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91.
92.
Lothar von Strau? und Torney 《Erkenntnis》1936,6(1):1-24
Ohne Zusammenfassung 相似文献
93.
Ludwig von Bertalanffy 《Erkenntnis》1930,1(1):361-407
Ohne Zusammenfassung
Die folgende Abhandlung ist die bedeutend erweiterte Ausarbeitung eines Vortrages, welcher am 9. Januar 1929 in einer Allgemeinen
Versammlung der Zoologisch-Botanischen Gesellschaft in Wien, am 15. Oktober 1929 vor der Gesellschaft für empirische Philosophie
in Berlin und am 30. Oktober 1929 in der Kantgesellschaft Karlsruhe gehalten wurde. Bei der Ausarbeitung wurde vor allem Bedacht
genommen, Tatsachen und Theorien, die sich bereits in des Verf.s „Kritischer Theorie der Formbildung” (Schaxels Abh. z. th.
B. 27, Berlin 1928) dargestellt finden, nur kurz zu behandeln, andererseits aber das genannte Werk hier durch die Verarbeitung
der dort noch nicht behandelten Ergebnisse zu erg?nzen. Auch in die Literaturangabe wurden im allgemeinen nur an jenem Orte
nicht angegebene Werke aufgenommen. Auf das erw?hnte Buch, das eine umfassende, kritische Darstellung der Theorien der Formbildung
zum Ziele hat, sei hier ein für allemal hingewiesen. 相似文献
94.
95.
Sarah von der Mühlen Sebastian Schmid Elisabeth Marie Schmidt Kirsten Berthold 《Thinking & reasoning》2016,22(2):221-249
The ability to evaluate scientific claims and evidence is an important aspect of scientific literacy and requires various epistemic competences. Readers spontaneously validate presented information against their knowledge and beliefs but differ in their ability to strategically evaluate the soundness of informal arguments. The present research investigated how students of psychology, compared to scientists working in psychology, evaluate informal arguments. Using a think-aloud procedure, we identified the specific strategies students and scientists apply when judging the plausibility of arguments and classifying common argumentation fallacies. Results indicate that students, compared to scientists, have difficulties forming these judgements and base them on intuition and opinion rather than the internal consistency of arguments. Our findings are discussed using the mental model theory framework. Although introductory students validate scientific information against their knowledge and beliefs, their judgements are often erroneous, in part because their use of strategy is immature. Implications for systematic trainings of epistemic competences are discussed. 相似文献
96.
New Caledonian crows (Corvus moneduloides) rely heavily on a range of tools to extract prey. They manufacture novel tools, save tools for later use, and have morphological features that facilitate tool use. We report six observations, in two individuals, of a novel tool-use mode not previously reported in non-human animals. Insert-and-transport tool use involves inserting a stick into an object and then moving away, thereby transporting both object and tool. All transported objects were non-food objects. One subject used a stick to transport an object that was too large to be handled by beak, which suggests the tool facilitated object control. The function in the other cases is unclear but seems to be an expression of play or exploration. Further studies should investigate whether it is adaptive in the wild and to what extent crows can flexibly apply the behaviour in experimental settings when purposive transportation of objects is advantageous. 相似文献
97.
Elisabeth Löffler Nicole von der Linden Wolfgang Schneider 《Journal of cognition and development》2016,17(5):765-785
Two studies were conducted to investigate effects of domain knowledge on metacognitive monitoring across the life span in materials of different complexity. Participants from 4 age groups (3rd-grade children, adolescents, younger and older adults) were compared using an expert–novice paradigm. In Study 1, soccer experts’ and novices’ ease-of-learning judgments (EOLs), judgments of learning (JOLs), and confidence judgments (CJs) were contrasted when memorizing soccer-related word pairs. In Study 2, monitoring judgments (i.e., a rating of global comprehension, JOLs, and CJs) were collected in regards to a soccer-related narrative. The results of both approaches showed that experts’ better memory performance obtained in both studies was not always accompanied by advantages in monitoring performance. In Study 1, experts of all ages outperformed novices in monitoring accuracy. In Study 2, no benefits of expertise on monitoring were found; in children, novices even surpassed experts in monitoring quality. In both studies, the most consistent influence of previous domain knowledge on monitoring performance concerned more optimistic judgments of experts compared with novices, regardless of stimuli and recall format. In sum, our results document a twofold effect of expertise on monitoring. Although domain-specific knowledge enhances monitoring performance in some situations, more optimistic estimates, presumably due to the application of a familiarity heuristic, typically reduce experts’ monitoring accuracy. 相似文献
98.
Kaspar von Greyerz 《Zygon》2016,51(3):698-717
The following essay is divided in three parts. First, while sharing in principle Harrison's hypothesis of an affinity between the sixteenth‐century Reformation and early modern science, it questions the connection between the latter and the Weberian “disenchantment of the world.” Second, it suggests a broader group of possible actors than that envisaged by Harrison in referring to virtuoso collectors and their cabinets of curiosities who are rather marginalized in Harrison's narrative. And third, it highlights (in agreement with Harrison) the physico‐theology of the second half of the seventeenth and the first half of the eighteenth century and beyond as an important temporary fusion of religion/theology and science at a time when the new science was still striving for social and religious respectability. 相似文献
99.
100.
Christian Obermeier Sonja A. Kotz Sarah Jessen Tim Raettig Martin von Koppenfels Winfried Menninghaus 《Cognitive, affective & behavioral neuroscience》2016,16(2):362-373
Rhetorical theory suggests that rhythmic and metrical features of language substantially contribute to persuading, moving, and pleasing an audience. A potential explanation of these effects is offered by “cognitive fluency theory,” which stipulates that recurring patterns (e.g., meter) enhance perceptual fluency and can lead to greater aesthetic appreciation. In this article, we explore these two assertions by investigating the effects of meter and rhyme in the reception of poetry by means of event-related brain potentials (ERPs). Participants listened to four versions of lyrical stanzas that varied in terms of meter and rhyme, and rated the stanzas for rhythmicity and aesthetic liking. The behavioral and ERP results were in accord with enhanced liking and rhythmicity ratings for metered and rhyming stanzas. The metered and rhyming stanzas elicited smaller N400/P600 ERP responses than their nonmetered, nonrhyming, or nonmetered and nonrhyming counterparts. In addition, the N400 and P600 effects for the lyrical stanzas correlated with aesthetic liking effects (metered–nonmetered), implying that modulation of the N400 and P600 has a direct bearing on the aesthetic appreciation of lyrical stanzas. We suggest that these effects are indicative of perceptual-fluency-enhanced aesthetic liking, as postulated by cognitive fluency theory. 相似文献