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Unpacking the cognitive map: the parallel map theory of hippocampal function. Psychol Rev
"... In the parallel map theory, the hippocampus encodes space with 2 mapping systems. The bearing map is constructed primarily in the dentate gyrus from directional cues such as stimulus gradients. The sketch map is constructed within the hippocampus proper from positional cues. The integrated map emerg ..."
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Cited by 14 (0 self)
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In the parallel map theory, the hippocampus encodes space with 2 mapping systems. The bearing map is constructed primarily in the dentate gyrus from directional cues such as stimulus gradients. The sketch map is constructed within the hippocampus proper from positional cues. The integrated map emerges when data from the bearing and sketch maps are combined. Because the component maps work in parallel, the impairment of one can reveal residual learning by the other. Such parallel function may explain paradoxes of spatial learning, such as learning after partial hippocampal lesions, taxonomic and sex differences in spatial learning, and the function of hippocampal neurogenesis. By integrating evidence from physiology to phylogeny, the parallel map theory offers a unified explanation for hippocampal function. The cognitive map theory articulated by John O’Keefe and Lynn Nadel in 1978 not only was the first unified theory of hippocampal function but also has been the most influential (Best & White, 1999). This theory postulated that the hippocampus creates a mental representation of allocentric space. This representation, the cognitive map, is more flexible than other mental representations
Managing the Requirements Engineering Process
, 2001
"... Process management is a crucial issue in developing information or computer systems. Theories of software development process management suggest that the process should be supported and managed based on what the process really is. However, our learning from an action research study reveals that the ..."
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Cited by 12 (7 self)
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Process management is a crucial issue in developing information or computer systems. Theories of software development process management suggest that the process should be supported and managed based on what the process really is. However, our learning from an action research study reveals that the requirements engineering (RE) process differs significantly from what the current literature tends to describe. The process is not a systematic, smooth and incremental evolution of the requirements model, but involves occasional simplification and restructuring of the requirements model. This revised understanding of the RE process suggests a new challenge to both the academic and industrial communities, demanding new process management approaches. In this paper, we present our understanding of the RE process and its implications for process management.
Understanding Requirements Engineering: a Challenge for Practice and Education
 DEAKIN UNIVERSITY
, 2002
"... Reviews of the state of the professional practice in Requirements Engineering (RE) stress that the RE process is both complex and hard to describe, and suggest there is a significant difference between competent and "approved " practice. "Approved" practice is ref ..."
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Cited by 4 (1 self)
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Reviews of the state of the professional practice in Requirements Engineering (RE) stress that the RE process is both complex and hard to describe, and suggest there is a significant difference between competent and &quot;approved &quot; practice. &quot;Approved&quot; practice is reflected by (in all likelihood, in fact, has its genesis in) RE education, so that the knowledge and skills taught to students do not match the knowledge and skills required and applied by competent practitioners. A recent action research study describes a new understanding of the RE process. RE is revealed as inherently creative, involving cycles of building and major reconstruction of the models developed,
The Characteristics of Mathematical Creativity
"... Mathematical creativity ensures the growth of mathematics as a whole. However, the source of this growth, the creativity of the mathematician, is a relatively unexplored area in mathematics and mathematics education. In order to investigate how mathematicians create mathematics, a qualitative study ..."
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Mathematical creativity ensures the growth of mathematics as a whole. However, the source of this growth, the creativity of the mathematician, is a relatively unexplored area in mathematics and mathematics education. In order to investigate how mathematicians create mathematics, a qualitative study involving five creative mathematicians was conducted. The mathematicians in this study verbally reflected on the thought processes involved in creating mathematics. Analytic induction was used to analyze the qualitative data in the interview transcripts and to verify the theory driven hypotheses. The results indicate that, in general, the mathematicians’ creative processes followed the fourstage Gestalt model of preparationincubationilluminationverification. It was found that social interaction, imagery, heuristics, intuition, and proof were the common characteristics of mathematical creativity. Additionally, contemporary models of creativity from psychology were reviewed and used to interpret the characteristics of mathematical creativity Mathematical creativity ensures the growth of the field of mathematics as a whole. The constant increase in the number of journals devoted to mathematics research bears evidence to the growth of mathematics. Yet what lies at the essence of this growth, the creativity of the mathematician, has not been the subject of much research. It is usually the case that most mathematicians are uninterested in analyzing the thought processes that result in mathematical creation (Ervynck, 1991). The earliest known attempt to study mathematical creativity was an extensive questionnaire published in the French periodical L'Enseigement Mathematique (1902). This questionnaire and a lecture on creativity given by the renowned 20th century mathematician Henri Poincaré to the Societé de Psychologie inspired his colleague Jacques Hadamard, another prominent 20th century mathematician, to investigate the psychology of mathematical creativity
Looking in the Right Place: Complexity Theory, Psychoanalysis and Infant Observation
 Surviving Space: Papers on Infant Observation. London: Karnac
, 2002
"... This paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please refer to the repository record for this item and our policy information available from the repository home page for further information. To see the final version of this ..."
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Cited by 3 (3 self)
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This paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please refer to the repository record for this item and our policy information available from the repository home page for further information. To see the final version of this paper please visit the publisher’s website. Access to the published version may require a subscription. Author(s): Rustin, Michael
Mathematical Intuition vs. Mathematical Monsters
, 1998
"... Geometrical and physical intuition, both untutored and cultivated, is ubiquitous in the research, teaching, and development of mathematics. A number of mathematical “monsters”, or pathological objects, have been produced which⎯according to some mathematicians⎯seriously challenge the reliability of ..."
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Cited by 3 (1 self)
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Geometrical and physical intuition, both untutored and cultivated, is ubiquitous in the research, teaching, and development of mathematics. A number of mathematical “monsters”, or pathological objects, have been produced which⎯according to some mathematicians⎯seriously challenge the reliability of intuition. We examine several famous geometrical, topological and settheoretical examples of such monsters in order to see to what extent, if at all, intuition is undermined in its everyday roles.
CREATIVITY LEADING TO DISCOVERIES IN PARTICLE PHYSICS AND RELATIVITY
, 2008
"... Independently on Popper’s, Holten’s and Kuhn’s philosophy of science, we present – in “annus mirabiliss 2005 ” – the basic ingredients of discovery creativity in physics. We discuss understanding, problem solving, heuristics, computer thinking, technological thinking and so on. We present some disc ..."
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Independently on Popper’s, Holten’s and Kuhn’s philosophy of science, we present – in “annus mirabiliss 2005 ” – the basic ingredients of discovery creativity in physics. We discuss understanding, problem solving, heuristics, computer thinking, technological thinking and so on. We present some discoveries from the viewpoint of creativity. The Dirac equation, the Riccati equation for massive photons in laser physics, the nonlinear Schrödinger equation and its classical limit for heavy particles, the quantum NavierStokes equation, the equation of the quantum magnetohydrodynamics and so on. We discuss general relativity, the nonlinear Lorentz transformation involving the maximal acceleration constant which we relate to the Hagedorn temperature, and possible dependence of mass on acceleration. We discuss the reciprocity of technology and theoretical physics and the technological limit. 1
Being Barbie: the size of one’s own body determines the perceived size of the world. PLoS ONE 6, e20195. doi:10.1371/journal.pone. Conflict of Interest Statement: The authors declare that the research was conducted in the absence of any commercial or fina
, 2001
"... A classical question in philosophy and psychology is if the sense of one’s body influences how one visually perceives the world. Several theoreticians have suggested that our own body serves as a fundamental reference in visual perception of sizes and distances, although compelling experimental evid ..."
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A classical question in philosophy and psychology is if the sense of one’s body influences how one visually perceives the world. Several theoreticians have suggested that our own body serves as a fundamental reference in visual perception of sizes and distances, although compelling experimental evidence for this hypothesis is lacking. In contrast, modern textbooks typically explain the perception of object size and distance by the combination of information from different visual cues. Here, we describe full body illusions in which subjects experience the ownership of a doll’s body (80 cm or 30 cm) and a giant’s body (400 cm) and use these as tools to demonstrate that the size of one’s sensed own body directly influences the perception of object size and distance. These effects were quantified in ten separate experiments with complementary verbal, questionnaire, manual, walking, and physiological measures. When participants experienced the tiny body as their own, they perceived objects to be larger and farther away, and when they experienced the largebody illusion, they perceived objects to be smaller and nearer. Importantly, despite identical retinal input, this ‘‘body size effect’ ’ was greater when the participants experienced a sense of ownership of the artificial bodies compared to a control condition in which ownership was disrupted. These findings are fundamentally important as they suggest a causal relationship between
Try to See It My Way 1: The Discursive Function of Idiosyncratic Mathematical Metaphor
"... What are the nature, forms, and roles of metaphors in mathematics instruction? We present and closely analyze three examples of idiosyncratic metaphors produced during onetoone tutorial clinical interviews with 11yearold participants as they attempted to use unfamiliar artifacts and procedures t ..."
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What are the nature, forms, and roles of metaphors in mathematics instruction? We present and closely analyze three examples of idiosyncratic metaphors produced during onetoone tutorial clinical interviews with 11yearold participants as they attempted to use unfamiliar artifacts and procedures to reason about realistic probability problems. Our interpretations of these episodes suggest that metaphor is both spurred by and transformative of joint engagement in situated activities: metaphor serves individuals as semiotic means of objectifying and communicating their own evolving understanding of disciplinary representations and procedures, and its multimodal instantiation immediately modifies interlocutors ’ attention to and interaction with the artifacts. Instructors steer this process toward normative mathematical views by initiating, modifying, or elaborating metaphorical constructions. We speculate on situation parameters affecting students ’ utilization of idiosyncratic resources as well as how sociomathematical license for metaphor may contribute to effective instructional discourse.