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Anaximander (/ æ ˌ n æ k s ɪ ˈ m æ n d ər / an-AK-sih-MAN-dər; Ancient Greek: Ἀναξίμανδρος Anaximandros; c. 610 – c. 546 BC) [3] was a pre-Socratic Greek philosopher who lived in Miletus, [4] a city of Ionia (in modern-day Turkey).
Roger Carl Schank (March 12, 1946 – January 29, 2023) was an American artificial intelligence theorist, cognitive psychologist, learning scientist, educational reformer, and entrepreneur. Beginning in the late 1960s, he pioneered conceptual dependency theory (within the context of natural language understanding ) and case-based reasoning ...
The apeiron is central to the cosmological theory created by Anaximander, a 6th-century BC pre-Socratic Greek philosopher whose work is mostly lost. From the few existing fragments, we learn that he believed the beginning or ultimate reality is eternal and infinite, or boundless (apeiron), subject to neither old age nor decay, which perpetually yields fresh materials from which everything we ...
Theory of multiple intelligences – Pseudoscientific theory of multiple types of human intelligence; Transtheoretical model, also known as Stages of change – Integrative theory of therapy; Zone of proximal development – Difference between what a learner can do without help and what they can do with help
Anaximander (Greek: Ἀναξίμανδρος, Anaximandros) (c. 610 – c. 546 BCE) wrote a cosmological work, little of which remains.From the few extant fragments, we learn that he believed the beginning or first principle (arche, a word first found in Anaximander's writings, and which he probably invented) is an endless, unlimited mass (), subject to neither old age nor decay, which ...
While learning style theories are fundamentally different from the eight intelligences, there is a model proposed by Richard Strong and others that integrates a person’s preference with the eight intelligences to produce a descriptive tapestry of a person’s intellectual dispositions. [50]
The theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner, has also been proposed, but empirical research has found the theory to be unsupported by evidence.
Gardner's definition of intelligence has been met with some criticism in education circles [16] as well as in the field of psychology. Perhaps the strongest and most enduring critique of his theory of multiple intelligences centers on its lack of empirical evidence, much of which points to a single construct of intelligence called "g". [17]