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| Author | : Arthur Still |
| Publisher | : |
| Total Pages | : 708 |
| Release | : 1991 |
| Genre | : Cognition |
| ISBN | : |
This collection of essays examines the phenomenon of cognitive psychology. The contributions cover a range of issues from Cartesian and Hegelian frameworks to the work of Gibson and Vygotsky. They include work on the rhetorical-responsive nature of the mind, and an ecological approach.
| Author | : Oliver A. Johnson |
| Publisher | : Univ of California Press |
| Total Pages | : 308 |
| Release | : 2024-03-29 |
| Genre | : Philosophy |
| ISBN | : 0520310136 |
Skepticism and Cognitivism addresses the fundamental question of epistemology: Is knowledge possible? It approaches this query with an evaluation of the skeptical tradition in Western philosophy, analyzing thinkers who have claimed that we can know nothing. After an introductory chapter lays out the central issues, chapter 2 focuses on the classical skeptics of the Academic and Pyrrhonistic schools and then on the skepticism of David Hume. Chapters 3 through 5 are devoted to contemporary defenders of skepticism—Keith Lehrer, Arne Næss, and Peter Unger. In chapter 6, author Oliver A. Johnson dons the mantle of skeptic himself and develops and adds theories to the skeptical arsenal. He closes with an examination of the relationship between skepticism and cognitivism, reaching and defending conclusions on the nature and extent of possible human knowledge. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1978.
| Author | : Dale H. Schunk |
| Publisher | : Pearson Higher Ed |
| Total Pages | : 571 |
| Release | : 2013-08-27 |
| Genre | : Psychology |
| ISBN | : 129203386X |
For Learning Theory/Cognition and Instruction, Advanced Educational Psychology, and Introductory Educational Psychology courses. An essential resource for understanding the main principles, concepts, and research findings of key learning theories –especially as they relate to education–this proven text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.
| Author | : Barry J. Zimmerman |
| Publisher | : Routledge |
| Total Pages | : 316 |
| Release | : 2013-05-13 |
| Genre | : Education |
| ISBN | : 1135659141 |
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
| Author | : Jan Nuyts |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 418 |
| Release | : 1992 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027250324 |
This book is about a theory of language that combines two observations (1) that language is based on an extensive cognitive infrastructure (cognitivism) and (2) that it is functional for its user (functionalism). These observations are regarded as two dimensions of one phenomenon that both need to be accounted for, simultaneously and coherently, in accounting for language. Chapter 1 presents the cognitivist and functionalist points of view and their interrelation and discusses the integration of language research under a cognitive umbrella; the issue of defining 'functions of language', and the formalism-functionalism debate. Chapter 2 criticizes the Chomskyan formalist conception of language and cognition from the perspective of cognitive-pragmatic theory. The focus is on different aspects of the competence-performance dichotomy, and in particular on the nature of linguistic knowledge. The ontogenesis and phylogenesis of language are also discussed. Chapter 3 deals with the potential contribution of a functional-linguistic grammar to an integrated conception of the cognitive systems of language, viz. Dik's Functional Grammar, and introduces the concept of a Functional Procedural Grammar as a more integrative model for language production. Special attention is also paid to the nature of conceptual knowledge and the relationship between language production and interpretation. The debate is illustrated by an analysis of negative-raising.
| Author | : A. W Bates |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : |
| ISBN | : 9780995269231 |
| Author | : Derek Parfit |
| Publisher | : Oxford University Press |
| Total Pages | : 483 |
| Release | : 2016-12-22 |
| Genre | : Philosophy |
| ISBN | : 0191084360 |
Derek Parfit presents the third volume of On What Matters, his landmark work of moral philosophy. Parfit develops further his influential treatment of reasons, normativity, the meaning of moral discourse, and the status of morality. He engages with his critics, and shows the way to resolution of their differences. This volume is partly about what it is for things to matter, in the sense that we all have reasons to care about these things. Much of the book discusses three of the main kinds of meta-ethical theory: Normative Naturalism, Quasi-Realist Expressivism, and Non-Metaphysical Non-Naturalism, which Derek Parfit now calls Non-Realist Cognitivism. This third theory claims that, if we use the word 'reality' in an ontologically weighty sense, irreducibly normative truths have no mysterious or incredible ontological implications. If instead we use 'reality' in a wide sense, according to which all truths are truths about reality, this theory claims that some non-empirically discoverable truths-such as logical, mathematical, modal, and some normative truths-raise no difficult ontological questions. Parfit discusses these theories partly by commenting on the views of some of the contributors to Peter Singer's collection Does Anything Really Matter? Parfit on Objectivity. Though Peter Railton is a Naturalist, he has widened his view by accepting some further claims, and he has suggested that this wider version of Naturalism could be combined with Non-Realist Cognitivism. Parfit argues that Railton is right, since these theories no longer deeply disagree. Though Allan Gibbard is a Quasi-Realist Expressivist, he has suggested that the best version of his view could be combined with Non-Realist Cognitivism. Parfit argues that Gibbard is right, since Gibbard and he now accept the other's main meta-ethical claim. It is rare for three such different philosophical theories to be able to be widened in ways that resolve their deepest disagreements. This happy convergence supports the view that these meta-ethical theories are true. Parfit also discusses the views of several other philosophers, and some other meta-ethical and normative questions.
| Author | : Calvin P. Van Reken |
| Publisher | : Wipf and Stock Publishers |
| Total Pages | : 177 |
| Release | : 2015-10-22 |
| Genre | : Philosophy |
| ISBN | : 1498224776 |
Metaethics is the study of moral language, moral ontology, and moral epistemology. This book addresses each of these in a way accessible to both students and professional philosophers. Van Reken defends the classic view of moral realism, advanced by philosophers such as Plato, Aristotle, Augustine, and Kant. Moral language tends to be the focus of much current metaethical discussion, but this volume concerns itself more with questions of moral ontology and moral epistemology. The concept of the moral field is introduced, which helps distinguish what is moral and what is amoral (a discussion too often overlooked by moralists), and--adapting an epistemological theory developed by Alvin Plantinga--an argument is made that we can know moral truths. Principia Meta-Ethica presents a return to the core issues of metaethics and strengthens the case for moral realism with new arguments, distinctions, and concepts.
| Author | : Richard House |
| Publisher | : Pccs Books |
| Total Pages | : 324 |
| Release | : 2008 |
| Genre | : Psychology |
| ISBN | : |
Offers a wide range of critical perspectives on the rise of Cognitive Behavioural Therapy (CBT) from around the world.
| Author | : Kelly McCormick |
| Publisher | : Cambridge University Press |
| Total Pages | : 237 |
| Release | : 2022-05-05 |
| Genre | : Philosophy |
| ISBN | : 1108842259 |
Explores the problem of blame in moral philosophy, setting out a new theory of blame, free will, and moral responsibility.
