The computational representational theory of the mind (CRUM) is a theory devised to model the complexities of the human mind in cognitive science. Human thought processes have been simplified by thinking about abstract thought processes in terms of concrete computational procedures (Thagard, 11). CRUM theory surmises that thinking is the result of the application of operations to mental representations (Thagard, 11). Recent literature suggests our emotions are intrinsically tied to cognitive processes (Dalgleish and Power, 1999). Emotions are influential factors that affect mental representations such as concepts, analogies and imagery in cognitive science.
The late Professor Bruce Archer deduced that modelling was a significant area of general education. Archer interpreted that modelling was directly linked to Design; recognising that Design represented a third area in curriculum. This ideology is represented in Figure 2 3 below, which demonstrates that not only is modelling ‘the language of designing’, but that it is also related to the areas of Humanities and Science since language and notation are equally forms of modelling. Similarly, his definition is that “A model is anything which represents anything else for informational, experimental, evaluative or communication purposes.” (Archer et al 1992, p.7) Additional to drawings, he recognised how designers use physical models to represent
Research methodology The research method of this paper is rich feature analysis which main idea is to look for ’particular features in a text or a set of texts that are associated with conventions of meaning and significance in context’. ( 2004:66). As there are numerous ways how to classify adjectives by adopting semantic, syntactic morphological, pragmatic and functional criteria, this research mainly uses Halliday’s theory on attitudinal and experiential epithets where evaluative adjectives are attitudinal but the descriptive – experiential. (1985:163-164) In this research, mainly qualitative research approach is used, because the main aim of this research is to determine the level of subjectivity/ objectivity as expressed by qualitative adjectives in documentary and comedy film reviews by determining whether evaluative or descriptive adjectives prevail in the established corpus. Jalal Monfared claims that Qualitative research is primarily exploratory research.
Because one wants to achieve “deeper processing” (Gilhooly et al, 2014) or semantic encoding while studying, a more interactive method of studying is required. Each study method has certain concepts and methods that should be practiced altogether for ultimate efficiency. Verbal study methods include writing out important information or describing diagrams in one’s own words. Visual study methods include creating one’s own diagrams such as a mind map or possibly using different coloured pens or highlighters to correspond to specific sections – anything visual or imagery based. Auditory study methods could include reading information out loud, recording it and playing it back.
The core competencies that his theories explored are internet searching, hypertext navigation, knowledge assembly and content evaluation (Bawden, 2008). He changed the generic view of digital literacy which was merely perceived as the possession of technical skills and stated that the digital literacy is about mastering ideas rather than key strokes (Bawden, 2008). He suggested that the digital literacy is about having digital skills to imply it to everyday life (Gilster, 1997). One important contribution to the theory and concept of digital literacy was given in the research by Eshet- Alkalai and Amchai Hamburger(2004). They proposed a conceptual model of digital literacy that describes five major characteristics of digital literacy, which was not present in Paul Gilster’s theories.
The Six Thinking Hats technique was developed to allow a change in modes of thinking. The use of these metaphorical hats also establishes rules that everyone involved must follow. Engineering design requires creativity and lateral thinking in order to generate solutions. Lateral thinking is concerned with creativity. As Edward de Bono said, ‘The need for lateral thinking arises from the limitations of the behaviour of mind as a self-maximizing memory system’ .
Its interdisciplinary orientation，which allows avoiding disciplinary restrictions. 2. The principle of triangulation, which implies a quasi-kaleidoscopic move towards the research object and enables the grasp of many different facets of the object under investigation. 3. The historical analysis，which allows transcending static spotlights and focusing on the diachronic reconstruction and explanation of discursive change.
and can creativity be learned? There are numerous explanations for the term creativity. Here are some of the most distinctive points of view. The first point, according to Lehrer (2012, pp. XVIII-XIX), is that there are ‘‘multiple forms of creativity’’, and creativity can be understood as a kind of ‘‘blessing’’.
To understand and examine this, the work of Sally Wyatt (with references to hard and soft determinism) will be discussed as she examines technological determinism through a symmetrical viewpoint. In conjunction with this, Marshall McLuhan's work will be analysed, with particular reference to his celebrated statement “the medium is the message”. Finally, Wyatt and McLuhan's views will be compared and contrasted in accordance with my understanding of
Advancement in an area of knowledge can take different approaches: reducing a complex whole to simple components, integrating simple components into a complex whole and studying the complex whole as itself to understand emergent properties. In this essay, complex wholes are defined to be intricate products of many interconnected simple components. Simple components are fundamental features that give rise to the complex whole, and emergent properties are unpredictable and irreducible attributes of the complex whole. I will be exploring the approaches adopted and their interconnectivity for gaining knowledge in the natural sciences and the arts In the natural sciences, complex wholes are defined to be the understanding of phenomena, while simple components are factors and variables of a phenomenon. So how is knowledge gained in the natural sciences?