽  
Legal Cases

ABSTRACT:Philosophy of mind and cognitive science (e.g., Clark and Chalmers 1998; Clark 2010; Palermos 2014) have recently become increasingly receptive to the hypothesis of extended cognition, according to which external artifacts such as our laptops and smartphones can—under appropriate circumstances—feature as material realizers of a person's cognitive processes. We argue that, to the extent that the hypothesis of extended cognition is correct, our legal and ethical theorizing and practice must be updated by broadening our conception of personal assault so as to include intentional harm toward gadgets that have been appropriately integrated. We next situate the theoretical case for extended personal assault within the context of some recent ethical and legal cases and close with critical discussion.

scholarly journals Visualizing Data to Support Judgement, Inference, and Decision Making in Learning Analytics: Insights from Cognitive Psychology and Visualization Science

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Sakinah S.J. Alhadad
Keyword(s):  
Decision Making ◽  
Cognitive Psychology ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Learning Analytics ◽  
Inference Making ◽  
Methodological Choices ◽  
Data Visualizations ◽  
Effective Design

Understanding human judgement and decision making during visual inspection of data is of both practical and theoretical interest. While visualizing data is a commonly employed mechanism to support complex cognitive processes such as inference, judgement, and decision making, the process of supporting and scaffolding cognition through effective design is less well understood. Applying insights from cognitive psychology and visualization science, this paper critically discusses the role of human factors — visual attention, perception, judgement, and decision making — toward informing methodological choices when visualizing data. The value of visualizing data is discussed in two key domains: 1) visualizing data as a means of communication; and 2) visualizing data as research methodology. The first applies cognitive science principles and research evidence to inform data visualization design for communication. The second applies data- and cognitive-science to deepen our understanding of data, of its uncertainty, and of analysis when making inferences. The evidence for human capacity limitations — attention and cognition — are discussed in the context of data visualizations to support inference-making in both domains, and are followed by recommendations. Finally, how learning analytics can further research on understanding the role data visualizations can play in supporting complex cognition is proposed.

scholarly journals The strength of weak embodiment

2018 ◽  
Vol 11 (2) ◽  
pp. 77-85 ◽  
Author(s):  
Carlos Tirado ◽  
Omid Khatin-Zadeh ◽  
Melina Gastelum ◽  
Nathan Jones ◽  
Fernando Marmolejo-Ramos
Keyword(s):  
Cognitive Science ◽  
Experimental Research ◽  
Cognitive Processes ◽  
Philosophy Of Mind ◽  
Grounded Cognition ◽  
Future Research ◽  
Weak Version ◽  
Strong Version ◽  
Compelling Evidence ◽  
Research Focus

While popular within some cognitive science approaches, the embodiment approach has still found resistance, particularly in light of evidence arguing against strong forms of embodiment. Among other things, the embodiment approach breaks away from the Cartesian ontology of the modulatory system. We claim that the advantages of the embodiment approach are: a) it grounds cognition into modal experience, b) it is harmonious with a materialist philosophy of mind (emergent materialism), and c) it is supported by experimental research in various fields. However, embodiment must still address abstractions, theoretical misunderstandings (representations vs non-representations) and neuroscientific findings that challenge the extension and relevance of sensorimotor properties into cognitive processes. While the strong version of embodiment is seriously challenged by conceptual and physiological setbacks, its weak version is supported by compelling evidence. We suggest future research focus on the psychophysiological bases of grounded cognition and redirect efforts towards the field of cross-modal correspondence.

Oxford Studies in Metaethics Volume 15

2020 ◽  
Keyword(s):  
Philosophy Of Mind ◽  
Philosophy Of Language ◽  
Moral Realism ◽  
Ethical Theory ◽  
Philosophical Work ◽  
Moral Explanation ◽  
Recent Developments ◽  
Selection Of

This series is devoted to original philosophical work in the foundations of ethics. It provides an annual selection of much of the best new scholarship being done in the field. Its broad purview includes work being done at the intersection of ethical theory and metaphysics, epistemology, philosophy of language, and philosophy of mind. The chapters included in the series provide a basis for understanding recent developments in the field. Chapters in this volume explore topics including the nature of reasons, the tenability of moral realism, moral explanation and grounding, and a variety of epistemological challenges.

Psychological Characteristics of Cognition of Environmental Sculpture Information

2011 ◽  
Vol 187 ◽  
pp. 522-527
Author(s):  
He Yang
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Science ◽  
Urban Culture ◽  
Space Environment ◽  
Psychological Characteristics ◽  
Architectural Language ◽  
Psychology Perspective ◽  
Integral Element ◽  
The Relationship

As an integral element of the space environment, the environmental sculpture plays an important role in the decoration of space environment, the expression of urban culture and reflection of the city's character, etc. Environmental sculpture is a visible symbol independent and outside of the sign of nature or architectural language, which has become an important cultural carrier between the communication of environment and people. From the perspective of cognitive science, this paper analyzes the relationship between people, environment and environmental sculpture to explore the psychological characteristics of cognition of environmental sculpture and examines, analyzes and interprets the phenomenon of environmental sculpture from the cognitive psychology perspective, which brings some enlightenment for the design of environment sculpture.

scholarly journals How Efficiency Shapes Human Language, TICS 2019

2019 ◽  
Author(s):  
Edward Gibson ◽  
Richard Futrell ◽  
Steven T. Piantadosi ◽  
Isabelle Dautriche ◽  
Kyle Mahowald ◽  
...  
Keyword(s):  
Information Theory ◽  
Cognitive Psychology ◽  
Natural Language ◽  
Cognitive Science ◽  
Human Language ◽  
Language Research ◽  
The Way

Cognitive science applies diverse tools and perspectives to study human language. Recently, an exciting body of work has examined linguistic phenomena through the lens of efficiency in usage: what otherwise puzzling features of language find explanation in formal accounts of how language might be optimized for communication and learning? Here, we review studies that deploy formal tools from probability and information theory to understand how and why language works the way that it does, focusing on phenomena ranging from the lexicon through syntax. These studies show how apervasive pressure for efficiency guides the forms of natural language and indicate that a rich future for language research lies in connecting linguistics to cognitive psychology and mathematical theories of communication and inference.

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