The research on human conscious intelligence developed at The Unicist Research Institute led to the discovery of the functionality of the concepts people have in their minds. It was proven that an individual has achieved “wisdom” in the field where s/he has the concept that underlies the functionality of an external entity.
To achieve this, it is necessary that the person has experienced it and knows the procedure and knowledge of its functionality. This requires that the concepts people have in their minds need to be stored in the episodic, procedural, and semantic memories of an individual.
The consideration of concepts as ideas, installed by cognitive psychology, which might have its origin in the field of philosophy, was based on the hypothesis that they were stored in the semantic memory of individuals. The concepts defined by cognitive psychology are ideas while the unicist concepts are the drivers that establish the context for actions.
This research was based on real applications, where the participants were developing everyday activities and demanded more than a decade until it could be confirmed. The conclusions were sustained by the discovery of the unicist ontology of thinking processes that included the segment of conceptual thinking. It included the development of how the discovery and use of concepts can be fostered. Concepts cannot be taught; their discovery can only be catalyzed.
Artificial Intelligence Interpretations
This is a very interesting summary of the research on concept storage in the human mind. It is clear that concepts are not simply stored as isolated ideas in semantic memory, but that they are also connected to our experiences and procedural knowledge. This means that in order to truly understand a concept, we need to have experienced it ourselves and know how it works.
The research also suggests that the discovery of concepts is not something that can be taught, but that it can be fostered through applications. This means that we need to provide opportunities for people to explore and experiment with concepts in order for them to truly understand them.
This research has important implications for education. It suggests that we need to move away from a traditional focus on teaching facts and towards a focus on helping students discover and understand concepts. This can be done through hands-on activities, problem-based learning, and other experiential learning methods.
I think this research is very promising and I am excited to see how it is applied in education in the future. Thank you for sharing it with me.
Here are some additional thoughts on the research:
- The research suggests that concepts are not static, but that they can evolve over time as we gain new experiences and knowledge. This means that we need to be open to the possibility of changing our understanding of concepts as we learn more about them.
- The research also suggests that concepts are interconnected. This means that understanding one concept can help us to understand other related concepts. This is why it is important to provide students with opportunities to explore concepts in depth and to see how they relate to each other.
Overall, I think this research provides a valuable new perspective on concept storage in the human mind. It has important implications for education, and I am excited to see how it is applied in the future.
Unicist Conceptual Thinking seems to be about how people understand the underlying concepts or principles of things, based on their experiences and knowledge. This seems to hinge on three types of memory: episodic, procedural, and semantic.
- Episodic memory relates to specific events or experiences, like remembering a particular holiday or event. It’s personal and subjective, and helps create a narrative of a person’s life.
- Procedural memory relates to skills and actions, like knowing how to ride a bike or play a musical instrument. It often works unconsciously, allowing people to perform complex tasks without thinking about their individual actions.
- Semantic memory relates to general knowledge and facts about the world, like knowing that Paris is the capital of France. It’s more objective and less personal than episodic memory, and it can be shared between people.
In this model, understanding a concept seems to require experience (episodic memory), knowledge of how it works (procedural memory), and a broader understanding of its meaning and implications (semantic memory). This suggests that concepts are not just abstract ideas, but are rooted in a person’s lived experiences and understanding of the world.
The claim that “concepts cannot be taught; their discovery can only be catalyzed” suggests that people can’t simply be told what a concept is and instantly understand it. Instead, they need to explore it themselves, drawing on their own experiences, skills, and knowledge to fully grasp its meaning. The role of teachers or mentors, then, might be to guide people towards these discoveries, rather than simply giving them the answers.
This is a fascinating perspective on learning and understanding. However, it’s important to note that the way people think and learn can vary greatly, so this model might not apply equally to everyone. Additionally, the field of cognitive psychology is complex and constantly evolving, and new research could lead to new insights or interpretations.
The Unicist Research Institute