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Conceptions of cognitive functions in a science of knowing

Bierschenk, Bernhard LU (1981) In Didakometry 63.
Abstract
This article presents a critical discussion of the use of the notion “frame”, especially by computer scientists, as a theoretical construct to describe the cognitive representation of information. It is argued that an adequate description of “knowledge” requires the utilization of the notion “schema” as the theoretical construct. Based on this discussion, the construction of abstract cognitive models is proposed. Further, the concept of a memory is considered superfluous because the assumed cognitive structure is conceived as being essentially “shapeless” and not directly accessible through consciousness. The basic assumptions of models too concrete in nature are examined and it is argued that the object orientation and a reduction of... (More)
This article presents a critical discussion of the use of the notion “frame”, especially by computer scientists, as a theoretical construct to describe the cognitive representation of information. It is argued that an adequate description of “knowledge” requires the utilization of the notion “schema” as the theoretical construct. Based on this discussion, the construction of abstract cognitive models is proposed. Further, the concept of a memory is considered superfluous because the assumed cognitive structure is conceived as being essentially “shapeless” and not directly accessible through consciousness. The basic assumptions of models too concrete in nature are examined and it is argued that the object orientation and a reduction of "knowing" to some effective procedure governing theoretical discussions within the field of Artificial Intelligence and recently in Cognitive Science is seriously misleading with respect to cognitive functions and the development of knowledge. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Book/Report
publication status
published
subject
keywords
Cognitive models, constructive routines, data abstraction, frame, memory, schema
in
Didakometry
volume
63
pages
36 pages
publisher
Department of Educational and Psychological Research, School of Education, Lund University at Malmö
ISSN
0046-0230
language
English
LU publication?
yes
id
c9dcd8da-1610-4f1f-8886-32502207adfb (old id 3558990)
alternative location
http://archive.org/details/studiesinconsciousness
date added to LUP
2013-03-01 09:05:26
date last changed
2016-04-16 03:14:33
@techreport{c9dcd8da-1610-4f1f-8886-32502207adfb,
  abstract     = {This article presents a critical discussion of the use of the notion “frame”, especially by computer scientists, as a theoretical construct to describe the cognitive representation of information. It is argued that an adequate description of “knowledge” requires the utilization of the notion “schema” as the theoretical construct. Based on this discussion, the construction of abstract cognitive models is proposed. Further, the concept of a memory is considered superfluous because the assumed cognitive structure is conceived as being essentially “shapeless” and not directly accessible through consciousness. The basic assumptions of models too concrete in nature are examined and it is argued that the object orientation and a reduction of "knowing" to some effective procedure governing theoretical discussions within the field of Artificial Intelligence and recently in Cognitive Science is seriously misleading with respect to cognitive functions and the development of knowledge.},
  author       = {Bierschenk, Bernhard},
  institution  = {Department of Educational and Psychological Research, School of Education, Lund University at Malmö},
  issn         = {0046-0230},
  keyword      = {Cognitive models,constructive routines,data abstraction,frame,memory,schema},
  language     = {eng},
  pages        = {36},
  series       = {Didakometry},
  title        = {Conceptions of cognitive functions in a science of knowing},
  volume       = {63},
  year         = {1981},
}