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231.
Expert chess players, specialized in different openings, recalled positions and solved problems within and outside their area of specialization. While their general expertise was at a similar level, players performed better with stimuli from their area of specialization. The effect of specialization on both recall and problem solving was strong enough to override general expertise—players remembering positions and solving problems from their area of specialization performed at around the level of players 1 standard deviation (SD) above them in general skill. Their problem-solving strategy also changed depending on whether the problem was within their area of specialization. When it was, they searched more in depth and less in breadth; with problems outside their area of specialization, the reverse. The knowledge that comes from familiarity with a problem area is more important than general purpose strategies in determining how an expert will tackle it. These results demonstrate the link in experts between problem solving and memory of specific experiences and indicate that the search for context-independent general purpose problem-solving strategies to teach to future experts is unlikely to be successful. 相似文献
232.
Previous studies have shown that children retreat from argument-structure overgeneralization errors (e.g., * Don't giggle me ) by inferring that frequently encountered verbs are unlikely to be grammatical in unattested constructions, and by making use of syntax-semantics correspondences (e.g., verbs denoting internally caused actions such as giggling cannot normally be used causatively). The present study tested a new account based on a unitary learning mechanism that combines both of these processes. Seventy-two participants (ages 5–6, 9–10, and adults) rated overgeneralization errors with higher (* The funny man's joke giggled Bart ) and lower (* The funny man giggled Bart ) degrees of direct external causation. The errors with more-direct causation were rated as less unacceptable than those with less-direct causation. This finding is consistent with the new account, under which children acquire—in an incremental and probabilistic fashion—the meaning of particular constructions (e.g., transitive causative = direct external causation) and particular verbs, rejecting generalizations where the incompatibility between the two is too great. 相似文献
233.
Jennie Louise 《Ethical Theory and Moral Practice》2009,12(4):345-364
The ‘Wrong Kind of Reason’ problem for buck-passing theories (theories which hold that the normative is explanatorily or conceptually
prior to the evaluative) is to explain why the existence of pragmatic or strategic reasons for some response to an object
does not suffice to ground evaluative claims about that object. The only workable reply seems to be to deny that there are reasons of the ‘wrong kind’ for responses, and to argue that these are really reasons for wanting, trying, or intending to
have that response. In support of this, it is pointed out that awareness of pragmatic or strategic considerations, unlike
awareness of reasons of the ‘right kind’, are never sufficient by themselves to produce the responses for which they are reasons.
I argue that this phenomenon cannot be used as a criterion for distinguishing reasons-for-a-response from reasons-for-wanting-to-have-a-response.
I subsequently investigate the possibility of basing this distinction on a claim that the responses in question (e.g. admiration
or desire) are themselves inherently normative; I conclude that this approach is also unsuccessful. Hence, the ‘direct response’
phenomenon cannot be used to rule out the possibility of pragmatic or strategic reasons for responses; and the rejection of
such reasons therefore cannot be used to circumvent the Wrong Kind of Reason Problem.
相似文献
Jennie LouiseEmail: |
234.
Within cognitive science, mental processing is often construed as computation over mental representations—i.e., as the manipulation
and transformation of mental representations in accordance with rules of the kind expressible in the form of a computer program.
This foundational approach has encountered a long-standing, persistently recalcitrant, problem often called the frame problem;
it is sometimes called the relevance problem. In this paper we describe the frame problem and certain of its apparent morals
concerning human cognition, and we argue that these morals have significant import regarding both the nature of moral normativity
and the human capacity for mastering moral normativity. The morals of the frame problem bode well, we argue, for the claim
that moral normativity is not fully systematizable by exceptionless general principles, and for the correlative claim that
such systematizability is not required in order for humans to master moral normativity.
相似文献
Mark TimmonsEmail: |
235.
We review several instances where cognitive research has identified distinct psychological mechanisms for moral judgment that
yield conflicting answers to moral dilemmas. In each of these cases, the conflict between psychological mechanisms is paralleled
by prominent philosophical debates between different moral theories. A parsimonious account of this data is that key claims
supporting different moral theories ultimately derive from the psychological mechanisms that give rise to moral judgments.
If this view is correct, it has some important implications for the practice of philosophy. We suggest several ways that moral
philosophy and practical reasoning can proceed in the face of discordant theories grounded in diverse psychological mechanisms.
相似文献
Fiery CushmanEmail: |
236.
237.
通过对40名小学生解决故事问题的过程分析,研究表明:(1)中等生与学困生在解题结果和解题过程2个方面都存在显著差异;(2)中等生和学困生的认知差异体现在,前者的特点主要是"比较"、"编码"和"目标定向",而后者的特点是"联结"和"比较"。 相似文献
238.
239.
240.
John Greco 《Synthese》2007,158(3):299-302
I take issue with two claims that Duncan Pritchard makes in his recent book, Epistemic Luck. The first concerns his safety-based response to the lottery problem; the second his account of the relationship between
safety and intellectual virtue. 相似文献