D. Laplane

Bio: D. Laplane is an academic researcher. The author has contributed to research in topics: Spite & Impossibility. The author has an hindex of 1, co-authored 1 publications receiving 6120 citations.

Thought and language

Abstract: From aphasics' self records, common experience, changes in signification of sentences according to a verbal or non-verbal context, animals and non speaking children performances, it seems possible to get some evidence that thought is distinct from language even though there is a permanent interaction between both in normal adult human beings. Some considerations on formalisation of language suggests that the more formalised it is, the less information it contains. If it is true, it is not reasonable to hope that a formalised language like that used by computers may be a model for thought. Finally, the lack of status of thought, as far as it is a subjective experience and the impossibility of giving it a definition as far as it exceeds language, make it clear that in spite of progress in scientific psychology, thought, per se, is not an object for science.

How people learn: Brain, mind, experience, and school.

Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.

Abstract: How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented and used to successfully simulate such learning and several other psycholinguistic phenomena. By inducing global knowledge indirectly from local co-occurrence data in a large body of representative text, LSA acquired knowledge about the full vocabulary of English at a comparable rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other theories, phenomena, and problems are sketched.

Connectivism: A Learning Theory for the Digital Age

Abstract: International Journal of Instructional Technology and Distance Learning (ITDL), January 2005

Integration of the cognitive and the psychodynamic unconscious.

Abstract: Cognitive-experiential self-theory integrates the cognitive and the psychodynamic unconscious by assuming the existence of two parallel, interacting modes of information processing: a rational system and an emotionally driven experiential system. Support for the theory is provided by the convergence of a wide variety of theoretical positions on two similar processing modes; by real-life phenomena—such as conflicts between the heart and the head; the appeal of concrete, imagistic, and narrative representations; superstitious thinking; and the ubiquity of religion throughout recorded history—and by laboratory research, including the prediction of new phenomena in heuristic reasoning.

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

Abstract: There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.