How Is Internal And External Representations?

Jessica Scruggs Phil 307 Response Paper #3 11/11/16 Millikan’s “Biosemantics” Millikan’s goal for “Biosementaics” is to explain what connects a representation with the thing it represents. To reach this goal, Millikan has to explain that there are special conditions that need to be met to form a connection between a representation and its object. These “content-fixing” conditions cannot be statistically normal conditions, because normal is a relative term. An example Millikan gives is that of a red face. Is it a sign of sunburn? Exertion? Overheating? Embarrassment? Or, often times in my case, alcohol flush? There are numerous views that focus on the idea that what produces a representation is what makes it what it is. Millikan brings up views by Fodor, Stampe, Matthen, and Dretske. Millikan dismisses Fodor’s idea that content is fixed by a causal connection, but the representation’s role in a functional system is what, in the end, determines how the content is fixed. She dismisses it because having fixed content means to “act like a representation.” Stampe, Matthen, and Dretske say that the representations have a detecting or indicating role, but Millikan also dismisses this as unenlightening, because the terms “detect” and “indicate” basically mean to represent. Millikan refutes all of these notions so that she can explain that the way a representation is used is what fixes the content, not how it was made. The object of representation stands for something because there is

The brain consists of billions of neurones and trillions of connections. Those neurones are able to ‘represent’ things

The diagram clearly shows that the activity emphasizes on students’ connection with their previous knowledge ( schema), evaluation of the texts and peers’ opinions, p

Cognitive psychology is the study of mental processes surrounding learning, memory, perception, and thought. Though it is still a relatively new formal branch of psychology, its roots extend back to Descartes who sought a way to explain how the mind worked, proposing the analogy of a “hydraulic system of nerve function” (Willingham, 2007, p. 26) after he observed animated statues in Saint-Germain-en-Laye. It has been the restless pursuit of not only the idea of how the mind works but also what exactly constituted the mind that eventually led to the foundations of cognitive theory. As psychologists examined how

Symbolic Learning Theory (Mental Blueprint) Sackett (1934): In this theory, imagery may function as a coding system to help athletes acquire or understand movement patterns. All movements that we make must first be encoded in our central narrow system, we must have a blue print or code their movement into symbolic components, thus making the movement more familiar and perhaps more automatic. For example, a gymnast can use imagery to cue himself, on the temporal and spatial elements involved in performing a balance beam routine (Smith 2009) (William 2009).

The cause of a cortical representation is when the stimuli is presented in the receptor field of the cortex and evokes a neurological response in the corresponding cortical region. The effect of a cortical representation is the consequence of having a representation, which is the brain areas signaling to other brain areas that a certain region has been stimulated. For example, in the case of Somatosensory Representations, one cause of cortical representation could be touching an index finger with a Q-tip. The effect would be the somatic cortex signaling to other parts of the brain that the index finger has been touched, thus feeling the index finger being

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

Internalism is the belief that justification for beliefs comes only from internal mental states or that the mind of the person is the factor in justification. The basis for internalism is that reasoning with the information that you possess is how you produce beliefs that are justified. Reasoning is done internally which shows that justification for beliefs are internal. This concept for internalists is believed to be all-encompassing because all justified beliefs are produced by internal reasoning.

The theory suggests that learning requires abilities that are polar opposites, and that the learner must continually choose which set of learning abilities he or she will use in a specific learning situation.In grasping experience some of us perceive new information through experiencing the

A student has the ability to learn without a teacher. However, the Law of the Teaching Process creates the background for a teacher to guide a student on the path to more knowledge. A teacher should establish a safe environment that encourages thinking to help students learn “the unknown by the way of the known” (84). Acquiring their knowledge and increasing their mental power correlates to the aims of a teacher as they guide students. While a teacher is to be passionate in laying out knowledge, the really work of an education, acquiring knowledge, is the work of the student. A student learns by discovery and information stores as the student interprets the new information.

Representation is an essential part of the process by which meaning is produced and exchanged between members of a culture. It does involve the use of language, of signs and images which stand for or represent things. And surly it is not a simple or straightforward process.

The name given to the approach of understanding representation as a sign system which has been developed by Saussure is called Semiotics.

Describe the ways in which philosophy, linguistics, and artificial intelligence have contributed to the development of cognitive psychology.

Since 1974, Tony Buzan, a psychology author and educational consultant, has been developing and promoting the concept of using diagram which representing ideas in colorful branches, keywords, and images. Mind Maps for Kids: An Introduction, first published in 2003, is his first book written especially for younger readers aged 7 to 14 years old. Despite writing the book as a guide for parents to help their children, Buzan writes this colorful work book with step-by-step guidelines and examples for children to use the book by themselves for learning school subjects, remembering things, and unlocking imaginations.

The representation component contains the representation of the text and the hypothesis to enable comparison between the two. A text is represented as a tree, a set of predicate argument structures, a logical form, or with other representations.