Sentence examples for cognitive discourse from inspiring English sources

The aim of this study is to examine the differences between fast and slow tendencies in Methods sections in terms of their internal, cognitive discourse organization.

The goal of this study is to better understand how the study participants' cognitive discourse is displayed in their learning transaction in an asynchronous, text-based conferencing environment based on Garrison's Practical Inquiry Model (2001).

They can then deny the representational nature of moral sentences or that they predicate properties, and contrast them with other, fully cognitive discourse, while deploying minimalist truth and minimalist truth-conditions to handle embeddings.

There has to be some important sense in which practical discourse does not satisfy the standards of rationality that distinguish authentic cognitive discourse in the literal sense; otherwise the contention that normative discourse is expressive rather than cognitive will lack any significant content.

Such philosophers are prepared to grant that there are normative and evaluative facts and truths, and to accept the cognitive credentials of discourse about this distinctive domain of facts and truths.

The system was based on a convergent approach, which exploits the fundamental principles of control thermodynamics, inverse problems, holistic discourse, cognitive modeling and programming, quantum semantics, artificial intelligence, virtual collaborations, unconscious thinking, and breakthrough thinking approaches.

We have previously proposed the convergent method for structuring information, which is based on the fundamental principles of control thermodynamics, inverse problems, holistic discourse, cognitive modeling, quantum semantics, and artificial intelligence.

The cognitive model operationalizes the discourse processing model developed by Kintsch and van Dijk.

The study introduces an analytic tool for untangling the processes of explanation-building in collaborative inquiry which takes a synchronous and diachronic approach to communicative and cognitive processes of student discourse.

However, discussions have raised questions regarding holistic discourse in cognitive modeling, which have been answered in [11].

Finally, the findings of this study more generally forewarn that as pharmacological cognitive enhancement moves from discourse to reality, it will increasingly be important to move the debate beyond academic analysis to include objective engagement of individuals who are most likely to be affected.