Number of found records: 31
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OPIE, Jonathan |
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Gestalt theories of cognitive representation and processing |
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Psycoloquy, 1999, 10,#21 |
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On line ( 15/06/2004) |
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Latimer & Stevens (1997) develop a useful framework for discussing issues surrounding the definition and explanation of perceptual Gestalts. They use this framework to raise some doubts about the possibility of "holistic" perceptual processing. However, I suspect that these doubts ultimately stem from assumptions about the nature of representation and processing in the brain, rather than from an analysis of part/whole concepts. I attempt to spell out these assumptions, and sketch an alternative perspective deriving from Gestalt theory that has the potential to make sense of holism in perception. (AU) |
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gestalt theory; extrinsic/intrinsic representation |
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PEJTERSEN, A.M. |
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Cognitive engineering in information retrieval domains: merging paradigms? |
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Bibliothek Forschung und Praxis, 1995, vol. 19, n.1, pp.64-77 |
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On line (09/2005) |
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To design decision support systems in modern working environments it is necessary to consider carefully the changing role of people in work. A new method for the analysis and modelling of human activity, cognitive engineering, has been developed recently and merged successfully with information science disciplines in the design of the Book House system for information retrieval. Illustrates the cognitive engineering approach to the analysis of the working environment, demonstrates the need for closer interaction with library and information science, and refers to a similar approach in studies of information seeking behaviour. (DB) |
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PERRY, David J. |
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Cognitive approaches I: Basic Information processing model |
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Indiana University, 2003 |
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On line ( 15/06/2004) |
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Basic elements for cognitive information processing are pointed out as a basis for learning and teaching. Three basic components of mental operation are proposed: sensory register, short-term memory and long-term memory emphazasing concepts such as mental and verbal representation in memory, information retrieval and coding, and latent and episodic semantics, concluding in a serie of implications of information processing, and mental mapping in teaching and learning. This web site includes the content of a lesson from a intercative course on learning and cognitivisme in education (DB) |
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Cognitive Information Processing; short-term memory; long-term memory; schema theory |
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SMITH, Laurence D.: BEST, Lisa A.; STUBBS, Alan D.; BASTIANI, Andrea; ROBERSON-NAY, Archibald and Roxann |
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Constructing Knowledge: The Role of Graphs and Tables in Hard and Soft Psycholog |
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American Psychologist, 2002, vol.57, n.10, pp.749-761 |
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On line (06/05/2005)(Only UGR) |
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Because graphs provide a compact, rhetorically powerful way of representing research findings, recent theories of science have postulated their use as a distinguishing feature of science. Studies have shown that the use of graphs in journal articles correlates highly with the hardness of scientific fields, both across disciplines and across subfields of psychology. In contrast, the use of tables and inferential statistics in psychology is inversely related to subfield hardness, suggesting that the relationship between hardness and graph use is not attributable to differences in the use of quantitative data in subfields or their commitment to empiricism. Enhanced "graphicacy" among psychologists could contribute to the progress of psychological science by providing alternatives to significance testing and by facilitating communication across subfields. |
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graphs; psychology; knowledge representation |
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