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題名：體現認知的意涵及其對學習的觀點--以概念形成為例
書刊名：清華教育學報
作者：施偉隆
作者(外文)：Shi, Wei-long
出版日期：2019
卷期：36:2
頁次：頁1-42
主題關鍵詞：人工智慧；概念形成；體現化；體現認知；Artificial intelligence；Concept formation；Embodiment；Embodied cognition
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:102
  • 點閱點閱:5
在心理學中，體現認知是相對於認知主義（古典認知）的理論；在哲學上，體現認知反對二元論，接近於心靈延展論的主張，認為認知不只是發生在大腦內，還包含身體的各種層面及其與環境的互動。本文探討以下內容：一、古典認知與體現認知的差異；二、探討體現認知的意涵和相關的研究；三、以概念形成為例，說明體現認知對學習的觀點。本文指出學習不只發生在意識層面，更是奠基與延續於無意識歷程；如能將無意識歷程的感覺與動作系統之活動，呈現在意識歷程中，將有助於概念的形成。
In psychology, embodied cognition is a theory opposed to cognitivism (classical cognition). In philosophy, it is opposed to dualism and closely related to the extended mind thesis. Cognitivism holds that cognition not only occurs in the brain but also includes various aspects of the body and its interaction with the environment. This article explores the following: (a) the difference between classical cognition and embodied cognition, (b) the meaning of embodied cognition and its related research, and (c) the perspective of embodied cognition on learning using concept formation as an example. This paper shows that learning does not just occur at the level of consciousness but also lays the foundation and continues at the unconscious processes. The activity of the sensory-motor system occurs in the unconscious processes. If they can present in the consciousness they will help to form the concept better.
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