Search (716 results, page 1 of 36)

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LCSH

Husserl, Edmund / 1859 / 1938 ; Phenomenology ; Mental representation ; Intentionality (Philosophy)

RSWK

Husserl, Edmund, 1859-1938 / Philosophy of Mind
Husserl, Edmund, 1859-1938 / Phänomenologie / Hochschulschrift

Subject

Husserl, Edmund, 1859-1938 / Philosophy of Mind
Husserl, Edmund, 1859-1938 / Phänomenologie / Hochschulschrift
Husserl, Edmund / 1859 / 1938 ; Phenomenology ; Mental representation ; Intentionality (Philosophy)

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Abstract

Edmund Husserl (1859-1938) hat ein philosophisches Werk hinterlassen, das zwar nicht im engeren Sinne schulbildend geworden ist, aber auf viele zeitgenössische Denker von Heidegger bis Sartre großen Einfluß ausgeübt hat. Husserl ist ein schwieriger Autor. Obwohl auch heute noch wie selbstverständlich über seine schwierige Phänomenologie geschrieben wird, vermißt man eine klare Antwort auf die einfache Frage: Weshalb quälte sich Husserl überhaupt mit den Problemen, an deren Lösung seine Philosophie sich lebenslang versuchte? Die Antwort darauf gibt die gut lesbare Einführung von Franz Josef Wetz, indem sie sich einer Quelle bedient, die erst 1993 zugänglich wurde, nämlich des Husserlschen Briefwechsels. Aus den Briefen Husserls wird deutlich, daß unter dem hochabstrakten Gedankengebäude des publizierten Werkes eine Tiefenschicht existiert, die sich aus abgründigen Ängsten und Zweifeln speiste. Husserls rationale Philosophie, die nach letzten Begründungen suchte, ist die Antwort eines von Lebensnot geplagten »Sinnsuchers« auf eine Welt, die er in Naturalismus, Relativismus und "Gottlosigkeit" versinken sah.

Biographed

Husserl, Edmund

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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].

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Abstract

This book provides a comprehensive account of the intentionality of perceptual experience. With special emphasis on vision Searle explains how the raw phenomenology of perception sets the content and the conditions of satisfaction of experience. The central question concerns the relation between the subjective conscious perceptual field and the objective perceptual field. Everything in the objective field is either perceived or can be perceived. Nothing in the subjective field is perceived nor can be perceived precisely because the events in the subjective field consist of the perceivings, whether veridical or not, of the events in the objective field.
Searle begins by criticizing the classical theories of perception and identifies a single fallacy, what he calls the Bad Argument, as the source of nearly all of the confusions in the history of the philosophy of perception. He next justifies the claim that perceptual experiences have presentational intentionality and shows how this justifies the direct realism of his account. In the central theoretical chapters, he shows how it is possible that the raw phenomenology must necessarily determine certain form of intentionality. Searle introduces, in detail, the distinction between different levels of perception from the basic level to the higher levels and shows the internal relation between the features of the experience and the states of affairs presented by the experience. The account applies not just to language possessing human beings but to infants and conscious animals. He also discusses how the account relates to certain traditional puzzles about spectrum inversion, color and size constancy and the brain-in-the-vat thought experiments. In the final chapters he explains and refutes Disjunctivist theories of perception, explains the role of unconscious perception, and concludes by discussing traditional problems of perception such as skepticism.

Content

The Bad Argument Summary of the Theory of Intentionality Consciousness The Intentionality of Perceptual Experiences Further Developments of the Argument Against the Bad Argument How Perceptual Intentionality Works I: Basic Features, Causation, and Intentional Content How Perceptual Intentionality Works II: Extending the Analysis to Non-basic Features Disjunctivism Unconscious Perception Classical Theories of Perception

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Year

1938

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Abstract

Semantic Relations and the Lexicon explores the many paradigmatic semantic relations between words, such as synonymy, antonymy and hyponymy, and their relevance to the mental organization of our vocabularies. Drawing on a century's research in linguistics, psychology, philosophy, anthropology and computer science, M. Lynne Murphy proposes a pragmatic approach to these relations. Whereas traditional approaches have claimed that paradigmatic relations are part of our lexical knowledge, Dr Murphy argues that they constitute metalinguistic knowledge, which can be derived through a single relational principle, and may also be stored as part of our extra-lexical, conceptual representations of a word. Part I shows how this approach can account for the properties of lexical relations in ways that traditional approaches cannot, and Part II examines particular relations in detail. This book will serve as an informative handbook for all linguists and cognitive scientists interested in the mental representation of vocabulary.

Date

22. 7.2013 10:53:30

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Abstract

Information is essential to all human activity, and information in electronic form both amplifies and augments human information interactions. This lecture surveys some of the different classical meanings of information, focuses on the ways that electronic technologies are affecting how we think about these senses of information, and introduces an emerging sense of information that has implications for how we work, play, and interact with others. The evolutions of computers and electronic networks and people's uses and adaptations of these tools manifesting a dynamic space called cyberspace. Our traces of activity in cyberspace give rise to a new sense of information as instantaneous identity states that I term proflection of self. Proflections of self influence how others act toward us. Four classical senses of information are described as context for this new form of information. The four senses selected for inclusion here are the following: thought and memory, communication process, artifact, and energy. Human mental activity and state (thought and memory) have neurological, cognitive, and affective facets.The act of informing (communication process) is considered from the perspective of human intentionality and technical developments that have dramatically amplified human communication capabilities. Information artifacts comprise a common sense of information that gives rise to a variety of information industries. Energy is the most general sense of information and is considered from the point of view of physical, mental, and social state change. This sense includes information theory as a measurable reduction in uncertainty. This lecture emphasizes how electronic representations have blurred media boundaries and added computational behaviors that yield new forms of information interaction, which, in turn, are stored, aggregated, and mined to create profiles that represent our cyber identities.

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LCSH

Mental representation

Subject

Mental representation

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Content

Inhalt: Patrick Hayes: On being the same: keynote address 1. The role of classification and ontology on the Web Dan Brickley: Classification, collaboration and the Web of data - Guus Schreiber: Issues in publishing and aligning Web vocabularies - Thomas Baker: The concepts of knowledge organization systems as hubs in the Web of data 2. Classifications and ontologies on their own terms Barbara H. Kwasnik: Approaches to providing context in knowledge representation structures - Richard Smiraglia; Charles van den Heuvel; Thomas M. Dousa: Interactions between elementary structures in universes of knowledge - Emad Khazraee; Xia Lin: Demystifying ontology 3. Classification meets the Web Daniel Kless; Jutta Lindenthal; Simon Milton; Edmund Kazmierczak: Interoperability of knowledge organization systems with and through ontologies - Vincenzo Maltese; Feroz Farazi: Towards the integration of knowledge organization systems with the linked data cloud - Maria Rüther; Joachim Fock; Thomas Schultz-Krutisch; Thomas Bandholtz: Classification and reference vocabulary in linked environment data
7. Transforming and extending classification systems Joan S. Mitchell; Marcia Lei Zeng; Maja Zumer: Extending models for controlled vocabularies to classification systems: modelling DDC with FRSAD - Fran Alexander; Andy Heather: Transformation of a legacy UDC-based classification system: exploiting and remodelling semantic relationships - Posters - Short papers Andrea Scharnhorst; Almila Akdag Salah; Krzysztof Suchecki; Cheng Gao; Richard P. Smiraglia: The evolution of knowledge, and its representation in classification systems - Charles van den Heuvel; Almila Akdag Salah; Knowledge Space Lab: Visualizing universes of knowledge: designs and visual analysis of the UDC - Ricardo Eito-Brun; Alfredo Calosci: UDC as a knowledge framework for building a civil engineering ontology: a practical approach to knowledge representation and visualization

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Abstract

'Mental leap' is the cognitive act involved in proposing or understanding an analogy

COMPASS

Mental processes

Subject

Mental processes

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Abstract

Philosophers have long debated the mind-body problem whether to attribute such mental features as consciousness to mind or to body. Meanwhile, neuroscientists search for empirical answers, seeking neural correlates for consciousness, self, and free will. In this book, Georg Northoff does not propose new solutions to the mind-body problem; instead, he questions the problem itself, arguing that it is an empirically, ontologically, and conceptually implausible way to address the existence and reality of mental features. We are better off, he contends, by addressing consciousness and other mental features in terms of the relationship between world and brain; philosophers should consider the world-brain problem rather than the mind-body problem. This calls for a Copernican shift in vantage point from within the mind or brain to beyond the brain in our consideration of mental features. Northoff, a neuroscientist, psychiatrist, and philosopher, explains that empirical evidence suggests that the brain's spontaneous activity and its spatiotemporal structure are central to aligning and integrating the brain within the world. This spatiotemporal structure allows the brain to extend beyond itself into body and world, creating the world-brain relation? that is central to mental features. Northoff makes his argument in empirical, ontological, and epistemic-methodological terms. He discusses current models of the brain and applies these models to recent data on neuronal features underlying consciousness and proposes the world-brain relation as the ontological predisposition for consciousness.

Date

31.10.2019 17:33:29

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Content

Enthält folgende 9 Kapitel: The literal and the metaphoric; Views of metaphor; Knowledge representation; Representation schemes and conceptual graphs; The dynamic type hierarchy theory of metaphor; Computational approaches to metaphor; Thenature and structure of semantic hierarchies; Language games, open texture and family resemblance; Programming the dynamic type hierarchy; Subject index

Footnote

Bereits 1991 bei Kluwer publiziert // Rez. in: Knowledge organization 22(1995) no.1, S.48-49 (O. Sechser)

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LCSH

Intentionality (Philosophy) / Congresses ; Subjectivity / Congresses

Subject

Intentionality (Philosophy) / Congresses ; Subjectivity / Congresses

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Content

Introduction: envisioning semantic information spacesIndexing and knowledge organization -- Semantic technologies for knowledge representation -- Information retrieval and knowledge exploration -- Approaches to handle heterogeneity -- Problems with establishing semantic interoperability -- Formalization in indexing languages -- Typification of semantic relations -- Inferences in retrieval processes -- Semantic interoperability and inferences -- Remaining research questions.

Date

23. 7.2017 13:49:22

LCSH

Knowledge representation (Information theory)

Subject

Knowledge representation (Information theory)

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Date

3. 3.2008 16:36:29

LCSH

Mental Processes

Subject

Mental Processes

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Content

Information representation and retrieval : an overview -- Information representation I : basic approaches -- Information representation II : related topics -- Language in information representation and retrieval -- Retrieval techniques and query representation -- Retrieval approaches -- Information retrieval models -- Information retrieval systems -- Retrieval of information unique in content or format -- The user dimension in information representation and retrieval -- Evaluation of information representation and retrieval -- Artificial intelligence in information representation and retrieval.

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Content

Mit Beiträgen von: DEREMETZ, A.: Metaphor, organization and building of knowledge in textual sciences; ALBRECHTSEN, H. u. E.K. JACOB: The role of classificatory structures as boundary objects in information ecologies; MYLOPOULOS, J. et al.: Computational mechanisms for knowledge organization; PHELAN, A.: Database and knowledge representation: the Greek legacy; POLANCO, X. et al.: An artificial neural network perspective on knowledge representation from databases: the use of a multilayer preception for data clusters cartography; SUOMINEN, V.: Linguistic / semiotic conditions of retrieval / documentation in the light of a sausurean conception of language: 'organising knowledge' or 'communication concerning documents?'; BÉGUIN, A.: Thesaurus usage and mental development; SUKIASYAN, E.: Classification systems in their historical development: problems of typology and terminology; SALLET FERREIRA NOVELLINO, M.: Information transfer considering the production and use contexts: information retrieval languages; FISCHER, D.H.: From thesauri towards ontologies?; LYKKE NIELSEN, M.: Future thesauri: what kind of conceptual knowledge do searchers need?; LACROIX, S. et al.: OK: a model of ontologies by differentiation; LEE, M. u. R. MIZOGUCHI; Ontology models for supporting exploratory information needs;

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Abstract

The first aim is to provide well-articulated concepts by thinking through elementary phenomena of today's world, focusing on privacy and the digital, to clarify who we are in the cyberworld - hence a phenomenology of digital whoness. The second aim is to engage critically, hermeneutically with older and current literature on privacy, including in today's emerging cyberworld. Phenomenological results include concepts of i) self-identity through interplay with the world, ii) personal privacy in contradistinction to the privacy of private property, iii) the cyberworld as an artificial, digital dimension in order to discuss iv) what freedom in the cyberworld can mean, whilst not neglecting v) intercultural aspects and vi) the EU context.

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Content

Inhalt: The research study - Mental models - Stimulated recall methodology - Mental models emphasizing procedural and product goals - Mental models facilitating procedural and conceptual understanding - The role of stimulated recall in identifying the effects of mental models on teaching - Use of mental models to analyze and understand teachers' pedagogies

Footnote

The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.
This book is evidence that Henderson and Tallman were meticulous in following their established protocols and especially in their record keeping while conducting their research. There are, however, a few issues in the study's framework and methodology that are worth noting. First, although the research was conducted in two different countries - the United Slates and Australia - it is not clear from the writing if the librarian-pupil pairs of each country hailed from the same schools (making the population opportunistic) or if the sampling was indeed more randomly selected. Readers do know, though, that the librarians were free to select the students they tutored from within their respective schools. Thus, there appears to he no randomness. Second, "[t]he data collection tools and questionnaires were grounded in a [single] pilot study with a [single] teacher-Iibrarian" (p. 7). Neither the procedures used nor the data collected from the pilot study are presented to establish its reliability and validity. Therefore, readers are left with only limited confidence in the study's instrumentation. Further, it is obvious from the reading, and admitted by the researchers, that the recording equipment in open view of the study's subjects skewed the data. That is, one of the librarians tinder study confessed that were it not for the cameras, she would have completely deserted one of her lessons when encountering what she perceived to be overwhelming obstacles: a classic example of the Hawthorne Effect in research. Yet. despite these issues, researchers Henderson and Tallman make a respectable ease in this book for the validity of both mental models and stimulated recall. The mental models developed during the prelesson interviews seem remarkably accurate when observing the school librarians during the lessons. Additionally, while the librarians were able to adapt their lessons based on situations, they generally did so within their mental models of what constitutes good teachers and good teaching.
As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."

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Abstract

Describes a deductive data model based on 3 abstraction levels for representing vocabularies for information retrieval: conceptual level; expression level; and occurrence level. The proposed data model can be used for the representation and navigation of indexing and retrieval thesauri and as a vocabulary source for concept based query expansion in heterogeneous retrieval environments

Date

2. 3.1997 17:29:07