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  1. The Parts of an Imperfect Agent.Sara Aronowitz - forthcoming - Oxford Studies in Philosophy of Mind.
    Formal representations drawn from rational choice theory have been used in a variety of ways to fruitfully model the way in which actual agents are approximately rational. This analysis requires bridging between ideal normative theory, in which the mechanisms, representations, and other such internal parts are in an important sense interchangeable, and descriptive psychological theory, in which understanding the internal workings of the agent is often the main goal of the entire inquiry. In this paper, I raise a problem brought (...)
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  2. Cecilia Heyes, Cognitive Gadgets: The Cultural Evolution of Thinking, Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2018, ix + 292 pp., $31.50/£25.95/€28.50. [REVIEW]Ivan Gonzalez-Cabrera - 2020 - History and Philosophy of the Life Sciences 42 (2):1-5.
    Heyes’ book is an essential addition to the literature on human uniqueness. Her main claim is that the key human cognitive capacities are products of cultural rather than genetic evolution. Among these distinctively human capacities are causal understanding, episodic memory, imitation, mindreading, and normative thinking. According to Heyes, they emerged not by genetic mutation but by innovations in cognitive development. She calls these mechanisms ‘cognitive gadgets.’ This is perhaps one of the best and most comprehensive views of human cognitive evolution (...)
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  3. Carry on Learning: Learning Cyberspace. [REVIEW]Ray Scott Percival - 1995 - New Scientist (issue: 2004).
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  4. Learning the basics.Stefan Künzell - 2000 - AISB'00 Symposium on How to Design a Functioning Mind.
    The mind's basic task is to organize adaptive behaviour. I argue that necessary conditions to achieve this are acquiring a 'body-self', a differentiated perception, motor intuition, and motor control. The latter three can be learnied implicitly by crosswise comparing the perceived actual situation, the desired situation, the perceived result and the anticipated result.
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  5. Pragmatism : A learning theory for the future.Bente Elkjaer - 2009 - In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. London: Routledge. pp. 74-89.
    A theory of learning for the future advocates the teaching of a preparedness to respond in a creative way to difference and otherness. This includes an ability to act imaginatively in situations of uncertainties. John Dewey’s pragmatism holds the key to such a learning theory his view of the continuous meetings of individuals and environments as experimental and playful. That pragmatism has not yet been acknowledged as a relevant learning theory for the future may be due to the immediate connotation (...)
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Learning, Misc
  1. A Psychological Approach to Causal Understanding and the Temporal Asymmetry.Elena Popa - 2020 - Review of Philosophy and Psychology 11 (4):977-994.
    This article provides a conceptual account of causal understanding by connecting current psychological research on time and causality with philosophical debates on the causal asymmetry. I argue that causal relations are viewed as asymmetric because they are understood in temporal terms. I investigate evidence from causal learning and reasoning in both children and adults: causal perception, the temporal priority principle, and the use of temporal cues for causal inference. While this account does not suffice for correct inferences of causal structure, (...)
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  2. The epistemic significance of perceptual learning.Elijah Chudnoff - 2018 - Inquiry: An Interdisciplinary Journal of Philosophy 61 (5-6):520-542.
    First impressions suggest the following contrast between perception and memory: perception generates new beliefs and reasons, justification, or evidence for those beliefs; memory preserves old beliefs and reasons, justification, or evidence for those beliefs. In this paper, I argue that reflection on perceptual learning gives us reason to adopt an alternative picture on which perception plays both generative and preservative epistemic roles.
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  3. Pain and Pleasure.Murat Aydede - 2024 - In Andrea Scarantino (ed.), The Routledge Handbook of Emotion Theory. Routledge.
    This is a piece written for interdisciplinary audiences and contains very little philosophy. It looks into whether, or in what sense, pains and pleasures are emotions.
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  4. Dr.Polit.s pretending to be Dr.Ped - in a structurally corrupted Norwegian Ed-Sci (2016).Kai Soerfjord - manuscript
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  5. Didactic-reflexive Form Errors, full initial MANUSCRIPT, May 2017.Kai Soerfjord - manuscript
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  6. Advice seeking network structures and the learning organization.Jarle Aarstad, Marcus Selart & Sigurd Troye - 2011 - Problems and Perspectives in Management 9 (2):44-51.
    Organizational learning can be described as a transfer of individuals’ cognitive mental models to shared mental models. Employees, seeking the same colleagues for advice, are structurally equivalent, and the aim of the paper is to study if the concept can act as a conduit for organizational learning. It is argued that the mimicking of colleagues’ advice seeking structures will induce structural equivalence and transfer the accuracy of individuals’ cognitive mental models to shared mental models. Taking a dyadic level of analysis (...)
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  7. Review of James J. O'Donnell, *Avatars of the Word*. [REVIEW]G. Nixon - 1999 - Journal of Consciousness Studies 6 (6-7):120-122.
    J. J. OʼDonnell is one those scholars whose learning is assumed rather than displayed. As a result, his brief approach to the long-terms effects of the computer revolution onreading and higher education feels like a bracing, sophisticated exchange of ideas. Like conversation, O'Donnellʼs thesis is not terribly unified or orderly. He often makessidetracks from his focus on high technology and literacy into explaining such interestingthings as how we choose our cultural ancestry instead of merely evolving out of it, the errors (...)
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Psychology of Learning
  1. Freethinking: development in thinking status.Sedigheh Ramezani Tamijani & Majid Asadpour - 2022 - Tehran, Iran: Saad.
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  2. Role Modeling is Beneficial in Moral Character Education: A Commentary on Carr (2023).Nafsika Athanassoulis & Hyemin Han - 2023 - Philosophical Inquiry in Education 30 (3):240-243.
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  3. Thought Experiments as Tools of Theory Clarification.Grace Helton - 2023 - In Kevin McCain, Scott Stapleford & Matthias Steup (eds.), Seemings: New Arguments, New Angles. Routledge.
    It is widely presumed that intuitions about thought experiments can help overturn philosophical theories. It is also widely presumed, albeit implicitly, that if thought experiments play any epistemic role in overturning philosophical theories, it is via intuition. In this paper, I argue for a different, neglected epistemic role of philosophical thought experiments, that of improving some reasoner’s appreciation both of what a theory’s predictions consist in and of how those predictions tie to elements of the theory. I call this role (...)
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  4. Art and Learning: A Predictive Processing Proposal.Jacopo Frascaroli - 2022 - Dissertation, University of York
    This work investigates one of the most widespread yet elusive ideas about our experience of art: the idea that there is something cognitively valuable in engaging with great artworks, or, in other words, that we learn from them. This claim and the age-old controversy that surrounds it are reconsidered in light of the psychological and neuroscientific literature on learning, in one of the first systematic efforts to bridge the gap between philosophical and scientific inquiries on the topic. The work has (...)
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  5. A Study on the Teacher-Student Relationship and its Impact on the Behaviour of High School Students.Gururaj Itagi - 2019 - International Journal of Case Studies in Business, IT, and Education (IJCSBE) 3 (1):28-34.
    High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting & influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some (...)
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  6. Multisensory Perception as an Associative Learning Process.Kevin Connolly - 2014 - Frontiers in Psychology 5:1095.
    Suppose that you are at a live jazz show. The drummer begins a solo. You see the cymbal jolt and you hear the clang. But in addition seeing the cymbal jolt and hearing the clang, you are also aware that the jolt and the clang are part of the same event. Casey O’Callaghan (forthcoming) calls this awareness “intermodal feature binding awareness.” Psychologists have long assumed that multimodal perceptions such as this one are the result of a subpersonal feature binding mechanism (...)
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  7. The Architecture of Belief: An Essay on the Unbearable Automaticity of Believing.Eric Mandelbaum - 2010 - Dissertation, Unc-Chapel Hill
    People cannot contemplate a proposition without believing that proposition. A model of belief fixation is sketched and used to explain hitherto disparate, recalcitrant, and somewhat mysterious psychological phenomena and philosophical paradoxes. Toward this end I also contend that our intuitive understanding of the workings of introspection is mistaken. In particular, I argue that propositional attitudes are beyond the grasp of our introspective capacities. We learn about our beliefs from observing our behavior, not from introspecting our stock beliefs. -/- The model (...)
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  8. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART THREE (2016, re-edited May 2017) SHOUTER MOB-OPERATOR, TAUGHT MOBBING IN ED-SCI.Kai Soerfjord - manuscript
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  9. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART TWO (2016, re-edited May 2017) AFRAID TO TALK.Kai Soerfjord - manuscript
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  10. Mathematical Thinking Undefended on The Level of The Semester for Professional Mathematics Teacher Candidates. Toheri & Widodo Winarso - 2017 - Munich University Library.
    Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of 8 given problem. Qualitatively, the answers (...)
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  11. Statistical learning of complex questions.Hartmut Fitz - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2692--2698.
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  12. Learning Matters: The Role of Learning in Concept Acquisition.Eric Margolis & Stephen Laurence - 2011 - Mind and Language 26 (5):507-539.
    In LOT 2: The Language of Thought Revisited, Jerry Fodor argues that concept learning of any kind—even for complex concepts—is simply impossible. In order to avoid the conclusion that all concepts, primitive and complex, are innate, he argues that concept acquisition depends on purely noncognitive biological processes. In this paper, we show (1) that Fodor fails to establish that concept learning is impossible, (2) that his own biological account of concept acquisition is unworkable, and (3) that there are in fact (...)
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  13. How to acquire a concept.Eric Margolis - 1998 - Mind and Language 13 (3):347-369.
    In this paper, I develop a novel account of concept acquisition for an atomistic theory of concepts. Conceptual atomism is rarely explored in cognitive science because of the feeling that atomistic treatments of concepts are inherently nativistic. My model illustrates, on the contrary, that atomism does not preclude the learning of a concept.
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