Search results for "Knowledge."

Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks

2010

One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the effects of summary and argument essay tasks when undergraduates read seven different texts on a particular scientific topic, finding that an instruction to write summaries may lead to better understanding and integration than an instruction to write argument essays. We discuss several possible explanations for this result. We also found that beliefs a…

Methods for studying unconscious learning

2005

One has to face numerous difficulties when trying to establish a dissociation between conscious and unconscious knowledge. In this paper, we review several of these problems as well as the different methodological solutions that have been proposed to address them. We suggest that each of the different methodological solutions offered refers to a different operational definition of consciousness, and present empirical examples of sequence learning studies in which these different procedures were applied to differentiate between implicit and explicit knowledge acquisition. We also show how the use of a sensitive behavioral method, the process dissociation procedure, confers a distinctive adva…

Commentary on Jakab's “Ineffability of Qualia”

2000

Zoltan Jakab has presented an interesting conceptual analysis of the ineffability of qualia in a functionalist and classical cognitivist framework. But he does not want to commit himself to a certain metaphysical thesis on the ontology of consciousness or qualia. We believe that his strategy has yielded a number of highly relevant and interesting insights, but still suffers from some minor inconsistencies and a certain lack of phenomenological and empirical plausibility. This may be due to some background assumptions relating to the theory of mental representation employed. Jakab's starting assumption is that there is no linguistic description of a given experience such that understanding t…

Flavour: From food to perception

2016

Revue; This book will cover all aspects of flavour perception, including aroma, taste and the role of the trigeminal nerve, from the general composition of food to the perception at the peri-receptor and central level. This book will answer to a growing need for multidisciplinary approaches to better understand the mechanisms involved in flavour perception.The book presents the bases of anatomy of sensory perception. It will provide the requisite basic knowledge on the molecules responsible for flavour perception, on their release from the food matrix during the eating process in order to reach the chemosensory receptors, and on their retention and release from and transformation by bodily …

Connectivity and Transformation in Work-Related Learning – Theoretical Foundations

2008

Knowledge representation for robotic vision based on conceptual spaces and attentive mechanisms

1995

A new cognitive architecture for artificial vision is proposed. The architecture is aimed for an autonomous intelligent system, as several cognitive hypotheses have been postulated as guidelines for its design. The design is based on a conceptual representation level between the subsymbolic level processing the sensory data, and the linguistic level describing scenes by means of a high-level language. The architecture is also based on the active role of a focus of attention mechanism in the link between the conceptual and the linguistic level. The link between the conceptual level and the linguistic level is modelled as a time-delay attractor neural network.

Radical innovation by theoretical abstraction - a challenge for the user-centred designer

2016

AbstractIt is generally accepted that scientific disciplines such as psychology, sociology, and anthropology contribute beneficially to design by providing understanding of users’ needs, experiences, and desires. Arguably, however, these disciplines have more to contribute, because they include theories and models that can be applied as design frames and principles. More specifically, goal-setting, visualization, thematization, and conceptual reconfiguration are general mechanisms through which theories translate into design contributions. Actualizing radical design solutions via these mechanisms is discussed: theories provide appropriate means of abstraction, which allows ‘distance’ from u…

Multiplayer 3D Game in Supporting Team-Building Activities in a Work Organization

2012

The aim of this study was to enhance and analyze communication and team-building activities in work teams that played a 3D multiplayer game. This paper reports the preliminary findings of the multi-methodological empirical study on players' perceived effects of the game play on team-building.

Factors in the global assimilation of collaborative information technologies: an exploratory investigation in five regions

2008

The diffusion of innovation theory is deployed to investigate the global assimilation of collaborative information technologies (CITs). Based on the concepts of IT acquisition and utilization, an assimilation framework is presented to highlight four states (limited, focused, lagging, and pervasive) that capture the assimilation of conferencing and groupware CITs. Data collected from 538 organizations in the United States, Australia, Hong Kong, Norway, and Switzerland are aggregated and analyzed to explore assimilation patterns and the influence of decision-making pattern, functional integration, promotion of collaboration, organization size, and IT function size on the assimilation of CITs.…

University Students´ Knowledge Construction during Face to Face Collaborative Writing

2014

Collaborative writing combines social processes of writing with cognitive knowledge construction processes, and thus may lead to deeper learning than individual working. This study examined students’ knowledge construction during face-to-face collaborative writing. University students (n = 21) prepared themselves for the collaborative task by reading about developmental theories in a course book and writing individual summaries of them. In small groups, the students discussed each others’ summaries and wrote a joint essay on one of the theories. The data comprise the students’ individual summaries (n = 21), the students’ discussions during the essay writing (8177 speech turns), and the stud…