Consciousness is the main quality one can ask architecture students. Consciousness means the ability to recognize that the design process is a ＂problem solving＂ activity and not an exercise of uncontrolled imaginati...Consciousness is the main quality one can ask architecture students. Consciousness means the ability to recognize that the design process is a ＂problem solving＂ activity and not an exercise of uncontrolled imagination. In architectural education, small structures are a common subject in American and European universities where the inductive teaching is practiced routinely. This teaching experiment is developed within a design studio course in the second year of an architecture degree course and regards design and construction of a small bridge l：l scale. The exercises focus on the role of structural behaviour within architectural design. The teaching method contributes to the perception of the great complexity of the design process, to the acquisition of an attitude of prudence in design choices and to attention to detail in the development of creativity.展开更多
Mechanisms of animal learning and memory were traditionally studied without reference to niche-specific functional considerations. More recently, ecological demands have informed such investigations, most notably with...Mechanisms of animal learning and memory were traditionally studied without reference to niche-specific functional considerations. More recently, ecological demands have informed such investigations, most notably with respect to foraging in birds. In parallel, behavioural ecologists, primarily concerned with functional optimization, have begun to consider the role of mechanistic factors, including cognition, to explain apparent deviations from optimal predictions. In the present paper we discuss the application of laboratory-based constructs and paradigms of cognition to the real-world challenges faced by avian foragers. We argue that such applications have been handicapped by what we term the ＇paradigmatic assumption＇ - the assumption that a given laboratory paradigm maps well enough onto a congruent cognitive mechanism （or cognitive ability） to justify confiation of the two. We present evidence against the paradigmatic assumption and suggest that to achieve a profitable integration between function and mechanism, with respect to animal cognition, a new conceptualization of cognitive mechanisms - functional cogni- tion - is required. This new conceptualization should define cognitive mechanisms based on the informational properties of the animal＇s environment and the adaptive challenges faced. Cognitive mechanisms must be examined in settings that mimic the im- portant aspects of the natural environment, using customized tasks designed to probe defined aspects of the mechanisms＇ opera- tion. We suggest that this approach will facilitate investigations of the functional and evolutionary relevance of cognitive mecha- nisms, as well as the patterns of divergence, convergence and specialization of cognitive mechanisms within and between species .展开更多
文摘Consciousness is the main quality one can ask architecture students. Consciousness means the ability to recognize that the design process is a ＂problem solving＂ activity and not an exercise of uncontrolled imagination. In architectural education, small structures are a common subject in American and European universities where the inductive teaching is practiced routinely. This teaching experiment is developed within a design studio course in the second year of an architecture degree course and regards design and construction of a small bridge l：l scale. The exercises focus on the role of structural behaviour within architectural design. The teaching method contributes to the perception of the great complexity of the design process, to the acquisition of an attitude of prudence in design choices and to attention to detail in the development of creativity.
文摘Mechanisms of animal learning and memory were traditionally studied without reference to niche-specific functional considerations. More recently, ecological demands have informed such investigations, most notably with respect to foraging in birds. In parallel, behavioural ecologists, primarily concerned with functional optimization, have begun to consider the role of mechanistic factors, including cognition, to explain apparent deviations from optimal predictions. In the present paper we discuss the application of laboratory-based constructs and paradigms of cognition to the real-world challenges faced by avian foragers. We argue that such applications have been handicapped by what we term the ＇paradigmatic assumption＇ - the assumption that a given laboratory paradigm maps well enough onto a congruent cognitive mechanism （or cognitive ability） to justify confiation of the two. We present evidence against the paradigmatic assumption and suggest that to achieve a profitable integration between function and mechanism, with respect to animal cognition, a new conceptualization of cognitive mechanisms - functional cogni- tion - is required. This new conceptualization should define cognitive mechanisms based on the informational properties of the animal＇s environment and the adaptive challenges faced. Cognitive mechanisms must be examined in settings that mimic the im- portant aspects of the natural environment, using customized tasks designed to probe defined aspects of the mechanisms＇ opera- tion. We suggest that this approach will facilitate investigations of the functional and evolutionary relevance of cognitive mecha- nisms, as well as the patterns of divergence, convergence and specialization of cognitive mechanisms within and between species .
