Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  COGNITIVE
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

KRÁTKY PREHĽAD KOGNITÍVNE ORIENTOVANEJ LITERÁRNEJ VEDY

100%
Kuzmíková J.
World Literature Studies
|
2011
|
vol. 3 (20)
|
issue 3
15 – 27
EN
The study contains a survey of cognitive literary studies, research programmes, disciplines and issues. The general goal of cognitive literary studies is to grasp and reveal common principles and processes of the literary text. Imagination and thinking, that means to give a cognitive explanation as to the operation, constituents, means and purposes of the literary process. The cognitive literary studies reassess the aims of traditional literary theory, its orientation to construct correct meaning, principles of the text and to determinate the value of artwork. If we add the authorial and perceptive procedural competences (memory, attention, emotions, etc.) to the system of literary notions, we will acquire better methodological instruments for the analysis of the literary expression and the shifts in perceiving thereof, the examination of literary understanding and its types, resolution of literary agents (author, character, reader), the analysis of reasons for popularity of literary works and value/negative value attributed thereto. It is expected that owing to that we can understand the main problem of literary theory not resolved yet – what literariness means.
2

VICE EPISTEMOLOGY OF BELIEVERS IN PSEUDOSCIENCE

100%
Tvrdý F.
Filozofia (Philosophy)
|
2021
|
vol. 76
|
issue 10
735 – 751
EN
The demarcation of pseudoscience has been one of the most important philosophical tasks since the 1960s. During the 1980s, an atmosphere of defeatism started to spread among philosophers of science, some of them claimed the failure of the demarcation project. I defend that the more auspicious approach to the problem might be through the intellectual character of epistemic agents, i.e., from the point of view of vice epistemology. Unfortunately, common lists of undesirable character features are usually based on a priori reasoning, and therefore might be considered artificial or too vague. When we base our position on contemporary behavioural sciences, we can see that the epistemic character of believers in pseudoscience is for the most part determined by two related factors. Firstly, these epistemic agents show a higher level of cognitive laziness. By this I mean an inability or unwillingness to engage in reflective thinking and reluctance to account for counterevidence. Secondly, they yield more easily to metacognitive overconfidence. This can be broadly understood as so-called “knowledge illusion”, the inability to recognize one’s own intellectual limits. The deficiency usually stems from a misunderstanding of the division of cognitive labour and of the agent’s role in epistemic society. I find the proposed epistemological approach to pseudoscience crucial. We can think of normative solutions to it only if we understand the descriptive aspects of the problem.
3

INŠTRUMENTÁLNA NORMATIVITA NATURALIZOVANEJ EPISTEMOLÓGIE

88%
Nuhlíček M.
Filozofia (Philosophy)
|
2022
|
vol. 77
|
issue 9
680 – 693
EN
The paper concerns the fundamental debate whether naturalized epistemology is or can be normative. Following the example of W. V. Quine, if we replace the philosophical theory of knowledge with a psychological description of cognitive processes, we may not be able to identify “correct” processes of cognition and thus determine epistemic norms. A group of authors (L. Laudan, H. Kornblith and others) consider epistemic norms as hypothetical imperatives connecting cognitive means with cognitive ends. Such instrumental understanding of normativity is compatible with the naturalistic picture of epistemology. However, the key question concerns cognitive ends: are there any universal ends, or do we have to be satisfied with relativism of norms? In the paper, we defend the thesis that the ultimate end of knowing is “truth”. If we understand epistemic norms as hypothetical imperatives that prescribe how we should acquire beliefs in order to achieve our needs and interests, then we can define “truth” as that factor that makes certain processes successful with respect to these ends. It is a neutral understanding of truth as a criterion for the “correct” (functional) performance of the cognitive system. Orientation to truth thus forms the common value of the successful pursuit of any particular goals, thereby avoiding relativism of norms. At the same time, this understanding provides a more definite content to Quine’s concept of normativity as “truth-seeking technology” aimed at making accurate predictions.
4

CORRELATION OF COGNITIVE AND LINGUISTIC FACTORS WITH SPOKEN LANGUAGE COMPREHENSION IN EARLY ELEMENTARY STUDENTS

88%
Memisevic H., Dedic A., Malec D.
Studia Psychologica
|
2024
|
vol. 66
|
issue 1
35 – 49
EN
Spoken language comprehension is essential for effective communication, as it allows individuals to participate in conversations, follow instructions, and engage in various social interactions. Children begin school with varying degrees of proficiency in spoken language comprehension. The aim of the present study was to examine the relationship between language comprehension and rapid automatized naming, phonological awareness, Raven’s Coloured Progressive Matrices Test, vocabulary, and working memory. In addition, we examined what are the best predictors of spoken language comprehension. To achieve these aims we employed a cross-sectional correlational research design. The participants in the present study consisted of 77 first and second-grade students (40 boys and 37 girls) who were assessed on several linguistic and cognitive variables. The results of this study revealed that the best predictors of spoken language comprehension were non-verbal intellectual functioning and vocabulary. Interestingly, phonological processing skills, rapid automatized naming, and working memory were not statistically significant predictors of language comprehension. However, working memory had an indirect effect on language comprehension mediated by non-verbal intellectual functioning. This research suggests that the most effective strategy to improve language comprehension skills should focus on vocabulary enhancement.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.