What Is the Receptive Field?

Acceptance research is to find a probabilistic premise (or deterministic acceptance rule) for a proposition to be accepted and incorporated into the knowledge pool (knowledge structure). The focus of research is to use inductive logic to explore the conditions of knowledge acceptance.

Accept research

(I) Research on the nature and process of acceptance

What is the nature of acceptance? Can it delimit the categories of understanding and cognition? This is the first question that acceptance theory must answer. In my opinion, although acceptance activities take many forms in educational practice: there are active acceptance and compulsory acceptance; acceptance of scientific and cultural knowledge, and acceptance of ideological and moral concepts; acceptance of lessons and customs And the acceptance of thinking and technical skills. But in its essence, Reception reflects the interaction between social, natural, or spiritual objects and the subject of cognition, and is the reflection, selection, and integration of external educational information by the subject (educated) in educational activities And internalization constitute a continuous and complete cognitive process. The so-called reflection means that the receiving subject uses the innately formed sensory system (mainly the cerebral cortex's sensory, visual, auditory, tactile functions, and reflection integration mechanism) to transfer the semantic, concept, viewpoint, and vision modules contained in educational information into "Brain", and reproduce and reproduce, to form the image and concept related to or corresponding to the subject's consciousness. Selection refers to the acceptance of the subject using certain thinking methods and thinking methods, based on subjective or objective evaluation criteria, to make fact (authenticity) judgments and value judgments on the educational information entering the cognitive domain, and determine whether each of them has an independent meaning. The process of choosing and accepting and rejecting information (a sentence, a theory or point of view, a phenomenon or fact, a method or skill). Selection usually includes three aspects: The first level is the selection of evaluation criteria. Based on the characteristics of foreign information objects, the subject extracts relevant materials from internal storage concepts, knowledge, and experience, or ingests relevant facts and phenomena from the external environment as reference materials and standards for judging and screening information objects. The second level is the choice of judgment and screening methods. The subject seeks the best way of thinking and processing according to the cognitive purpose and the perceptual reflection on the object. The third level is the choice of information objects. Those brand-new educational information often go directly to the integration stage without going through the selection process. However, some information with greater significance and some values and meanings pointing to uncertain or negative information need to be screened and eliminated before entering the integration stage. . The so-called integration refers to the construction process in which the receiving subject transforms the molecular distribution of neurons by virtue of the microstructure of the brain, and performs the processing and processing of information materials that have been reflected and selected into the field of cognition, so as to interface with the original knowledge and moral structure . Stimulated by external information, nerve fibers and neurons are quickly connected, and the subject's thinking boundary is activated. When the external information is compatible with the original knowledge and morality structure, the two coincide with each other, and the subject absorbs the information object to cause the original knowledge and morality structure to expand. This phenomenon is called assimilation. When the external information is incompatible with the original knowledge and moral structure, and its strength is sufficient to prevent the subject from assimilating, it forces the subject to change or even restructure the original knowledge and moral structure to adapt it to the nature and requirements of the information object. This phenomenon is called adaptation. It can be seen that integration actually contains the dual meanings of construction and reconstruction. The knowledge and concepts just formed after construction or reconstruction are not solid. On the basis of short-term memory, the subject must undergo repeated and long-term exercises, applications, and practices to finally internalize and accumulate the deep knowledge and moral structure of the subject.

The research on the acceptance process mainly benefits from information processing theory. Allen Newell, Hebert Simon and Ulric Neisser have made outstanding contributions to this. Domestic scholars' research on acceptance micro-mechanism has just begun. But the development of computer science and artificial intelligence will undoubtedly accelerate the process of this research.

(II) Research on the main elements of acceptance

Receptional Fundation is the core proposition of acceptance subject research. Because the efficiency, level and direction of acceptance activities depend on the overall level of the subject's acceptance base and the operating status of its operational elements. The receiving base is composed of a brain functional organization as hardware and a Receptional Schema attached to the brain tissue as software. Much progress has been made in the study of brain function organization at home and abroad. Its theoretical frontier has turned to simulation of thinking functions. In the study of acceptance problems, most scholars still want to borrow the three functional structures of APLI (that is, the structure that regulates tension and awakening, the structure that accepts, processes, and maintains information, and the structure that regulates programming, regulation, and control) Theory to explain. There are different opinions on the definition of acceptance schema. Many scholars have applied the schema concept in Piaget's epistemology. I do not agree with this view. Because the concept of Pei's schema is basically synonymous with paradigm, pattern, and picture, it is a static concept. In my opinion, the Acceptance Schema is a micro software system attached to the brain's functional structure and composed of multiple levels of psychological and consciousness elements. It corresponds to the three functional structures of the brain and forms three interconnected functional subsystems: (1) the drive regulation system-consisting of different levels of needs, motivations, and emotions, emotions, wills, Consciousness, interest, intuition, inspiration and other mental elements can activate or close the arousal structure of the brain nerves, cause the occurrence and termination of acceptance activities, and increase or decrease the efficiency of acceptance. (2) Orientation and selection systemconsisting of inherent ideas and set mentality, and linkage with motivational elements, it judges, identifies, and screens educational information entering the cognitive domain, and determines the direction and processing object of receiving activities. (3) Operational processing systemconsisting of thinking methods, methods, techniques as tools, and knowledge and experience as raw materials, with the information receiving, processing, and maintaining structures in the brain nerves as its operating carrier, which regulates the acceptance activities Processing and understanding. These three functional subsystems operate independently, but are connected and interlinked in different parts of the acceptance process to form the subject's acceptance kinetic energy, which collectively affects the direction, efficiency, and quality of the acceptance activity. [3]

(3) Research on Accepted Objects and Intermediary Elements

Acceptance activities are not closed. The subject is always in a certain objective environment and specific atmosphere, and faces certain educators and communication methods to receive certain education information. Therefore, in order to achieve a high degree of integration of foreign information with the subject's acceptance horizon and improve acceptance efficiency, in addition to the subject's acceptance level and the operation status of its schema, the external factor conditions composed of the receiving object and the intermediary elements are also crucial of. These factors include:

Educator: Identity, seniority, personality image, knowledge capacity and professional quality, appeal, emotional relationship with the recipient, sense of responsibility, attitude and methods.

Educational information: value, credibility, novelty, difficulty, and quality of content.

Dissemination method: carrier form, information combination method, communication technology and craft, education method.

Reception atmosphere: macro-social and cultural background, educational scenes, group mentality, pressure, and emotional compatibility between educators and recipients.

Some of our analytical studies on the above-mentioned factors have achieved staged results. For example, the laws of parallax effects, resonance, empathy, and objective compatibility of education methods, the replacement of the application process and its efficiency, and the relevance of different methods are summarized in the research on the correlation between the dual subject relationship and acceptance efficiency Laws and more. The research on most of the other factors and their results are still relatively scattered, especially for some quantified empirical research due to the limitations of experimental conditions. At present, it is difficult to make breakthrough progress.

(IV) Research on Acceptance Barriers and Differences

In educational activities, any kind of educational information cannot be accepted 100%, and more or less signal attenuation or distortion will occur. This indicates that various obstacles are encountered during the acceptance process. In general, the causes of impediments come from both the educated and the external. The former is called internal obstacle and the latter is called external obstacle. Internal obstacles mainly include physiological functional obstacles such as thinking ability, threshold, emotion, emotion, and meaningful obstacles such as value orientation, knowledge structure and capacity limitation. External obstacles are mainly the hindrances of educators, the content and form of education, and the educational environment. In terms of its mechanism of action, the external barrier element is only a guiding condition for the emergence of internal barriers. It must be triggered or transformed into internal barriers to ultimately affect acceptance.