Concept Learning in Pigeons: Investigating the Role of Categorical Comparison in Concept Formation

2003 ◽  
Author(s):  
Leanne R. Byrd ◽  
William A. Roberts
Keyword(s):  
Concept Learning ◽  
Concept Formation

Sense-Perception, Reasoning and Forms in Plotinus

Phronesis ◽  
2021 ◽  
pp. 1-32
Author(s):  
Eyjólfur K. Emilsson
Keyword(s):  
Crucial Role ◽  
Concept Formation ◽  
Sense Perception ◽  
Human Beings

Abstract This paper discusses the role of innate concepts derived from Intellect in Plotinus’ account of cognition of the sensible realm. Several passages have been claimed as evidence for such innateness, but an analysis of them shows that they do not support this claim. It is tentatively suggested that, nevertheless, some very general concepts such as difference, sameness and being are integral to the faculty of sense and play a crucial role in concept formation. It is further argued that reasoning about the sensible realm takes place to a large extent without the involvement of the higher realms of Plotinus’ hierarchy of being. Clearly, however, for value concepts such as those of goodness, justice and beauty human beings are dependent upon an illumination from Intellect.

scholarly journals The role of concepts in science teaching

2003 ◽  
pp. 111-130
Author(s):  
Slobodanka Milanovic-Nahod ◽  
Nadezda Saranovic-Bozanovic ◽  
Dragica Sisovic
Keyword(s):  
Primary School ◽  
Concept Learning ◽  
Efficient Method ◽  
Cognitive Structure ◽  
School Level ◽  
Scientific Concepts ◽  
Essential Questions ◽  
Practical Recommendations ◽  
Primary School Level

The present paper poses essential questions: What knowledge should students attain and what methods should be applied? The authors started up from cognitivistic view of cognition related to: (a) organizing knowledge of science in the form of generalized ideas or major concepts that can be reduced to a large number of information items, and (b) manner of building up students? knowledge into meaningful units as matrices of interrelated concepts. Attention is directed to difficulties emerging in developing cognitive structures related to complex contents of science and methods of concept learning in the teaching process. The results of investigations show that students? mastery of concepts is poor, and the reasons are to be found in the abstract character of contents themselves, lack of ability to interrelate contents within one discipline and between cognate ones, and the absence of establishing relationships between scientific concepts in cognitive structure. An efficient method of presenting scientific concepts was given and explained at three levels, such as macro, micro and symbolic. A model was suggested as a possible method for netting concepts in chemistry at primary school level. Practical recommendations were given to teachers how to assess students? cognitive structure and how to apply appropriate methods.

The Development of Social Capital in Different life Cycles of Tunisian Agritourism Entrepreneur

2021 ◽  
Author(s):  
Nesrine Khazami ◽  
Zoltan Lakner
Keyword(s):  
Social Capital ◽  
Risk Analysis ◽  
Family Business ◽  
Concept Formation ◽  
Life Cycles ◽  
Remote Areas ◽  
Phases Of Development ◽  
Early Phases

Abstract The role of social capital in the early phases of development of a family business is well documented, but the dynamism of the entrepreneur's social capital in the agritourism business remains is relatively lesser studied area. The current research on an inductive, exploratory, and qualitative base aims to uncover the place and role of social capital in the establishment of agritourism enterprise, from concept formation to stabilisation. Results of the study highlight the importance of governmental help in financial and networking help for launching the enterprise especially in remote areas, where these additional activities are relatively lesser known. The role of the network is relatively weak in the risk analysis of the business. This fact enhances the vulnerability of enterprises.

Comment: A role of Language in Infant Emotion Concept Acquisition

2020 ◽  
Vol 12 (4) ◽  
pp. 251-253 ◽  
Author(s):  
Holly Shablack ◽  
Andrea G. Stein ◽  
Kristen A. Lindquist
Keyword(s):  
Concept Learning ◽  
Developmental Trajectory ◽  
Concept Acquisition ◽  
Future Research ◽  
Discrete Emotions ◽  
Emotion Development ◽  
Discrete Emotion ◽  
Development Literature ◽  
Emotion Labels

Ruba and Repacholi (2020) review an important debate in the emotion development literature: whether infants can perceive and understand facial configurations as instances of discrete emotion categories. Consistent with a psychological constructionist account (Lindquist & Gendron, 2013; Shablack & Lindquist, 2019), they conclude that infants can perceive valence on faces, but argue the evidence is far from clear that infants perceive and understand discrete emotions. Ruba and Repacholi outline a novel developmental trajectory of emotion perception and understanding in which early emotion concept learning may be language-independent. In this comment, we argue that language may play a role in emotion concept acquisition even prior to children’s ability to produce emotion labels. We look forward to future research addressing this hypothesis.

Role of difficulty in rote and concept learning.

1964 ◽  
Vol 68 (1) ◽  
pp. 85-88 ◽  
Author(s):  
Daniel Fallon ◽  
William F. Battig
Keyword(s):  
Concept Learning

The Role of Pre-Experimental Set in Adult Concept Formation

1980 ◽  
Vol 102 (2) ◽  
pp. 167-174 ◽  
Author(s):  
Jack G. Thompson ◽  
Joanne H. Cornell ◽  
Charmaine Kirkpatrick
Keyword(s):  
Concept Formation
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