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Fiori, N. As neurociências cognitivas. Vozes, Petrópolis, 2008.

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Article

Jerry Fodor and the Reinterpretation of the Phrenological Model

1PPGF, Pontifical Catholic University of Paraná, Curitiba, Brazil

2Core Human Formation, Positivo Online University, Curitiba, Brazil

3Pontifical Catholic University of Paraná, Curitiba, Brazil


American Journal of Educational Research. 2014, Vol. 2 No. 12C, 8-10
DOI: 10.12691/education-2-12C-3
Copyright © 2014 Science and Education Publishing

Cite this paper:
Cleverson Leite Bastos, Gustavo Luiz Gava, Carlos Eduardo de Carvalho Vargas. Jerry Fodor and the Reinterpretation of the Phrenological Model. American Journal of Educational Research. 2014; 2(12C):8-10. doi: 10.12691/education-2-12C-3.

Correspondence to: Cleverson  Leite Bastos, PPGF, Pontifical Catholic University of Paraná, Curitiba, Brazil. Email: leite.bastos@pucpr.br

Abstract

In tentative to support the “vertical tradition” in faculty psychology, Jerry Fodor reached resources in the phrenological model of Franz Gall. Fodor offers a reinterpretation of Gall’s work to demonstrate the emphasis investigative in the study of the mental structures and, indirectly, in the actual memory research, judgment, attention, among others. Jerry Fodor sought to highlight affirmative evidence that hides the phrenology of Gall, correcting and improving the phrenological model to research functional subsystems in the human mind. Deeping this issue, it is understood that the issue of modularity of mind contributed to undertake the current studies on the processes of teaching and learning, departing from the modular model proposed by Gall and Fodor.

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