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- Gärdenfors, Peter, et al.
(författare)
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Communication, cognition and technology.
- 2008
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Ingår i: A Smorgasbord of Cognitive Science. - 9789157805324 ; , s. 231-247
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Gärdenfors, Peter, et al.
(författare)
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Understanding by experiencing patterns
- 2008
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Ingår i: A Smorgasbord of Cognitive Science. - 9789157805324
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Bokkapitel (populärvet., debatt m.m.)abstract
- This chapter focuses on the cognitive and emotional mechanisms of understanding. We propose that understanding consists in seeing or, more generally, experiencing a pattern. Patterns can be experienced by all sensory modalities and in abstract thinking, but here the focus is primarily on the visual modality. We discuss how understanding by experiencing patterns can be achieved in learning processes. The goal of education should be that students understand the material they study. We propose that this is achieved by helping them to discover patterns that they cannot find on their own. We also highlight the role of emotions in understanding, especially the subjective experience of an aha-feeling, which occurs when a pattern suddenly falls into place. Finally, we present some educational techniques such as visualizations, simulations, and intelligent tutoring systems that can be used for pointing out salient features in a pattern.
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| 4. |
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| 5. |
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| 6. |
- Warglien, Massimo, et al.
(författare)
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Meaning negotiation
- 2015
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Ingår i: Applications Of Conceptual Spaces : The Case For Geometric Knowledge Representation - The Case For Geometric Knowledge Representation. - Cham : Springer International Publishing. - 9783319150208 - 9783319150215 ; , s. 79-94
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Bokkapitel (refereegranskat)abstract
- While “meaning negotiation” has become an ubiquitous term, its use is often confusing. A negotiation problem implies not only a convenience to agree, but also diverging interest on what to agree upon. It implies agreement but also the possibility of (voluntary) disagreement. In this chapter, we look at meaning negotiation as the process through which agents starting from different preferred conceptual representations of an object, an event or a more complex entity, converge to an agreement through some communication medium. We shortly sketch the outline of a geometric view of meaning negotiation, based on conceptual spaces. We show that such view can inherit important structural elements from game theoretic models of bargaining – in particular, in the case when the protagonists have overlapping negotiation regions, we emphasize a parallel to the Nash solution in cooperative game theory. When acceptable solution regions of the protagonists are disjoint, we present several types of processes: changes in the salience of dimensions, dimensional projections and metaphorical space transformations. None of the latter processes are motivated by normative or rationality considerations, but presented as argumentation tools that we believe are used in actual situations of conceptual disagreement.
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| 7. |
- Gärdenfors, Peter, et al.
(författare)
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Where does the elephant come from? : The evolution of causal cognition is the key
- 2020
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Ingår i: Behavioral and Brain Sciences. - : Cambridge University Press. - 0140-525X .- 1469-1825. ; 43, s. 25-26
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Osiurak and Reynaud do not explain the evolutionary emergence and development of the elephant in the room, that is, technical cognition. We first argue that there is a tight correlation between the evolution of cumulative technological culture (CTC) and the evolution of reasoning about abstract forces. Second, intentional teaching plays a greater role in CTC evolution than acknowledged in the target article.
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| 8. |
- Högberg, Anders, 1968-, et al.
(författare)
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Children, Teaching and the Evolution of Humankind
- 2015
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Ingår i: Childhood in the Past. - : Taylor & Francis. - 1758-5716 .- 2040-8528. ; 8:2, s. 113-121
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Tidskriftsartikel (refereegranskat)abstract
- Social learning is essential for human evolution. To achieve such learning, cultural processes which trigger the development of active teaching and intergenerational transmission and accumulation of knowledge are needed. The understanding of how such systems and processes were developed over a long time is essential for our understanding of human evolution. The identification of children’s learning activities in the archaeological record is crucial for how we may develop this understanding.
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| 9. |
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A Smorgasbord of Cognitive Science
- 2008
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book is intended as an introduction to the breadth of current research in cognitive science, with the research at Lund University Cognitive Science as our sample. The result is a smorgasbord for readers with some background in the neighbouring disciplines. Through the chapters we will follow some of the important cross-disciplinary issues in cognitive science. One is how the external world is represented, from cognitive maps in rats, to drawings made to enhance communication, or the organization of semantic knowledge. Another is to what extent such representations really are used: the world is often its own best model in areas from robotics to choice, and several chapters illustrate that even communication (despite its dependence on representations) is firmly situated in and constrained by its surroundings. In addition, many chapters emphasize the essentially dynamic relationship between mind and environment, in areas from development to interaction and learning. A third thread is how research concerning other animals= cognitive capacities, from pigeons to chimpanzees, has inspired research on human cognition, and how this comparative approach can be made to incorporate also non-animate fellow beings, such as robots and virtual characters. In sum, the book contains most of the areas we think are important in cognitive science today, and we hope that it will be of use for beginning researchers and advanced students in the area. Its production is part of the celebrations of Lund University Cognitive Science’s 20th anniversary. Our group hosts researchers with backgrounds in psychology, philosophy, computer science, linguistics, computational neuroscience, education, etc., and all of us have a multidisciplinary education. We encourage you to visit our web pages at www.lucs.lu.se to learn more about the activities of the group.
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| 10. |
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