Outline of thought - Wikipedia, the free encyclopedia - Iceweasel Nature of thought[edit] Thought (or thinking) can be described as all of the following: An activity taking place in a: brain – organ that serves as the center of the nervous system in all vertebrate and most invertebrate animals (only a few invertebrates such as sponges, jellyfish, adult sea squirts and starfish do not have a brain). Types of thoughts[edit] Types of thought (thinking)[edit] Listed below are types of thought, also known as thinking processes. Animal thought[edit] See Animal cognition Human thought[edit] Human thought Classifications of thought[edit] Williams' Taxonomy Creative processes[edit] Creative processes – Decision-making[edit] Decision-making Erroneous thinking[edit] see Error for some examples, see also Human error) Emotional intelligence (emotionally-based thinking)[edit] Emotional intelligence – Problem solving[edit] Problem solving Reasoning[edit] Reasoning – Machine thought[edit] Machine thought Organizational thought[edit] Organizational thought (thinking by organizations) Thinking
Latent inhibition Theories[edit] The LI effect has received a number of theoretical interpretations. One class of theory holds that inconsequential stimulus pre-exposure results in reduced associability for that stimulus. The loss of associability has been attributed to a variety of mechanisms that reduce attention, which then must be reacquired in order for learning to proceed normally.[2] Alternatively, it has been proposed that LI is a result of retrieval failure rather than acquisition failure.[3] Such a position advocates that, following stimulus pre-exposure, the acquisition of the new association to the old stimulus proceeds normally. However, in the test stage, two associations (the stimulus-no consequence association from the pre-exposure stage and the stimulus-consequence stimulus association of the acquisition stage) are retrieved and compete for expression. Variation[edit] LI is affected by many factors, one of the most important of which is context. Physiology[edit] Pathology[edit] Notes[edit]
Speed reading History[edit] Psychologists and educational specialists working on visual acuity used a tachistoscope to conclude[1] that, with training, an average person could identify minute images flashed on the screen for only one five-hundredth of a second (2 ms). Though the images used were of airplanes, the results had implications for reading.[citation needed] Methods[edit] Skimming[edit] Another form of skimming is commonly employed by readers on the Internet. [edit] Meta guiding is the visual guiding of the eye using a finger or pointer, such as a pen, in order for the eye to move faster along the length of a passage of text. Commercial speed reading programs[edit] Speed reading programs are available through courses, both in person or software based, and manuals. One point of difference between the various speed reading courses is the assertions concerning subvocalization. Speed reading courses and books take a variety of approaches to the concept of reading comprehension. Legentas[edit] U.S.
Zeno's paradoxes Zeno's arguments are perhaps the first examples of a method of proof called reductio ad absurdum also known as proof by contradiction. They are also credited as a source of the dialectic method used by Socrates.[3] Some mathematicians and historians, such as Carl Boyer, hold that Zeno's paradoxes are simply mathematical problems, for which modern calculus provides a mathematical solution.[4] Some philosophers, however, say that Zeno's paradoxes and their variations (see Thomson's lamp) remain relevant metaphysical problems.[5][6][7] The origins of the paradoxes are somewhat unclear. Diogenes Laertius, a fourth source for information about Zeno and his teachings, citing Favorinus, says that Zeno's teacher Parmenides was the first to introduce the Achilles and the tortoise paradox. But in a later passage, Laertius attributes the origin of the paradox to Zeno, explaining that Favorinus disagrees.[8] Paradoxes of motion[edit] Achilles and the tortoise[edit] Dichotomy paradox[edit]
Brain-based Learning Design Principles 12 Design Principles Based on Brain-based Learning Research By Jeffery A. Lackney, Ph.D. Based on a workshop facilitated by Randall Fielding, AIA Rich-simulating environments – color, texture, "teaching architecture", displays created by students (not teacher) so students have connection and ownership of the product. This list is not intended to be comprehensive in any way. A second caveat to presenting these design principles for brain-compatible learning environments concerns the need to use as many of these principles in combination in the design of a school building as possible. Workshop Summary Narrative: The objectives of the brain-based workshop track of the CEFPI Midwest Regional Conference were to: (a) understand the latest developments and findings from brain research; (b) discuss how these findings may educational curriculum and instruction for learning; and (c) explore what the implications these findings may have on school design. www.designshare.com
List of thought processes - Wikipedia, the free encyclopedia - Iceweasel Nature of thought[edit] Thought (or thinking) can be described as all of the following: An activity taking place in a: brain – organ that serves as the center of the nervous system in all vertebrate and most invertebrate animals (only a few invertebrates such as sponges, jellyfish, adult sea squirts and starfish do not have a brain). It is the physical structure associated with the mind. mind – abstract entity with the cognitive faculties of consciousness, perception, thinking, judgement, and memory. Having a mind is a characteristic of humans, but which also may apply to other life forms.[1][2] Activities taking place in a mind are called mental processes or cognitive functions.computer (see automated reasoning, below) – general purpose device that can be programmed to carry out a set of arithmetic or logical operations automatically. Types of thoughts[edit] Content of thoughts[edit] Types of thought (thinking)[edit] Listed below are types of thought, also known as thinking processes. Lists
Triarchic theory of intelligence Different components of information processing[edit] Schematic illustrating one trial of each stimulus pool in the Sternberg task: letter, word, object, spatial, grating. Sternberg associated the workings of the mind with a series of components. These components he labeled the metacomponents, performance components, and knowledge-acquisition components (Sternberg, 1985). The metacomponents are executive processes used in problem solving and decision making that involve the majority of managing our mind. Sternberg’s next set of components, performance components, are the processes that actually carry out the actions the metacomponents dictate. The last set of components, knowledge-acquisition components, are used in obtaining new information. Whereas Sternberg explains that the basic information processing components underlying the three parts of his triarchic theory are the same, different contexts and different tasks require different kind of intelligence (Sternberg, 2001). See also[edit]
11 Most Important Philosophical Quotations 1. “The unexamined life is not worth living” – Socrates (470-399 BCE) Socrates’ [wiki] belief that we must reflect upon the life we live was partly inspired by the famous phrase inscribed at the shrine of the oracle at Delphi, “Know thyself.” Socrates felt so passionately about the value of self-examination that he closely examined not only his own beliefs and values but those of others as well. 2. Commonly known as Ockham’s razor, the idea here is that in judging among competing philosophical or scientific theories, all other things being equal, we should prefer the simplest theory. The ultimate irony of Ockham’s razor may be that some have used it to prove God is unnecessary to the explanation of the universe, an idea Ockham the Franciscan priest would reject. 3. Referring to the original state of nature, a hypothetical past before civilization, Hobbes [wiki] saw no reason to be nostalgic. 4. On the heels of believing in himself, Descartes asked, What am I? 5. 6. 7. 8. 9. 10. 11.
Arthur Schopenhauer Life[edit] Schopenhauer's birthplace house, ul. Św. In 1814, Schopenhauer began his seminal work The World as Will and Representation (Die Welt als Wille und Vorstellung). While in Berlin, Schopenhauer was named as a defendant in a lawsuit initiated by a woman named Caroline Marquet.[18] She asked for damages, alleging that Schopenhauer had pushed her. In 1821, he fell in love with nineteen-year old opera singer, Caroline Richter (called Medon), and had a relationship with her for several years. Schopenhauer had a notably strained relationship with his mother Johanna Schopenhauer. Grave at Frankfurt Hauptfriedhof Schopenhauer had a robust constitution, but in 1860 his health began to deteriorate. Thought[edit] Philosophy of the "Will"[edit] Schopenhauer in 1815, second of the critical five years of the initial composition of Die Welt als Wille und Vorstellung A key focus of Schopenhauer was his investigation of individual motivation. Art and aesthetics[edit] Mathematics[edit] Ethics[edit]
Ten things learned on my leadership journey | John Dunford Consulting 1. Be creative Dream your dreams and go into school the next day and put them into action. Although many people complain about the pressures of accountability – with some justification – there is still plenty of space for creativity in school leadership. Being creative does not necessarily mean thinking of original ideas. 2. When I was appointed as a head, I told the appointment committee that it was my job to water the plants. But, as in the garden, not all the human plants need the same amount of water and nurturing. 3. School leaders are part of a great movement to increase the life chances of young people by raising their aspirations and achievement. Of course, all school leaders want their school to be the best and work long hours towards that admirable goal, but this should not be at the expense of other schools. 4. An inspector once asked me about my leadership style and I told him to go and ask the people I led. 5. A values-led school is almost always a good school. 6. 7. 8. 9.
Kinesthetic learning - Wikipedia, the free encyclopedia - Iceweasel Kinesthetic learning (also known as Tactile learning) is a learning style in which learning takes place by the student carrying out a physical activity, rather than listening to a lecture or watching a demonstration. People with a preference for kinesthetic learning are also commonly known as "do-ers". Tactile-kinesthetic learners make up about five percent of the population.[1] The Fleming VAK/VARK model (one of the most common and widely used categorizations of the various types of learning styles)[2] categorized learning styles as follows: History[edit] Kinesthetic intelligence was originally coupled with tactile abilities, and was defined and discussed in Howard Gardner's Frames Of Mind: The Theory of Multiple Intelligences. Margaret H'Doubler wrote and spoke about kinesthetic learning during the 1940s, defining kinesthetic learning as the human body's ability to express itself through movement and dance. Characteristics[edit] Classification[edit] Lack of evidence[edit] References[edit]
Intelligence quotient IQ scores have been shown to be associated with such factors as morbidity and mortality,[2][3] parental social status,[4] and, to a substantial degree, biological parental IQ. While the heritability of IQ has been investigated for nearly a century, there is still debate about the significance of heritability estimates[5][6] and the mechanisms of inheritance.[7] History[edit] Early history[edit] The English statistician Francis Galton made the first attempt at creating a standardised test for rating a person's intelligence. French psychologist Alfred Binet, together with Victor Henri and Théodore Simon had more success in 1905, when they published the Binet-Simon test in 1905, which focused on verbal abilities. The score on the Binet-Simon scale would reveal the child's mental age. General factor (g)[edit] The many different kinds of IQ tests use a wide variety of methods. An illustration of Spearman's two-factor intelligence theory. The War Years in the United States[edit] L.L. John B.
The Write Practice — Practical Inspiration