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21.
Areas of biology such as cell and molecular biology have been dominated by research directed at constructing mechanistic explanations that identify parts and operations that when organized appropriately are responsible for the various phenomena they investigate. Increasingly the mechanisms hypothesized involve non-sequential organization of non-linear operations and so exceed the ability of researchers to mentally rehearse their behavior. Accordingly, scientists rely on tools of computational modeling and dynamical systems theory in advancing dynamic mechanistic explanations. Using circadian rhythm research as an exemplar, this paper explores the variety of roles computational modeling is playing. They serve not just to determine whether the mechanism will produce the desired behavior, but in the discovery process of hypothesizing mechanisms and in understanding why proposed mechanisms behave as they do.  相似文献   
22.
In this paper, we develop and refine the idea that understanding is a species of explanatory knowledge. Specifically, we defend the idea that S understands why p if and only if S knows that p, and, for some q, Ss true belief that q correctly explains p is produced/maintained by reliable explanatory evaluation. We then show how this model explains the reception of James Bjorken’s explanation of scaling by the broader physics community in the late 1960s and early 1970s. The historical episode is interesting because Bjorken’s explanation initially did not provide understanding to other physicists, but was subsequently deemed intelligible when Feynman provided a physical interpretation that led to experimental tests that vindicated Bjorken’s model. Finally, we argue that other philosophical models of scientific understanding are best construed as limiting cases of our more general model.  相似文献   
23.
How can false models be explanatory? And how can they help us to understand the way the world works? Sometimes scientists have little hope of building models that approximate the world they observe. Even in such cases, I argue, the models they build can have explanatory import. The basic idea is that scientists provide causal explanations of why the regularity entailed by an abstract and idealized model fails to obtain. They do so by relaxing some of its unrealistic assumptions. This method of ‘explanation by relaxation’ captures the explanatory import of some important models in economics. I contrast this method with the accounts that Daniel Hausman and Nancy Cartwright have provided of explanation in economics. Their accounts are unsatisfactory because they require that the economic model regularities obtain, which is rarely the case. I go on to argue that counterfactual regularities play a central role in achieving ‘understanding by relaxation.’ This has a surprising implication for the relation between explanation and understanding: Achieving scientific understanding does not require the ability to explain observed regularities.  相似文献   
24.
卡尔·雅斯贝尔斯的精神病理学思想对20世纪精神病学和现代许多国家的临床精神病理学产生了广泛而持久的影响。雅斯贝尔斯重新审视人文科学的特殊性,化人文科学传统为己有,致力于人文科学的理解的心理学,将精神病科医生作为理解和体验的个体一同纳入精神病理学中,描述了静力学的理解、理性的理解、心理学的理解、爱的理解等,从而清晰地勾画了理解的全过程,建立了精神病理学中的理解的心理学。  相似文献   
25.
根据语义神经网络的特征,在分析了汉语语义关系的特点,人工神经元的特性和面向对象编程技术的基础上,将概念类内部知识结构与神经元的外部结构很好的融合在一起,并在此基础上,提出将语义神经网络神经元作为面向对象的类来处理,利用面向对象技术中的继承,重载,多态性等机制来刻画汉语间的语义关系,实现了语义神经网络神经元的面向对象的描述。  相似文献   
26.
本文通过分析黑格尔两个不同的现象,说明在认识论领域,现象必须与本质既对立又统一,以消解康德的物自身。但其最终的根据却是绝对知识。沿着精神现象层层推进,我们会达到绝对知识,在之中实现实体与主体的统一。  相似文献   
27.
In this article I argue that there are two different types of understanding: the understanding we get from explanations, and the understanding we get from unification. This claim is defended by first showing that explanation and unification are not as closely related as has sometimes been thought. A critical appraisal of recent proposals for understanding without explanation leads us to discuss the example of a purely classificatory biology: it turns out that such a science can give us understanding of the world through unification of the phenomena, even though it does not give us any explanations. The two types of understanding identified in this paper, while strictly separate, do have in common that both consist in seeing how the individual phenomena of the universe hang together. Explanations give us connections between the phenomena through the asymmetric, ‘vertical’ relation of determination; unifications give us connections through the symmetric, ‘horizontal’ relation of kinship. We then arrive at a general definition of understanding as knowledge of connections between the phenomena, and indicate that there might be more than two types of understanding.  相似文献   
28.
In climate science, climate models are one of the main tools for understanding phenomena. Here, we develop a framework to assess the fitness of a climate model for providing understanding. The framework is based on three dimensions: representational accuracy, representational depth, and graspability. We show that this framework does justice to the intuition that classical process-based climate models give understanding of phenomena. While simple climate models are characterized by a larger graspability, state-of-the-art models have a higher representational accuracy and representational depth. We then compare the fitness-for-providing understanding of process-based to data-driven models that are built with machine learning. We show that at first glance, data-driven models seem either unnecessary or inadequate for understanding. However, a case study from atmospheric research demonstrates that this is a false dilemma. Data-driven models can be useful tools for understanding, specifically for phenomena for which scientists can argue from the coherence of the models with background knowledge to their representational accuracy and for which the model complexity can be reduced such that they are graspable to a satisfactory extent.  相似文献   
29.
陈久姝 《科技信息》2010,(35):J0293-J0293
本文旨在说明求知听力教学模式能极大转变传统的应试听力教学所导致的被动局面,大幅度提高英语听力课的教学效果,有利于培养学生的英语综合能力。  相似文献   
30.
本文拟从实用角度出发探讨以“学生为中心”以语音为突破点对新生进行英语所说强化训练的教学方法,指出利用认知法原理对新生进行强化训练的可行性,并且强调:在具体操作中要注意调动学生的积极性和提高分析问题和解决问题的能力。  相似文献   
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