-
Cognition, education and multimedia : exploring ideas in high technology (1990)
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- BK
- 18.00 / Einzelne Sprachen und Literaturen allgemein
- Classification
- DP 2600 Pädagogik / Didaktik und Methodik des Unterrichts / Medien im Unterricht / Computer / Allgemeines und Deutschland (SWB)
18.00 / Einzelne Sprachen und Literaturen allgemein
- Editor
- Nix, D. u. R. Spiro
- RVK
- DP 2600 Pädagogik / Didaktik und Methodik des Unterrichts / Medien im Unterricht / Computer / Allgemeines und Deutschland (SWB)
-
Klix, F.: ¬Die Natur des Verstandes (1992)
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- Abstract
- Das Buch gründet eine neue Evolutionspsychologie menschlicher Erkenntnis. Es baut auf der biologischen Evolutionstheorie auf und führt von angeborenem Verhalten über Lernen weiter zur Analyse menschlicher Intelligenzleistungen, bis hin zu Weisheit und Wahn. Historische Impulsgeber zur Steigerung geistiger Leistungen in der Geschichte werden in Zusammenhang mit Elementen der modernen Chaostheorie behandelt.õDas Buch wendet sich an alle, die an einem tiefergehenden Verständnis der Evolution menschlicher Erkenntnis interessiert sind: an Psychologen, Pädagogen, Philosophen und Biologen.
- Date
- 3. 3.2008 16:36:29
-
Neisser, U.: Cognition and reality : principles and implications of cognitive psychology (1976)
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- Series
- A series of books in psychology
-
Cognition and categorization : sponsored by the Social Science Research Council (1978)
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- Date
- 29. 5.2007 13:04:04
-
Donald, M: Origins of the modern mind : three stages in the evolution of culture and cognition (1991)
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- Classification
- Psy A 68 / Kulturpsychologie
- Date
- 1. 2.2020 16:21:22
- SBB
- Psy A 68 / Kulturpsychologie
-
Metcalfe, J.; Shimamura, A.P.: Metacognition : knowing about knowing (1994)
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- Series
- A Bradford book
-
Varela, F.J.; Thompson, E.; Rosch, E.: ¬The embodied mind : cognitive science and human experience (1991)
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- Abstract
- Although the scientific study of the mind has developed rapidly, it has devoted little attention to human cognition understood as everyday lived experience. "The Embodied Mind" discusses the spontaneous and reflective dimensions of human experience. The authors argue that it is only by having a sense of common ground, between mind in science and mind in experience that our understanding of cognition can be more complete. To create this common ground they develop a dialogue between cognitive science and Buddhist meditative psychology and situate this dialogue in relation to other traditions, such as phenomenology and psychoanalysis. The dialogue proceeds in five parts. The first introduces the two partners and explains how the dialogue will develop. The second presents the computational model of mind that gave rise to cognitive science in its classical form. The authors show how this model implies that the self is fundamentally fragmented and introduce the complementary Buddhist concept of a nonunified, decentralized self. The third shows how cognitive science and Buddhist psychology provide the resources for understanding how the phenomena usually attributed to a self could arise without an actual self. The fourth presents the authors' own view of cognition as embodied action and discusses the relevance of this view for cognitive science and evolutionary theory. The fifth considers the philosophical and experiential implications of the view that cognition has no foundation or ground beyond its history of embodiment and explores these implications in relation to contemporary Western critiques of objectivism and the nonfoundationalist tradition of Buddhist philosophy.
-
Becker, A.: Verstehen und Bewußtsein (2000)
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