Find counter arguments by entering NameVs… or …VsName.
The author or concept searched is found in the following 2 entries.
| Disputed term/author/ism | Author |
Entry |
Reference |
|---|---|---|---|
| Continuity | Developmental Psychology | Upton I 3 Continuity/Discontinuity/Developmental psychology/Upton: Question: is psychological development a continuous path or is it a discontinuous stage-based process? A. Continuous process: In continuous change, development is gradual and cumulative. Changes are quantitative in nature and the underlying processes that drive change are the same over the course of the lifespan. In this view, one behaviour or skill builds upon another, such that later development can be predicted from what occurred early in life. B. Discontinuous change: here, development occurs in distinct, usually abrupt stages. Each stage is qualitatively different from the last. E.g., a caterpillar that turns into a butterfly. Skills/abilities/developmental psychology: question: are psychological skills and abilities in childhood qualitatively different from those of adults, or are children merely mini adults, who simply lack the knowledge that comes with experience? One area in which this debate has been of primary concern is cognitive development. Discontinuity: a proponent of this view is >Jean Piaget. Stages/Piaget: Thesis: organisation. This gives rise to qualitative differences in thinking and reasoning at each stage. This, in turn, means that a child’s view of the world is different from that of an adult. Continuity/psychological theories: E.g. information-processing models of cognitive development: have proposed (…) that cognitive change occurs because of an increase in quantitative advances, not qualitative differences. A child’s ability to engage in more sophisticated reasoning processes is believed to stem from a change in their capacity to handle information. This increased capacity, along with improved processing speeds, makes processing more efficient.( Information-processing VsPiaget). Continuity modelsVsPiaget, PiagetVsContinuitiy models, PiagetVsInformation processing models). >Stages of development. |
Upton I Penney Upton Developmental Psychology 2011 |
| Discontinuity | Developmental Psychology | Upton I 3 Discontinuity//Continuity/Developmental psychology/Upton: Question: is psychological development a continuous path or is it a discontinuous stage-based process? A. Continuous process: In continuous change, development is gradual and cumulative. Changes are quantitative in nature and the underlying processes that drive change are the same over the course of the lifespan. In this view, one behaviour or skill builds upon another, such that later development can be predicted from what occurred early in life. B. Discontinuous change: here, development occurs in distinct, usually abrupt stages. Each stage is qualitatively different from the last. E.g., a caterpillar that turns into a butterfly. Skills/abilities/developmental psychology: question: are psychological skills and abilities in childhood qualitatively different from those of adults, or are children merely mini adults, who simply lack the knowledge that comes with experience? One area in which this debate has been of primary concern is cognitive development. Discontinuity: a proponent of this view is >Jean Piaget. Stages/Piaget: Thesis: organisation. This gives rise to qualitative differences in thinking and reasoning at each stage. This, in turn, means that a child’s view of the world is different from that of an adult. Continuity/psychological theories: E.g. information-processing models of cognitive development: have proposed (…) that cognitive change occurs because of an increase in quantitative advances, not qualitative differences. A child’s ability to engage in more sophisticated reasoning processes is believed to stem from a change in their capacity to handle information. This increased capacity, along with improved processing speeds, makes processing more efficient.( Information-processing VsPiaget). Continuity modelsVsPiaget, PiagetVsContinuitiy models, PiagetVsInformation processing models). >Stages of development. |
Upton I Penney Upton Developmental Psychology 2011 |
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| Disputed term/author/ism | Author Vs Author |
Entry |
Reference |
|---|---|---|---|
| Information Theory | Skepticism Vs Information Theory | Brendel I 213 Informationstheorie/Internalismus/Information/Brendel: zwischen beiden besteht immer noch eine Kluft, auf die sowohl Gettier als auch der Skeptizismus hinweisen. SkepticismVsInformation theory: man kann nie sicher sein, dass ein Signal r auch tatsächlich die Information dass s F ist, trägt. ((s) >Interpretation). Man müsste alle Alternativen ausschließen, und das geht für endliche Subjekte nicht. |
Bre I E. Brendel Wahrheit und Wissen Paderborn 1999 |
| Stalnaker, R. | Verschiedene Vs Stalnaker, R. | II 215 VsInformation-theoretical approach/VsStalnaker: 1. it is controversial whether the approach can be reductionist. a) one must distinguish states of belief from simpler states such as those of thermostats. b) we need a non-circular concept of normal conditions. 2. concerns the identity conditions for propositional contents: VsInformation-theoretical approach: it provides only coarse-grained individuation of content ((s) about truth conditions). Problem: x can believe P without believing Q, even if P and Q are necessarily equivalent. StalnakerVsVs: but this is enough for our purposes. And fine grained contents still define truth-conditional (informational) contents. |
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| Various Authors | Eigen Vs Various Authors | VII ~171 EigenVsInformationsästhetik: Vs Mittelwertbildung, wo die wesentliche Information allein im Detail zu finden ist. VII 187 Evolution/Leben/Ordnung/EigenVsMonod: die Evolution ist überhaupt nicht so zufällig, wie Monod es darstellt. Der Ausgleich der Schwankungen ist ein makroskopisches Geschehen, das den Naturgesetzen gehorcht. VII 317 Evolution/EigenVsMonod: daß sie "allein aus störenden Geräuschen hervorgegangen ist" spricht nicht gegen das Gesetzmäßige der Evolution. Allerdings hat der Zufall seinen Stellenwert in der Mutation. EigenVsTeilhard: der "Punkt Omega" findet in der molekularbiologischen Forschung keinerlei Rückhalt, d.h. es gibt keinen vorgezeichneten Weg und kein vorgezeichnetes Ziel der Evolution. VII 345 ästhetische Information/EigenVsMoles: das Shannonsche Konzept der Information erweist sich nur dort als leitsungsfähig, wo es ein abgegrenztes System mit festgelegter Symbolmenge (Repertoire) gibt. 1. Moles läßt die Normierungsbedingungen bei der Berechnung von Melodien außer Acht. 2. "Originalitätsparameter" hat keinen Sinn, wenn er einmal aus wenig aufgeführten Werken resultiert, ein andermal aus häufig gespielten. |
Eigen I M. Eigen Ruth Winkler Laws of the Game : How the Principles of Nature Govern Chance, Princeton/NJ 1993 German Edition: Das Spiel München 1975 |
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