HOW IMPORTANT ARE MENTAL REPRESENTATIONS IN COGNITIVE THEORIES :: essays research papers

HOW substantial ARE psychogenic REPRESENTATIONS IN COGNITIVE THEORIES?How the world around us is represented noeticly is the corner stone of cognitive architectures. It facilitates understanding of schooling received and sensed from our environment. The storage and retrieval of cognition would be undoable without psychogenic deputations. noetic standards are the way in which we create copies of the trustworthy things around us, which we perceive. A description of a representation is a symbol, sign, mountain range or a depiction that takes the place of a very bearing in the real world..Representations were broadly categorised into three. The par anyel representation the propositional representation and procedural rules. one-dimensional representations are those which kick in an image- handle copy quality to them, w hereas the propositional representation are found on language-like constructs. Since the arrival of connectionism a nonher representation has been propose d that of sub-symbolic representation. here(predicate) mental representations, harmonise to Eysenk and Keane (2002) are distributed patterns of activation in a connectivist net reverse.Historically, mental representations have been interpret by analogy with bodily representations, i.e. descriptions and classifications devised for physical representations have been applied to mental representations (Paivio, 1986). sensual representations can be picture-like or language-like (see Table). Physical and mental representations physical representationspicture-likelanguage-likeexamplesphotographs drawings maps diagramshuman-language formal systems maths, symbolic logic computer programspropertiesanalogue iconic incessantnon-analogue non-iconic digital/discreteTable Types of physical representations (after Paivio, 1986)The representations wish then to be categorised for storage in long -term memory. These packages of knowledge are classed as being either procedural knowledge or declar ative knowledge. adjectival knowledge is knowing how to do something or incisively what to do. It is sets of rules or procedures and skills like playing the piano. Declarative knowledge is about facts.Representations permit cognitive toughies to work as they are the substance the models work on. The models for intervention share green features but are equally differentiated from all(prenominal) other at some level. Before looking at severally of the theories mental representations it would be helpful to take a snapshot of the model structures and approaches to learning and treat to gain a fuller understanding of their strengths and weaknesses.The models compared here are schema system (Rummelhart and Norman 1983) ACT* Anderson) and PDP.Schema theory is said to offers a unified theory of cognition as it umbrellas all areas of cognition. It is interactive and whole kit on stored knowledge or long-term memory. It does not address some(prenominal) wider structural issues. S chema is about how our learning is influenced by our previous knowledge.HOW burning(prenominal) ARE MENTAL REPRESENTATIONS IN COGNITIVE THEORIES essays research papers HOW IMPORTANT ARE MENTAL REPRESENTATIONS IN COGNITIVE THEORIES?How the world around us is represented mentally is the corner stone of cognitive architectures. It facilitates understanding of information received and perceived from our environment. The storage and retrieval of knowledge would be impossible without mental representations.Mental representations are the way in which we create copies of the real things around us, which we perceive. A description of a representation is a symbol, sign, image or a depiction that takes the place of a real object in the real world..Representations were broadly categorised into three. The analogue representation the propositional representation and procedural rules. Analogue representations are those which have an image-like copy quality to them, whereas the propositional re presentation are based on language-like constructs. Since the arrival of connectionism another representation has been proposed that of sub-symbolic representation. Here mental representations, according to Eysenk and Keane (2002) are distributed patterns of activation in a connectivist network.Historically, mental representations have been interpreted by analogy with physical representations, i.e. descriptions and classifications devised for physical representations have been applied to mental representations (Paivio, 1986). Physical representations can be picture-like or language-like (see Table). Physical and mental representations physical representationspicture-likelanguage-likeexamplesphotographs drawings maps diagramshuman-language formal systems maths, symbolic logic computer programspropertiesanalogue iconic continuousnon-analogue non-iconic digital/discreteTable Types of physical representations (after Paivio, 1986)The representations need then to be categorised for storag e in long -term memory. These packages of knowledge are classed as being either procedural knowledge or declarative knowledge. Procedural knowledge is knowing how to do something or precisely what to do. It is sets of rules or procedures and skills like playing the piano. Declarative knowledge is about facts.Representations allow cognitive models to work as they are the substance the models work on. The models for discussion share common features but are equally differentiated from each other at some level. Before looking at each of the theories mental representations it would be helpful to take a snapshot of the model structures and approaches to learning and processing to gain a fuller understanding of their strengths and weaknesses.The models compared here are Schema theory (Rummelhart and Norman 1983) ACT* Anderson) and PDP.Schema theory is said to offers a unified theory of cognition as it umbrellas all areas of cognition. It is interactive and works on stored knowledge or long -term memory. It does not address any wider structural issues. Schema is about how our learning is influenced by our previous knowledge.