scholarly journals The multiple learning behind the process of advising: toward a learning theory of language game

2019 ◽  
Vol 9 (2) ◽  
pp. 13-15
Author(s):  
Antonio Leotta ◽  
Carmela Rizza ◽  
Daniela Ruggeri
Keyword(s):  
Learning Theory ◽  
Language Game ◽  
Theory Of Language

Li (禮), or Ritual Propriety: A Preface to a Confucian Philosophy of Human Action

Diogenes ◽  
2015 ◽  
Vol 62 (2) ◽  
pp. 71-80 ◽  
Author(s):  
Kyung-Hee Nam
Keyword(s):  
Language Learning ◽  
Language Game ◽  
Human Action ◽  
Social Medium ◽  
Ritual Propriety ◽  
Mind And Body ◽  
Confucian Philosophy ◽  
Theory Of Language ◽  
The Analects ◽  
The Mind

In this paper, I propose an interpretation of the Confucian concept of li or Ritual Propriety, and suggest a new philosophy of action and mind on the basis of the concept. To achieve this aim, I focus upon and analyze passages in The Analects, and try to establish major Confucian theses on human action. By comparing Confucian views on human action with Western ones, I shed light on the originality of the concept of li. Major theses on li in The Analects are as follows: (1) As an essential characteristic of human behavior, li is ordinary and ubiquitous. (2) Li is a socialized form of our mind, is the outside of an inside, and as such presupposes the unity of the mind and body. (3) Li is a social medium through which we interact with others in order to achieve common values and to turn our society into a harmonious and aesthetic space. To argue for the above theses, I focus on the centrality of language in our life, and utilize Russian psychologist Vygotsky’s theory of language learning as well as Wittgenstein’s concept of language game, together with the Confucian theory of correct names.

scholarly journals Wittgenstein's Philosophy of Language: an Introduction

2011 ◽  
Vol 2 (4) ◽  
pp. 147-159
Author(s):  
Muhammad Ashaduzaman
Keyword(s):  
Nineteenth Century ◽  
Key Words ◽  
Philosophy Of Language ◽  
Language Game ◽  
Philosophical Study ◽  
Analytical Philosophy ◽  
Philosophical Investigations ◽  
Picture Theory ◽  
Logical Atomism ◽  
Theory Of Language

The reputation of Ludwig Wittgenstein, one of the most influential philosophers of the nineteenth century is based on his studies of analytical philosophy, especially the philosophical study of logic, language, mathematics and metaphysics. His contribution to the philosophy of language is considerable. He stated his concepts and ideas in his two revolutionary books: 'Tractatus Logico Philosophicus' and 'Philosophical investigations' where he discussed the picture theory, notion of name, logical atomism, etc. among others. This article briefly describes the life of Wittgenstein, his work and his influence on our thinking. Key words: Picture theory of language; language game; Private; Public; Proposition; Metaphysics; NamesDOI: 10.3329/dujl.v2i4.6904Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.147-159

Indirect reports as language games

2012 ◽  
Vol 20 (3) ◽  
pp. 593-613 ◽  
Author(s):  
Alessandro Capone
Keyword(s):  
Language Game ◽  
Language Games ◽  
Theory Of Language ◽  
The Voice

In this chapter I deal with indirect reports in terms of language games. I try to make connections between the theory of language games and the theory of indirect reports, in the light of the issue of clues and cues. Indirect reports are based on an interplay of voices. The voice of the reporter must allow hearers to ‘reconstruct’ the voice of the reported speaker. Ideally, it must be possible to separate the reporter’s voice from that of the reported speaker. When we analyze the language game of indirect reporting, we ideally want to establish which parts belong to the primary voice (the reported speaker’s voice) and which parts belong to the reporter’s voice. In this paper I apply considerations on language games by Dascal et al. (1996) and I explore the dialectics between abstract pragmatics principles and considerations about situated uses that are sensitive to cues and clues.

Variational Bayesian Learning Theory

2019 ◽  
Author(s):  
Shinichi Nakajima ◽  
Kazuho Watanabe ◽  
Masashi Sugiyama
Keyword(s):  
Learning Theory ◽  
Bayesian Learning ◽  
Variational Bayesian

Socially Shared Regulation of Learning: A Review

2015 ◽  
Vol 20 (3) ◽  
pp. 190-203 ◽  
Author(s):  
Ernesto Panadero ◽  
Sanna Järvelä
Keyword(s):  
Empirical Evidence ◽  
Learning Theory ◽  
Qualitative Data ◽  
Social Regulation ◽  
Observation Data ◽  
Optimal Form ◽  
Self Regulated Learning ◽  
The Past ◽  
Recorded Observation ◽  
Socially Shared Regulation

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

2005 ◽  
Vol 52 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Tom Beckers ◽  
Uschi Van den Broeck ◽  
Marij Renne ◽  
Stefaan Vandorpe ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Young Children ◽  
Associative Learning ◽  
Learning Theory ◽  
Causal Structure ◽  
Age Groups ◽  
Learning Task ◽  
Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

Learning Theory with Children

1972 ◽  
Vol 17 (9) ◽  
pp. 481-482
Author(s):  
HARRY MUNSINGER
Keyword(s):  
Learning Theory
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