scholarly journals On perception as the basis for object concepts

2020 ◽  
Vol 26 (2-3) ◽  
Author(s):  
Unknown / not yet matched ◽  
Cintia Rodríguez
Keyword(s):  
Developmental Psychology ◽  
Theoretical Framework ◽  
Conceptual Basis ◽  
Conceptual Foundation ◽  
Sensory Experiences ◽  
Physical Attributes ◽  
Cultural Functions ◽  
Epistemological Perspectives

Abstract Within cognitive and developmental psychology, it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts thanks to the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which it can be claimed that object concepts depend on perception: state non-conceptualism, content non-conceptualism, and content conceptualism. We show that the three perspectives have problems that make perception inadequate as a conceptual basis. We suggest that the inquiry about the origin and development of object concepts can benefit from a pragmatic perspective that considers objects’ cultural functions as a conceptual foundation. We address this possibility from the theoretical framework of the pragmatics of the object, considering the importance of objects’ functional permanence.

scholarly journals On perception as the basis for object concepts: a critical analysis

2018 ◽  
Author(s):  
Nicolás Alessandroni ◽  
Cintia Rodríguez
Keyword(s):  
Critical Analysis ◽  
Developmental Psychology ◽  
Theoretical Framework ◽  
Conceptual Basis ◽  
Conceptual Foundation ◽  
Sensory Experiences ◽  
Physical Attributes ◽  
Cultural Functions ◽  
Epistemological Perspectives

Within cognitive and developmental psychology it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts as a result of the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which can be claimed that object concepts depend on perception: state non-conceptualism, content non-conceptualism, and content conceptualism. We show the three perspectives have problems that make perception inadequate as a conceptual basis. We suggest that the inquiry about the origin and development of object concepts can benefit from a pragmatic perspective that considers objects’ cultural functions as a conceptual foundation. We address this possibility from the theoretical framework of the pragmatics of the object, considering the importance of objects’ functional permanence.

Conceptual, Theoretical, and Scientific Foundations of School Psychology

2010 ◽  
pp. 13-24
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
School Psychology ◽  
Empirical Data ◽  
Professional Psychology ◽  
Empirical Literature ◽  
Conceptual Basis ◽  
Conceptual Foundation

Chapter 2 discusses the purpose of school psychology as being significantly different from that of other professional psychology specialties, which provides the field with a range of opportunities while at the same time laying a clear parameter outlining the boundaries of the specialty. It also examines the conceptual basis of the specialty, showing it as the necessary glue that holds together the profession’s judgments about the application of theory and empirical data to the practice of school psychology. It covers how school psychology has a clear purpose distinct from other areas of professional psychology, a signature conceptual foundation, and a theoretically integrated basis that is informed by the empirical literature for the practice of school psychology, and how these features define the distinct specialty of school psychology within professional psychology.

scholarly journals A Theoretical Framework for the Critical Posthumanities

2018 ◽  
Vol 36 (6) ◽  
pp. 31-61 ◽  
Author(s):  
Rosi Braidotti
Keyword(s):  
Research University ◽  
Theoretical Framework ◽  
The Body ◽  
Conceptual Foundation ◽  
Contemporary Research ◽  
Human Exceptionalism ◽  
The Mind ◽  
Knowledge Claims ◽  
Self Organizing

What are the parameters that define a posthuman knowing subject, her scientific credibility and ethical accountability? Taking the posthumanities as an emergent field of enquiry based on the convergence of posthumanism and post-anthropocentrism, I argue that posthuman knowledge claims go beyond the critiques of the universalist image of ‘Man’ and of human exceptionalism. The conceptual foundation I envisage for the critical posthumanities is a neo-Spinozist monistic ontology that assumes radical immanence, i.e. the primacy of intelligent and self-organizing matter. This implies that the posthuman knowing subject has to be understood as a relational embodied and embedded, affective and accountable entity and not only as a transcendental consciousness. Two related notions emerge from this claim: firstly, the mind-body continuum – i.e. the embrainment of the body and embodiment of the mind – and secondly, the nature-culture continuum – i.e. ‘naturecultural’ and ‘humanimal’ transversal bonding. The article explores these key conceptual and methodological perspectives and discusses the implications of the critical posthumanities for practices in the contemporary ‘research’ university.

scholarly journals The Cognitive Aspect of English Polysemantic Adjectives

2021 ◽  
Vol 19 (1) ◽  
pp. 15-29
Author(s):  
Marina B. Antonova
Keyword(s):  
Old English ◽  
Cognitive Linguistics ◽  
Point Of View ◽  
Conceptual Basis ◽  
Human Beings ◽  
Conceptual Foundation ◽  
Conceptual Metaphors ◽  
Cognitive Aspect ◽  
Evaluative Meaning ◽  
Internal Level

This paper presents an analysis of the deep language factors that predetermine polysemy of English adjectives denoting moral and mental qualities of human beings. In line with a well-established point of view in cognitive linguistics, this study treats the semantics of a word as a two-level phenomenon possessing the semantic (external) level and the conceptual (internal) level. Given polysemy belongs to the external level, this study aims to reveal the internal language factor allowing for umbrella adjectives to develop meanings of moral and mental qualities. This is the first research that has analyzed English adjectives from this perspective; it is proposed to unearth the deep language foundation of polysemy by modeling the conceptual foundation of polysemantic adjectives, which is undertaken via analysis of their etymological data. The choice of the adjectives encoding moral and mental qualities is substantiated by the following reasons: first, these words name the major human characteristics, whose recognition and verbalization can be traced back to the Pre-Old English period; second, they denote abstract qualities unperceivable by senses but estimated due to their indirect manifestation in individuals’ judgments, conduct and activity; third, since these adjectives convey evaluation of the quality, they reflect cultural axiological standards. The findings show that the semantics of the English adjectives in question is governed by a certain set of conceptual metaphors. The commonality of the adjectives’ conceptual basis seems to be the internal language factor that accounts for polysemy, i.e. an ability for an adjective to comprise meanings of mental and moral characteristics. In addition, the results demonstrate that the unearthed concepts form oppositions, namely, LIFE - DEATH, MOTION - STILLNESS, FRIEND - FOE. The opposed concepts are endowed with the positive or negative value that appears to determine the evaluative meaning of the adjectives. Besides, the research has shown that, while participating in the formation of adjectival semantics, the concepts can demonstrate ambiguous value, which enables a concept to underlie both the positive and negative evaluative meanings of an adjective; therefore, an adjective may comprise meanings of mental and moral characteristics that are opposite in their evaluation.

scholarly journals Manajemen Evaluasi Program Supervisi Pendidikan Dalam Meningkatkan Mutu Pendidikan

2021 ◽  
Vol 3 (1) ◽  
pp. 91-104
Author(s):  
Abd. Wahib
Keyword(s):  
Quality Of Education ◽  
Conceptual Basis ◽  
Conceptual Foundation ◽  
Educational Supervision

This paper will describe the conceptual foundation for evaluation management of educational supervision programs. The evaluation management of the educational supervision program is one of the keys to improving the quality of education in terms of quality which will give a characteristic to the evaluation of education itself, the background of the need for management of evaluation of the education supervision program, the objectives of the evaluation of the educational supervision program, the principles of evaluation of the educational supervision program the process of evaluating the educational supervision program. Strengthening evaluation management must have a conceptual basis to understand the evaluation of educational supervision programs both macro and micro in order to improve the quality of education itself.

scholarly journals Reconceptualising the Child’s Right to Development: Children and the Capability Approach

2013 ◽  
Vol 21 (3) ◽  
pp. 523-542 ◽  
Author(s):  
Noam Peleg
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Developmental Psychology ◽  
Theoretical Framework ◽  
Active Participation ◽  
Alternative Framework ◽  
Right To Development ◽  
Children’S Agency ◽  
The Capability Approach ◽  
The Way

The article proposes adopting the Capability Approach as a theoretical framework to analyse the child’s right to development. Currently, the child’s right to development is realised as the child’s right to become an adult. This interpretation is problematic on several grounds, primarily its usage of developmental psychology as an underlying narrative to conceptualise childhood and interpret children’s rights, and its lack of respect for children’s agency. Using the Capability Approach’s conception of ‘human development’ as an alternative framework can change the way in which childhood and children’s development are conceptualised and, consequently, change the interpretation of the child’s right to development. It can accommodate simultaneously care for the child’s future and the child’s life at the present; promote respect for a child’s agency and active participation in her own growth; and lay the foundations for developing concrete measures of implementation.

Moving research on resilience into the 21st century: Theoretical and methodological considerations in examining the biological contributors to resilience

2003 ◽  
Vol 15 (3) ◽  
pp. 773-810 ◽  
Author(s):  
W. JOHN CURTIS ◽  
DANTE CICCHETTI
Keyword(s):  
Neural Plasticity ◽  
Theoretical Perspective ◽  
Theoretical Framework ◽  
Explanatory Models ◽  
Conceptual Foundation ◽  
Biological Perspective ◽  
Wide Range ◽  
Competent Functioning ◽  
Methodological Considerations ◽  
Theoretical Considerations

Empirical investigations of resilience over the past 30 years have examined a wide range of psychosocial correlates of, and contributors to, this phenomenon. Thus far, theoretical treatments of resilience have focused almost exclusively on psychosocial levels of analysis to derive explanatory models. However, there have been no formal discussions of either theory or research that have examined the biological contributors to, or correlates of, competent functioning despite the experience of adversity. This paper seeks to fill this gap and sets forth a preliminary theoretical framework and outline of empirical strategies for studying the biological underpinnings of resilience. The initial sections of the paper discuss the particular suitability of a transactional organizational theoretical perspective as a conceptual foundation for including a biological level of analysis within the extant theoretical framework of resilience. Subsequently, other important theoretical considerations for the inclusion of a biological perspective on resilience are discussed, including the avoidance of an approach that would reduce resilience to merely a biological process, the application of the constructs of multifinality and equifinality to a biological perspective on resilience, as well as a general discussion of the potential for utilization of brain imaging and other technologies in the study of resilience. The possible relation between the mechanisms of neural plasticity and resilience are examined in some detail, with specific suggestions concerning research questions needed to examine this association. Sections of the paper discuss the likely relation of several areas of brain and biological functioning with resilience, including emotion, cognition, neuroendocrine and immune functioning, and genetics. The paper concludes with a discussion of the implications of a biological perspective on resilience for preventive interventions.

scholarly journals Truthful Communication Scale (TCS): Conceptual basis & psychometric properties

2021 ◽  
Author(s):  
Mike Furr ◽  
Eranda Jayawickreme ◽  
Carlos Santos
Keyword(s):  
Full Article ◽  
Psychometric Properties ◽  
Conceptual Basis ◽  
Conceptual Foundation ◽  
Psychometric Quality ◽  
Communication Scale

The purpose of this document is to present the Trait Truthful Communication (T-TCS) scale, to describe its conceptual foundation, and to provide initial evidence of its psychometric quality. This document is brief and is intended for researchers who are considering using the T-TCS scale in their own work. At some point, the material summarized briefly in this document will (hopefully) be presented in detail in a full article.

scholarly journals Gateways to accessing powerful RE knowledge: a critical constructive analysis

2021 ◽  
Vol 69 (1) ◽  
pp. 161-174
Author(s):  
Olof Franck
Keyword(s):  
Knowledge Base ◽  
Religious Education ◽  
Theoretical Framework ◽  
Threshold Concepts ◽  
Constructive Analysis ◽  
Starting Point ◽  
The Subject ◽  
Powerful Knowledge ◽  
Epistemological Perspectives

AbstractThis article examines the conditions for designing an epistemologically grounded teaching about religions through an identification of what knowledge is central to the subject of Religious Education (RE). A starting point for the analysis is a discussion of Michael Young's well-known concept of powerful knowledge, as a possible platform for developing an approach for how a knowledge base in the subject could be identified. The concept of powerful knowledge is shown to be relevant for how epistemological perspectives can be considered in relation to an analysis of the subject's knowledge base. Such an analysis is carried out, and the concept of threshold concepts is introduced to develop a broader and sharper theoretical framework, at the same time as Young's approach becomes the subject of a more in-depth discussion. The presentation leads to a discussion of various considerations relevant to an analysis of how a powerful RE knowledge may be understood.

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