You are the same in different cities. Today is the 781st day of Mr. Xiaocao’s journey to the north. Pay attention to “Xiaocao Theory”, discuss “Thinking and Cognition” with Mr. Xiaocao, and strive for self-improvement.
Xiao Caojun started writing Xiaocao Lun in December 2015. Xiaocao Jun especially admires Xiaocao’s perseverance, surviving everywhere, and not being afraid of various natural disasters, so as to warn himself to learn from Xiaocao. Study, study it in all its natural spirit. The content creation of Xiaocaolun has now begun to explore thinking and cognition, from concrete business skills to the differences in thinking and cognition. The years that Xiaocaolun has gone through are the process of Xiaocaojun's thinking changes.
In the past four years, there has been no deliberate dissemination or deliberate modification. It has naturally recorded the growth and transformation of thinking; from professional articles to now exploring thinking, understanding and cognition. type of article, thinking and cognition are different in the same individual at different times, and are the same and different in different individuals. Only by thinking at the same frequency can better integration be achieved. Individuals and society develop at the same frequency, and can be better integrated. A well-integrated society; individuals and team concepts share the same frequency and can better integrate into the team.
If you use past thinking to understand current life, you will be ruthlessly eliminated by social development. Past thinking refers to understanding at a superficial level, such as being afraid of sitting down when you are in a hurry. For airplanes, choose to take the most practical green train. I don’t know that there is a high-speed rail between the green train and the plane. The past does not include all levels of understanding, especially ancient classics.
What is the difference between cognition and understanding?
In the field of psychology in my country, three completely different basic views can be summarized regarding the use of the terms "cognition" and "cognition": The first view advocates that psychologists The use of scientific terminology should pay attention to historical inheritance, and should not be fond of the new and dislike the old, and arbitrarily change the terminology system that has been recognized for many years, because the terminology concepts of "cognition" and the derived cognitive processes, cognitive activities, and cognitive systems are of the older generation. It is a system of normative concepts and terminology formed and established by psychologists in the long-term process of psychological research and development, so it should not be changed or replaced. Psychologists who hold this view object to the use of “cognition” and its derived terms such as cognitive activities, cognitive processes and cognitive systems in the field of psychology. The second view is that the concept of "cognition" in the field of philosophical research and the related terminology system derived from it have been confused with the concept of "cognition" in the field of psychological research and the related terminology system. In order to be more clear Distinguish the differences in understanding of the concept of "cognition" in the fields of philosophy and psychology, and therefore advocate the complete use of "cognition" and related terminology systems derived from it in the field of psychology to replace the concept of "cognition" and related terms derived from it the term. The third view is that the terms "knowledge" and "cognition" have the same meaning because they have the same origin, and there is no need to strictly distinguish the differences between the two conceptual terms. It advocates that this term should be used universally in the field of psychological research and even in non-psychological research fields. There is no need to distinguish between the two concepts.
The "Dictionary of Psychology" edited by Professor Zhu Zhixian and the "Encyclopedia of Psychology" edited by Professor Chen Li both tend to hold the third view. The two books have the same interpretation of "cognition" and "cognition". They both believe that "cognition" and "cognition" have two meanings, broad and narrow. The concepts of "cognition" and "cognition" in the broad perspective are psychological concepts with the same meaning. The terms all mean "the psychological activities of the human brain that reflect the characteristics and connections of objective things and reveal the meaning and role of things to people." Therefore, in this sense, both concepts can be used interchangeably. The meaning of the concept of "knowledge" in a narrow sense has not been explained. There are many ambiguities in the interpretation of the concept of "cognition" from a narrow perspective. In the history of the development of psychology in my country, psychologists have interpreted the term "cognition" differently for different purposes and intentions. Before cognitive psychology was widely spread in my country, "cognition" was regarded as a special link in the memory process, which was simply equivalent to the recognition link in the memory process. With the rise and spread of cognitive psychology in our country, the interpretation of the concept of "cognition" has become increasingly diverse and uncertain. Some people see "cognition" as an information processing process; some people see "cognition" as a problem solving or thinking process; some people see "cognition" as an individual's acceptance and absorption of new knowledge based on existing knowledge structures, so that old knowledge can be transformed. and development process. These interpretations all have a certain reasonable core, and there are obvious essential differences between various interpretations, making us clearly aware of the richness, ambiguity and uncertainty of the concept of "cognition". Therefore, it is not easy to distinguish the essence of the concepts of "cognition" and "cognition", and it is necessary to more clearly define and confirm the exact meaning of the concepts of "cognition" and "cognition".
2. The relationship between the concepts of "cognition" and "cognition" from a semantic perspective
The concepts of "cognition" and "cognition" come from the same source, derived from English" Cognition". In the field of psychology in my country, the concept of "cognition" and related terms derived from it have a long history of application, a wider scope of application, and have been widely recognized and recognized. This is closely related to the important guiding significance of Marxist epistemology and dialectical materialism to the formation and development of psychological science. Although the concept of "cognition" has been used in the field of psychology for more than fifty years, in its early years this concept only represented the recognition link of the memory process, so its scope of application is extremely narrow.
The widespread use of the term "cognition" is closely related to the introduction of Western information processing psychology. Especially in 1986, two professors, Jing Qicheng and Zhang Houcan, translated and published the book "Human Cognition: Thinking Information Processing Theory" by Sima He, one of the founders of information processing psychology and artificial intelligence in the United States. In this book, cognition is fully used And the related terminology system, representing all terms related to "Cognition". Since then, "cognition" and related terms have spread rapidly in the field of psychology and even in non-psychological fields, and have shown a tendency to replace the concept of "cognition" and related terms.
Given the profoundness and long history of Chinese culture in our country, there must be a special reason for using the two conceptual terms "cognition" and "cognition" that are one word different to express the psychological meaning of the same English word. Therefore, we try to explore the relationship between these two terms from a special perspective, that is, from a semantic perspective. In this article, due to space limitations, we do not discuss the evolution of the meanings of the concepts of "cognition" and "cognition". We only discuss the literal meanings of these two conceptual terms and our understanding of the literal meanings of these two conceptual terms. . Consulting the "Chinese Dictionary", we can see that "cognition" includes "knowledge; identification", "think; see" and other meanings. Based on our analysis and understanding of these explanations, we believe that individual "identification", "seeing" "Make" and "think" both belong to verb forms, indicating the individual's special reflection activity process, and these reflection activities must be based on the individual's close-up sensory perception. Therefore, we understand that the meaning of "cognition" is: the individual is in Reflective activity processes such as "identification", "seeing" and "thinking" based on perception. "Cognition" and "cognition" both include these meanings of "recognition". "Zhi" means "perception", "discrimination", "knowledge; understanding" and "insight; knowledge" and other meanings. When we understand "knowledge" to mean "perception", "discrimination", etc., the meanings of "cognition" and "knowledge" are basically similar. In this case, the concept of "cognition" belongs to a verb. When "zhi" means "know; understand", the meaning of "know" is one level deeper than that of "cognition". At this time, the concept of "cognition" is also used as a verb. When "zhi" means "insight; knowledge", it reflects the result of the reflective activity of "cognition". In this case, the concept of "cognition" is used as a noun. Based on our understanding of the meanings of "cognition" and "knowledge", we can see that the overall meaning of the concept of "cognition" has three levels: First, "cognition" is an individual The process of perceptual discrimination of subjective and objective things; secondly, "cognition" means the process of knowing or understanding the attributes of subjective and objective things or the relationship between subjective and objective things; thirdly, "cognition" means the individual's perception of subjective and objective things Corresponding knowledge and experience acquired and internalized based on the process of identifying and understanding. According to our understanding, taken together, the meaning of the conceptual representation of "cognition" is the process and result of an individual's perceptual reflection of subjective and objective things. The result of this activity is what we often call perceptual knowledge.
"Knowledge" mainly means "perception", "identification", "knowing; understanding", "knowledge; insights" and "ideology". Therefore, "knowledge" and "consciousness" have different meanings. When "consciousness" means "perception", "recognition", "knowing; understanding" and "knowledge; insight", etc., the meanings of "consciousness" and "knowledge" are basically the same. In this case, "cognition" "Knowledge" and "knowledge" can be interpreted basically the same way. We see that "consciousness" can also mean "ideology". When "consciousness" is interpreted as "ideology", "knowledge" is used as a noun concept. At this time, the meaning contained in "knowledge" is that the individual passes through The "knowledge" result achieved by the reflection activity of "knowledge". Here, the concept of "knowledge" reflects a deeper meaning than the concept of "cognition". It represents the individual's rational knowledge, which is "cognition". " does not have the meaning, and this is the main difference between "cognition" and "knowledge" that we are trying to explore. Therefore, based on the meanings of "knowledge" and "knowledge", taken together, we can see that the concept of "knowledge" roughly contains four levels of meaning. First, "knowledge" means the individual's process of identifying subjective and objective things in the form of perception; second, "knowledge" means that the individual understands or knows the basic characteristics of subjective and objective things through the identification of subjective and objective things; third Third, "knowledge" refers to the corresponding knowledge acquired and internalized by an individual after identifying subjective and objective things; fourth, "knowledge" refers to the special individualized insights or insights generated by an individual through analytical reasoning based on the acquired and internalized knowledge. Insights, as well as some organized thoughts, concepts or consciousness formed from them. Taken together, the meaning of the conceptual representation of "cognition" not only includes the individual's perceptual reflection activities and results of perceptual reflection activities on subjective and objective things, but also includes the individual's rational reflection activities and results of rational reflection activities on subjective and objective things. The result of this rational reflection activity is individual rational knowledge. The individual's rational reflection activities are based on the individual's existing knowledge, experience and ideas. The acquisition and internalization of rational knowledge can promote the deepening, broadening and structuring of the individual's existing knowledge and experience, and can transform the individual's behavior to a certain extent. Thoughts and level of consciousness. "Knowledge" has this meaning that "cognition" does not have. Therefore, from a semantic point of view, the similarity between the concepts of "cognition" and "cognition" is significant, so it is no wonder that there is a tendency to replace each other in the use of these two concepts.
But the difference between the two concepts also exists objectively. In some cases, the two cannot be mixed.
Based on this analysis from a semantic perspective, we can find that when using the concepts of "cognition" and "cognition" in the field of psychology, we must consider that "cognition" and "cognition" are both psychological Reflect the uniqueness and particularity of the form. ***Both "cognition" and "cognition" can be used to characterize the individual's psychological reflection activity process and psychological reflection activity results. In principle, they are suitable for characterizing the individual's perceptual reflection activities and perceptual reflection activity results. Their difference is reflected in the fact that the scope of the concept of "cognition" is wider than that of the concept of "cognition". The scope reflected by the concept of "cognition" only includes the individual's perceptual reflection components, while the scope reflected by the concept of "knowledge" includes both perceptual reflection components and rational reflection components. The scope reflected by the concept of "cognition" is equivalent to perceptual knowledge and perceptual knowledge in philosophy. The scope reflected by the concept of "cognition" includes not only perceptual knowledge and perceptual knowledge, but also rational knowledge and rational knowledge. Since there are differences in the scopes reflected by the concepts of "cognition" and "knowledge", the specific scope of application of the two is different. "Cihai" regards "cognition" as "the activity of human beings understanding objective things and acquiring knowledge." "Cognition" is summarized as "the human brain's reflection of the objective world, including perceptual knowledge and rational knowledge." We believe that this generalization is reasonable. This generalization not only reveals the similarities between the concepts of "cognition" and "cognition", but also reflects the differences between the two concepts.
3. Issues that should be paid attention to when using the concepts of "cognition" and "cognition"
Through the above analysis, we can see that from a semantic perspective, "cognition" There are certain differences in the scope of reflection and the scope of application of the concept of "cognition". Therefore, in the field of psychological research, the concepts of "cognition" and "knowledge" can be used interchangeably in some situations, but not in others.
First, when we need to characterize the form of mechanical reflection activities or the simple reflection activities of animals, the concept of "cognition" is far more appropriate and clear than the concept of "cognition". Based on the rat maze experiment, Tolman proposed that the concept of cognitive map reflects the image of a specific spatial environment formed by animals on the basis of perceptual experience. It is more appropriate to use the concept of "cognition" here, but using the concept of "cognition" seems to be overkill. Modern cognitive psychology with information processing theory as its core, which emerged with the rise of information theory, cybernetics and computer science, analogizes the process of human psychological reflection activities to the information processing process in computer recognition. In this case, it is more appropriate to use the concept of "cognition" to describe the form of human psychological reflection activities. Since computer recognition must be based on specific programs preset by humans, it is impossible for computers to generate the same ideas as humans. Therefore, computer recognition is fundamentally different from human psychological reflection activities, and it is more appropriate to use the concept of "cognition" to characterize the computer recognition model.
Second, generally speaking, the psychological reflection activities of human subjects, which are mainly based on perceptual knowledge, can be represented by the concepts of "cognition" and "cognition". To learn and master the word "Cognition" and understand its meaning is "cognition" and "knowledge", the processing level may only be a reflection of the perceptual image on the surface of the word, which is a reflection of the external characteristics and connections of the word. It is also possible that this word has been deeply analyzed and understood by the individual, and has been widely connected with the relevant knowledge in the individual's mind, and finally becomes the individual's structured knowledge. In this case, it is appropriate to use the concept of "cognition" or "cognition" to characterize it. In the study of literary and artistic theory, the concept of "cognition" and related terms are used to characterize individual artistic reflection activities, including artistic creation activities and art appreciation activities. This reference is appropriate and appropriate and helps to reflect artistic reflection activities more accurately. emotional characteristics. This is more appropriate than the traditional use of “cognition” and derivative terms. However, for the theoretical research on literature and art itself, since the research process relies on individual analysis, speculation and logical deduction, it has obvious rational characteristics. Therefore, it is more appropriate to use "cognition" and related terminology systems to characterize it here.
Third, deep or high-level psychological reflection activities are more appropriately represented by the concept of "cognition". Copernicus realized that there was an obvious fallacy in Ptolemy's geocentric theory of "the earth does not move", and proposed the heliocentric theory, denying the religious creed that God placed the earth at the center of the universe. Newton's thought was triggered by the falling of an apple, and he imagined that there was some kind of gravitational relationship between the apple and the earth, and finally revealed the law of universal gravitation by which matter attracts each other. Freud's research believes that human psychology and behavior are not only affected or controlled by rational consciousness, but more importantly, they are also affected and controlled by irrational subconscious instincts, impulses and desires. Others, such as Darwin's theory of evolution and Einstein's theory of relativity, are extremely complex. They not only include scientists' perceptual understanding of natural phenomena and human psychological phenomena, but also include scientists' bold assumptions and rationality that are creative and forward-looking. Reasoning, these discoveries of scientists are quite insightful and constitute a unique conceptual system, which affects people's subjective understanding of the world. Therefore, it is more appropriate to use the concept of "cognition" to characterize these reflection activities, rather than using the concept of "cognition" to characterize these reflection activities.
In short, we believe that the concept of "cognition" is more suitable for describing the form of mechanical reflection activities, the simple forms of animal reflection activities, and the process and results of human perceptual reflection activities. Although the concept of "cognition" can also be used for It represents the basic meaning of the concept of "cognition", but is more suitable for characterizing the process and results of human advanced psychological reflection activities, especially the process and results of creative advanced psychological reflection activities.
Whether it is difficult to understand the above text? Comprehension is a kind of audio-visual understanding that people have in social practice interactions. The process of understanding: audio-visual expression----medium, noise, objection----perception----understanding and cognition----feedback
In fact, animals cannot understand human speech, children If you can’t understand adults, you can’t understand it in elementary school. In the actual society, communication between people cannot be understood. When A expresses it to B, B can’t understand A’s expression. A can learn from B’s actions. Distinguish understanding, rather than confirm understanding from B's language. If B's ??behavior deviates during the long-term understanding process, it can basically be determined that B's understanding needs to be optimized. At the same time, A's expression should be optimized simultaneously so that B can easily understand it.
In fact, the most difficult thing to solve is B’s disbelief. It is difficult for B to understand that his understanding needs to be improved. Of course, B can design tests, find friends with the same type of characteristics as A, and transmit expressions at the same time. Test your comprehensive understanding of type A expressions
B’s disapproval is due to several reasons. First of all, B has an independent social circle, and there is no past misunderstanding in the past social circle. Secondly, in B's social circle, B's understanding has been determined, and B's understanding is no longer concerned. In the end, B becomes comfortable in the habit. When meeting A, B's comfort is hit by A, and A is just B's presence. The beginning of future communication.
To deal with understanding, first of all, you need to realize that you have a lack of understanding. Secondly, you need a lot of self-assessment on the way to improve understanding. Improving understanding is not a temporary job, it is a long-term and regular need to update the objective View things, distinguish angles and cognitions that are different from your own, look for similarities in different fields, constantly explore the essence of objective things, and exercise your thinking ability.