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  1. Language and the development of spatial reasoning.Anna Shusterman & E. S. Spelke - 2005 - In Peter Carruthers, Stephen Laurence & Stephen P. Stich (eds.), The Innate Mind: Structure and Contents. New York, US: Oxford University Press on Demand. pp. 89--106.
    This chapter argues that human and animal minds indeed depend on a collection of domain-specific, task-specific, and encapsulated cognitive systems: on a set of cognitive ‘modules’ in Fodor's sense. It also argues that human and animal minds are endowed with domain-general, central systems that orchestrate the information delivered by core knowledge systems. The chapter begins by reviewing the literature on spatial reorientation in animals and in young children, arguing that spatial reorientation bears the hallmarks of core knowledge and of modularity. (...)
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  • Is linguistic determinism an empirically testable hypothesis?Helen3 De Cruz - 2009 - Logique Et Analyse 52 (208):327-341.
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  • In defense of language-independent flexibility, or: What rodents and humans can do without language.Alexandre Duval - 2024 - Mind and Language 39:1-27.
    There are two main approaches within classical cognitive science to explaining how humans can entertain mental states that integrate contents across domains. The language-based framework states that this ability arises from higher cognitive domain-specific systems that combine their outputs through the language faculty, whereas the language-independent framework holds that it comes from non-language-involving connections between such systems. This article turns on its head the most influential empirical argument for the language-based framework, an argument that originates from research on spatial reorientation. (...)
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  • (1 other version)Cognitive effects of language on human navigation.Anna Shusterman, Sang Ah Lee & Elizabeth S. Spelke - 2011 - Cognition 120 (2):186-201.
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  • A viewpoint-independent process for spatial reorientation.Marko Nardini, Rhiannon L. Thomas, Victoria C. P. Knowland, Oliver J. Braddick & Janette Atkinson - 2009 - Cognition 112 (2):241-248.
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  • Relational language supports relational cognition in humans and apes.Dedre Gentner & Stella Christie - 2008 - Behavioral and Brain Sciences 31 (2):136-137.
    We agree with Penn et al. that our human cognitive superiority derives from our exceptional relational ability. We far exceed other species in our ability to grasp analogies and to combine relations into higher-order structures (Gentner 2003). However, we argue here that possession of an elaborated symbol system is necessary to make our relational capacity operational.
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  • The cognitive functions of language.Peter Carruthers - 2002 - Behavioral and Brain Sciences 25 (6):657-674.
    This paper explores a variety of different versions of the thesis that natural language is involved in human thinking. It distinguishes amongst strong and weak forms of this thesis, dismissing some as implausibly strong and others as uninterestingly weak. Strong forms dismissed include the view that language is conceptually necessary for thought (endorsed by many philosophers) and the view that language is _de facto_ the medium of all human conceptual thinking (endorsed by many philosophers and social scientists). Weak forms include (...)
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  • Executive functions are cognitive gadgets.Senne Braem & Bernhard Hommel - 2019 - Behavioral and Brain Sciences 42.
    Many psychologists and neuroscientists still see executive functions as independent, domain-general, supervisory functions that are often dissociated from more “low-level” associative learning. Here, we suggest that executive functions very much build on associative learning, and argue that executive functions might be better understood as culture-sensitive cognitive gadgets, rather than as ready-made cognitive instincts.
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  • Children's use of geometry and landmarks to reorient in an open space.Stéphane Gouteux & Elizabeth S. Spelke - 2001 - Cognition 81 (2):119-148.
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  • Does Environmental Experience Shape Spatial Cognition? Frames of Reference Among Ancash Quechua Speakers.A. Shapero Joshua - 2017 - Cognitive Science 41 (5):1274-1298.
    Previous studies have shown that language contributes to humans' ability to orient using landmarks and shapes their use of frames of reference for memory. However, the role of environmental experience in shaping spatial cognition has not been investigated. This study addresses such a possibility by examining the use of FoRs in a nonverbal spatial memory task among residents of an Andean community in Peru. Participants consisted of 97 individuals from Ancash Quechua-speaking households who spoke Quechua and/or Spanish and varied considerably (...)
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  • Rapid Learning in a Children's Museum via Analogical Comparison.Dedre Gentner, Susan C. Levine, Raedy Ping, Ashley Isaia, Sonica Dhillon, Claire Bradley & Garrett Honke - 2016 - Cognitive Science 40 (1):224-240.
    We tested whether analogical training could help children learn a key principle of elementary engineering—namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.
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  • Reorientation in the real world: The development of landmark use and integration in a natural environment.Alastair D. Smith, Iain D. Gilchrist, Kirsten Cater, Naimah Ikram, Kylie Nott & Bruce M. Hood - 2008 - Cognition 107 (3):1102-1111.
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  • Toward a theory of the empirical tracking of individuals: Cognitive flexibility and the functions of attention in integrated tracking.Nicolas J. Bullot - 2009 - Philosophical Psychology 22 (3):353-387.
    How do humans manage to keep track of a gradually changing object or person as the same persisting individual despite the fact that the extraction of information about this individual must often rely on heterogeneous information sources and heterogeneous tracking methods? The article introduces the Empirical Tracking of Individuals theory to address this problem. This theory proposes an analysis of the concept of integrated tracking, which refers to the capacity to acquire, store, and update information about the identity and location (...)
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  • A new biomarker to examine the role of hippocampal function in the development of spatial reorientation in children: a review.Vanessa Vieites, Alina Nazareth, Bethany C. Reeb-Sutherland & Shannon M. Pruden - 2015 - Frontiers in Psychology 6.
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  • Working Memory in Wayfinding—A Dual Task Experiment in a Virtual City.Tobias Meilinger, Markus Knauff & Heinrich H. Bülthoff - 2008 - Cognitive Science 32 (4):755-770.
    This study examines the working memory systems involved in human wayfinding. In the learning phase, 24 participants learned two routes in a novel photorealistic virtual environment displayed on a 220° screen while they were disrupted by a visual, a spatial, a verbal, or—in a control group—no secondary task. In the following wayfinding phase, the participants had to find and to “virtually walk” the two routes again. During this wayfinding phase, a number of dependent measures were recorded. This research shows that (...)
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  • Modularity and spatial reorientation in a simple mind: encoding of geometric and nongeometric properties of a spatial environment by fish.Valeria Anna Sovrano, Angelo Bisazza & Giorgio Vallortigara - 2002 - Cognition 85 (2):B51-B59.
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  • Geometric and featural systems, separable and combined: Evidence from reorientation in people with Williams syndrome.Katrina Ferrara & Barbara Landau - 2015 - Cognition 144 (C):123-133.
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  • Conceptual Structure and the Emergence of the Language Faculty: Much Ado about Knotting.David J. Lobina - 2012 - International Journal of Philosophical Studies 20 (4):519-539.
    Abstract One perspective in contemporary linguistic theory defends the idea that the language faculty may result from the combinations of diverse systems and principles. As a case study, I critique a recent proposal by Juan Uriagereka and colleagues according to which the evolutionary emergence of the language faculty can be identified through studying the computational structure of knots as present within the fossil record. I here argue that the ability to conceptualize and, thereby, create knots is not parasitic on the (...)
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  • Five Reasons to Doubt the Existence of a Geometric Module.Alexandra D. Twyman & Nora S. Newcombe - 2010 - Cognitive Science 34 (7):1315-1356.
    It is frequently claimed that the human mind is organized in a modular fashion, a hypothesis linked historically, though not inevitably, to the claim that many aspects of the human mind are innately specified. A specific instance of this line of thought is the proposal of an innately specified geometric module for human reorientation. From a massive modularity position, the reorientation module would be one of a large number that organized the mind. From the core knowledge position, the reorientation module (...)
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  • Heuristics, Concepts, and Cognitive Architecture: Toward Understanding How The Mind Works.Sheldon J. Chow - unknown
    Heuristics are often invoked in the philosophical, psychological, and cognitive science literatures to describe or explain methodological techniques or "shortcut" mental operations that help in inference, decision-making, and problem-solving. Yet there has been surprisingly little philosophical work done on the nature of heuristics and heuristic reasoning, and a close inspection of the way(s) in which "heuristic" is used throughout the literature reveals a vagueness and uncertainty with respect to what heuristics are and their role in cognition. This dissertation seeks to (...)
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  • Cultural commonalities and differences in spatial problem-solving: A computational analysis.Andrew Lovett & Kenneth Forbus - 2011 - Cognition 121 (2):281-287.
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  • First Direct Evidence of Cue Integration in Reorientation: A New Paradigm.Alexandra D. Twyman, Mark P. Holden & Nora S. Newcombe - 2018 - Cognitive Science 42 (S3):923-936.
    There are several models of the use of geometric and feature cues in reorientation. The adaptive combination approach posits that people integrate cues with weights that depend on cue salience and learning, or, when discrepancies are large, they choose between cues based on these variables. In a new paradigm designed to evaluate integration and choice, disoriented participants attempted to return to a heading direction, in a trapezoidal enclosure in which feature and geometric cues both unambiguously specified a heading, but later (...)
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  • Language and memory for object location.Harmen B. Gudde, Kenny R. Coventry & Paul E. Engelhardt - 2016 - Cognition 153 (C):99-107.
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  • Distinctively human thinking: Modular precursors and components.Peter Carruthers - 2005 - In Peter Carruthers, Stephen Laurence & Stephen P. Stich (eds.), The Innate Mind: Structure and Contents. New York, US: Oxford University Press on Demand. pp. 69--88.
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  • Rhesus monkeys use geometric and nongeometric information during a reorientation task.S. Gouteux, C. Thinus-Blanc & J. Vauclair - 2001 - Journal of Experimental Psychology: General 130 (3):505.
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  • Language Helps Children Succeed on a Classic Analogy Task.Stella Christie & Dedre Gentner - 2014 - Cognitive Science 38 (2):383-397.
    Adult humans show exceptional relational ability relative to other species. In this research, we trace the development of this ability in young children. We used a task widely used in comparative research—the relational match-to-sample task, which requires participants to notice and match the identity relation: for example, AA should match BB instead of CD. Despite the simplicity of this relation, children under 4 years of age failed to pass this test (Experiment 1), and their performance did not improve even with (...)
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  • Spatial Thinking in Term and Preterm-Born Preschoolers: Relations to Parent–Child Speech and Gesture.Sam Clingan-Siverly, Paige M. Nelson, Tilbe Göksun & Ö. Ece Demir-Lira - 2021 - Frontiers in Psychology 12.
    Spatial skills predict important life outcomes, such as mathematical achievement or entrance into Science, Technology, Engineering, and Mathematics disciplines. Children significantly vary in their spatial performance even before they enter formal schooling. One correlate of children's spatial performance is the spatial language they produce and hear from others, such as their parents. Because the emphasis has been on spatial language, less is known about the role of hand gestures in children's spatial development. Some children are more likely to fall behind (...)
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  • Spatial Language of Young Children During Block Play in Kindergartens in Urban China.Xiaoli Yang & Yuejuan Pan - 2021 - Frontiers in Psychology 12.
    Spatial language is an important predictor of spatial skills and might be inspired by peer interaction and goal-oriented building behaviors during block play. The present study investigated the frequency, type and level of children’s spatial language during block play and their associations with the level of block play by observing 228 young children in classrooms equipped with unit blocks and allowing free play on a daily basis. The findings showed that during block play, young children used more words about spatial (...)
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  • Children reorient using the left/right sense of coloured landmarks at 18–24 months.Marko Nardini, Janette Atkinson & Neil Burgess - 2008 - Cognition 106 (1):519-527.
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  • Spatial language facilitates spatial cognition: Evidence from children who lack language input.Dedre Gentner, Asli Özyürek, Özge Gürcanli & Susan Goldin-Meadow - 2013 - Cognition 127 (3):318-330.
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  • (1 other version)Cognitive effects of language on human navigation.Elizabeth S. Spelke Anna Shusterman, Sang Ah Lee - 2011 - Cognition 120 (2):186.
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  • Language supports young children’s use of spatial relations to remember locations.Hilary E. Miller, Rebecca Patterson & Vanessa R. Simmering - 2016 - Cognition 150 (C):170-180.
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  • An adaptive cue combination model of human spatial reorientation.Yang Xu, Terry Regier & Nora S. Newcombe - 2017 - Cognition 163 (C):56-66.
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  • Spatial language and landmark use: can 3-, 4-, and 5-year-olds find the middle.Nina Simms & Dedre Gentner - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 191--196.
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