Abstract not found

Applying Multi-Intelligent Adaptive Hypermedia to Online Learning combines adaptive hypermedia and asynchronous Web communication technologies with the cognitive Theory of Multiple Intelligences and educational methodologies to prototype and evaluate a novel approach to online learning through customized content presentation by characterizing learners in terms of their most developed intelligences. While the Theory of Multiple Intelligences has been used successfully in classroom environments, demonstrating that learners benefit from multiple entry points and multiple representations of material, this study examines whether the Theory of Multiple Intelligences can be applied in a similar manner to an online learning environment. Can the cognitive Theory of Multiple Intelligences be used to support adaptation in an online learning environment? This is the research question underlying the study, conducted in three stages: user characterization and understanding goals, development of prototype adaptive hypermedia framework and learning modules, and formative evaluation of prototype. The entire study was conducted online via a Web-based framework developed for the purposes of the study. The study involved determining the three most developed intelligences for 19 males and

ABSTRACT _________________________________________________________5

The theoretical foundation for Multi-Intelligent Online Learning lies in the areas of cognition and learning theory in the field of Educational Psychology. The shaded box in the lower left corner of Figure 1 depicts the theoretical foundation in Educational Psychology. In order to understand the theoretical foundation underlying the research and the educational methodology used to

Abstract: This article critically examines the views that psychology first came into existence as a discipline ca. 1879, that philosophy and psychology were estranged in the ensuing decades, that psychology finally became scientific through the influence of logical empiricism, and that it should now disappear in favor of cognitive science and neuroscience. It argues that psychology had a natural philosophical phase (from antiquity) that waxed in the seventeenth and eighteenth centuries, that this psychology transformed into experimental psychology ca. 1900, that philosophers and psychologists collaboratively discussed the subject matter and methods of psychology in the first two decades of the twentieth century, that the neobehaviorists were not substantively influenced by the Vienna Circle, that the study of perception and cognition in psychology did not disappear in the behaviorist period and so did not reemerge as a result of artificial intelligence, linguistics, and the computer analogy, that although some psychologists adopted the language-of-thought approach of traditional cognitive science, many did not, and that psychology will not go away because it contributes independently of cognitive science and neuroscience.

key wordslanguage production, cognitive plan, features, predicate/argument structure, syntacticosemantic representation, discourse, cognitive style

Abstract. The second part of this survey examines biocomputing in intact multicellular organisms. The parallelism between creative problem solving and evolution is emphasized: both processes invoke heuristic searching and feature modularity prominently. Simonton’s chance-configuration theory of creative problem solving is recast in terms of pattern recognition and analyzed in terms of parallel and sequential processing. An attempt is made to demystify the creative process that is commonly thought to be the monopoly of geniuses. It is shown that the procedures utilized in high creativity and in everyday ingenuity are fundamentally the same, but geniuses push the creative process to the extreme. A re-interpretation of Freud’s concept of the unconscious in terms of selective attention is invoked to dispel the mystery surrounding the introspective account of Henri Poincaré on mathematical creation. Among the many attributes of consciousness, the elusive free will problem is singled out for analysis in terms of biological control laws. While free will is a philosophical problem, the conflict of free will and determinism can be treated as

Abstract not found

Information overloading is one of the major problems of the Information Society, and it is experienced by many people. Information retrieval is aimed at solving such problem, and hence it is a crucial discipline of this new era. Despite its centrality, information retrieval has its own shortcomings: for instance, most of Internet users have discovered with excitement the information retrieval systems available on Internet (the so called 'search engines'), but they have also experienced how often the performance of such services is too low, very far from an ideal 100%. The lackness of a formal account is probably one of the most evident of these shortcomings: concepts like information, information need and relevance are neither well understood nor formally defined. This paper sketches a cognitive framework that permits to analyze these central concepts of the information retrieval scenario. The cognitive framework consists of concepts as cognitive agents acting in the world, knowledge s...

Introduction Cognitive Linguistics (CL) is one of the principal branches of "second generation cognitive science"---the alliance of new approaches emerging from what has been called the "second cognitive revolution" of the last decade of the 20 century (Harr and Gillett, 1994). It is also the rightful inheritor of an older tradition, antedating the behaviorist ascendancy in mid-20 century psychology from which classical (first generation) cognitive science liberated the sciences of the mind (Gardner, 1985). This older tradition, centered in psychology but drawing heavily on biology, linguistics, philosophy, anthropology and sociology, was a kind of cognitive science avant la lettre. It is represented in the German Sprachpsychologie (psychology of language) tradition from Wundt, through Gestalt psychology, to Bhler; in Baldwin's and Piaget's Genetic Epistemology; in Bartlett's socio-cognitive theory of memory; in Vygotsky's and Mead's socio-genetic theories of the development of la