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  1. Nüse, R.; Groeben, N.; Freitag, B.; Schreier, M.: Über die Erfindung/en des Radikalen Konstruktivismus : kritische Gegenargumente aus psychologischer Sicht (1991) 0.18
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    Classification
    CM 2200 Psychologie / Allgemeines. Geschichte und Methodik / Methodik und Wissenschaftstheorie der Psychologie
    Psy A 68 / Kritische Psychologie
    Psy B 168 / Kognitive Psychologie
    RSWK
    Radikaler Konstruktivismus / Kognitive Psychologie
    Radikaler Konstruktivismus / Kritik / Psychologie (BVB)
    Psychologie (BVB)
    RVK
    CM 2200 Psychologie / Allgemeines. Geschichte und Methodik / Methodik und Wissenschaftstheorie der Psychologie
    SBB
    Psy A 68 / Kritische Psychologie
    Psy B 168 / Kognitive Psychologie
    Subject
    Radikaler Konstruktivismus / Kognitive Psychologie
    Radikaler Konstruktivismus / Kritik / Psychologie (BVB)
    Psychologie (BVB)
  2. Klix, F.: Erwachendes Denken : geistige Leistungen aus evolutionspsychologischer Sicht (1993) 0.14
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    BK
    77.51 / Vergleichende Psychologie
    Classification
    CR 5000 Psychologie / Differentielle Psychologie (Persönlichkeitspsychologie) / Intelligenz; Begabung; Kreativität
    CQ 2000 Psychologie / Entwicklungspsychologie / Entwicklung kognitiver und sensorischer Funktionen
    CR 6000 Psychologie / Differentielle Psychologie (Persönlichkeitspsychologie) / Sexualität, geschlechtsspezifische Differenzen
    77.51 / Vergleichende Psychologie
    RVK
    CR 5000 Psychologie / Differentielle Psychologie (Persönlichkeitspsychologie) / Intelligenz; Begabung; Kreativität
    CQ 2000 Psychologie / Entwicklungspsychologie / Entwicklung kognitiver und sensorischer Funktionen
    CR 6000 Psychologie / Differentielle Psychologie (Persönlichkeitspsychologie) / Sexualität, geschlechtsspezifische Differenzen
  3. Tergan, S.-O.: Zum Aufbau von Wissensstrukturen mit Texten und Hypertexten (1993) 0.11
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    Abstract
    Der Beitrag geht zunächst auf traditionelle lineare texte und deren Funktion im Lehr-Lern-Kontext ein. Anschließend werden Befunde der Textforschung dargestellt. Implikationen der Befunde für das Lernen mit Hypertexten werden erörtert sowie Perspektiven einer kreativen Nutzung von Hypertext zur Förderung kognitiver Lernprozesse aufgezeigt
    Source
    Nachrichten für Dokumentation. 44(1993) H.1, S.15-22
  4. Gödert, W.; Lepsky, K.: Informationelle Kompetenz : ein humanistischer Entwurf (2019) 0.10
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    Footnote
    Rez. in: Philosophisch-ethische Rezensionen vom 09.11.2019 (Jürgen Czogalla), Unter: https://philosophisch-ethische-rezensionen.de/rezension/Goedert1.html. In: B.I.T. online 23(2020) H.3, S.345-347 (W. Sühl-Strohmenger) [Unter: https%3A%2F%2Fwww.b-i-t-online.de%2Fheft%2F2020-03-rezensionen.pdf&usg=AOvVaw0iY3f_zNcvEjeZ6inHVnOK]. In: Open Password Nr. 805 vom 14.08.2020 (H.-C. Hobohm) [Unter: https://www.password-online.de/?mailpoet_router&endpoint=view_in_browser&action=view&data=WzE0MywiOGI3NjZkZmNkZjQ1IiwwLDAsMTMxLDFd].
  5. Donsbach, W.: Wahrheit in den Medien : über den Sinn eines methodischen Objektivitätsbegriffes (2001) 0.07
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    Source
    Politische Meinung. 381(2001) Nr.1, S.65-74 [https%3A%2F%2Fwww.dgfe.de%2Ffileadmin%2FOrdnerRedakteure%2FSektionen%2FSek02_AEW%2FKWF%2FPublikationen_Reihe_1989-2003%2FBand_17%2FBd_17_1994_355-406_A.pdf&usg=AOvVaw2KcbRsHy5UQ9QRIUyuOLNi]
  6. Malsburg, C. von der: ¬The correlation theory of brain function (1981) 0.07
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    Source
    http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
  7. Ros, A.: 'Wirklichkeit' und 'Konstruktion' : der Status der Wirklichkeit in der Genese kognitiver Strukturen bei Jean Piaget (1994) 0.06
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  8. Gödert, W.: Begriffstheorie : Basis einer Theorie von Dokumentationssprachen - Basis zur Erklärung kognitiver Informationsverarbeitung (1996) 0.06
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  9. Boos, M.: Information in der Psychologie (2004) 0.05
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    Abstract
    Mit der sogenannten kognitiven Wende in der Psychologie in den 1970er Jahren wurde das behavioristische Modell der Psychologie durch das kognitive Modell abgelöst. Während der Behaviorismus davon ausging, dass Verhalten vollständig durch Umweltbedingungen bestimmt ist, und als methodisches Prinzip formulierte, dass nur das unmittelbar beobachtbare Verhalten Gegenstand der Psychologie sein dürfe, sind nach dem kognitiven Modell Kognitionen der Hauptgegenstand der Psychologie (Lit. 01). Unter Kognitionen werden alle Prozesse des Wahrnehmens, Urteilens, Erinnerns, Problemlösens und Entscheidens und die Strukturen des Gedächtnisses, z. B. Begriffe und Einstellungen, verstanden. Im kognitiven Modell wird menschliches Handeln nicht als direkte Reaktion auf den Input von Informationen aus der Umwelt angesehen. Zwischengeschaltet ist der aktive Prozess der Kognition bzw. Informationsverarbeitung, bei dem die Person die Umwelt aktiv nach jenen Informationen absucht, die sie beispielweise für eine Entscheidung braucht.
    Field
    Psychologie
  10. Haken, H.; Haken-Krell, M.: Erfolgsgeheimnisse der Wahrnehmung : Synergetik als Schlüssel zum Gehirn (1992) 0.04
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    Classification
    CP 2500 Psychologie / Allgemeine Psychologie / Wahrnehmung speziell (z.B. Sehen, Hören)
    CP 2000 Psychologie / Allgemeine Psychologie / Wahrnehmung allgemein
    Nat B 668 / Synergetik
    RVK
    CP 2500 Psychologie / Allgemeine Psychologie / Wahrnehmung speziell (z.B. Sehen, Hören)
    CP 2000 Psychologie / Allgemeine Psychologie / Wahrnehmung allgemein
    SBB
    Nat B 668 / Synergetik
  11. Glasersfeld, E. von: Wissen, Sprache und Wirklichkeit : Arbeiten zum radikalen Konstruktivismus (1987) 0.03
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    Abstract
    In den Arbeiten dieses Sammelbandes wird die Erkenntnistheorie des 'radikalen Konstruktivismus' anschaulich und folgerichtig entwickelt. In Untersuchungen zu Sprache und Kommunikation, zur kybernetischen Modellierung kognitiver Prozesse, zur Entwicklung des begrifflichen - besonders auch des mathematischen - Denkens von Kindern wird im einzelnen dargestellt, daß wir die Idee 'objektiver' Erkenntnis verwerfen müssen, solange wir streng empirisch und rational erkennen wollen. Alle Erkenntnis, alles Wissen stellt keine 'Entdeckung' einer unabhängig von uns existierenden Realität dar, sondern wird von uns erzeugt, 'konstruiert', und bleibt solange gültig als es uns zu (über-)leben hilft, als es 'viabel' ist. Daraus ergibt sich nicht nur eine dramatisch veränderte Sicht menschlicher Erkenntnis, menschlichen Lernens, Handelns und Zusammenlebens, sondern auch eine anspruchsvolle Ethik der individuellen (Über-)Lebensverantwortung
  12. Gombrich, E.H.; Müller, R.: "Ich glaube nicht an eine Trennung von Mitteln und Inhalt" : Ein Gespräch mit dem Kunsthistoriker Ernst H. Gombrich über Fortschritt in der Kunst, Kunstkritik und Psychologie (1994) 0.03
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    Date
    17. 7.1996 9:33:22
  13. Information, eine dritte Wirklichkeitsart neben Materie und Geist (1995) 0.03
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    Date
    29. 7.2001 10:22:25
    Editor
    Kroker, E.J.M. u. B. Deschamps
  14. Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000) 0.03
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    Date
    31. 7.2001 20:22:57
  15. Winograd, T.; Flores, F.: Erkenntnis, Maschinen, Verstehen : zur Neugestaltung von Computersystemen (1992) 0.03
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    RSWK
    Kognitiver Prozess / Künstliche Intelligenz (BVB)
    Subject
    Kognitiver Prozess / Künstliche Intelligenz (BVB)
  16. Ortner, J.: Wie kommt der Geist ins Hirn? : Beiträge zur konstruktivistischen Erkenntnistheorie ; Geschichten und Argumente zum Widerstreit zwischen Geistes- und Neurowissenschaften (2007) 0.03
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    Abstract
    1990 wurde in Amerika die «Dekade des Hirns» ausgerufen. Zehn Jahre später erklärten auch in Deutschland führende Hirnforscher eine «Dekade des menschlichen Gehirns». Mit neuester Technologie wollten sie «dem Gehirn beim Arbeiten zusehen», Ursachen krankhafter Fehlfunktionen ergründen und Aufschlüsse über mentale Prozesse wie Wahrnehmung, Informationsverarbeitung und Sprache gewinnen. Revolutionäre Erkenntnisse über das Wesen höherer kognitiver Leistungen lieferten sie bis heute nicht, auch wenn manche Neurowissenschaftler dies anders sehen. Für Kultur- und Geisteswissenschaftler ist menschliches Denken und Wissen das Ergebnis kulturgeschichtlicher Entwicklung, die mit naturwissenschaftlichen Methoden nicht entschlüsselbar sei. Wie aber ist die Verbindung von Körper und Geist vorstellbar? Jede mögliche Antwort ist Vorstellung oder Gedanke und beantwortet daher die Frage nicht wirklich. Ist das gelebte Leben die Antwort?
  17. Calvin, W.H.: ¬Die Symphonie des Denkens : wie aus Neuronen Bewußtsein entsteht (1993) 0.03
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    Abstract
    Mit allerneuesten Meßmethoden kann man heute sozusagen einen Blick in das lebende, denkende Gehirn werfen. Psychologie und Linguistik sowie Vergleichsstudien mit Hirngeschädigten haben weitere wichtige Erkenntnisse erbracht, und Modellsimulationen auf Computern lieferten wertvolle Hypothesen über die Organisation höherer Denkfunktionen, so daß der Kreis jetzt geschlossen werden kann. In seinem ebenso spannend wie anschaulich zu lesenden Buch erklärt der Neurobiologe Calvin, wie aus den so unscheinbaren chemoelektrischen Vorgängen etwas so Immaterielles und Komplexes wue unser Denken, unser Bewußtsein hervorgehen kann
    Date
    22. 7.2000 18:59:52
  18. Radermacher, F.: Nachhaltigkeit konkret: Wissen: Information und Kommunikation : Chancen der digitalen Revolution (1999) 0.02
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    Date
    2. 4.2000 14:38:22
    Source
    Agenda 21. Vision: Nachhaltige Entwicklung. Hrsg.: B. Breuel
  19. Bates, M.J.: Fundamental forms of information (2006) 0.02
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    Content
    Vgl. Erwiderung: Hjoerland, B.: The controversy over the concept of information: a rejoinder to Professor Bates. In: Journal of the American Society for Information Science and Technology. 60(2009) no.3, S.643.
    Date
    22. 3.2009 18:15:22
  20. Velickovskij, B.M.: Wissen und Handeln : kognitive Psychologie aus tätigkeitstheoretischer Sicht (1988) 0.02
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