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1.
内隐认知:认识人类认知与学习的新窗口 总被引：1，自引：0，他引：1
内隐认知是人类认知系统的重要组成部分.对内隐认知的发现和研究打破了仅仅重视外显认知的单一局面,为更加全面、深入地认识人类认知系统的多重性和认知过程及其发展的内在规律提供了新的角度.当前的内隐认知研究广泛涉及了感知、记忆、语言理解、规则抽取、动作技能、情感反应等多个方面,揭示出内隐认知的多样性和复杂性.已有研究指出,内隐认知在种系发展和个体发展中均具有独特的重要地位.充分利用内隐认知将有助于促进认知效率的提高以及认知发展,并可为外显认知功能受损个体的功能康复带来希望.进一步揭示内隐认知与外显认知的相互联系与促进问题,对于揭示人类认知本质及促进人类认知发展与认知功能康复具有重要意义. 相似文献
2.
Daniel B. Hier M.D. 《Annals of dyslexia》1979,29(1):74-83
Conclusions Sex differences exist in the prevalence of dyslexia as well as in overall verbal ability. These sex differences may reflect
sex differences in hemispheric specialization: males show strong left hemisphere specialization for verbal processing and
strong right hemisphere specialization for spatial processing whereas females show greater bihemispheric participation in
both verbal and spatial processing. The greater hemispheric specialization observed in males may have implications including:
(1) lower verbal ability than in females, (2) higher spatial ability than in females, (3) reduced potential for shifting language
to the right hemisphere after early life left hemisphere injury, and (4) diminished capacity to compensate for unfavorable
left-right anatomic asymmetries of the posterior language zone. Lower overall verbal ability as well as an inability to spare
certain language skills effectively in the face of either unfavorable cerebral asymmetries or early life left hemisphere insults
may partially explain the excess of developmental language disorders (and dyslexia in particular) in boys.
Dr. Hier is a neurologist at the Massachusetts Rehabilitation Hospital, an Instructor in Neurology at the Harvard Medical
School, and Clinical and Research Fellow at the Massachusetts General Hospital, Boston. The work reported in this paper was
supported in part by NINCDS Fellowship NS05917-01 and presented at a meeting of the New Branch of The Orton Society in October
1978. 相似文献
3.
Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity
underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on
cognitive tools through the lens of the theories of distributed cognition and expertise. The learner, tool, and activity form
a joint learning system, and the expertise in the world should be reflected not only in the tool but also in the learning
activity within which learners make use of the tool. This enhanced perspective is used to clarify the nature of cognitive
tools and distinguish them from other types of computer tools used in learning contexts. We have classified cognitive tools
considering how expertise is classified: domain-independent (general) cognitive tools, domain-generic cognitive tools, and
domain-specific cognitive tools. The implications are presented in reference to research, development, and practice of cognitive
tools. The capabilities of cognitive tools should be differentiated from those of the human, but regarded as part of the system
of expertise. Cognitive tools should be accompanied by appropriate learning activities, and relevant learner performance should
then be assessed in the context of tool use. 相似文献
4.
Children from different socioeconomic backgrounds have been observed to employ different cognitive styles in problem-solving situations. These cognitive styles have in turn been linked to the functional specialization of the cerebral hemispheres. It was hypothesized, therefore, that performance asymmetries would also be SES-related, high-SES children processing stimuli presented to the right visual field-left hemisphere (RVF-LH) more efficiently than those presented to the left visual field-right hemisphere (LVF-RH) and low-SES children showing the reverse pattern. A laterality task was administered tachistoscopically to 120 children, divided evenly by SES (high and low), sex, and grade (fifth and seventh). A marked RVF-LH advantage emerged among the high-SES group and a weak LVF-RH advantage among the low-SES group. Thus, the results provided general support for the central hypothesis. The findings are reviewed in the context of current models of human information processing in the cerebral hemispheres, and their broader implications for understanding SES-related differences in cognitive function are discussed. 相似文献
5.
工读学生与普通学生攻击性行为外显和内隐社会认知特点的比较研究 总被引：2，自引：0，他引：2
李闻戈 《福建师范大学学报(哲学社会科学版)》2005,34(2):141-145,147
本研究借助内隐社会认知的研究范式,从内隐和外显两个层面对工读学生和普通学生攻击性行为社会认知特点进行比较研究.结果表明:(1)与普通学生相比,工读生在攻击性行为外显社会认知特征上,缺乏对弱者的普遍同情心,未牢固地建立对攻击性行为作否定评价的社会道德规范意识;(2)在攻击性行为内隐社会认知特征上,两类学生都表现出偏好攻击者,而工读生的偏好的程度更强烈;(3)普通学生对中立人物的偏好率明显高于攻击者和被攻击者的总和,但工读生仍然更偏好于攻击者. 相似文献
6.
与隐喻一样,转喻在本质上也是人们言语行为中非常普遍的一种思维和认知方式。Thornburg和Panther从认知的角度提出言语行为脚本模式,为转喻的认知功能提供了很好的理论依据,对间接言语行为进行研究并提出了转喻解释理论,从而揭示了间接言语行为的转喻本质。笔者对特定的间接言语转喻推理的实践性进行了探讨,具有一定的意义。 相似文献
7.
The purpose of the present study was to investigate the relationship between patterns of hemispheric specialization for speech processing and language ability in autistic children. 17 male autistic children, 6-18 years of age, and 17 normal children, matched for chronological age and gender, were tested. Measures of hemispheric asymmetry were differences in the averaged cortical evoked responses taken from right and left hemisphere scalp locations to linguistic and nonlinguistic auditory stimuli. A comprehensive battery of language tests was administered to autistic subjects. Autistic children's direction of hemispheric asymmetry in response to linguistic stimuli differed significantly from that of normal subjects. The majority of autistic subjects showed reversed (right hemisphere dominant), but not necessarily reduced, patterns of hemispheric asymmetry. Autistic children with more advanced language abilities were more likely to exhibit a normal direction of hemispheric asymmetry. The possibility that a shift from right to left hemisphere processing of speech occurs as the autistic child acquires spoken language is discussed. 相似文献
8.
肖峰 《洛阳师范学院学报》2010,29(1):42-48
信息科学的兴起使得从信息的视角解释人的认识过程取得了极大的成功,"信息认识论"随之得到普遍承认;信息认识论的"扩大化"也可能走向"认识论信息主义",即一种对认识过程、认识机制及认识本质的过度信息化解释。这种解释一方面加深了对认识现象的科学理解,另一方面也可能忽视情感、意志等非形式信息因素在认识过程中的意义,从而淹没认识的人文方面。 相似文献
9.
Embodied cognition as grounding for situatedness and context in mathematics education 总被引：1，自引：0，他引：1
Rafael E. Núñez Laurie D. Edwards João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65
In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent.
We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural
and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental
bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides
a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important
consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of
modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how
embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties
underlying the understanding of continuity.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
11.
从个体认知到分布式认知的转变,是人类适应信息社会复杂性的重要思维特征。分布式认知是一个看待认知现象的系统化视角,"分布"不是认知结构的增强,而是认知功能的中介。分布式认知可以作为学习领域、人机交互设计、计算机支持的协作学习、人机协同工作设计的理论基础。认知分布现象是客观的,对分布式认知的背景、分布内涵、个体与人工制品的地位、交互等内容的系统化梳理,有助于把握分布式认知的研究脉络与趋向。目前,对分布式认知在时间、空间、群体、人工制品中的分布形态研究较多,已有成熟的研究案例出现。但是,对于分布式认知的心理结构模型、认知分布的过程性特征、认知任务的分布式表征方式等问题,还有待进一步探索。 相似文献
12.
Wolff-Michael Roth 《Interchange》1997,28(2-3):145-157
The work of Heidegger and Wittgenstein still influences research and development in such areas as sociology of science, cognitive science, and design of computer-based work environments. The purpose of this article is to show how the writings of Heidegger and Wittgenstein can be used to: (a) throw new light on studies of real-time learning in school science, (b) understand the situated nature of cognition during science activities, and (c) inform the design of new learning environments. Two case studies are used to illustrate the fruitfulness of such an approach. 相似文献
13.
在英语判断句中,系动词"be"扮演了一个重要的角色。它在句中连接主语和表语,展示了二者之间的联系。然而在不同的判断句中,"be"的作用也有一些差异。以认知语法中的突显原则为理论基础,从认知的角度分析了语言上的这种差异,用一个认知模型将整个认知过程清晰地展示出来。并提出了两个新的概念:多项对等和单项对等。 相似文献
14.
阅读理解是认知与元认知策略综合、协调运用的结果,是内外认知加工逐渐推进的有意识活动。系统认知观强调认知的系统性、动态性。据此,文章提出英语阅读理解的五个步骤,以协调阅读中的各种认知策略,实现对语篇完整、深层次的理解,提高阅读的有效性。 相似文献
15.
《信阳师范学院学报(哲学社会科学版)》2018,(2):21-25
认知表征问题是认知科学哲学研究中的基础性论题和前沿性论题。在认知科学发展历程中,相继出现了心智的数字计算—表征观、心智的联结主义计算—表征观、激进的涉身认知非计算—表征观和温和的涉身认知计算—表征观。这些认知表征观都是从不同侧面对人类认知的说明,都有合理性和不足之处。所以,我们不应该采取那种"非此即彼"的全盘否定的态度来看待它们,而应该采取"既—又"的综合多元论研究方法来分析它们。这对当前认知科学哲学发展具有重要的理论意义和实践意义。 相似文献
16.
符号加工认知论是现代认知心理学的一种重要的研究取向。符号加工认知论强调知识对行为和认知活动的决定作用,强调对认知过程的整体性研究,并把"心理活动像计算机"作为其隐喻基础,采用计算机模拟的方法,对知觉、注意、记忆以及问题解决等认知问题进行了大量的模拟研究,在揭示人的认知本质和机制等方面取得了重要的进展,但由于隐喻本身的局限性,也使这种研究存在着严重的不足。 相似文献
17.
在语言和文化关系的传统认识上,有两种相反的观点.这两种观点都是片面的,其不足之处在于它们都把语言和文化看作两个孤立的个体.从人类的认知角度来看,语言和文化都是人类认知能力的外在表现.人类认知的本质决定了语言和文化的性质和它们的关系.语言和文化不是彼此决定的关系,某一语言和文化的结合是历史的、偶然的产物.人类认知能力是无限的,无限的认知能力赋予人类语言以无穷创造性,人类语言可以跨越文化的界限,实现对它文化的理解和接纳.这种对语言和文化的理解构成了翻译可能性的坚实理论基础. 相似文献
18.
学习动机研究的特点、问题及走向 总被引：14，自引：0，他引：14
从20世纪40、50年代开始,学习动机研究呈现出如下特点:在理论取向上,认知观和社会认知观取代早期的机械论,将学习动机与学习者所处的具体环境和学习中的认知要素结合起来加以研究,并开始关注学习动机的发展问题;在研究方法上,确立测量学习动机的主要指标和方法。但这些研究还存在着以下几个问题:动机概念的术语五花八门,缺乏区分效度;不同理论取向并存,难于构建一个完整的动机研究模式;研究者对学习动机基本性质的看法存在着重大分歧;过于倚重自我报告的问卷研究遭到越来越多的质疑。未来,在研究的理论取向上,社会认知理论的优势地位将更加突显,对学习动机内在结构的分析将更加全面系统,在社会认知观的指导下,将建立环境因素、学习动机、学习策略与学习结果关系的整合模型;在研究方法上,定量研究与定性研究的结合将得到普遍运用。 相似文献
19.
隐喻的认知观 总被引：2，自引：0，他引：2
王芳 《淮南师范学院学报》2008,10(4):81-84
隐喻是人类一切语言的普遍现象。认知语言学认为隐喻不仅是文学创作中的修辞现象,更是一种思维认知方式,在人类思维的过程中起着重要作用。从认知语言学的角度来分菥和探讨语言中的隐喻现象,旨在探究隐喻研究由修辞到认知的历史发展走向,隐喻认知本质及其产生的认知心理基础,隐喻的认知功能以及隐喻是如何生成和理解的。 相似文献
20.
社会主义核心价值观是社会主义核心价值体系的内核,体现社会主义核心价值体系的根本性质和基本特征.大学生对社会主义核心价值体系和社会主义核心价值观认知状况表明,其主流是积极向上、乐观进取的,但在转型时期价值观多元情况下,也存在把握不够全面,部分学生缺乏信仰,出现了信仰真空与信仰多元化并存的趋势等现象.改变这种现状的建构路径是：师资建设是认知教育的重要保障;整合资源是认知教育的必然要求;整合教学内容是认知教育的基本遵循;创新教育教学方法是认知教育的必要手段;高校思想政治理论课教育教学是价值观认知教育的主要渠道. 相似文献