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A cue is some organization of the data present in the signal which allows for meaningful extrapolation. For example, sensory cues include visual cues, auditory cues, haptic cues, olfactory cues and environmental cues. Sensory cues are a fundamental part of theories of perception, especially theories of appearance (how things look).
According to this philosophy, gesture is our normal procedure to embody vague ideas in singular actions with a general meaning. Gesture is forged by a dense blending of icons, indices, and symbols and by a complexity of phenomenological characteristics, such as feelings, actual actions, general concepts, and habits (firstness, secondness, and ...
In the philosophy of mind, neuroscience, and cognitive science, a mental image is an experience that, on most occasions, significantly resembles the experience of "perceiving" some object, event, or scene but occurs when the relevant object, event, or scene is not actually present to the senses.
For example, table manners are not innate capabilities upon birth. Dress code is a non-verbal cue that must be established by society. Hand symbols, whose interpretation can vary from culture to culture, are not innate nonverbal cues. Learned cues must be gradually reinforced by admonition or positive feedback.
Philosophy of language pays more attention to natural languages or to languages in general, while semiotics is deeply concerned with non-linguistic signification. Philosophy of language also bears connections to linguistics, while semiotics might appear closer to some of the humanities (including literary theory) and to cultural anthropology.
Representationalism (also known as indirect realism) is the view that representations are the main way we access external reality.. The representational theory of mind attempts to explain the nature of ideas, concepts and other mental content in contemporary philosophy of mind, cognitive science and experimental psychology.
Two aspects of the EXIT model learning phenomena have been focused on by Collins et al. The first is blocking which happens when a new cue is introduced with a cue that already has meaning. The second is highlighting which happens when an individual pays close attention to a cue that will change the meaning of a cue that they already know.
Visual Cue: Point to Self: Examiner points to body parts on himself, and subjects are required to point to the homologous part on themselves. D: Visual Cue: Point to Examiner: Examiner points to a body part on the subjects, and they are required to point to the homologous part on the examiner. E: Blindfold Post-Visual Cue: Point to Self