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Concepts and Concept Formation
Annual Review of Psychology, 1984categories. That is, since cue validity is the probability of being in some category given some property, this probability will increase (or at worst not decrease) as the size of the category increases (e.g. the probability of being an animal given the property of flying is greater than the probability of bird given flying, since there must be more ...
D L, Medin, E E, Smith
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Lifelong learning: concepts and conceptions
International Journal of Lifelong Education, 2000This article reviews a number of versions of the concept of Lifelong Learning and sets out the main lines of the conceptions of education articulated in them. It then goes on to suggest an alternative to attempts to produce essentialist definitions and proffers a pragmatic, problem solving approach.
Aspin, David N., Chapman, Judith D.
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Proceedings of ICCI'93: 5th International Conference on Computing and Information, 2002
This paper describes the application of formal concept analysis to the representation of relationships among word senses. The word "concept" is used as an exemplary case for three different formal contexts and their concept lattices. Formal contexts comprise both objects and attributes, explicitly indicating which objects share which attributes and ...
S.Y. Sedelow, W.A. Sedelow
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This paper describes the application of formal concept analysis to the representation of relationships among word senses. The word "concept" is used as an exemplary case for three different formal contexts and their concept lattices. Formal contexts comprise both objects and attributes, explicitly indicating which objects share which attributes and ...
S.Y. Sedelow, W.A. Sedelow
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2020
Distinguishes between discussing the scientificity, the discursivity, the historicity, and the politicality of concepts. Focusing on the last of these, offers a way of moving to and past the limit of any epistemological discussion of concept production, and toward a way of understanding concepts not as instruments serving to isolate or separate from ...
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Distinguishes between discussing the scientificity, the discursivity, the historicity, and the politicality of concepts. Focusing on the last of these, offers a way of moving to and past the limit of any epistemological discussion of concept production, and toward a way of understanding concepts not as instruments serving to isolate or separate from ...
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Concepts versus conceptions (again)
Behavioral and Brain Sciences, 2010AbstractMachery neglects the crucial role of concepts in psychological explanation, as well as the efforts of numerous “externalists” of the last 40 years to provide an account of that role. He rightly calls attention to the wide variation in people's epistemic relations to concepts – people'sconceptionsof things – but fails to appreciate how ...
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Students’ conceptions: culturing conceptions
Cultural Studies of Science Education, 2008This commentary on Roth, Lee, and Hwang’s paper aims at analysing their theoretical approach in terms of its object of study, and the aspects that are brought to the fore, like the cultural activity of conversation, and those that are overshadowed, like the role of the material world and its perception on learning. This analysis, developed on the basis
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Defending the concept of “concepts”
Behavioral and Brain Sciences, 2010AbstractWe critically review key lines of evidence and theoretical argument relevant to Machery's “heterogeneity hypothesis.” These include interactions between different kinds of concept representations, unified approaches to explaining contextual effects on concept retrieval, and a critique of empirical dissociations as evidence for concept ...
Brett K, Hayes, Lauren, Kearney
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2017
This chapter explores the question, “What is a concept?” It sets out the idea that a concept is neither given nor created but, rather, performed or played in the act of conceptualization. This play both invents and discovers the concept, both lets it appear and gives it existence, and in doing this it also blurs the distinction between what is given ...
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This chapter explores the question, “What is a concept?” It sets out the idea that a concept is neither given nor created but, rather, performed or played in the act of conceptualization. This play both invents and discovers the concept, both lets it appear and gives it existence, and in doing this it also blurs the distinction between what is given ...
openaire +1 more source