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fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? UNION ALL SELECT NULL,NULL,NULL,NULL,NULL,NULL,NULL,NULL,NULL,NULL-- jwet
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Bateson G. (1987) Form, substance, and difference: Collected essays in anthropology, psychiatry, evolution, and epistemology. In: Bateson G. (ed.) Steps to an ecology of mind. Jason Aronson, Northvale NJ: 455–471. https://cepa.info/2899
Bateson G.
(
1987
)
Form, substance, and difference: Collected essays in anthropology, psychiatry, evolution, and epistemology
.
In: Bateson G. (ed.)
Steps to an ecology of mind
. Jason Aronson, Northvale NJ: 455–471.
Fulltext at https://cepa.info/2899
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This was the Nineteenth Annual Korzybski Memorial Lecture, delivered January 9, 1970, under the auspices of the Institute of General Semantics. First published in 1970 in General Semantics Bulletin 37.
Bateson G. (1987) Redundancy and coding. In: Bateson G. (ed.) Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Jason Aronson, Northvale NJ: 419–433. https://cepa.info/4117
Bateson G.
(
1987
)
Redundancy and coding
.
In: Bateson G. (ed.)
Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology
. Jason Aronson, Northvale NJ: 419–433.
Fulltext at https://cepa.info/4117
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Originally published in 1968 as chapter 22 in Sebeok T. A. (ed.) Animal communication: Techniques of study and results of research. Indiana University Press: 614–626.
Berger J. (1987) Autopoiesis: Wie “systemisch” ist die Theorie sozialer Systeme? [Autopoiesis: How “systemic” is social systems theory?]. In: Haferkamp H. S. M. (ed.) Sinn, Kommunikation und soziale Differenzierung. Suhrkamp, Frankfurt am Main: 129–152.
Berger J.
(
1987
)
Autopoiesis: Wie “systemisch” ist die Theorie sozialer Systeme
[Autopoiesis: How “systemic” is social systems theory?].
In: Haferkamp H. S. M. (ed.)
Sinn, Kommunikation und soziale Differenzierung
. Suhrkamp, Frankfurt am Main: 129–152.
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Bühl W. L. (1987) Grenzen der Autopoiesis. Kölner Zeitschrift für Soziologie und Sozialpsychologie 39(2): 225–254. https://cepa.info/6446
Bühl W. L.
(
1987
)
Grenzen der Autopoiesis
.
Kölner Zeitschrift für Soziologie und Sozialpsychologie
39(2): 225–254.
Fulltext at https://cepa.info/6446
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Clancey W. J. (1987) Review of Understanding Computers and Cognition by T. Winograd & F. Flores. Artificial Intelligence 31(2): 232–250. https://cepa.info/5439
Clancey W. J.
(
1987
)
Review of Understanding Computers and Cognition by T. Winograd & F. Flores
.
Artificial Intelligence
31(2): 232–250.
Fulltext at https://cepa.info/5439
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Artificial Intelligence researchers and cognitive scientists commonly believe that thinking involves manipulating representations. Thinking involves search, inference, and making choices. This is how we model reasoning and what goes on in the brain is similar. Winograd and Flores present a radically different view, claiming that our knowledge is not represented in the brain at all, but rather consists of an unformalized shared background, from which we articulate representations in order to cope with new situations. In contrast, computer programs contain only pre-selected objects and properties, and there is no basis for moving beyond this initial formalization when breakdown occurs. Winograd and Flores provide convincing arguments with examples familiar to most artificial intelligence researchers. However, they significantly understate the role of representation in mediating intelligent behavior, specifically in the process of reflection, when representations are generated prior to physical action. Furthermore, they do not consider the practical benefits of expert systems and the extent of what can be accomplished. Nevertheless, the book is crisp and stimulating, and should make artificial intelligence researchers more cautious about what they are doing, more aware of the nature of formalization, and more open to alternative views.
Cobb P. (1987) Information-processing psychology and mathematics education: A constructivist perspective. Journal of Mathematical Behavior 6(1): 3–40. https://cepa.info/2968
Cobb P.
(
1987
)
Information-processing psychology and mathematics education: A constructivist perspective
.
Journal of Mathematical Behavior
6(1): 3–40.
Fulltext at https://cepa.info/2968
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Discusses the implications of information processing psychology for mathematics education, with a focus on the works of schema theorists such as D. E. Rumelhart and D. A. Norman and R. Glaser and production system theorists such as J. H. Larkin, J. G. Greeno, and J. R. Anderson. Learning is considered in terms of the actor’s and the observer’s perspective and the distinction between declarative and procedural knowledge. Comprehension and meaning in mathematics also are considered. The role of abstraction and generalization in the acquisition of mathematical knowledge is discussed, and the difference between helping children to “see, ” as opposed to construct abstract relationships is elucidated. The goal of teaching is to help students modify or restructure their existing schema in predetermined ways by finding instructional representations that enable students to construct their own expert representations.
Confrey J. (1987) The constructivist. In: Bergeron J., Herscovics N. & Kieran C. (eds.) Proceedings of the Eleventh International Conference on the Psychology of Mathematics Education, Volume 3. University of Montreal, Montreal: 307–317.
Confrey J.
(
1987
)
The constructivist
.
In: Bergeron J., Herscovics N. & Kieran C. (eds.)
Proceedings of the Eleventh International Conference on the Psychology of Mathematics Education, Volume 3
. University of Montreal, Montreal: 307–317.
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Dell P. F. (1987) Maturana’s constitutive ontology of the observer. Psychotherapy 24: 462–466. https://cepa.info/4995
Dell P. F.
(
1987
)
Maturana’s constitutive ontology of the observer
.
Psychotherapy
24: 462–466.
Fulltext at https://cepa.info/4995
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DelMonte M. M. (1987) A constructivist view of meditation. American Journal of Psychotherapy 41(2): 286–298.
DelMonte M. M.
(
1987
)
A constructivist view of meditation
.
American Journal of Psychotherapy
41(2): 286–298.
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Meditation experiences are viewed from a constructivist perspective. Concentrative and mindfulness approaches are compared. It is concluded that, although these meditative techniques differ (and often are used in conjunction), they both yield insight into how the mind processes experience at both the preverbal and verbal levels.
Dörfler W. (1987) Empirical investigations of the construction of cognitive schema from actions. In: Bergeron J. C., Herscovics N. & Kieran C. (eds.) Proceedings of the Eleventh Conference of the International Group for the Psychology of Mathematics Education, Volume 3. University of Montreal, Montreal: 3–9.
Dörfler W.
(
1987
)
Empirical investigations of the construction of cognitive schema from actions
.
In: Bergeron J. C., Herscovics N. & Kieran C. (eds.)
Proceedings of the Eleventh Conference of the International Group for the Psychology of Mathematics Education, Volume 3
. University of Montreal, Montreal: 3–9.
Copy Citation
The theoretical basis of the interviews reported about here is a Piagetian-like approach to the origin and genesis of cognitive schemata representing mathematical concepts. Such schemata are postulated to reflect the abstract and general structure of material, imagined or mental actions and of relations induced by these actions. The main cognitive tools for the mental construction of such schemata are seen to be: Actions, symbolic representations, prototypes of objects, reflection and abstraction, schematization, generalization. The interviews were devised such that the subjects were guided appropriately in their individual cognitive constructions. The mathematical topics treated are: Place value system, divisibility, word problems, geometric sequence, Riemann integral. In general the results support the view that the individual construction of cognitive schemata is possible and effective in the proposed way.
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