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I.B. LANGUAGE B EXTENDED ESSAY by adriana forero on …

Another important distinction between central and extended cognition relates to their informational requirements. The central cognition conception specifies that specific biological (internal) information is required to process task-specific (environmental) information, and hence that the centralised neural mechanisms, whether they be general or modular, must be sufficiently informed with task-relevant biological information to solve the tasks faced by the organism. In other words, the neural mechanisms must possess or draw on large quantities of biological information in order to function effectively; they are expected to be informationally greedy. Such biological information concerns or relates to properties of the task, and/or aspects of the world, and hence has a referential property. The most clear-cut examples here would involve communication with signs, whereby a behaviour (a vocalisation, a vibratory pattern) explicitly conveys to others information concerning an object or an event in the external world. Thus, the central cognition hypothesis endorses a representational stance to cognition, in which the external world is, in some way, mimicked or captured isomorphically within the nervous system (Gallistel ), for instance, as symbolic representations. Effective behaviour is thought to arise through the individual manipulating these representations, for example, planning future behaviour, prior to performing motor actions. The central cognition conception is informationally greedy because the brain either already possesses (i.e., in a nativist account) or through experience constructs (i.e., in an empiricist account) internal models of the external world. In contrast, extended approaches to cognition are either not representational, or at least require fewer representations, in their conception, and thus are less demanding in terms of the informational requirements of the brain. On this view, informational content is offloaded to the body, or to aspects of the world (Shapiro ; Pfeifer et al. ; Cappuccio ).

The aims of the extended essay are to provide students with the opportunity to:

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EXTENDED ESSAY GROUP TWO ENGLISH Language B Why Group Two

From Diploma Programme Extended Essay guide, International Baccalaureate, Cardiff, Wales, 2007

Some extended essay subjects include cross-cultural questions within them. Others invite such an approach. Whatever the subject, the extended essay student should strive to find relevant information from a diverse range of sources.

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Extended essay group 1 category 2

Guide To Referencing Your Extended Essay Al Mawrid Canada Ib extended essay chemistry got excellent

The Extended Essay leads to a major piece of formally presented, structured writing, in which ideas and research is communicated in a reasoned and coherent manner, appropriate to the subject chosen.

Students at Queensland Academies are required to complete the Extended Essay task, a compulsory component of the International Baccalaureate (IB) Diploma Programme.

Students begin the research process during Year 11 and submit their Extended Essay in the second year of IB study.
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Language B EE (Group 2) - Ms Annie's Extended Essay Page

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IB Extended Essay - Ballston Spa High School

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About Extending East; Group 1; Group 2; Group 3; ..

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