To see the other types of publications on this topic, follow the link: History of Cognitive Science.

Dissertations / Theses on the topic 'History of Cognitive Science'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'History of Cognitive Science.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Marzolo, Paolo. "Cognitive Science and Artificial Intelligence: An Interwoven Approach." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23578/.

Full text
Abstract:
Due to the complex nature of the matter discussed, the relationship between Artificial Intelligence and Cognitive Science is often misrepresented. This is, in part, due to ignorance of the disciplines considered, which range from Mathematics, Statistics and Computer Science to Philosophy, Psychology and Neuroscience. In this text, we attempt to outline the shared history of the study of intelligence, intelligent behavior and rationality. We do this with an especially attentive focus to where paradigms and theories fall on the symbolic-connectionist spectrum. To achieve this, we include technical explanations for some of the theories mentioned. In the final section, we take a cross-historical approach to help identify trends and conclude with a brief overview of symbolic-connectionist integration proposals.
APA, Harvard, Vancouver, ISO, and other styles
2

Vincent, Linden Faith. "Science, technology and agency in the development of droughtprone areas : a cognitive history of drought and scarcity." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Husain, Ahraz. "Understanding How Developers Work on Change Tasks Using Interaction History and Eye Gaze Data." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452160567.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McQuinn, Brian. "Inside the Libyan revolution : cognitive foundations of armed struggle." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711696.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rickels, Christopher A. "Inherited Ontologies and the Relations between Philosophy of Mind and the Empirical Cognitive Sciences." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365012314.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Farhanieh, Iman. "A Study in History Teaching Using Serious Games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12948.

Full text
Abstract:
The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.
APA, Harvard, Vancouver, ISO, and other styles
7

Greville, K. A. "Central auditory processing in children with a history of neonatal jaundice." Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/1986.

Full text
Abstract:
An experimental group (Group A) of 22 children around 7 years of age who had normal hearing for pure tones but who had experienced neonatal jaundice with peak bilirubin levels of at least 300 µmol/l was tested on a range of audiological tests selected to assess aspects of their central auditory processing. Children who had not been tested for bilirubin level were selected as control subjects (Group B); they were matched on the variables gender, race, gestational age, birthweight, Apgar scores and occurrence of respiratory problems. A smaller experimental group, Group C (n=7), with peak bilirubin levels between 250 and 299 µmol/l but with perinatal complications was also studied. The experimental groups had higher mean acoustic reflex thresholds and lower mean reflex amplitudes than the control group. Acoustic reflex threshold patterns of abnormality consistent with central dysfunction occurred in two children from the main experimental group and two children in the control group. None of the children from Group C showed abnormal reflex thresholds. Acoustic reflex amplitude patterns of abnormality consistent with central dysfunction were present in six children from Group A and two children from Group C, compared with three children from the control group. Masking level differences were absent in five subjects from Group A and three children from Group C, compared with three control subjects. No group differences were evident for ABR latency or amplitude measures, but poor morphology or repeatability of wave V was observed in ten subjects from Group A and three children from Group C, compared with five children from the control group. A larger number of failures within the experimental groups was found for two of the four speech tests, that is, for interrupted and filtered speech tests, but not speech in noise or competing words tests. Five children from Group A (but none from Group C) performed poorly on the interrupted speech test, compared with two from Group B. The filtered speech test was failed by six children from Group A and two children from Group C, compared with two from Group B. Parental reports of behavioural or learning disorders were distributed equally among the groups and were not associated with particular patterns of test failure. Overall, children in the experimental groups failed significantly more tests of central auditory functioning than did children in the control group (F(2,48)=5.5,p<.01). The results were interpreted as implicating jaundice in long-term central auditory processing abnormalities.
APA, Harvard, Vancouver, ISO, and other styles
8

Heintz, Christophe. "Cognition scientifique et évolution culturelle : outils théoriques pour incorporer les études cognitives aux études sociales de la science." Phd thesis, Ecole des Hautes Etudes en Sciences Sociales (EHESS), 2007. http://tel.archives-ouvertes.fr/tel-00145899.

Full text
Abstract:
Cette thèse préconise d'utiliser des outils théoriques de l'anthropologie cognitive pour l'étude scientifique de la science. Ces outils sont l'´epidémiologie des représentations, développée par Dan Sperber, et l'étude de la cognition distribuée, telle qu'elle à été développée par Ed Hutchins. Ces deux théories, qui sont par ailleurs étroitement liées, ont pour apport essentiel de permettre d'intégrer les études cognitives et sociales de la science. Deux études d'histoire des mathématiques illustrent le potentiel explicatif de ces théories : le développement du calcul infinitésimal en France au début du 18ème siècle, et l'avènement des ordinateurs dans la pratique des mathématiques, marqué par la preuve du théorème des quatre couleurs.
APA, Harvard, Vancouver, ISO, and other styles
9

BALUNOVIC, Filip. "The cognitive background of activism : exploring ideas behind counter-hegemonic discourses in Belgrade, Zagreb and Sarajevo." Doctoral thesis, Scuola Normale Superiore, 2020. http://hdl.handle.net/11384/90433.

Full text
Abstract:
The central topic of this work is the relationship between critical knowledge and the counter-hegemonic activist struggles in Belgrade, Sarajevo and Zagreb. While looking at the “cognitive background” of activism, both non-theoretical and theoretical knowledge is taken into account. The accent is nonetheless on the theoretical knowledge. Critical ideas, on the other hand, have been inspiring social and political actions for centuries. The question of the nature of this relationship, including the mechanisms of diffusion, concrete sources and reasoning behind it, has thus far remained under - researched. Which type of knowledge is considered to be “movement relevant” today? Where does it come from, through which channels and which social, structural and organizational factors influence its consolidation and operationalization within social movement collectives? All these questions are addressed through a research conducted in a specific context of the post-socialist former Yugoslavia.
APA, Harvard, Vancouver, ISO, and other styles
10

Chalozin-Dovrat, Lin. "Les rapports entre le temps et l'espace dans les théories linguistiques." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040013.

Full text
Abstract:
Depuis plusieurs décennies, un nombre important de travaux en linguistique et sciences cognitives avancent une thèse selon laquelle l’expression du temps dans la langue dépend de la cognition de l’espace. Cette étude cherche à établir que le discours scientifique sur les rapports temps–espace dans la langue et la cognition est un objet épistémologique qui a sa propre histoire et ses propres motivations disciplinaires. Ainsi, le programme de recherche généralement admis est le produit d’une trame complexe d’intérêts qui ne favorisent pas nécessairement la recherche de l’objet scientifique. Dans une première partie, nous confirmons que les rapports linguistiques entre temps et espace constituent un objet historique et variable, tant dans la langue que dans la pensée sur la langue. Dans une deuxième partie, nous explorons la tendance à la spatialisation du temps dans les écrits des philosophes et grammairiens des Lumières et dans le travail de Gustave Guillaume (1883–1960). Dans une troisième partie, nous examinons le paradigme de la priorité spatiale dans la linguistique cognitive à partir des années 1970 jusqu’à nos jours. Les résultats de cette étude nous amènent à proposer des lignes directrices pour la recherche future des manifestations linguistiques des rapports temps–espace<br>Over the past few decades, a considerable number of studies in linguistics and the cognitive sciences have put forward the claim that the expression of time in language relies on the cognition of space. This study aims to show that the scientific discourse on time–space relations in language and cognition is an epistemological object, shaped by its history and disciplinary motivations. Thus, the predominant research framework of time–space relations is the product of an intricate network of interests which do not necessarily facilitate the research of the scientific object. In the first part of the study we show that relations between time and space changed through the history of both language and the theory of language. In the second part, we explore the theoretical trend of the spatialization of time in the writings of key philosophers and grammarians of the Enlightenment, and in the oeuvre of the French linguist Gustave Guillaume (1883-1960). In the third part we examine the paradigm of spatial priority in cognitive linguistics from the 1970s until today. The conclusions of the study lead us to put forth some proposals for the future research of time, space and the time–space interface in language
APA, Harvard, Vancouver, ISO, and other styles
11

Aloushkova, Svetlana. "Les phrases existentielles initiales: une approche sémantique et cognitive des textes narratifs russes." Doctoral thesis, Universite Libre de Bruxelles, 1992. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212951.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Bertoni, Daniel Robert. "The Cultivation and Conceptualization of Exotic Plants in the Greek and Roman Worlds." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11448.

Full text
Abstract:
This dissertation is an investigation into how plants provide a way to explore cultural interactions between Greece and Rome and the east. I use India, a region that remained consistently exotic to most Greeks and Romans throughout antiquity, as a test case to examine how eastern plants were received and integrated into Greek and Roman culture. Throughout I use my test case as a focus and as an object of comparison: India is a constant reminder of what was conceptualized as exotic. My methodology is primarily "plants in text," an approach that incorporates both the physical reality of plants for sale at the market as well as the imagined flora that grows at the end of the earth. The results of this inquiry show the value of investigating the cultural importance of plants and the mental constructs that surround them in the ancient Greek and Roman worlds.<br>The Classics
APA, Harvard, Vancouver, ISO, and other styles
13

Jacobson, David William. "A Comparison of the Effectiveness of Traditional U.S. History Instruction Versus U.S. History Instruction Integrated with Decision Training on Content Knowledge and Decision-Making Competence." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11539.

Full text
Abstract:
xiii, 139 p. : ill. (some col.)<br>The purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (<italic>n</italic> = 387) in one Pacific Northwest high school were randomly assigned for two trimesters to one of two groups: (a) U.S. history instruction integrated with decision training or (b) traditional U.S. history instruction. During the study, Experimental Group participants were trained to use a decision-making tool to sort, process, and analyze the facts, events, and concepts of history in the context of solving a historically relevant problem. By applying the decision-making tool to problems and decisions of the past, students utilized a schema for critical, analytical, and creative thinking about U.S. history content. Students also analyzed current problems and decisions they face. Dependent measures were (a) NAEP U.S. History questions, (b) Decision-Making Competence Index (DMC), (c) NAEP item analysis using knowledge forms and intellectual operations, and (d) Experimental Group follow-up interviews. Results indicated statistically significant differences between groups favoring the Experimental on both the NAEP U.S. History test and on the DMC. Experimental Group participants scored higher on NAEP items requiring concept or principle knowledge forms and on items requiring summarization or illustration. Follow-up interview scores positively correlated with DMC posttest scores. Results are discussed in terms of (a) the application of NAEP and DMC scores to curricular interventions and (b) item analysis and interviews in relation to the environmental and physical constraints of the current high school structure.<br>Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Paul Yovanoff, Member; Dr. Jean Stockard, Outside Member
APA, Harvard, Vancouver, ISO, and other styles
14

Pietrzykowski, Marc. "Winning, Losing, and Changing the Rules: The Rhetoric of Poetry Contests and Competition." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08062007-120124/.

Full text
Abstract:
Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. George Pullman, committee chair; Marti Singer, Lyneé Gaillet, committee members. Electronic text (235 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed Nov. 14, 2007. Includes bibliographical references (p. 228-235).
APA, Harvard, Vancouver, ISO, and other styles
15

Smutný, Zdeněk. "Význam poznávacích procesů pro tvorbu umělé inteligence." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-17462.

Full text
Abstract:
This diploma thesis brings an integral view at cognitive processes connected with artificial intelligence systems, and makes a comparison with the processes observed in nature, including human being. A historical background helps us to look at the whole issue from a certain point of view. The main axis of interest comes after the historical overview and includes the following: environment -- stimulations -- processing -- reflection in the cognitive system -- reaction to stimulation; I balance the approach and the limited potential of the human being against the machine (or artificial intelligence). In the last part, there are introduced two projects that have been already implemented in the inteligent transport systems, and their potential for the further expansion and development is shown here. The main emphasis is placed on the coherence between each part of this thesis and cognitive processes, and on the relation and the mutual dependence of these processes.
APA, Harvard, Vancouver, ISO, and other styles
16

Kuukkanen, Jouni-Matti. "Meaning change in the context of Thomas S. Kuhn's philosophy." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/1259.

Full text
Abstract:
Thomas S. Kuhn claimed that the meanings of scientific terms change in theory changes or in scientific revolutions. In philosophy, meaning change has been taken as the source of a group of problems, such as untranslatability, incommensurability, and referential variance. For this reason, the majority of analytic philosophers have sought to deny that there can be meaning change by focusing on developing a theory of reference that would guarantee referential stability. A number of philosophers have also claimed that Kuhn’s view can be explained by the fact that he accepted and further developed many central tenets of logical empiricism. I maintain that the genesis of Kuhn’s meaning theorising lies in his historical approach and that his view of meaning change is justified. Later in his career he attempted to advance a theory of meaning and can be said to have had limited success in it. What is more, recent cognitive science has unexpectedly managed to shed light on Kuhn’s insights on the organisation of information in the mind, concept learning, and concept definition. Furthermore, although Kuhn’s critique of Putnam’s causal theory of reference has often been dismissed as irrelevant, he has a serious point to address. Kuhn thought that the causal theory that works so well with proper names cannot work with scientific terms. He held that conceptual categories are formed by similarity and dissimilarity relations; therefore, several features and not only one single property are needed for determination of extension. In addition, the causal theory requires universal substances as points of reference of scientific terms. Kuhn was a conceptualist, who held that universals do not exist as mind-independent entities and that mind-dependent family resemblance concepts serve the role of universals. Further, at the beginning of his career, Kuhn was interested in the question of what concepts or ideas are and how they change in their historical context. Although he did not develop his theorising on this issue, I demonstrate that this is a genuine problem in the philosophy of history. Finally, Kuhn argued that scientists cannot have access to truth in history because we cannot transcend our historical niche, and as a consequence, the truth of a belief cannot be a reason for theory choice. Instead of truth, we can rely on justification. I also discuss Kuhn’s idea that problem-solving is the main aim of science and show that this view can be incorporated into coherentist epistemology.
APA, Harvard, Vancouver, ISO, and other styles
17

Nicaise, Julien. "Emergence et évolution du concept de conscience mentale: de l'aristotélisme à la philosophie de l'esprit." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209104.

Full text
Abstract:
La présente thèse de doctorat s'est fixée pour objectif de retracer l'histoire du concept de conscience mentale à travers les langages de spécialité (la philosophie et la psychologie principalement), et ce au cours de la période qui va de l'Antiquité (avec l’aristotélisme) jusqu'à notre époque (avec la philosophie de l’esprit). Ce travail nous a, tout d'abord, amené à redéfinir la conscience sous un jour nouveau, aussi bien en tant que concept pur et dur (dimension déjà présente chez Aristote et chez les penseurs pré-modernes) qu'en tant qu'outil de diverses philosophies chargées de fonder la connaissance et les sciences (dimension opérante à partir de Descartes), puis en tant que philosophie (nous pensons principalement à la philosophie de l'esprit). Une telle entreprise nous a ainsi permis de proposer une définition inédite de la conscience mentale, qui se nourrit des différents paradigmes étudiés tout au long de son histoire. Plus spécifiquement, le "méta-paradigme conscientiel" ainsi généré (aussi nommé "paradigme de type 1") propose une définition en intension, une définition en extension (à savoir une typologie), ainsi qu'un cadre onto-épistémologique servant de toile de fond. Dans le même temps, nous avons été amené à élaborer une épistémologie générale capable d'analyser les différents "paradigmes de type 0" que nous avons rencontrés - et qui se présentent sous diverses formes (des doctrines et des théories philosophiques, des théories scientifiques, des dogmatismes). Cette épistémologie - sous-tendue par quatre critères qui permettent de distinguer les paradigmes entre eux, et dont rend compte notre méta-paradigme - s'avère en outre pensée dans la perfectibilité et dans la complexité, étant ouverte aux futurs paliers d'une échelle de la conscience qui n'a pas fini de s'écrire. De cette manière, nous évitons, avec Donald Davidson, l'écueil qui consiste à voir le "conscientiel" (la conscience comme les productions de l'esprit) comme le simple prolongement du matériel – ce qui nous interdirait, par exemple, de nous interroger sur la "possibilité d'une conscience" au-delà même du vivant./The aim of this thesis was to trace the history of consciousness through philosophy and psychology, from Antiquity (Aristotelianism) to our time (Philosophy of Mind). In a first time, this work led us to define consciousness in a new light, as well as concept (which already appears in Aristotle and in medieval thinkers) and as a tool for various philosophies that try to found knowledge and sciences (this dimension will be born from Descartes), then as a philosophy (we think about the philosophy of mind). This also allowed us to propose a new definition of consciousness, which is inspired by different paradigms studied throughout its history. More specifically, our “metaparadigm” (or "type 1 paradigm") contains a definition and a typology of consciousness, and is underpinned by an onto-epistemological framework. At the same time, we tried to develop a general epistemology able to analyze “type 0 paradigms” we met (these paradigms can be philosophical doctrines, philosophical theories, scientific theories or dogmas). Open to future levels of consciousness’scale that is not finished, this epistemology - underlied by four criteria that distinguish them paradigms, and which are constitutive of our “metaparadigm” - is also favorable to the perfectibility and the complexity. In this way, we especially avoid, with Donald Davidson, the mistake of considering consciousness and all products of mind, thought or cultur just as an extension of material reality - which would prevent us, for example, to wonder about the possibility that consciousness might exist in “non-living beings”.<br>Doctorat en Langues et lettres<br>info:eu-repo/semantics/nonPublished
APA, Harvard, Vancouver, ISO, and other styles
18

Jucker, Jean-Luc. "Ambiguous artefacts : towards a cognitive anthropology of art." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:0c90f23e-7f20-45b7-b9fd-f66dbdfaa3ab.

Full text
Abstract:
This thesis proposes elements for a cognitive anthropology of visual art. Most works of art are human-made objects that cannot be approached in purely functional terms, and as such they frustrate important cognitive expectations that people have about artefacts. For this reason, it is hypothesised that art triggers speculation about the artist’s intention, and that it is intuitively approached as a form of communication. By application of Bloom’s (1996) theory of artefact categorisation, and Sperber and Wilson’s (1986/1995) relevance theory of communication, a series of predictions are generated for art categorisation (or definition), art appreciation, and art cultural distribution. Two empirical studies involving more than 1,000 participants tested the most important of these predictions. In study 1, a relationship was found between how much a series of works of art were liked and how easy they were to understand. Study 2 comprised four experiments. In experiment 1, a series of hyperrealistic paintings were preferred when they were labelled as paintings than when they were labelled as photographs. In experiments 2a and 2b, a series of paintings were considered easier to understand and, under some conditions, were preferred, when they were accompanied by titles that made it easier to understand the artist’s intention. In experiment 3, a series of artefacts were more likely to be considered “art” when they were thought to have been created intentionally than when they were thought to have been created accidentally. The results of studies 1 and 2 confirmed the predictions tested, and are interpreted in the framework of relevance theory. The art experience involves speculation about the artist’s intention, and it is partly assessed as a form of communication that is constrained by relevance dynamics. Implications for anthropology of art, psychology of art, and the art world are discussed.
APA, Harvard, Vancouver, ISO, and other styles
19

Gibson, Donald. "Twentieth-century poetry and science : science in the poetry of Hugh MacDiarmid, Judith Wright, Edwin Morgan, and Miroslav Holub." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/8059.

Full text
Abstract:
The aim of this thesis is to arrive at a characterisation of twentieth century poetry and science by means of a detailed study of the work of four poets who engaged extensively with science and whose writing lives spanned the greater part of the period. The study of science in the work of the four chosen poets, Hugh MacDiarmid (1892 – 1978), Judith Wright (1915 – 2000), Edwin Morgan (1920 – 2010), and Miroslav Holub (1923 – 1998), is preceded by a literature survey and an initial theoretical chapter. This initial part of the thesis outlines the interdisciplinary history of the academic subject of poetry and science, addressing, amongst other things, the challenges presented by the episodes known as the ‘two cultures' and the ‘science wars'. Seeking to offer a perspective on poetry and science more aligned to scientific materialism than is typical in the interdiscipline, a systemic challenge to Thomas Kuhn's The Structure of Scientific Revolutions (1962) is put forward in the first chapter. Additionally, the founding work of poetry and science, I. A. Richards's Science and Poetry (1926), is assessed both in the context in which it was written, and from a contemporary viewpoint; and, as one way to understand science in poetry, a theory of the creative misreading of science is developed, loosely based on Harold Bloom's The Anxiety of Influence (1973). The detailed study of science in poetry commences in Chapter II with Hugh MacDiarmid's late work in English, dating from his period on the Shetland Island of Whalsay (1933 – 1941). The thesis in this chapter is that this work can be seen as a radical integration of poetry and science; this concept is considered in a variety of ways including through a computational model, originally suggested by Robert Crawford. The Australian poet Judith Wright, the subject of Chapter III, is less well known to poetry and science, but a detailed engagement with physics can be identified, including her use of four-dimensional imagery, which has considerable support from background evidence. Biology in her poetry is also studied in the light of recent work by John Holmes. In Chapter IV, science in the poetry of Edwin Morgan is discussed in terms of its origin and development, from the perspective of the mythologised science in his science fiction poetry, and from the ‘hard' technological perspective of his computer poems. Morgan's work is cast in relief by readings which are against the grain of some but not all of his published comments. The thesis rounds on its theme of materialism with the fifth and final chapter which studies the work of Miroslav Holub, a poet and practising scientist in communist-era Prague. Holub's work, it is argued, represents a rare and important literary expression of scientific materialism. The focus on materialism in the thesis is not mechanistic, nor exclusive of the domain of the imagination; instead it frames the contrast between the original science and the transformed poetic version. The thesis is drawn together in a short conclusion.
APA, Harvard, Vancouver, ISO, and other styles
20

Conceição, Adriano Nardi. "Estudos sobre o uso de mapas conceituais na avaliação da aprendizagem: a importância da tarefa." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-06012017-143248/.

Full text
Abstract:
Os mapas conceituais são organizadores gráficos que favorecem a descrição explícita de relações conceituais por causa da necessidade de elaborá-los a partir de proposições contendo um termo de ligação. O desafio de obter mapas conceituais elaborados pelos alunos que sejam correlacionáveis com parte dos seus modelos mentais é um obstáculo que merece mais investigações. Dois aspectos relevantes podem ser usualmente negligenciados por parte dos docentes que usam os mapas conceituais em sala de aula: (i) a necessidade de treinar os alunos na técnica de mapeamento conceitual e (ii) a importância de se definir como os mapas conceituais serão solicitados aos alunos. O descuido com esses fatores resulta em mapas conceituais superficiais e com baixa clareza semântica, que não refletem a organização conceitual que está contida na estrutura cognitiva do mapeador. Nesse trabalho investigamos o uso de mapas conceituais como ferramenta de avaliação em um dos momentos da disciplina ACH 0131 Ciências da Natureza oferecida a alunos ingressantes na graduação, a fim de verificar o conhecimento conceitual dos alunos sobre Astronomia sob a perspectiva do desenvolvimento tecnológico e científico. Dois mapas conceituais foram considerados nessa pesquisa: um construído uma semana antes da prova e que poderia ser usado como material de consulta (MC-PREP) e outro que era parte da avaliação e deveria ser construído no dia da prova (MC-AVAL). Para esse trabalho propusemos dois estudos complementares para avaliação do efeito da elaboração do MC-PREP sobre as características estruturais e semânticas do MC-AVAL (Estudo I) e avaliação da relação entre características estruturais e semânticas do MC-AVAL e o entendimento conceitual dos alunos sobre a Astronomia no contexto do surgimento da Ciência Moderna e do avanço científico-tecnológico (Estudo II). Como metodologia, utilizamos análises que consideram os mapas sobre os níveis de conceito, proposição e rede proposicional, oferecendo várias perspectivas sob as quais os mapas conceituais elaborados pelos alunos podem ser avaliados. No Estudo I foi possível verificar que a elaboração do MC-PREP não influenciou nas características estruturais do MC-AVAL, mas influenciou nas características semânticas, de modo que os alunos construíram mais proposições apropriadas e mostraram uma baixa incidência de fuga à pergunta focal. No Estudo II verificamos que os fatores dos MC-AVAL que são positivamente correlacionáveis com o entendimento conceitual dos alunos sobre o tema são, principalmente, a quantidade de proposições apropriadas e a escolha de conceitos mais complexos para compor o mapa de prova. Concluímos com esse trabalho que para alunos bem treinados na técnica de mapeamento conceitual a elaboração de um mapa conceitual preparatório não influencia nas características do mapa de prova mesmo estando próximos da etapa de treinamento. Isso foi explicado pelas características restritivas da demanda e pela proficiência dos alunos. Sob os aspectos semânticos constatamos que a preparação dos alunos influenciou positivamente nas características do MC-AVAL e também que os mapas obtidos eram correlacionáveis com o conhecimento declarativo dos alunos, podendo ser utilizados como ferramentas para avaliação da aprendizagem.<br>Concept maps are graphic organizers that favor the explicit description of conceptual relationships due to the need to prepare them from propositions that containing a binding term. The challenge to obtain concept maps prepared by students that are correlated with part of their mental models is an obstacle that deserves further investigation. Two important aspects can usually be neglected by teachers who use concept maps in the classroom: (i) the need to train students in the concept mapping technique, and (ii) the importance of to define how the concept maps are requested to students. These two aspects of assessment task with the use of maps generated in students working memory cognitive loads that need to be managed. The neglect of these factors results in superficial concept maps and low semantic clarity that do not reflect the conceptual organization that is contained in cognitive structure of mapper. In this work we investigate the use of concept maps as an assessment tool in one of the moments of discipline ACH 0131 Natural Science offered to first year undergraduate students, in order to verify the conceptual knowledge of students about astronomy from the perspective of technological and scientific development. Two concept maps were considered in this study: the first done one week before the test and that could be used as reference material (CM-PREP) and other that was a part of the test and should be done on day test (CM-EVAL). For this work we proposed two complementary studies to evaluate the effect of the preparation of CM-PREP about the structural and semantic features of the CM-EVAL (Study I) and evaluation of the relationship between structural and semantic features of the CM-EVAL and conceptual understanding of students about astronomy in the context of the emergence of modern science and scientific-technological development (Study II). As methodology were used the analyzes that consider the maps on the levels of concept, proposition and propositional network, offering several perspectives under which the conceptual maps prepared by students can be evaluated. The Study I showed that the development of CM-PREP did not influence the structural features of the CM-EVAL, but influenced the semantic features, so the students used more appropriate propositions and showed a low incidence of escape of the focal question. The Study II verified that the factors of CM-EVAL that are positively correlated with the conceptual understanding of students on the subject are mainly the amount of appropriate propositions and the choice of more complex concepts to compose the test map. We conclude with this work that for well trained students in the concept mapping technique the elaboration of a preparatory concept map does not influence the test map structural features even being near to the training stage. This was explained by the restrictive characteristics of demand and the proficiency of students. On the semantic aspects we observed that the preparation of the students had a positive effect on CM-EVAL features and also that the obtained maps were correlated with the declarative knowledge of the students and can be used as tools for learning assessment.
APA, Harvard, Vancouver, ISO, and other styles
21

Olsson, Annie. "Läroboken i historieundervisningen : en fallstudie med fokus på elever, lärare och läroboksförfattare." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89013.

Full text
Abstract:
The overall aim of this thesis is to investigate why history textbooks are used the way they are and to identify possible reasons for the contradictions and dilemmas regarding the role of the textbook in history education. This thesis describes a case study of the history teaching at an upper secondary school class and investigates the attitudes of the pupils, teachers and textbook authors towards history, the teaching of history, textbooks and the use of textbooks. The study also investigates the textbook used in the history class and the attitudes that the authors expose in the textbook. The analyses are based on interviews with the pupils and teacher, the pupils’ responses in a questionnaire, lesson observations, parts of the textbook, and some other teaching materials used in the lessons. In addition to constituting research on attitudes, this study is also linked to cognitive dissonance theory since it highlights dissonance among the attitudes of the teachers, pupils and textbook authors. The study shows that one main dilemma is the fact that the textbook is frequently being used in the classroom, but many pupils find it dull and uninteresting. Other dilemmas are basically explanations for this and are discussed as such. The study also shows that the pupils prefer history lessons that follow certain strategies and that these strategies are only reflected in the textbook to a limited extent. However, these strategies are used to a large extent in the teaching and when other teaching materials are used instead of the textbook. Sometimes the language used in the textbook seems to prevent the pupils from being able to take in the content but they are not given any help to cope with this difficulty. However, the pupils are exposed to other teaching resources, such as films and lectures, which helps them to understand the subject matter and they appreciate such resources more than the textbook. Moreover, the use of this type of learning resources is combined with methodology that is popular among the pupils and they get help from each other and from the teacher when interpreting and working with these resources. The textbook is used primarily individually and some of the pupils find it difficult to understand. In addition, the textbook is used with teaching methodology that the pupils find dull. This could explain why films and lectures are the main focus of the history lessons while the textbook is used primarily as a supplementary factual resource. This may also be a reason why the pupils have a negative attitude towards the textbook.
APA, Harvard, Vancouver, ISO, and other styles
22

Mullins, Daniel Austin. "The evolution of literacy : a cross-cultural account of literacy's emergence, spread, and relationship with human cooperation." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:98d1f155-c96d-4ba0-ac36-c610d3d7454c.

Full text
Abstract:
Social theorists have long argued that literacy is one of the principal causes and hallmark features of complex society. However, the relationship between literacy and social complexity remains poorly understood because the relevant data have not been assembled in a way that would allow competing hypotheses to be adjudicated. The project set out in this thesis provides a novel account of the multiple origins of literate behaviour around the globe, the principal mechanisms of its cultural transmission, and its relationship with the cultural evolution of large-group human cooperation and complex forms of socio-political organisation. A multi-method large-scale cross-cultural approach provided the data necessary to achieve these objectives. Evidence from the societies within which literate behaviour first emerged, and from a representative sample of ethnographically-attested societies worldwide (n=74), indicates that literate behaviour emerged through the routinization of rituals and pre-literate sign systems, eventually spreading more widely through classical religions. Cross-cultural evidence also suggests that literacy assumed a wide variety of forms and socio-political functions, particularly in large, complex groups, extending evolved psychological mechanisms for cooperation, which include reciprocity, reputation formation and maintenance systems, social norms and norm enforcement systems, and group identification. Finally, the results of a cross-cultural historical survey of first-generation states (n=10) reveal that simple models assuming single cause-and-effect relationships between literacy and complex forms of socio-political organisation must be rejected. Instead, literacy and first-generation state-level polities appear to have interacted in a complex positive feedback loop. This thesis contributes to the wider goal of transforming social and cultural anthropology into a cumulative and rapid-discovery science.
APA, Harvard, Vancouver, ISO, and other styles
23

Liu, Ariel. "The relationship between engagement and learning in school students' interactions with technology-driven multimodal exhibits in museums." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5c8405d5-a834-4b0f-b160-56c988f452f8.

Full text
Abstract:
This thesis reports a qualitative study of the use of multimodal technologies in museums— specifically, it examines the relationship between visitor engagement and learning, focusing on the use of multimodal technologies during school trips. The study was conducted in the Natural History Museum and the Churchill Museum, both in London, with participants from several secondary schools. These sites were chosen due to their concern for the added value of learning and public engagement, including their education-orientated investments in technology, museum activities, and architecture. In the course of data collection, visits were made to six schools and both museum sites; the participants included 117 students, 18 teachers, three museum educators, and eight museum curators and media designers. The study used a combination of video data analysis, stimulated recall interviews, document analysis, and engaging students in talk and reflection about their visit both at the museum and afterwards. The qualitative approach and multimodal analysis identify how the students’ social interactions help them construct learning through decontextualised bodily movements, which trigger contextualised discussion. The study demonstrates how multimodal analysis can be used in research to capture a wide scope of information, while maintaining a micro-level of analysis and understanding—here, capturing the detail of students’ interactions and perceptions. The findings suggest that the learning experience in museums is produced through multiple layers of interaction and through the exchange of physical and psychological behaviour among people, resources, and space. Here, the multimodal technologies with which the students engaged essentially acted as initial platforms for sensory stimuli and social interaction, supporting their peer communication and motivating them to further explore both the given topic and their own understanding of their learning methods. It was the students’ further conversation, observation, and participation, however, that created a more meaningful and entertaining learning experience in the museums.
APA, Harvard, Vancouver, ISO, and other styles
24

Schmitt, Wolfram. "The Cognitive View in Cognitive Science." Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-76547.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Souza, Marcos Gonzalez de. "A gramaticalização de informação: uma abordagem sociocognitiva." Instituto Brasileiro de Informação em Ciência e Tecnologia/Universidade Federal do Rio de Janeiro, 2013. http://ridi.ibict.br/handle/123456789/861.

Full text
Abstract:
Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-08-02T19:03:10Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese _ MarcosGonzalez _ 2013.pdf: 2132313 bytes, checksum: 5053ac9fb009e4ebb9ae304e3d027127 (MD5)<br>Made available in DSpace on 2016-08-02T19:03:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese _ MarcosGonzalez _ 2013.pdf: 2132313 bytes, checksum: 5053ac9fb009e4ebb9ae304e3d027127 (MD5) Previous issue date: 2013-05-16<br>Informação é um conceito e um item lexical que emergem quando de uma “mudança na tecnologia da comunicação”: emergiram com a invenção do alfabeto grego, com a introdução da escrita na Portugal do séc. XIV e, ao que parece, em nossa era, com as novas tecnologias da informação e da comunicação (TIC). Com a introdução da escrita numa sociedade estruturada pela oralidade, o termo se torna útil a uma noção da realidade que mergulha raízes no dualismo sujeito-objeto. Não se trata de uma mudança na cognição humana, mas de um “enriquecimento” da linguagem, a fim de dar conta de um novo mito, de um mundo de coisas que falam por si, um “mundo das fórmas”, como o apelidamos. Nesse contexto de corte oralidade-escrita (som-visão), o item lexical informação é reificado, isto é, passa a ser considerado um “objeto mental” com algumas características específicas: informação é o conteúdo de uma fórma criada, no sentido de que ela nasce quando um “estado das coisas” é captado pela visão e, mais que isso, compreendido; fôrma é aquilo que, ao enformar a substância “estado das coisas”, dá origem a uma fórma criada. Sob a perspectiva analítica da Linguística Sociocognitiva centrada no uso, apontamos a “metáfora do canal” como a associação que mapeia os traços mais salientes da gramaticalização enformação “moldagem” >>> informação “estado das coisas”: por um lado, define informação como conteúdo; por outro, associa-a com a transferência, o que nos permite, enfim, compreender a polissemia do termo.<br>Information is a concept and a lexical item that emerges when a “change in communication technology” occurs: it emerged with the invention of the greek alphabet, with the introduction of writing in Portugal (14º century) and, as it seems, in our era, with the new information and communication technologies (ICT). With the introduction of writing in an oral society, the term becomes useful to understand a notion of reality based on a subject-object dualism. That doesn’t mean a change in human cognition, but a “enrichment” of the language in order to perform a new myth, a world of things that speak for themselves, a “world of forms”, as we named it. In this context of spoken-written language (sound-vision) transition, the lexical item information is reified, that means, it starts being considered a “mental object” with some specific features: information is the content of a created form, it borns when a “state of things” is caught by sight; mold is what shapes the matter “state of things” and gives rise to a created form. Under the analytical perspective of Sociocognitive Linguistics, we point out the “conduit metaphor” as the association that maps the most salient features of the grammaticalization enformação “molding” >>> informação “state of things”: on the one hand, it defines information as content, on the other hand, it associates information with the term transference, allowing us to finally understand the polysemy of the term.
APA, Harvard, Vancouver, ISO, and other styles
26

Beitmen, Logan R. "Neuroscience and Hindu Aesthetics: A Critical Analysis of V.S. Ramachandran’s “Science of Art”." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1198.

Full text
Abstract:
Neuroaesthetics is the study of the brain’s response to artistic stimuli. The neuroscientist V.S. Ramachandran contends that art is primarily “caricature” or “exaggeration.” Exaggerated forms hyperactivate neurons in viewers’ brains, which in turn produce specific, “universal” responses. Ramachandran identifies a precursor for his theory in the concept of rasa (literally “juice”) from classical Hindu aesthetics, which he associates with “exaggeration.” The canonical Sanskrit texts of Bharata Muni’s Natya Shastra and Abhinavagupta’s Abhinavabharati, however, do not support Ramachandran’s conclusions. They present audiences as dynamic co-creators, not passive recipients. I believe we could more accurately model the neurology of Hindu aesthetic experiences if we took indigenous rasa theory more seriously as qualitative data that could inform future research.
APA, Harvard, Vancouver, ISO, and other styles
27

Shaik, Kadir Munirah. "Enlightening Science: Addressing the Cognitive and Non-Cognitive Aspects of Science Learning." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/62b15f077f8030a2d790b4b72bc33a91600baaf09ed4f6985e88b65dd6c99d62/6070465/SHAIK_KADIR_2018_Enlightening_science_addressing_the_cognitive_and.pdf.

Full text
Abstract:
Physical science (or physics) is known to be one of the least popular school curriculum domains, mainly because of its complexity. When students encounter seemingly insurmountable difficulties when learning something, they lose the motivation to continue. It has been suggested that both the cognitive (e.g., students’ conceptual understanding and achievement) and non-cognitive (e.g., psychological aspects such as academic self-concept and motivation) factors of learning are essential for helping students achieve their optimal best in a curriculum domain. However, there has not been much research, if any, which uses a dual approach to investigate both aspects of science learning. Most research focused on either the cognitive or non-cognitive aspect. Research on cognitive aspects of learning suggests that element interactivity is a useful construct with which to examine students’ cognitive processes and the complexity of learning materials. However, there has been no illustration on how an analysis of interacting elements in science learning tasks may improve learning. Studies on the effects of reducing element interactivity on students’ achievement and motivation are also scarce. Research on non-cognitive aspects of learning suggests that motivation is necessary to sustain students’ engagement in learning. However, if the complexity of learning tasks is so high that students experience repeated failures, their motivation is not sustained. Therefore, both cognitive and non-cognitive factors play a crucial role in students’ learning and both must be present to ensure an optimal learning environment. The overarching aim of this thesis is to investigate the cognitive (i.e., students’ achievement and cognitive processes in terms of element interactivity) and non-cognitive aspects (i.e., self-concept and other motivational factors) of students’ learning of science. The thesis includes five studies. The first study showed that the five main findings from past self-concept research were applicable to the Grade 7 students from Singapore selected for the study. Students’ sense of competence in a curriculum domain enhanced their future achievement in that domain only, except for physics and math, which showed interrelatedness (i.e., the enhancement was transferable from one domain to the other). The findings showed a strong interplay between academic self-concept and achievement and highlighted the important role that academic self-concept plays in determining students’ learning outcomes. Therefore, strategies to enhance students’ self-concept should be implemented in schools. The results of the second study showed strong positive correlations between students’ achievement and their motivation within a school year. Students’ Grade 6 (final primary school year) achievement did not strongly contribute to their motivation in Grade 7, indicating the importance of providing an optimal learning environment in Grade 7 for a positive start to their secondary school education. The third study showed how the interactions between the elements (i.e., element interactivity) in problem solving tasks reflect their level of complexity and how the number of operational lines that students used to solve problems could indicate their level of expertise in problem solving in that domain. This study highlighted the role of element interactivity as a planning tool for learning tasks and how teachers may use it to gain insights into students’ cognitive processes. The fourth study involved an intervention, which reduced element interactivity during science instruction, and the results revealed that students’ achievement improved, and their science self-concept was maintained. The results and implications of the first four studies were used to design a dual-approach instruction to facilitate both cognitive and non-cognitive aspects of students’ learning in the fifth and final study. The results of the final intervention study indicated that the dual-approach instruction was beneficial. The experimental group of students outperformed the comparison group in both cognitive and non-cognitive factors. Results from multiple regression analyses revealed that those who experienced the intervention not only had higher achievement than those in the comparison group in the complex problem tasks, but also had higher motivation (i.e., self-regulation, task goal, inquiry, and educational and career aspirations) and higher academic self-concept (i.e., sense of competence). This thesis demonstrates that there are strong associations and a significant interplay between students’ achievement and motivation levels (i.e., cognitive and non-cognitive aspects of learning). The analysis of learning tasks and instruction in terms of element interactivity enables the scaffolding of complex learning tasks to suit students’ cognitive levels, leading to higher achievement. Higher achievement contributes to higher motivation levels, including students’ academic self-concept. When learning environments attend to basic psychological needs (i.e., a sense of competence, autonomy, and relatedness), students’ motivation is enhanced and when motivated students experience learning that is within their ability and cognitive load capacities, their self-beliefs and motivation in the learning domain are sustained. Attention to both cognitive and non-cognitive factors in learning situations maximizes students’ learning potential and should therefore be strongly considered by educators and curriculum planners.
APA, Harvard, Vancouver, ISO, and other styles
28

Kinouchi, Renato Rodrigues. "Consciência não-linear: de William James aos sistemas dinâmicos." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/4746.

Full text
Abstract:
Made available in DSpace on 2016-06-02T20:12:11Z (GMT). No. of bitstreams: 1 Tese RRK.pdf: 1980749 bytes, checksum: 6057f03ea22122a242035262340d3bb3 (MD5) Previous issue date: 2004-04-02<br>Universidade Federal de Minas Gerais<br>William James&#8217;s scientific psychology was developed in order to surpass precedent approaches such as both Rationalism and Associationism. His masterpiece, The Principles of Psychology (1890), has been a mark in the history of psychological science because James already took cognitive processes as relations between the organisms and their environments. In this doctoral work, three contemporaneous cognitive theories are interpreted through James&#8217;s ideas: Artificial Intelligence, Connectionism and Dynamical Systems. This analysis, however, neither concerns scientific psychology nor philosophy of mind &#8212; in precise terms, the former examines psychological facts, and the later categorizes mental phenomena. Notwithstanding, we have done a conceptualcomparative study that categorizes the explanations proposed by those three cognitive theories. To be sure, this work should be labelled as a Philosophy of Cognitive Science. It examines theories concerned with cognition; so it is a philosophical analysis on cognitive science<br>A psicologia científica de William James procurava superar perspectivas precedentes oriundas do Racionalismo e do Associacionismo. Sua obra-prima, conhecida como Os Princípios de Psicologia, de 1890, é um marco na história da psicologia porque nesse livro James já toma os processos cognitivos como relações entre o organismo e seu meio ambiente. Nesta tese de doutoramento, três teorias cognitivas modernas &#8212; a saber, Inteligência Artificial, Conexionismo e Dinamicismo &#8212; são interpretadas via as idéias de James. Tal análise, entretanto, não deve ser tomada como sendo ciência psicológica no sentido positivo, nem tampouco deve ser enquadrada no que se convenciona chamar de filosofia da mente. No primeiro caso, fatos psicológicos propriamente ditos seriam examinados. Já no segundo, ou seja, se este fosse um trabalho em filosofia da mente, então se deveria estabelecer as categorias dos fenômenos mentais. Aqui, o que se procura formular, mediante uma espécie de estudo comparativo-conceitual, é uma categorização das explicações propostas pelas três linhas teóricas a serem examinadas. Então, para sermos precisos, esta tese se enquadra no que se poderia chamar de Filosofia das Ciências Cognitivas, pois discorre sobre como diversas teorias científicas explicam a cognição. Trata-se de um exame de teorias, uma categorização das explicações científicas sobre a cognição
APA, Harvard, Vancouver, ISO, and other styles
29

Downes, Stephen Matthew. "Prospects for a cognitive science of science." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162811/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Dobbin, Matthew Milnes. "Regulation of neuronal genomic integrity through histone deacetylase cooperativity." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/110886.

Full text
Abstract:
Thesis: Ph. D. in Neuroscience, Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 113-119).<br>While the mechanisms preserving genomic integrity are well defined in proliferating cells, corresponding pathways in postmitotic neurons remain poorly understood. In this report, I characterize the functions of two lysine deacetylases, SIRT1 and HDAC1, in the neuronal response to DNA double strand breaks (DSBs). Both SIRT1 and HDAC1 were previously shown to promote neuronal survival in a mouse model of neurodegeneration in which the appearance of DSBs precedes other neurotoxic symptoms. Here I show for the first time the recruitment of both SIRT1 and HDAC1 to sites of DNA DSBs in neurons, where they work cooperatively to coordinate DSB signaling and DNA repair. SIRT1 physically binds HDAC1 and this interaction is strengthened upon DNA damage. I demonstrate that SIRT1 deacetylates HDAC1 at a critical lysine residue, K432, and stimulates its enzymatic activity. Moreover, HDAC1 mutants that mimic a constitutively acetylated state render neurons more susceptible to DNA damaging agents, and pharmacological SIRT1 activators that promote HDAC1 deacetylation also mitigate neuronal loss in a mouse model of neurodegeneration. I propose that the interaction between SIRT1 and HDAC1 constitutes an essential step in the DNA damage response that could be exploited to enhance neuronal survival in various neurodegenerative diseases.<br>by Matthew Milnes Dobbin.<br>Ph. D. in Neuroscience
APA, Harvard, Vancouver, ISO, and other styles
31

Vorms, Marion Clara. "Théories, modes d'emploi : une perspective cognitive sur l'activité théorique dans les sciences empiriques." Paris 1, 2009. https://tel.archives-ouvertes.fr/tel-00462403.

Full text
Abstract:
Qu'est-ce qu'une théorie scientifique, et quelle pertinence cette notion a-t-elle pour l’ étude de la connaissance scientifique ? Cette thèse vise a montrer que, si l' on considère les théories comme des outils de représentation et d'inférence, l'analyse de leur contenu doit prendre en compte la manière dont elles sont comprises, en pratique, par leurs utilisateurs, c'est à dire par les agents, profanes et experts, qui les apprennent, les développent et les appliquent. Dans une telle perspective, la forme sous laquelle les théories sont présentées, ainsi que le contexte de leur utilisation, deviennent primordiaux. En critiquant certaines approches classiques de la notion de théorie, cette thèse propose des outils d'analyse et définit une méthode pour étudier l'activité théorique; deux études de cas-en mécanique classique et en génétique-la mettent en oeuvre et en montrent la fécondité.
APA, Harvard, Vancouver, ISO, and other styles
32

Ó, Maoldomhnaigh Micheál. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Chamak, Brigitte. "Etude de la construction d'un nouveau domaine : les sciences cognitives : le cas français." Paris 7, 1997. http://www.theses.fr/1997PA070027.

Full text
Abstract:
L'étude de la construction des sciences cognitives est abordée par le biais de l'analyse des moyens littéraires et rhétoriques qu'utilisent les chercheurs pour orienter un nouveau domaine autour des axes qu'ils définissent en fonction de leurs savoir-faire et de leur culture. Une comparaison entre les États-Unis et la France permet de dégager les traits originaux du cas français. L'évolution institutionnelle appréhendée via l'analyse des rapports demandes à des experts par des instances officielles révèle deux types de construction: l'une centrée sur les neurosciences. L'autre sur les pratiques en intelligence artificielle. En France, deux types de groupes fondateurs peuvent être distingués: le premier rassemble essentiellement informaticiens, psychologues, linguistes qui cherchent à produire des simulacres informatiques du raisonnement, le deuxième implique des scientifiques et des hommes politiques qui ont fait partie du groupe des dix (1969-1976). A l'aide d'archives et d'entretiens, l'histoire de ce groupe a été retracée : théorie de l'information. Cybernétique. Informatique. Fonctionnement du cerveau. Théories de l'auto-organisation et de la complexité sont autant de thèmes abordés lors de réunions mensuelles. Certains membres de ce groupe ont été directement impliques dans la création du CESTA (Centre d'Etude des Systèmes et Technologies Avancées). Organisateur du premier colloque en sciences cognitives en 1985. Fonctionnant de 1982 à 1987, ce centre a favorise la mise en place d'une coopération technologique européenne et a participe à définir les sciences cognitives comme un domaine oriente vers les pratiques en intelligence artificielle. Avec les sciences cognitives, la conception même de ce que l'on appelle science parait remise en cause : il ne s'agit plus de comprendre comment fonctionne le monde ou de d^évoiler les mécanismes de la nature, mais de construire un nouvel univers habité par des "marchines intelligentes". Si la biologie moléculaire a imposé une nouvelle facon de concevoir la vie (échanges d'informations). Les sciences cognitives semblent poursuivre les objectifs de la cybernetique : assimiler le vivant à l'artificiel<br>The rhetoric and literary means used by researchers to directed a new domain are analysed in this study of the emergence of cognitive science. A comparison between the usa and france allows to point out the original features of the french case. Two types of construction are revealed by the study of the institutional evolution : one centered on neurosciences, the other on Artificial intelligence. In France, two types of founder groups can be caracterized; the first was essentially composed of computer experts, psychologists and linguists who try to reproduce human reasoning by using computers. The second involes scientists and politicians who belong to the groupe des dix (1969-1976). The history of this group was reconstituted by using archives and interviews with the actors. The topics of monthly meetings were theory of information. Cybernetics. Computer science, functioning of the brain. Theories of auto-organisation and complexity. Some members of this group were involved in the founding of cesta (center of investigations of systems and avanced technologies). This center organised the first symposium on cognitive science in 1985. Functioning from 1982 to 1987, the cesta promoted the european technological cooperation and participated to define cognitive science as a field oriented to artificial intelligence pratices. With cognitive science. The concept of science is modified the aim is no more to understand how the world functions or how to unveil mecanisms of the nature, but to construct a new world with "intelligent machines". If molecular biology imposed a new way of conceive life (information exchanges), it looks as if cognitive science follows the goal of cybernetics to assimilate the living to the Artificial
APA, Harvard, Vancouver, ISO, and other styles
34

Chada, Daniel de Magalhães. "From cognitive science to management science: two computational contributions." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/17053.

Full text
Abstract:
Submitted by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T12:57:06Z No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5)<br>Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T12:58:17Z (GMT) No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5)<br>Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T13:00:07Z (GMT) No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5)<br>Made available in DSpace on 2016-09-12T13:03:31Z (GMT). No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5) Previous issue date: 2011<br>This work is composed of two contributions. One borrows from the work of Charles Kemp and Joshua Tenenbaum, concerning the discovery of structural form: their model is used to study the Business Week Rankings of U.S. Business Schools, and to investigate how other structural forms (structured visualizations) of the same information used to generate the rankings can bring insights into the space of business schools in the U.S., and into rankings in general. The other essay is purely theoretical in nature. It is a study to develop a model of human memory that does not exceed our (human) psychological short-term memory limitations. This study is based on Pentti Kanerva’s Sparse Distributed Memory, in which human memories are registered into a vast (but virtual) memory space, and this registration occurs in massively parallel and distributed fashion, in ideal neurons.<br>Este trabalho é composto de duas contribuições. Uma se usa do trabalhode Charles Kemp e Joshua Tenenbaum sobre a descoberta da forma estrutural: o seu modelo é usado para estudar os rankings da revista Business Week sobre escolas de administração, e para investigar como outras formas estruturais (visualizações estruturadas) da mesma informação usada para gerar os rankings pode trazer discernimento no espaço de escolas de negócios nos Estados Unidos e em rankings em geral. O outro ensaio é de natureza puramente teórica. Ele é um estudo no desenvolvimento de um modelo de memória que não excede os nossos (humanos) limites de memória de curto-prazo. Este estudo se baseia na Sparse Distributed Memory (Memória Esparsa e Distribuida) de Pentti Kanerva, na qual memórias humanas são registradas em um vasto (mas virtual) espaço, e este registro ocorre de forma maciçamente paralela e distribuida, em neurons ideais.
APA, Harvard, Vancouver, ISO, and other styles
35

Edwards, D. J. A., Jennifer Henwood, and S. Kannan. "Cognitive therapy for social phobia : the human face of cognitive science." Alternation, 2003. http://hdl.handle.net/10962/d1008281.

Full text
Abstract:
[abstract from Index to SA Periodicals]Points to the male/masculine ideology pervading science. Gives a history of cognitive science. Shows that current clinical models on which cognitive therapy treatments are based are complex and detailed, but also situated and human. Warns about the contemporary enthusiasm for cognitive science. Presents a case study which illustrates how the cognitive model of social phobia works inpractice when applied to one person's life situation.
APA, Harvard, Vancouver, ISO, and other styles
36

Svensson, Henrik. "Notions of Embodiment in Cognitive Science." Thesis, University of Skövde, Department of Computer Science, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-588.

Full text
Abstract:
<p>Cognitive science has traditionally viewed the mind as essentially disembodied, that is, the nature of mind and cognition is neither affected by the ¡Èsystem¡É it is implemented in nor affected by the environment that the system is situated in. But since the mid-1980s a new approach emerged in artificial intelligence that emphasized the importance of embodiment and situatedness and since then terms like embodied cognition, embodied intelligence have become more and more apparent in discussions of cognition. As embodied cognition has increased in interest so have the notions of embodiment and situatedness and they are not always compatible. This report has found that there are, at least, four notions of embodiment in the discussions of embodied cognition: software embodiment, physical embodiment, biological embodiment and human(oid) embodiment.</p>
APA, Harvard, Vancouver, ISO, and other styles
37

Vervaeke, John Alexander. "The naturalistic imperative in cognitive science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28308.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Ladbury, Martin Samuel Durham. "The idea of a cognitive science." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342914.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Wang, Huiling. "Cognitive science and the pragmatist tradition." Thesis, Lyon, École normale supérieure, 2015. http://www.theses.fr/2015ENSL1014/document.

Full text
Abstract:
Dans cette thèse sera principalement présenté et examiné l’apport du courant pragmatiste à la philosophie des sciences cognitives. Ainsi, lors du processus de recherche, les questions spécifiques de cette thèse ont été fixées afin d’évaluer une tendance au pragmatisme dans les sciences cognitives, connue sous le nom de « pragmatisme cognitif ».Il sera donc principalement examiné le pragmatisme cognitif, qui tend à croître dans le domaine des sciences cognitives et qui mérite un examen approfondi, non seulement à cause de son développement, mais aussi parce qu’il est source de débat. On constatera alors que le pragmatisme cognitif indique en définitive une nouvelle façon de caractériser la nature mentale. Ainsi, « l’esprit cognitif » serait remplacé par « l’esprit incarné », d’autant que ce thème spécifique concerne une évolution de la théorie représentationnelle de l’esprit « TRE » vers la théorie de l’esprit incarné « TEI ». Lors de ce processus d’expansion, l’aspect philosophique est essentiel. Il est toutefois important ici de préciser que cette recherche ne concerne pas directement et uniquement les sciences cognitives, mais plus la philosophie des sciences cognitives.Le pragmatisme est alors considéré comme une méthode de pensée visant à critiquer et à améliorer les expériences scientifiques. Bien que le pragmatisme soit devenu très populaire dans le domaine des sciences cognitives, cette évidence nécessite toutefois encore de nombreuses vérifications et démonstrations. On a pu constater qu’il existe un concept très important pour tous les pragmatistes en sciences cognitives, « l’action ». Par conséquent, le pragmatisme cognitif est particulièrement important pour expliquer la transition d’une cognition de « la représentation » à « l’action ». Par ailleurs, ce tournant est connecté à un autre plus grand champ d’application du « 4E cognition», qui est lié avec la phénoménologie et l’existentialisme. Il semble probable que ce soit une tendance qui ne cesse de croître parmi les pragmatistes et qu’elle puisse en effet générer un tournant important dans les sciences cognitives grâce à une façon plus adaptée et développée. Cependant, le fait est que les idées de Peirce, qui est lui-même le fondateur de l’idée de pragmatisme, sont négligées par les défenseurs du « pragmatisme cognitif » et aussi par ceux du « cognitivisme anti-pragmatisme». Il pourrait y avoir une troisième possibilité qui sera ici mise en évidence lors d’une rétrospection de la philosophie de Peirce pour les sciences cognitives, ayant rencontré un tournant significatif.Tandis que certains philosophes, comme Jean-Michel Roy en 2014, suggèrent une distinction entre un « tournant pragmatiste » et un « tournant pragmatique », cette thèse tentera une troisième hypothèse, qui sera proposée, à savoir un « tournant pragmaticiste» prenant racine dans la théorie de Peirce. Un tournant significatif doit offrir une meilleure compréhension de la cognition. Et ce tournant pourra avoir ainsi plusieurs implications pour les sciences cognitives. Le pragmatiste de Peirce peut jouer ce rôle et permettre de mieux concevoir la nature de l’esprit actif et de l’esprit cognitif. Si le concept de « l’action » est l’idée centrale du pragmatisme en général, alors le concept de « l’habitude » est l’idée la plus importante chez Peirce. De même, si la représentation et l’action sont des concepts opposés sur la définition de la cognition, la notion d’habitude a la possibilité de dissoudre les tensions entre ces deux points de vue opposés. Pour Peirce, l’habitude joue un double rôle de croyance [la croyance-habitude] et d’action [l’habitude de l’action].Pour finir, on peut concevoir que la position de cette thèse repose sur une perceptive du « pragmatisme-néo-classique ». Cette position est à différencier de celle du pragmatisme cognitif d’un côté, et celle du néo-pragmatisme d’un autre côté<br>In this dissertation, I examine a growing trend in contemporary cognitive science known as cognitive pragmatism. This subject merits examination for a number of reasons, but primarily it is needed because the trend of cognitive pragmatism is so entrenched in cognitive science, while at the same time remaining a lightning rod of controversy. The lack of a consensus regarding the nature of American pragmatismthe purported progenitor of cognitive pragmatism has in particular attracted skepticism of pragmatism’s methodology. Therefore, it is necessary to ask why American pragmatism became involved in the discipline of cognitive science and how it subsequently came to be interpreted in such different ways. Given that pragmatism is a relatively well established school, it is worth addressing its significance for the burgeoning field of cognitive science. In their pragmatist inspired views of cognition, both Mark Johnson and Jerry Fodor overlook the figure whom I consider to be pragmatism’s most important: Charles Sanders Peirce. This is likely due to the fact that Peirce’s ideas differ from pragmatism as it is popularly conceived, due in no small part to the influence of William James and John Dewey. Further, it is difficult for either Johnson’s embodied theory of mind (ETM) or Fodor’s representational theory of mind (RTM) to employ Peirceian pragmatism in their respective definitions of cognition; they perhaps have erred by filing to take into account Peirce’s thought. Therefore, I shall tackle this challenge by clarifying the ‘Johnson Fodor debate’ using the tools of Peirceian pragmatism, or ‘pragmaticism.’ Taking into consideration the current trends of both the ‘pragmatist turn’ and ‘pragmatic turn,’ I propose a third way: namely, a ‘pragmaticist turn’ firmly rooted in Peirce’s philosophy. I will thus supplement the concept of ‘action’ with that of ‘habit’ in order to reinterpret the relation between the embodied and cognitive minds
APA, Harvard, Vancouver, ISO, and other styles
40

Serban, Maria. "Towards explanatory pluralism in cognitive science." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/48814/.

Full text
Abstract:
This thesis seeks to shed light on the intricate relationships holding between the various explanatory frameworks currently used within cognitive science. The driving question of this philosophical investigation concerns the nature and structure of cognitive explanation. More specifically, I attempt to clarify whether the sort of scientific explanations proposed for various cognitive phenomena at different levels of analysis or abstraction differ in significant ways from the explanations offered in other areas of scientific inquiry, such as biology, chemistry, or even physics. Thus, what I will call the problem of cognitive explanation, asks whether there is a distinctive feature that characterises cognitive explanations and distinguishes them from the explanatory schemas utilised in other scientific domains. I argue that the explanatory pluralism encountered within the daily practice of cognitive scientists has an essential normative dimension. The task of this thesis is to demonstrate that pluralism is an appropriate standard for the general explanatory project associated with cognitive science, which further implies defending and promoting the development of multiple explanatory schemas in the empirical study of cognitive phenomena.
APA, Harvard, Vancouver, ISO, and other styles
41

Vorms, Marion. "Théories, modes d'emploi : une perspective cognitive sur l'activité théorique dans les sciences empiriques." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2009. http://tel.archives-ouvertes.fr/tel-00462403.

Full text
Abstract:
Qu'est-ce qu'une théorie scientique, et quelle pertinence cette notion a-t-elle pour l'étude de la connaissance scientique ? Cette thèse vise à montrer que, si l'on considère les théories comme des outils de représentation et d'inférence, l'analyse de leur contenu doit prendre en compte la manière dont elles sont comprises, en pratique, par leurs utilisateurs, c'est-à-dire par les agents, profanes et experts, qui les apprennent, les développent et les appliquent. Dans une telle perspective, la forme sous laquelle les théories sont présentées, ainsi que le contexte de leur utilisation, deviennent primordiaux. En critiquant certaines approches classiques de la notion de théorie, cette thèse propose des outils d'analyse et dénit une méthode pour étudier l'activité théorique ; deux études de cas - en mécanique classique et en génétique - la mettent en oeuvre et en montrent la fécondité.
APA, Harvard, Vancouver, ISO, and other styles
42

Las, Vergnas Olivier. "La culture scientifique et les non scientifiques, entre allégeance et transgression de la catégorisation scolaire." Habilitation à diriger des recherches, Université de Nanterre - Paris X, 2011. http://tel.archives-ouvertes.fr/tel-00640582.

Full text
Abstract:
Les discours prônant le développement d'une culture scientifique et technique (CST) pour tous se répètent depuis trente ans à cause de leurs ambiguïtés et de l'organisation des filières scolaires. Imaginant des actions de CST capables à la fois d'améliorer la détection de l'élite et le partage des savoirs, ils oublient que le système d'enseignement catégorise les élèves en ¼ de scientifiques et ¾ de non-scientifiques. Aux obstacles cognitifs individuels, s'ajoute pour ces derniers un obstacle " conatif " qui entraînera une résignation apprise, voire une auto-prophétie de ne plus être capable de s'intéresser aux sciences. De plus, cette CST volontariste - qui est une culture prescrite et non la valorisation des dimensions scientifiques et techniques de la culture vécue par chacun - renforce la rupture épistémologique entre savoirs scientifiques et savoirs issus du quotidien : au lieu de mettre en valeur les opportunités d'acculturation scientifique que fournissent des pratiques techniques, elle introduit un obstacle " scolastique ". Le champ des actions de la CST pour adultes peut alors s'analyser en deux familles. La première organise le dialogue entre scientifiques et "profanes", sans remettre en cause ce clivage. La seconde favorise l'appropriation de savoirs et de méthodes qui transgressent les stéréotypes scientifique/non scientifique. Elle est portée par des courants historiques de l'éducation populaire et de l'autodirection, militant pour des " savoirs choisis " et des apprenances émancipatrices : gérer au mieux une maladie chronique en s'appuyant sur les savoirs expérientiels, participer à des investigations militantes ou à des loisirs technoscientifiques expérimentaux.
APA, Harvard, Vancouver, ISO, and other styles
43

Goldman, James L. Atwood Michael E. "The cognitive authority of collective intelligence /." Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3254.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Dunham, Lesley Ann. "Cognitive development in relation to science education." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/3701/.

Full text
Abstract:
Various skills have been considered quintessential to the scientific method. The need for these skills was highlighted by Armstrong at the beginning of the century and continues to be re-iterated to the present day within the criteria of the National Curriculum. Pupils as scientists are expected to make accurate and meaningful observations; record results from experiments formulated to test hypotheses, controlling all the relevant variables except the one under investigation; identify patterns within the results and recognise anomalies; draw valid conclusions from the data collected and extrapolate from the data to predict further results. These criteria were included in the list of thirty-two teacher assessed skills in domains five and six of the Northern Examination Association, NEA, GCSE Biology Syllabus. This research project endeavoured to test the acquisition of these skills in a large sample of students drawn from a variety of schools in an effort to establish the relative difficulty of the individual skills. The corollation of performance of the skills with a range of factors, including IQ, the influence of gender, school type, and associated subjects they studied was explored. In particular the effect of an exposure to the Warwick Process Science Scheme was investigated to establish whether a transferable long term enhancement resulted. The main body of the research was undertaken on Year ten (4th Year) pupils, the sample being drawn from ten schools of varying types. The work was extended to include both younger and older age groups, to identify the progress made with age in skill acquisition and to investigate whether success in the skills is of predictive value for the final GCSE grades of future 'A'Level achievement. The results indicated a wide variability in degrees of difficulty of the individual skills and a wide range of performance by individual candidates. Success in the skills corollated very closely with IQ, so to eliminate this effect samples cross-matched for IQ were investigated to establish the effect of other variables. Only the study of the three separate sciences and tuition within a selective school proved to have a significant effect on the outcome. Only skill 30 devising three separate hypotheses to explain a complex set of results, had predictive value for GCSE and none were of value for predicting capital 'A'Level success.
APA, Harvard, Vancouver, ISO, and other styles
45

Loader, Paul. "The retreat from alienation in cognitive science." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45317/.

Full text
Abstract:
This thesis examines the relevance of Hegelian-Marxian theory to modern day philosophy of cognitive science. It is suggested that certain key Hegelian-Marxian ideas and themes, such as 'externalization', 'praxis' and 'dialectics', have parallels in modern day cognitive science and that, in some instances a direct connection can be traced from Marxian theory to recent cognitive science, via intermediaries such as Vygotsky, Merleau-Ponty and Levins & Lewontin. It is also suggested that the overarching trajectory of cognitive science is one that can be usefully understood in Marxian terms as a 'retreat from alienation.' Taking this as one's starting point enables one to unify otherwise disparate perspectives under a single banner. In addition it provides one with a means of evaluating individual accounts, such as Varela, Thompson and Rosch's 'Embodied Mind' and Clark and Chalmers' 'Extended Mind'. Conversely, some recent cognitive scientific accounts, such as Kirsh & Maglio's work on 'epistemic action', offer further illumination of ideas that are ambiguously expressed in Marxian theory.
APA, Harvard, Vancouver, ISO, and other styles
46

Stein, Edward D. "Rationality and the limits of cognitive science." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13126.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Lenhart, Stephen J. "Cognitive Diversity and the Progress of Science." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145282.

Full text
Abstract:
Science benefits from substantial cognitive diversity because cognitive diversity promotes scientific progress toward greater accuracy. Without diversity of goals, beliefs, and methods, science would neither generate novel discoveries nor certify representations with its present effectiveness. The revolution in geosciences is a principal case study.The role of cognitive diversity in discovery is explored with attention to computational results. Discovery and certification are inseparable. Moreover, diverse scientific groups agree convergently, and their agreements manifest an explanatory defense akin to the explanatory defense of realism. Scientists accept representations as a matter of their instrumental success in individual scientific research. Because scientists are diverse, this standard of acceptance means that widespread acceptance involves widespread instrumental success. This success is best explained through the accuracy of topics of agreement.The pessimistic induction is addressed; it fails to undermine the explanatory defense because past scientific successes don't resemble present ones in their degree of instrumental success; to make this point, instrumental success of representations of caloric and of oxygen are compared.Cognitive diversity challenges the methodological uniformity of scientific practice. Science lacks uniform methods and aims, and it ought to. It is argued that there is no sound basis for thinking that science aims. Moreover, the growth of science itself is not the growth of knowledge. Scientific communities rather than individual scientists are the main certifiers of scientific results. Hence, since knowledge requires a certifying belief formation process but the process relevant to science is not realized individually, science does not progress toward knowledge. The epistemology of science is socialized, but remains broadly realist because, even without a method of inquiry, science develops accurate representations of unobservable nature.
APA, Harvard, Vancouver, ISO, and other styles
48

Chelyadin, A. S. "History of computer science." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33540.

Full text
Abstract:
Here are some provisions on the history of computer science. Blaise Pascal designed and constructed the Pascaline in 1642. This machine did only two arithmetic operations. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33540
APA, Harvard, Vancouver, ISO, and other styles
49

Tauzin, Luc. "Les paradigmes du sommeil." Bordeaux 2, 2000. http://www.theses.fr/2000BOR2M071.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Nafa, Fatema B. "DISCOVERING HIDDEN COGNITIVE SKILL DEPENDENCIES BETWEEN KNOWLEDGE UNITS USING MARKOV COGNITIVE KNOWLEDGE STATE NETWORK (MCKSN)." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1553688024482058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography