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891.
Sabrina Trapp Henning Schroll Fred H. Hamker 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2012,8(1):1-8
Within recent years, researchers have proposed the independence of attention and
consciousness on both empirical and conceptual grounds. However, the elusive
nature of these constructs complicates progress in the investigation of their
interaction. We present a framework within which we conceptualize attention and
consciousness in computational terms. Here, the concepts are consi-dered as
large-scale, functionally and structurally different processes, embedded in a
biologically inspired architecture, spanning the full arc from stimulus to
response. Our architecture assumes a general independence of attention and
consciousness, but supposes strong interactions. Furthermore, it addresses the
developmental aspect, stressing that these functions have to gradually develop
through learning. 相似文献
892.
Fred Dretske 《Erkenntnis》2006,64(3):409-413
Peter Baumann and Nicholas Shackel defend me against a serious criticism by Christoph J?ger. They argue that my account of
information is consistent with my denial of closure for knowledge. Information isn’t closed under known entailment either.
I think that, technically speaking, they are right. But the way they are right doesn’t help me much in my effort to answer
the skeptic. I describe a way in which information, like knowledge, fails to be closed in a way that makes an information-based
account of knowledge an effective tool in answering the skeptic. 相似文献
893.
Joseph D. Abraham Dawn D. Burnett John D. Jr Morrison 《Journal of business and psychology》2006,20(3):383-394
This study examined 189 newly hired supervisors in the transportation industry who completed a developmental assessment center. The results showed that those who performed poorly in the assessment center, particularly on interpersonal dimensions, were less likely to initiate a scheduled feedback telephone call with an assigned coach. Implications and future research ideas are discussed. 相似文献
894.
The representation and manipulation of structured relations is central to human reasoning. Recent work in computational modeling and neuroscience has set the stage for developing more detailed neurocomputational models of these abilities. Several key neural findings appear to dovetail with computational constraints derived from a model of analogical processing, 'Learning and Inference with Schemas and Analogies' (LISA). These include evidence that (i) coherent oscillatory activity in the gamma and theta bands enables long-distance communication between the prefrontal cortex and posterior brain regions where information is stored; (ii) neurons in prefrontal cortex can rapidly learn to represent abstract concepts; (iii) a rostral-caudal abstraction gradient exists in the PFC; and (iv) the inferior frontal gyrus exerts inhibitory control over task-irrelevant information. 相似文献
895.
The purpose of this article is to address selected aspects of depression in older adults. Specifically, symptoms, risk factors, diagnosis, and interventions for depression in older adults are reviewed. 相似文献
896.
Cognitive Resources and Leadership Performance 总被引:6,自引:0,他引:6
Fred E. Fiedler 《Psychologie appliquee》1995,44(1):5-28
Le rôle et la fonction des ressources cognitives que sont les aptitudes intellectuelles, l'expérience et les connaissances spécialisées ont longtemps été une énigme tacitement ignorée dans la théorie du leadership. En pratique, tout protocole de sélection ou de promotion d'un manager ou d'un leader évalue soigneusement les aptitudes intellectuelles du candidat, ses connaissances et son expérience professionnelle. Pourtant, rien de tout cela n'est en forte corrélation, voire tout simplement en corrélation, avec les performances de leader. Cet article, qui s'appuie sur la théorie des ressources cognitives (CRT), fait la synthèse aussi bien des recherches récentes que de nouveaux travaux qui éclairent le rôle des ressources cognitives dans le phénomène de leadership, et en tire des indications permettant d'améliorer les performances des leaders.
The role and function of such cognitive resources as intellectual abilities, experience, and expertise, have presented a long-standing but tacitly ignored enigma in leadership theory. Practically all managerial and leadership selection and promotion processes carefully weigh the leader's intellectual abilities, expertise, and job-related experience. However, none of these correlates highly, if at all, with leadership performance. This paper, based on Cognitive Resource Theory (CRT), summarises recent research, as well as new findings, that clarifies the role of cognitive resources in the leadership process, and spells out implications for more effective leadership performance. 相似文献
The role and function of such cognitive resources as intellectual abilities, experience, and expertise, have presented a long-standing but tacitly ignored enigma in leadership theory. Practically all managerial and leadership selection and promotion processes carefully weigh the leader's intellectual abilities, expertise, and job-related experience. However, none of these correlates highly, if at all, with leadership performance. This paper, based on Cognitive Resource Theory (CRT), summarises recent research, as well as new findings, that clarifies the role of cognitive resources in the leadership process, and spells out implications for more effective leadership performance. 相似文献
897.
898.
The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length, and types of inferences found within 72 fiction and nonfiction passages from the PARCC, Smarter Balanced, and SAGE Common Core assessments and one core literacy program, Journeys, for students in grades three, four, and five. Results show that the readability levels of passages in this study were written at higher levels than their associated grade levels. Anaphoric relationships were by far the most common inference type found in the texts, followed by Prior Knowledge and Retrospective inferences. 相似文献
899.
Fred Ablondi 《The Southern journal of philosophy》2005,43(4):493-504
900.
Fred Seddon 《The Journal of value inquiry》2004,38(1):121-123