LEADER 00985nam0-2200277 --4500 001 9910152960203321 005 20161212102041.0 100 $a20161212d1977----kmuy0itay5050----ba 101 $aita 102 $aIT 105 $ay 001yy 200 1 $a<>problema della casa$fF. Apra ... [et al.]$ga cura di Bianca Bottero e Lodovico Meneghetti 210 $aMilano$cClup$d1977 215 $a133 p.$d24 cm 300 $aIn testa al frontespizio: Politecnico di Milano, Facoltą di Architettura 300 $aEstratto dagli atti del seminario tenuto nella Facoltą di Architettura di Milano presso l'ambito problematico "Abitazioni, classi sociali e lotte", nell'aprile-giugno 1976 702 1$aMeneghetti,$bLodovico 702 1$aBottero,$bBianca 702 1$aAprą,$bFranco 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 0$aBK 912 $a9910152960203321 952 0$aINU B 407$b604$fFARBC 959 0$aFARBC 996 $aPROBLEMA della casa$9635338 997 $aUNINA LEADER 03819nam 22005175 450 001 9910373945603321 005 20200704141712.0 010 $a3-030-33558-5 024 7 $a10.1007/978-3-030-33558-8 035 $a(CKB)4100000010118962 035 $a(MiAaPQ)EBC6028065 035 $a(DE-He213)978-3-030-33558-8 035 $a(EXLCZ)994100000010118962 100 $a20200123d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Attentional Shaping of Perceptual Experience $eAn Investigation into Attention and Cognitive Penetrability /$fby Francesco Marchi 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (170 pages) 225 1 $aStudies in Brain and Mind,$x1573-4536 ;$v16 311 $a3-030-33557-7 327 $aChapter 1. A Play with Two Characters: Perception and Cognition -- Chapter 2. The Cognitive Processing Hierarchy -- Chapter 3. The Cognitive Penetrability of Perceptual Experience -- Chapter 4. Attention and the Shaping of Experience -- Chapter 5. Toward a Theory of Attention -- Chapter 6. How Attentional Cognitive Penetration Works -- Chapter 7. Expectations and Predictions as a Model of Cognition -- Chapter 8. A Predictive Model of Attentional Cognitive Penetration. 330 $aThis monograph presents a clear account of when and how attentional processes can shape perceptual experience. This argument is based on the prediction-error minimization model of the mind. The author believes that the topic of attention should take a more central role in the debate about the influence of cognition on perception. Inside, he shows how this can be possible. The hypothesis that cognition may shape perceptual experience has been traditionally labeled as the cognitive penetrability of perceptual experience. Cognitive penetrability is relevant for several debates in philosophy and cognitive science. It tackles the possibility of gathering genuine knowledge on the basis of perceptual information about the world delivered by sensory channels. The problem, the author notes, is that if our previously acquired belief can shape current perceptual experiences, such experiences cannot serve as an adequate source of justification in retaining those beliefs or even forming new ones. He argues that cognitive penetration may sometimes happen through attentional processes, but that its occurrence need not undermine perceptual justification. The book provides an overview of the cognitive penetrability debate. The author discusses evidence that supports the occurrence of this phenomenon. Overall, this investigation offers readers a philosophical discussion of attention based on the biased-competition theory. It argues that attention is a property of mental representations that emerges from a metacognitive competition process. 410 0$aStudies in Brain and Mind,$x1573-4536 ;$v16 606 $aPhilosophy of mind 606 $aCognitive psychology 606 $aPhilosophy of Mind$3https://scigraph.springernature.com/ontologies/product-market-codes/E31000 606 $aCognitive Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20060 615 0$aPhilosophy of mind. 615 0$aCognitive psychology. 615 14$aPhilosophy of Mind. 615 24$aCognitive Psychology. 676 $a153.7 676 $a152.1 700 $aMarchi$b Francesco$4aut$4http://id.loc.gov/vocabulary/relators/aut$0898244 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910373945603321 996 $aThe Attentional Shaping of Perceptual Experience$92007056 997 $aUNINA LEADER 04574nam 22005055 450 001 9910349346103321 005 20251223173644.0 010 $a3-030-22845-2 024 7 $a10.1007/978-3-030-22845-3 035 $a(CKB)4100000008959009 035 $a(MiAaPQ)EBC5849818 035 $a(DE-He213)978-3-030-22845-3 035 $a(EXLCZ)994100000008959009 100 $a20190810d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAfter-School Programming and Intrinsic Motivation $eTeaching At-Risk Students to Read /$fedited by Elaine Clanton Harpine 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (182 pages) 311 08$a3-030-22844-4 327 $aChapter 1. Why is an After-School Reading Program One of the Best Ways to Stop Reading Failure? Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom? -- Chapter 2. Is Oral Reading Important in Correcting Reading Failure? -- Chapter 3. Is Group-Centered Better Than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods -- Chapter 4. How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an After-School Program to Meet the Needs of all Students: Eight Years of Development -- Chapter 5. Selecting the Most Reliable Evaluation Tool -- Chapter 6. How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After School Programs? What Ages? -- Chapter 7. Which Reading Levels Work Best Together? Can We Include Students with Special Needs? -- Chapter 8. Do Inner City and Rural Students Mix in a Reading Program? What are the Challenges? -- Chapter 9. Testing the Format? Does Group-Centered Prevention Work? A Very Successful Year -- Chapter 10. Why Does Group-Centered Prevention Work When Other After-School Programs Fail? What is the Role of Intrinsic Motivation? Retesting? Another Success Story -- Chapter 11. Creating a Sustainable Ongoing After-School Program. The Story of New Leadership -- Chapter 12. Where Do We Go from Here? Comments from the Research Team. How Can You Apply What We Learned to Your Program?. . 330 $aThis book examines the eight-year development of the Reading Orienteering Club after-school program, showing how to develop, test, change, and adapt an after-school program to fit the needs of the children who attend. It includes case studies and data reports for each year and presents the theory, application, and program evaluation steps that workers in the field or students learning about program design must follow. Chapters present first-person accounts as well as statistical evaluations of the effectiveness of the reading program with each group of children. In addition, chapters highlight the changes that were made in program design and why each change was implemented, giving practitioners the insights needed to adapt interventions and strategies to their own programs. The book concludes with recommendations from the authors on how to run a successful after-school reading program.Topics featured in this book include: The effect of intrinsic motivation to mental wellness in the classroom. The importance of oral reading in correcting reading failure. Group-center approaches to teaching reading in the classroom. How to select the best evaluation tool. The challenges of mixing inner city and rural students in a reading program. After-School Programming and Intrinsic Motivation is an essential reference for scientist-practitioners, clinicians, researchers, and graduate students in such disciplines as school psychology, childhood education, social work, psychotherapy and counseling, and learning and instruction. 606 $aSchool Psychology 606 $aEducational psychology 606 $aSocial service 606 $aSchool Psychology 606 $aEducational Psychology 606 $aSocial Work 615 0$aSchool Psychology. 615 0$aEducational psychology. 615 0$aSocial service. 615 14$aSchool Psychology. 615 24$aEducational Psychology. 615 24$aSocial Work. 676 $a428.4 676 $a372.4 702 $aClanton Harpine$b Elaine$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910349346103321 996 $aAfter-School Programming and Intrinsic Motivation$92462834 997 $aUNINA