From now on, I will do daily, weekly, monthly, and yearly summaries using the concept of progressive summarization. I thought about inductive and deductive reasoning processes and how stability is important for memories to form properly. I also considered the basic ingredients for abiogenesis - sufficient energy, chemical diversity, and liquid - and how diversity and combinatorial processes can exponentially increase complexity.
An amateur cognitive science paper arguing in favour of Cognitive Dissonance (as opposed to Doublethink).
It starts by proposing a model arguing for causality of action or thought. It goes further to propose that the source of all distress is ultimately linked to doublethink driven behaviour. It conducts a study to expose doublethink and dissonance in a small classroom, and finishes by proposing solutions or techniques (value prioritization) to overcome the same.
Duke University Press and Philosophical Review are collabora.docxaryan532920
Duke University Press and Philosophical Review are collaborating with JSTOR to digitize, preserve and extend access to The
Philosophical Review.
http://www.jstor.org
Philosophical Review
The Postulates of a Structural Psychology
Author(s): E. B. Titchener
Source: The Philosophical Review, Vol. 7, No. 5 (Sep., 1898), pp. 449-465
Published by: on behalf of Duke University Press Philosophical Review
Stable URL: http://www.jstor.org/stable/2177110
Accessed: 04-03-2016 08:24 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 174.44.200.80 on Fri, 04 Mar 2016 08:24:13 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/publisher/duke
http://www.jstor.org/publisher/philreview
http://www.jstor.org/stable/2177110
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Volume VIL. September, i898. Whole
Number 5. Number 4u.
THE
PHILOSOPHICAL REVIEW.
THE POSTULATES OF A STRUCTURAL
PSYCHOLOGY.'
IOLOGY, defined in its widest sense as the science of life and
1J of living things, falls into three parts, or may be approached
from any one of three points of view. We may enquire into the
structure of an organism, without regard to function,-by analysis
determining its component parts, and by synthesis exhibiting the
mode of its formation from the parts. Or we may enquire into
the function of the various structures which our analysis has re-
vealed, and into the manner of their interrelation as functional
organs. Or, again, we may enquire into the changes of form
IAt the Ithaca meeting of the American Psychological Association, December,
i897, Professor Caldwell read a paper (printed in the Psychological Review of July,
i898) upon the view of the psychological self sketched in my Outline of Psychol-
ogy. The present article contains a part of my reply to the criticism of Professor
Caldwell; a full answer would require a definition of science and a discussion of the
relation of science to philosophy. J hope to publish, later on, a second article, dealing
with these topics. Since Professor Caldwell is really attacking, not an individual psy-
chologist, but a general psychological position, the discussion of the questions raised
by him can take an objective form. A polemic is always more telling if it be directed
against an individual, and Professor Caldwell doubtless recognize ...
Equation of everything i.e. Quantum Fields: the Real Building Blocks of the U...inventionjournals
Mind, the inner most box of nature has not been investigated by modern physicists .Mind has not been incorporated in Standard model. Mind can only be studied by participatory science. Having searched Basic building blocks of the universe i.e. mass part of reality, we have also investigated mind part of reality and finally two fundamental particles with mind and mass realities are hypothesized . Now we discuss how to further investigate mind so as to know their structures and functions. Atomic genetics is the branch of science where we investigate about fundamental interactions of the universe i.e. atomic transcription and translations. New words have been coined to understand hidden science of mind part of reality. Mind reality have been recognized as different faces by “I” about 5000 years back to Arjuna in Mahabharata. It is just like to understand any language through Alphabets. These are (different faces) Alphabets of mind reality. One Mind reality has one face identity and the second mind reality has second face identity and so on. The facial expression represents phenomenon of intelligence and different face represents different types of properties carrying property. The open eyes means property is activated while close eye means property is inactivated. In spite of carrying properties conscious ness they also know how to conduct not only origin of universe but also how to create two different universe i.e. next creation could be different from this creation. In all, It is automatic system of the universe. The mind realities which are of good properties have devtas face identity (first five faces on both side and those mind realities which are of bad properties have demons face identity ( last four faces on both side) . These are named as code PCPs or messenger atomic genes. The central face is CCP or Thought script where all thoughts of the universe are banked. It is bank of data of all information s of the universe It is face identity of Anti mind particles as data of all information’s of the universe are stored as anti mind particles . It is the Time mind ness (biological clock) that keeps on expressing different thoughts from this thought script (CCP). There are four more faces (black bodies) shown on extreme left and right floating in fire are CPs (translating Atomic genes). That translates the messages and realizes it and reacts accordingly. Rest pictures are creation of different individuals and nature (sun, moon and snake and other pictures made on hands and body) by different thoughts of Almighty B.B.B. The entire picture has been explained in Geeta in 11/ 10 and 11.Whatever is being created in this universe is basically not by our thoughts rather it is the thought of Almighty B.B.B (Yang B.B.B or matter B.B.B. or Male B.B.B working as Highest center of the universe. ) that is dominated over creation and destruction of this cycle of the universe. Hence the World of Everyday Experience, in One Equation is Myth.
I find it amusing, if not somewhat disconcerting that so many clinicians and athletes don’t take the time to learn more about kinesiology taping. The number of times I have heard people scoff, with little to no information on which to base said scoff, tells me it is time to start pointing some people in the right direction.
An amateur cognitive science paper arguing in favour of Cognitive Dissonance (as opposed to Doublethink).
It starts by proposing a model arguing for causality of action or thought. It goes further to propose that the source of all distress is ultimately linked to doublethink driven behaviour. It conducts a study to expose doublethink and dissonance in a small classroom, and finishes by proposing solutions or techniques (value prioritization) to overcome the same.
Duke University Press and Philosophical Review are collabora.docxaryan532920
Duke University Press and Philosophical Review are collaborating with JSTOR to digitize, preserve and extend access to The
Philosophical Review.
http://www.jstor.org
Philosophical Review
The Postulates of a Structural Psychology
Author(s): E. B. Titchener
Source: The Philosophical Review, Vol. 7, No. 5 (Sep., 1898), pp. 449-465
Published by: on behalf of Duke University Press Philosophical Review
Stable URL: http://www.jstor.org/stable/2177110
Accessed: 04-03-2016 08:24 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 174.44.200.80 on Fri, 04 Mar 2016 08:24:13 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/publisher/duke
http://www.jstor.org/publisher/philreview
http://www.jstor.org/stable/2177110
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Volume VIL. September, i898. Whole
Number 5. Number 4u.
THE
PHILOSOPHICAL REVIEW.
THE POSTULATES OF A STRUCTURAL
PSYCHOLOGY.'
IOLOGY, defined in its widest sense as the science of life and
1J of living things, falls into three parts, or may be approached
from any one of three points of view. We may enquire into the
structure of an organism, without regard to function,-by analysis
determining its component parts, and by synthesis exhibiting the
mode of its formation from the parts. Or we may enquire into
the function of the various structures which our analysis has re-
vealed, and into the manner of their interrelation as functional
organs. Or, again, we may enquire into the changes of form
IAt the Ithaca meeting of the American Psychological Association, December,
i897, Professor Caldwell read a paper (printed in the Psychological Review of July,
i898) upon the view of the psychological self sketched in my Outline of Psychol-
ogy. The present article contains a part of my reply to the criticism of Professor
Caldwell; a full answer would require a definition of science and a discussion of the
relation of science to philosophy. J hope to publish, later on, a second article, dealing
with these topics. Since Professor Caldwell is really attacking, not an individual psy-
chologist, but a general psychological position, the discussion of the questions raised
by him can take an objective form. A polemic is always more telling if it be directed
against an individual, and Professor Caldwell doubtless recognize ...
Equation of everything i.e. Quantum Fields: the Real Building Blocks of the U...inventionjournals
Mind, the inner most box of nature has not been investigated by modern physicists .Mind has not been incorporated in Standard model. Mind can only be studied by participatory science. Having searched Basic building blocks of the universe i.e. mass part of reality, we have also investigated mind part of reality and finally two fundamental particles with mind and mass realities are hypothesized . Now we discuss how to further investigate mind so as to know their structures and functions. Atomic genetics is the branch of science where we investigate about fundamental interactions of the universe i.e. atomic transcription and translations. New words have been coined to understand hidden science of mind part of reality. Mind reality have been recognized as different faces by “I” about 5000 years back to Arjuna in Mahabharata. It is just like to understand any language through Alphabets. These are (different faces) Alphabets of mind reality. One Mind reality has one face identity and the second mind reality has second face identity and so on. The facial expression represents phenomenon of intelligence and different face represents different types of properties carrying property. The open eyes means property is activated while close eye means property is inactivated. In spite of carrying properties conscious ness they also know how to conduct not only origin of universe but also how to create two different universe i.e. next creation could be different from this creation. In all, It is automatic system of the universe. The mind realities which are of good properties have devtas face identity (first five faces on both side and those mind realities which are of bad properties have demons face identity ( last four faces on both side) . These are named as code PCPs or messenger atomic genes. The central face is CCP or Thought script where all thoughts of the universe are banked. It is bank of data of all information s of the universe It is face identity of Anti mind particles as data of all information’s of the universe are stored as anti mind particles . It is the Time mind ness (biological clock) that keeps on expressing different thoughts from this thought script (CCP). There are four more faces (black bodies) shown on extreme left and right floating in fire are CPs (translating Atomic genes). That translates the messages and realizes it and reacts accordingly. Rest pictures are creation of different individuals and nature (sun, moon and snake and other pictures made on hands and body) by different thoughts of Almighty B.B.B. The entire picture has been explained in Geeta in 11/ 10 and 11.Whatever is being created in this universe is basically not by our thoughts rather it is the thought of Almighty B.B.B (Yang B.B.B or matter B.B.B. or Male B.B.B working as Highest center of the universe. ) that is dominated over creation and destruction of this cycle of the universe. Hence the World of Everyday Experience, in One Equation is Myth.
I find it amusing, if not somewhat disconcerting that so many clinicians and athletes don’t take the time to learn more about kinesiology taping. The number of times I have heard people scoff, with little to no information on which to base said scoff, tells me it is time to start pointing some people in the right direction.
Completing Your Qualitative Dissertation A Roadmap from Beginning.docxskevin488
Completing Your Qualitative Dissertation: A Roadmap from Beginning to End
http://methods.sagepub.com.proxy1.ncu.edu/book/completing-your-qualitative-dissertation
Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions
http://journals.sagepub.com.proxy1.ncu.edu/doi/10.1177/1534484309332617
User: m.louidort7094
Password: Claire89
Organizing Your Social Sciences Research Paper: Theoretical Framework
https://libguides.usc.edu/writingguide/theoreticalframework
file:///C:/Users/marce/AppData/Local/Temp/Temp1_Desjardins,%20F.%20J.%20(2010,%20July%2019).%20Theoretical%20framework%20[Video%20file].html%20(1).zip/Desjardins,%20F.%20J.%20(2010,%20July%2019).%20Theoretical%20framework%20[Video%20file].html
User: m.louidort7094
Password: Claire89
Research Skills for Psychology Majors: Everything You Need to Know to Get Started
Theories and Models in
Psychology
Why We Care About Theories
The goal of science is to develop and test theories. Science does a lot of other
things that don’t seem like they have anything to do with theory development, but
the bottom line is producing good theories.
Scientists and philosophers argue about what a theory really is, and what a good
theory looks like. Some of the formal definitions include:
“A set of principles that explains and predicts many, but not all, observed
relationships within a given domain of inquiry” (Stangor, 1998, p. 30).
“A formalized set of concepts that organizes observations and inferences
and predicts and explains phenomena” (Graziano & Raulin, 2000, p. 37).
There are many more definitions, but they generally come down to these basic
parts:
1. explain nature
2. predict events
3. tell us what to look for and how to look
4. tell us what our data mean
Theories explain why things are the way they are. Why does water become “hard”
at 0ºC? Chemical theories explain why compounds change state: what they are
made of (atoms, molecules, etc.) and how they respond to change in energy (tem-
perature). Why do people become racially prejudiced? Social psychology proposes
a dozen theories to explain various aspects of this complex event, for example, it
seems to reflect a cognitive bias that produces negatively valanced thoughts about
others for whom we have poorly articulated cognitive schemata. “Why?” is the
scientist’s mantra, and when you stop asking Why? it’s time to pack it in and turn
on the TV.
Good theories go beyond just answering Why? to being able to predict events
given the necessary information. A theory that explains why ice forms but can’t
predict when it will form has a problem. Psychological theories are better at
explaining why than at making predictions, in part because behavior is multiply de-
termined: it is the result of many complicated intersecting and interacting factors.
Ice is not as simple as it seems at first, either: how about predicting the formation
of ice from dirty water? salty water? .
WHY JUST TEACH ART: THE DEVELOPMENT OF THE HIPPOCAMPUSbioejjournal
That we intuitively feel a need to teach children what we consider the rudiments of education, approximately as soon as they are socially adept enough to attend school is not unjustified (eg. the “core curriculum standards” adopted by US public schools). However, there is a deeper technical issue to be
considered, one that proves remarkably simple. Though the role of the hippocampus, within the larger function of the brain, is hardly well understood, there is ample evidence of its role in a particular aspect of memory, namely metacognition, or “knowing about knowing.” More neurologically informed consideration for the distinct memory systems that contribute to cognition revels that these rudiments may be entirely artificial and based on “adult-centric” conceptual frames. Moreover, given that the
hippocampus is only fully formed by early adulthood, this would indicate that our educational itinerary may easily be fundamentally flawed, and at least warrants radical reconsideration.
WHY JUST TEACH ART: THE DEVELOPMENT OF THE HIPPOCAMPUSbioejjournal
That we intuitively feel a need to teach children what we consider the rudiments of education, approximately as soon as they are socially adept enough to attend school is not unjustified (eg. the “core curriculum standards” adopted by US public schools). However, there is a deeper technical issue to be
considered, one that proves remarkably simple. Though the role of the hippocampus, within the larger function of the brain, is hardly well understood, there is ample evidence of its role in a particular aspect of memory, namely metacognition, or “knowing about knowing.” More neurologically informed consideration for the distinct memory systems that contribute to cognition revels that these rudiments may be entirely artificial and based on “adult-centric” conceptual frames. Moreover, given that the
hippocampus is only fully formed by early adulthood, this would indicate that our educational itinerary may easily be fundamentally flawed, and at least warrants radical reconsideration.
8Cognitive Development Information ProcessingDigital Visi.docxblondellchancy
8Cognitive Development: Information Processing
Digital Vision/Photodisc/Thinkstock
Learning Objectives
After completing this module, you should be able to:
ሁ Identify various components of information-processing theory and explain how they are used to
organize information.
ሁ Synthesize evidence to explain how we know that infants develop memories.
ሁ Trace the expansion of memory development throughout childhood, according to information-
processing theory.
ሁ Explain how verbatim memory trace and gist are integrated into fuzzy trace theory.
ሁ Differentiate between selective attention and sustained attention.
ሁ Appraise available information on attention-deficit/hyperactivity disorder, including standards for
diagnosis, its causes, and treatment.
ሁ Understand how executive function is applied to cognitive development.
ሁ Evaluate the application of cognitive theory to contemporary education.
Section 8.1Information-Processing Approach
Prologue
What is your earliest memory? Although most people think they have memories from when
they were 2 or 3 years old, psychologists have known for a long time that we actually con-
struct early memories from a combination of photographs, stories we have heard, and our
imaginations. We know that infants who escaped the Jewish Holocaust in Germany or the
ethnic cleansing in Bosnia, or who suffered other kinds of trauma, do not have any recollec-
tion of their early childhoods. Children born into privilege with generally happy experiences
have a similar lack of early memory.
But we know that infants do indeed remember from moment to moment. Otherwise, they
would not learn to search for objects, would not be able to distinguish their primary caregiv-
ers from strangers, and would not have consistent preferences for favorite foods and other
stimuli. The information-processing model of cognitive development acknowledges that
memory, along with attention, is a key determinant of the way that a child’s mind develops.
Unlike Piaget’s stage model, information-processing views growth as a steady, progressive
process that is the result of exposure to and processing of information. That is, it describes
incremental improvements in the amount of information that developing children store
and use.
The information-processing approach is a more contemporary theory; it is modeled after
the way in which information flows logically in computers. Because it is theorized that
human information-processing involves the encoding, storage, and retrieval of informa-
tion—just like a computer—the study of memory is an essential part of the theory. As
such, it is a focus of this module. For humans, there is the additional factor of attention.
Without attention, the input of stimuli is modified greatly—if it occurs at all. This module
also explores the issues and potential controversies of a commonly diagnosed attention
disorder. Finally, the module closes with a discussion of how the information-pro ...
Neuroscience offers some new insights into the challenge of change and strategy execution in organisations. This article, part 1 of a three part series, explores why people cannot see the future as clearly as the change leader expects.
Your ability to generate strategic insights can be enhanced by understanding and following the principles of ACCRETION - the process whereby stellar systems are formed
The paper holds that such applied theory as the Theory of Consciousness can be constructed only within the limits of a special meta-theory (or general theory) which takes into account the agency of informational factor and has all the necessary tools of study (such as method of study, system of models, system of proofs, conservation laws, etc.) which correspond to the nature of the object of study. The currently dominant meta-theory called the Modern Materialistic (Physical) Picture of the World is not appropriate for constructing the required applied theory of consciousness and many other applied theories within its limits.
, how does
this type of computational self-awareness relate to the human
experience of consciousness? Is self-awareness sufficient for
consciousness, or is something else required? And if something
else is required, what is the nature of this “extra thing?
Why you should prioritize from higher- to lower-level construals.
Overview:
1. Interference
2. Boolean algebra to counteract interference
3. Construal level theory and Levels of Processing model
4. Construal level theory and prioritization
5. Construal level theory, prioritization, and combinatorial thinking
6. How higher-level construals create a bigger impact than lower-level ones
Completing Your Qualitative Dissertation A Roadmap from Beginning.docxskevin488
Completing Your Qualitative Dissertation: A Roadmap from Beginning to End
http://methods.sagepub.com.proxy1.ncu.edu/book/completing-your-qualitative-dissertation
Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions
http://journals.sagepub.com.proxy1.ncu.edu/doi/10.1177/1534484309332617
User: m.louidort7094
Password: Claire89
Organizing Your Social Sciences Research Paper: Theoretical Framework
https://libguides.usc.edu/writingguide/theoreticalframework
file:///C:/Users/marce/AppData/Local/Temp/Temp1_Desjardins,%20F.%20J.%20(2010,%20July%2019).%20Theoretical%20framework%20[Video%20file].html%20(1).zip/Desjardins,%20F.%20J.%20(2010,%20July%2019).%20Theoretical%20framework%20[Video%20file].html
User: m.louidort7094
Password: Claire89
Research Skills for Psychology Majors: Everything You Need to Know to Get Started
Theories and Models in
Psychology
Why We Care About Theories
The goal of science is to develop and test theories. Science does a lot of other
things that don’t seem like they have anything to do with theory development, but
the bottom line is producing good theories.
Scientists and philosophers argue about what a theory really is, and what a good
theory looks like. Some of the formal definitions include:
“A set of principles that explains and predicts many, but not all, observed
relationships within a given domain of inquiry” (Stangor, 1998, p. 30).
“A formalized set of concepts that organizes observations and inferences
and predicts and explains phenomena” (Graziano & Raulin, 2000, p. 37).
There are many more definitions, but they generally come down to these basic
parts:
1. explain nature
2. predict events
3. tell us what to look for and how to look
4. tell us what our data mean
Theories explain why things are the way they are. Why does water become “hard”
at 0ºC? Chemical theories explain why compounds change state: what they are
made of (atoms, molecules, etc.) and how they respond to change in energy (tem-
perature). Why do people become racially prejudiced? Social psychology proposes
a dozen theories to explain various aspects of this complex event, for example, it
seems to reflect a cognitive bias that produces negatively valanced thoughts about
others for whom we have poorly articulated cognitive schemata. “Why?” is the
scientist’s mantra, and when you stop asking Why? it’s time to pack it in and turn
on the TV.
Good theories go beyond just answering Why? to being able to predict events
given the necessary information. A theory that explains why ice forms but can’t
predict when it will form has a problem. Psychological theories are better at
explaining why than at making predictions, in part because behavior is multiply de-
termined: it is the result of many complicated intersecting and interacting factors.
Ice is not as simple as it seems at first, either: how about predicting the formation
of ice from dirty water? salty water? .
WHY JUST TEACH ART: THE DEVELOPMENT OF THE HIPPOCAMPUSbioejjournal
That we intuitively feel a need to teach children what we consider the rudiments of education, approximately as soon as they are socially adept enough to attend school is not unjustified (eg. the “core curriculum standards” adopted by US public schools). However, there is a deeper technical issue to be
considered, one that proves remarkably simple. Though the role of the hippocampus, within the larger function of the brain, is hardly well understood, there is ample evidence of its role in a particular aspect of memory, namely metacognition, or “knowing about knowing.” More neurologically informed consideration for the distinct memory systems that contribute to cognition revels that these rudiments may be entirely artificial and based on “adult-centric” conceptual frames. Moreover, given that the
hippocampus is only fully formed by early adulthood, this would indicate that our educational itinerary may easily be fundamentally flawed, and at least warrants radical reconsideration.
WHY JUST TEACH ART: THE DEVELOPMENT OF THE HIPPOCAMPUSbioejjournal
That we intuitively feel a need to teach children what we consider the rudiments of education, approximately as soon as they are socially adept enough to attend school is not unjustified (eg. the “core curriculum standards” adopted by US public schools). However, there is a deeper technical issue to be
considered, one that proves remarkably simple. Though the role of the hippocampus, within the larger function of the brain, is hardly well understood, there is ample evidence of its role in a particular aspect of memory, namely metacognition, or “knowing about knowing.” More neurologically informed consideration for the distinct memory systems that contribute to cognition revels that these rudiments may be entirely artificial and based on “adult-centric” conceptual frames. Moreover, given that the
hippocampus is only fully formed by early adulthood, this would indicate that our educational itinerary may easily be fundamentally flawed, and at least warrants radical reconsideration.
8Cognitive Development Information ProcessingDigital Visi.docxblondellchancy
8Cognitive Development: Information Processing
Digital Vision/Photodisc/Thinkstock
Learning Objectives
After completing this module, you should be able to:
ሁ Identify various components of information-processing theory and explain how they are used to
organize information.
ሁ Synthesize evidence to explain how we know that infants develop memories.
ሁ Trace the expansion of memory development throughout childhood, according to information-
processing theory.
ሁ Explain how verbatim memory trace and gist are integrated into fuzzy trace theory.
ሁ Differentiate between selective attention and sustained attention.
ሁ Appraise available information on attention-deficit/hyperactivity disorder, including standards for
diagnosis, its causes, and treatment.
ሁ Understand how executive function is applied to cognitive development.
ሁ Evaluate the application of cognitive theory to contemporary education.
Section 8.1Information-Processing Approach
Prologue
What is your earliest memory? Although most people think they have memories from when
they were 2 or 3 years old, psychologists have known for a long time that we actually con-
struct early memories from a combination of photographs, stories we have heard, and our
imaginations. We know that infants who escaped the Jewish Holocaust in Germany or the
ethnic cleansing in Bosnia, or who suffered other kinds of trauma, do not have any recollec-
tion of their early childhoods. Children born into privilege with generally happy experiences
have a similar lack of early memory.
But we know that infants do indeed remember from moment to moment. Otherwise, they
would not learn to search for objects, would not be able to distinguish their primary caregiv-
ers from strangers, and would not have consistent preferences for favorite foods and other
stimuli. The information-processing model of cognitive development acknowledges that
memory, along with attention, is a key determinant of the way that a child’s mind develops.
Unlike Piaget’s stage model, information-processing views growth as a steady, progressive
process that is the result of exposure to and processing of information. That is, it describes
incremental improvements in the amount of information that developing children store
and use.
The information-processing approach is a more contemporary theory; it is modeled after
the way in which information flows logically in computers. Because it is theorized that
human information-processing involves the encoding, storage, and retrieval of informa-
tion—just like a computer—the study of memory is an essential part of the theory. As
such, it is a focus of this module. For humans, there is the additional factor of attention.
Without attention, the input of stimuli is modified greatly—if it occurs at all. This module
also explores the issues and potential controversies of a commonly diagnosed attention
disorder. Finally, the module closes with a discussion of how the information-pro ...
Neuroscience offers some new insights into the challenge of change and strategy execution in organisations. This article, part 1 of a three part series, explores why people cannot see the future as clearly as the change leader expects.
Your ability to generate strategic insights can be enhanced by understanding and following the principles of ACCRETION - the process whereby stellar systems are formed
The paper holds that such applied theory as the Theory of Consciousness can be constructed only within the limits of a special meta-theory (or general theory) which takes into account the agency of informational factor and has all the necessary tools of study (such as method of study, system of models, system of proofs, conservation laws, etc.) which correspond to the nature of the object of study. The currently dominant meta-theory called the Modern Materialistic (Physical) Picture of the World is not appropriate for constructing the required applied theory of consciousness and many other applied theories within its limits.
, how does
this type of computational self-awareness relate to the human
experience of consciousness? Is self-awareness sufficient for
consciousness, or is something else required? And if something
else is required, what is the nature of this “extra thing?
Why you should prioritize from higher- to lower-level construals.
Overview:
1. Interference
2. Boolean algebra to counteract interference
3. Construal level theory and Levels of Processing model
4. Construal level theory and prioritization
5. Construal level theory, prioritization, and combinatorial thinking
6. How higher-level construals create a bigger impact than lower-level ones
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Daily Summary 07/30/2020
Daily Summary 07/30/2020
30/07/2020 22:33
From now on, I will do daily summaries, weekly summaries, monthly summaries, and possibly
yearly summaries.
It's a concept I learned called "progressive summarization".
Here's a nice picture "summarizing" the concept:
Essentially I am more or less mostly applying inductive reasoning i.e. putting the puzzle pieces
together creating a bigger and bigger jigsaw puzzle.
One of the things I actually thought about today revolved around the concept of inductive and
deductive reasoning. How it might be possible to do such processes quicker than you can
stabilize the newly formed chunks in your brain.
Stability is a concept I derived from the neurostatistical model of memory by Dr. Piotr Wozniak.
Doing the inductive and deductive processes too quickly would result in low stability, which
would result in a shorter half-life, which would result in a rather high maintenance value per unit
of time according to the time-based resource sharing theory.
I also thought about the analogy between this all and the basic ingredients for abiogenesis:
2. 1. Sufficient energy
2. Chemical diversity
3. Liquid
So the 2nd and 3rd subcomponents are especially interesting according to my train of thoughts
i.e. you need diversity in terms of information to engage in a combinatorial process increasing
the complexity exponentially. One simple example of such a process is the alphabet or DNA.
I also thought about the necessity for liquid (rather than gas which moves too fast for the
formation of life), which eventually lead to my idea of the whole stability part I described earlier.
This is all for today, I am too tired to continue and believe things are very well organized in my
mind already, mostly hierarchical representations (as opposed to the less flexible but easier to
store "sequential").
