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Nonanalytic concept formation and memory for instances

In Eleanor Rosch & Barbara Bloom Lloyd (eds.), Cognition and Categorization. Lawrence Elbaum Associates. pp. 3--170 (1978)

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  1. Immediate and Reflective Senses.Angela Mendelovici - 2019 - In Dena Shottenkirk, Manuel Curado & Steven S. Gouveia (eds.), Perception, Cognition and Aesthetics. New York: Routledge. pp. 187-209.
    This paper argues that there are two distinct kinds of senses, immediate senses and reflective senses. Immediate senses are what we are immediately aware of when we are in an intentional mental state, while reflective senses are what we understand of an intentional mental state's (putative) referent upon reflection. I suggest an account of immediate and reflective senses that is based on the phenomenal intentionality theory, a theory of intentionality in terms of phenomenal consciousness. My focus is on the immediate (...)
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  • (1 other version)Implicit learning and tacit knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology: General 118 (3):219-235.
    I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two seemingly disparate experimental paradigms of synthetic grammar learning and probability learning, is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of (...)
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  • Connecting Conscious and Unconscious Processing.Axel Cleeremans - 2014 - Cognitive Science 38 (6):1286-1315.
    Consciousness remains a mystery—“a phenomenon that people do not know how to think about—yet” (Dennett, , p. 21). Here, I consider how the connectionist perspective on information processing may help us progress toward the goal of understanding the computational principles through which conscious and unconscious processing differ. I begin by delineating the conceptual challenges associated with classical approaches to cognition insofar as understanding unconscious information processing is concerned, and to highlight several contrasting computational principles that are constitutive of the connectionist (...)
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  • In defense of representation.Arthur B. Markman & Eric Dietrich - 2000 - Cognitive Psychology 40 (2):138--171.
    The computational paradigm, which has dominated psychology and artificial intelligence since the cognitive revolution, has been a source of intense debate. Recently, several cognitive scientists have argued against this paradigm, not by objecting to computation, but rather by objecting to the notion of representation. Our analysis of these objections reveals that it is not the notion of representation per se that is causing the problem, but rather specific properties of representations as they are used in various psychological theories. Our analysis (...)
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  • Word recognition in early reading: A review of the direct and indirect access hypotheses. [REVIEW]Roderick W. Barron - 1986 - Cognition 24 (1-2):93-119.
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  • Rationality and irrationality: Still fighting words.Paul Snow - 1991 - Behavioral and Brain Sciences 14 (3):505-506.
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  • The role of similarity in categorization: providing a groundwork.Robert L. Goldstone - 1994 - Cognition 52 (2):125-157.
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  • (1 other version)Regaining composure: A defense of prototype compositionality.Jesse Prinz - manuscript
    Beginning in the late 1960s, psychologists began to challenge the view the definitional theory of concepts. According to that theory a concept is a mental representation comprising representations of properties (or “features”) that are individually necessary and jointly sufficient for membership in a category. In place of the definitional view, psychologists initially put forward the prototype theory of concept, according to which concepts comprise representations of features that are typical, salient, and diagnostic for category membership, but not necessarily necessary. The (...)
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  • Cognitive principles for information management: The principles of mnemonic associative knowledge (P-MAK).Michael Huggett, Holger Hoos & Ronald A. Rensink - 2007 - Minds and Machines 17 (4):445-485.
    Information management systems improve the retention of information in large collections. As such they act as memory prostheses, implying an ideal basis in human memory models. Since humans process information by association, and situate it in the context of space and time, systems should maximize their effectiveness by mimicking these functions. Since human attentional capacity is limited, systems should scaffold cognitive efforts in a comprehensible manner. We propose the Principles of Mnemonic Associative Knowledge (P-MAK), which describes a framework for semantically (...)
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  • A theory of implicit and explicit knowledge.Zoltan Dienes & Josef Perner - 1999 - Behavioral and Brain Sciences 22 (5):735-808.
    The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, (...)
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  • Mental imagery.Nigel J. T. Thomas - 2001 - Stanford Encyclopedia of Philosophy.
    Mental imagery (varieties of which are sometimes colloquially refered to as “visualizing,” “seeing in the mind's eye,” “hearing in the head,” “imagining the feel of,” etc.) is quasi-perceptual experience; it resembles perceptual experience, but occurs in the absence of the appropriate external stimuli. It is also generally understood to bear intentionality (i.e., mental images are always images of something or other), and thereby to function as a form of mental representation. Traditionally, visual mental imagery, the most discussed variety, was thought (...)
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  • Perceptual symbol systems.Lawrence W. Barsalou - 1999 - Behavioral and Brain Sciences 22 (4):577-660.
    Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the (...)
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  • The Typicality Effect in Basic Needs.Thomas Pölzler & Ivar R. Hannikainen - 2022 - Synthese 200 (5):1-26.
    According to the so-called Classical Theory, concepts are mentally represented by individually necessary and jointly sufficient application conditions. One of the principal empirical objections against this view stems from evidence that people judge some instances of a concept to be more typical than others. In this paper we present and discuss four empirical studies that investigate the extent to which this ‘typicality effect’ holds for the concept of basic needs. Through multiple operationalizations of typicality, our studies yielded evidence for a (...)
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  • "Schema abstraction" in a multiple-trace memory model.Douglas L. Hintzman - 1986 - Psychological Review 93 (4):411-428.
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  • Is implicit learning about consciousness?Richard A. Carlson - 1994 - Behavioral and Brain Sciences 17 (3):400-400.
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  • Dissociating multiple memory systems: Don't forsake the brain.Mark G. Packard - 1994 - Behavioral and Brain Sciences 17 (3):414-415.
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  • If human cognition is adaptive, can human knowledge consist of encodings?Robert L. Campbell & Mark H. Bickhard - 1991 - Behavioral and Brain Sciences 14 (3):488-489.
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  • Back to basics.Jonathan Baron - 1985 - Behavioral and Brain Sciences 8 (4):706-706.
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  • Visual word processing: Procedures, representations, and routes.Glyn W. Humphreys & Lindsay J. Evett - 1985 - Behavioral and Brain Sciences 8 (4):728-739.
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  • (1 other version)Intentionalism about Moods.Angela Mendelovici - 2013 - Thought: A Journal of Philosophy 2 (1):126-136.
    According to intentionalism, phenomenal properties are identical to, supervenient on, or determined by representational properties. Intentionalism faces a special challenge when it comes to accounting for the phenomenal character of moods. First, it seems that no intentionalist treatment of moods can capture their apparently undirected phenomenology. Second, it seems that even if we can come up with a viable intentionalist account of moods, we would not be able to motivate it in some of the same kinds of ways that intentionalism (...)
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  • Prototypes, Exemplars, and Theoretical & Applied Ethics.John Jung Park - 2011 - Neuroethics 6 (2):237-247.
    Concepts are mental representations that are the constituents of thought. EdouardMachery claims that psychologists generally understand concepts to be bodies of knowledge or information carrying mental states stored in long term memory that are used in the higher cognitive competences such as in categorization judgments, induction, planning, and analogical reasoning. While most research in the concepts field generally have been on concrete concepts such as LION, APPLE, and CHAIR, this paper will examine abstract moral concepts and whether such concepts may (...)
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  • (1 other version)Implicit preferences: The role(s) of familiarity in the structural mere exposure effect.D. Zizak - 2004 - Consciousness and Cognition 13 (2):336-362.
    In four experiments using an artificial grammar learning procedure, the authors examined the links between the “classic” mere exposure effect [heightened affect for previously encountered stimulus items ] and the “structural” mere exposure effect [greater hedonic appreciation for novel stimuli that conform to an implicitly acquired underlying rule system ]. After learning, participants: classified stimuli according to whether they conformed to the principles of the grammar and, rated them in terms of how much they liked them. In some experiments unusual (...)
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  • Faulty rationale for the two factors that dissociate learning systems.Hiroshi Nagata - 1994 - Behavioral and Brain Sciences 17 (3):412-413.
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  • Is awareness necessary for operant conditioning?Frode Svartdal - 1994 - Behavioral and Brain Sciences 17 (3):424-425.
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  • Consciousness in natural language and motor learning.Joel Lachter - 1994 - Behavioral and Brain Sciences 17 (3):409-410.
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  • Representation of concepts as frames.Wiebke Petersen - 2006 - The Baltic International Yearbook of Cognition, Logic and Communication 2:151-170.
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  • Time-scale dynamics and the development of an embodied cognition.Esther Thelen - 1995 - In Tim van Gelder & Robert Port (eds.), Mind As Motion: Explorations in the Dynamics of Cognition. MIT Press. pp. 69--100.
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  • Aesthetic preference and syntactic prototypicality in music: 'Tis the gift to be simple.J. David Smith & Robert J. Melara - 1990 - Cognition 34 (3):279-298.
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  • Reuniting perception and conception.Robert Goldstone & Lawrence Barsalou - 1998 - Cognition 65 (2-3):231-262.
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  • A step too far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
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  • Bayes in the context of suboptimality.Robert A. M. Gregson - 1991 - Behavioral and Brain Sciences 14 (3):497-498.
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  • On the nonapplicability of a rational analysis to human cognition.Eldar Shafir - 1991 - Behavioral and Brain Sciences 14 (3):502-503.
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  • So the “strong” theory loses. But are there any winners?Dennis Norris - 1985 - Behavioral and Brain Sciences 8 (4):718-719.
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  • Explanatory adequacy and models of word recognition.Mark S. Seidenberg - 1985 - Behavioral and Brain Sciences 8 (4):724-726.
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  • Segmentation in models of reading.Richard K. Olson & Janice M. Keenan - 1985 - Behavioral and Brain Sciences 8 (4):719-720.
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  • Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading.Glyn W. Humphreys & Lindsay J. Evett - 1985 - Behavioral and Brain Sciences 8 (4):689-705.
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  • Towards a dynamic connectionist model of memory.Douglas Vickers & Michael D. Lee - 1997 - Behavioral and Brain Sciences 20 (1):40-41.
    Glenberg's account falls short in several respects. Besides requiring clearer explication of basic concepts, his account fails to recognize the autonomous nature of perception. His account of what is remembered, and its description, is too static. His strictures against connectionist modeling might be overcome by combining the notions of psychological space and principled learning in an embodied and situated network.
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  • The cognitive unconscious: An evolutionary perspective.Arthur S. Reber - 1992 - Consciousness and Cognition 1 (2):93-133.
    In recent decades it has become increasingly clear that a substantial amount of cognitive work goes on independent of consciousness. The research has been carried out largely under two rubrics, implicit learning and implicit memory. The former has been concerned primarily with the acquisition of knowledge independent of awareness and the latter with the manner in which memories not readily available to conscious recall or recognition play a role in behavior; collectively these operations comprise the essential functions of the cognitive (...)
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  • The aware pigeon.A. Charles Catania - 1994 - Behavioral and Brain Sciences 17 (3):400-401.
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  • What about unconscious processing during the test?Pierre Perruchet & Jorge Gallego - 1994 - Behavioral and Brain Sciences 17 (3):415-416.
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  • Are rules and instances subserved by separate systems?Robert L. Goldstone & John K. Kruschke - 1994 - Behavioral and Brain Sciences 17 (3):405-405.
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  • Representational explanations of “process” dissociations in recognition: The DRYAD theory of aging and memory judgments.Aaron S. Benjamin - 2010 - Psychological Review 117 (4):1055-1079.
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  • A neurobiological theory of automaticity in perceptual categorization.F. Gregory Ashby, John M. Ennis & Brian J. Spiering - 2007 - Psychological Review 114 (3):632-656.
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  • Awareness inflated, evaluative conditioning underestimated.Frank Baeyens, Jan De Houwer & Paul Eelen - 1994 - Behavioral and Brain Sciences 17 (3):396-397.
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  • (1 other version)Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning derived from subliminal learning, (...)
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  • Some thinking is irrational.Jonathan Baron - 1991 - Behavioral and Brain Sciences 14 (3):486-487.
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  • Optimality and psychological explanation.Peter Godfrey-Smith - 1991 - Behavioral and Brain Sciences 14 (3):496-497.
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  • Rational analysis will not throw off the yoke of the precision-importance trade-off function.Wolfgang Schwarz - 1991 - Behavioral and Brain Sciences 14 (3):501-502.
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  • Rational analysis: Too rational for comfort?Ronald de Sousa - 1991 - Behavioral and Brain Sciences 14 (3):492-492.
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  • The acquired dyslexias and normal reading.Tim Shallice - 1985 - Behavioral and Brain Sciences 8 (4):726-726.
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