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This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression?The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.

Object relations (Psychoanalysis)

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This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression?The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.

Object relations (Psychoanalysis)

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The chapter presents the analysis of user trials where, for the first time, a service robot was set free in the home of users. Different to previous studies there was no pre-specified schedule of tasks to execute. The goal was to show that useful functionalities for users can also be achieved with the low-cost components of the Hobbit robot. With the one-arm mobile service robot Hobbit we provided users with a service robot running basic robot functionalities such as navigation, grasping objects from the floor, emergency handling, entertainment, fitness and communication functions. Users could freely select what to do over the three-week trials in homes in three European countries. Users have been questioned on what functionality would help them to stay longer at home and live independently. Results provide better insights of what users want than in pre-set scenarios, where many of the factors we encountered do not show up. Good examples are the need to have robots navigate autonomously at home, grasping objects from the floor is a highly valued function, and the robot needs to adapt locations depending on the daily liking of the users who move much more freely at home than in pre-set scenarios.

Object relations (Psychoanalysis)

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Self psychology --- Object relations (Psychoanalysis) --- Object relations (Psychoanalysis) --- Self psychology.

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Family psychotherapy --- Object relations (Psychoanalysis)