II. Overlapping Waves Theory
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In this paper, knowledge map and network analysis are used to visualize and analyze Heqin Chen’s educational thoughts published in CNKI in the past 20 years. This paper finds out the problems in existing research results and puts forward some suggestions for those problems on how to study Heqin Chen’s educational thought in the future.
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How can approaching the topic of 4E cognition from an evolutionary perspective shed light on aspects of cultural and biological evolution, the nature of cognition in general, and of human nature in particular? The four papers in this section offer a temporal analysis that puts cognition into a context of larger processes that span historical and indeed evolutionary time, and they embed the dynamics of cognition beyond brains and individuals, into groups and even species. This analysis does not deny the importance of abstract representations for human cognition. However, all four contributions suggest that in focusing too narrowly on representational cognition we lose sight of the basic mechanisms supporting and driving cognition. Furthermore, to understand these, we need to understand not only how these processes are embodied, embedded, enactive, and extended, but also how they are shaped, transmitted, and diversified in processes of group formation.
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Many a time Mao mertioned Chen's contribution though teachings of chen's problems, was not avoided: Too serious conclusion ,more strissing personal resposibility and taking convenience to the first place on the treatiment of Chen's problem still have contemporary meaning in the study of the historical figure Chen du-xiu.
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This paper introduces,sorts out and appraises in detail the important research results of Chen Yun Study,reflecting the new level of Chen Yun Study in an all-round way.It divides Chen Yun Study into three parts: research outline of Chen Yun's life and thought,new research advances of Chen Yun's main thought,and future research directions,aiming at promoting the further development of Chen Yun's life and thought Study.
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Traditional views separate cognitive processes from sensory-motor processes, seeing cognition as amodal, propositional, and compositional, and thus fundamentally different from the processes that underlie perceiving and acting. These were the ideas on which cognitive science was founded 30 years ago. However, advancing discoveries in neuroscience, cognitive neuroscience, and psychology suggests that cognition may be inseparable from processes of perceiving and acting. From this perspective, this study considers the future of cognitive science with respect to the study of cognitive development.
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Understanding how and why human cognition has the properties it does is one of science’s fundamental questions. Current thinking in Cognitive Science has delineated two candidate approaches that differ in how they address the question of the relationship between sensory-motor and cognitive processes. In this paper, we add to this discussion by arguing that this question is properly phrased as a developmental question and that ultimately to understand the properties of human cognition we must ask how does human cognition come to have these properties. We conclude that because development weaves brains, bodies and environments into cognition, cognition is inexorably linked to processes of perceiving and acting and inseparable from them.
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