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  1. Why not model spoken word recognition instead of phoneme monitoring?Jean Vroomen & Beatrice de Gelder - 2000 - Behavioral and Brain Sciences 23 (3):349-350.
    Norris, McQueen & Cutler present a detailed account of the decision stage of the phoneme monitoring task. However, we question whether this contributes to our understanding of the speech recognition process itself, and we fail to see why phonotactic knowledge is playing a role in phoneme recognition.
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  • Two types of thought: Evidence from aphasia.Jules Davidoff - 2005 - Behavioral and Brain Sciences 28 (1):20-21.
    Evidence from aphasia is considered that leads to a distinction between abstract and concrete thought processes and hence for a distinction between rules and similarity. It is argued that perceptual classification is inherently a rule-following procedure and these rules are unable to be followed when a patient has difficulty with name comprehension and retrieval.
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  • Hume and Cognitive Science: The Current Status of the Controversy over Abstract Ideas.Mark Collier - 2005 - Phenomenology and the Cognitive Sciences 4 (2):197-207.
    In Book I, Part I, Section VII of the Treatise, Hume sets out to settle, once and for all, the early modern controversy over abstract ideas. In order to do so, he tries to accomplish two tasks: (1) he attempts to defend an exemplar-based theory of general language and thought, and (2) he sets out to refute the rival abstraction-based account. This paper examines the successes and failures of these two projects. I argue that Hume manages to articulate a plausible (...)
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  • Is science an evolutionay process? Evidence from miscitation of the scientific literature.Kim J. Vicente - 2000 - Perspectives on Science 8 (1):53-69.
    : This article describes a psychological test of Hull's (1988) theory of science as an evolutionary process by seeing if it can account for how scientists sometimes remember and cite the scientific literature. The conceptual adequacy of Hull's theory was evaluated by comparing it to Bartlett's (1932) seminal theory of human remembering. Bartlett found that remembering is an active, reconstructive process driven by a schema that biases recall in the direction of proto- typicality and personal involvement. This account supports Hull's (...)
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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):367-447.
    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, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...)
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  • The current status of research on concept combination.Lance J. Rips - 1995 - Mind and Language 10 (1-2):72-104.
    Understanding novel phrases (e.g. upside‐down daisy) and classifying objects in categories named by phrases ought to have common properties, but you'd never know it from current theories. The best candidate for both jobs is the Theory Theory, but it faces difficulties when theories are impoverished. A potential solution is a dual approach that couples theories (representations‐about categories) with fixed mentalese expressions (representations‐of categories). Both representations combine information in parallel when understanding phrases. Although there are objections to the notion that theories (...)
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  • Remembering objects.James Openshaw - 2022 - Philosophers' Imprint 22:1–20.
    Conscious recollection, of the kind characterised by sensory mental imagery, is often thought to involve ‘episodically’ recalling experienced events in one’s personal past. One might wonder whether this overlooks distinctive ways in which we sometimes recall ordinary, persisting objects. Of course, one can recall an object by remembering an event in which one encountered it. But are there acts of recall which are distinctively objectual in that they are not about objects in this mediated way (i.e., by way of being (...)
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  • Memory: An Extended Definition.Gregorio Zlotnik & Aaron Vansintjan - 2019 - Frontiers in Psychology 10:487439.
    Recent developments in science and technology point to the need to unify, and extend, the definition of memory. On the one hand, molecular neurobiology has shown that memory is largely a chemical process, which includes conditioning and any form of stored experience. On the other hand, information technology has led many to claim that cognition is also extended, that is, memory may be stored outside of the brain. In this paper, we review these advances and describe the increasingly accepted extended (...)
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  • Above and beyond the concrete: The diverse representational substrates of the predictive brain.Michael Gilead, Yaacov Trope & Nira Liberman - 2020 - Behavioral and Brain Sciences 43:e121.
    In recent years, scientists have increasingly taken to investigate the predictive nature of cognition. We argue that prediction relies on abstraction, and thus theories of predictive cognition need an explicit theory of abstract representation. We propose such a theory of the abstract representational capacities that allow humans to transcend the “here-and-now.” Consistent with the predictive cognition literature, we suggest that the representational substrates of the mind are built as ahierarchy, ranging from the concrete to the abstract; however, we argue that (...)
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  • Development, learning, and consciousness.Mark L. Howe & F. Michael Rabinowitz - 1994 - Behavioral and Brain Sciences 17 (3):407-407.
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  • Tacit knowledge and verbal report: On sinking ships and saving babies.R. O. Lindsay & B. Gorayska - 1994 - Behavioral and Brain Sciences 17 (3):410-411.
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  • Criteria for implicit learning: Deemphasize conscious access, emphasize amnesia.Carol Augart Seger - 1994 - Behavioral and Brain Sciences 17 (3):421-422.
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  • Episodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers.Manon Wyn Jones, Jan-Rouke Kuipers, Sinead Nugent, Angelina Miley & Gary Oppenheim - 2018 - Cognition 177 (C):214-225.
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  • A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge.Thomas K. Landauer & Susan T. Dumais - 1997 - Psychological Review 104 (2):211-240.
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  • An exemplar-based random walk model of speeded classification.Robert M. Nosofsky & Thomas J. Palmeri - 1997 - Psychological Review 104 (2):266-300.
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  • Outlines of a multiple trace theory of temporal preparation.Sander A. Los, Wouter Kruijne & Martijn Meeter - 2014 - Frontiers in Psychology 5.
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  • On the Futility of Attempting to Demonstrate Null Awareness.Philip M. Merikle - 1994 - Behavioral and Brain Sciences 17 (3):412-412.
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  • Whither learning, whither memory?Michael A. Stadler & Peter A. Frensch - 1994 - Behavioral and Brain Sciences 17 (3):423-424.
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  • Are infants human?H. S. Terrace - 1994 - Behavioral and Brain Sciences 17 (3):425-426.
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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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  • Exemplar effects in categorization and multiple-cue judgment.Peter Juslin, Henrik Olsson & Anna-Carin Olsson - 2003 - Journal of Experimental Psychology: General 132 (1):133.
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  • (1 other version)Information integration in multiple cue judgment: A division of labor hypothesis.Peter Juslin, Linnea Karlsson & Henrik Olsson - 2008 - Cognition 106 (1):259-298.
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  • A step too far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
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  • Moving beyond schedules and rate: A new trajectory?Gregory Galbicka - 1994 - Behavioral and Brain Sciences 17 (1):139-140.
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  • Killeen's theory provides an answer – and a question.Mary Ann Metzger & Terje Sagvolden - 1994 - Behavioral and Brain Sciences 17 (1):144-145.
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  • (1 other version)Déstabiliser le sens.François Recanati - 2001 - Revue Internationale de Philosophie 2 (217):197-208.
    Contribution au numéro spécial de la Revue Internationale de Philosophie sur John Searle.
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  • Reviving Inert Knowledge: Analogical Abstraction Supports Relational Retrieval of Past Events.Dedre Gentner, Jeffrey Loewenstein, Leigh Thompson & Kenneth D. Forbus - 2009 - Cognitive Science 33 (8):1343-1382.
    We present five experiments and simulation studies to establish late analogical abstraction as a new psychological phenomenon: Schema abstraction from analogical examples can revive otherwise inert knowledge. We find that comparing two analogous examples of negotiations at recall time promotes retrieving analogical matches stored in memory—a notoriously elusive effect. Another innovation in this research is that we show parallel effects for real‐life autobiographical memory (Experiments 1–3) and for a controlled memory set (Experiments 4 and 5). Simulation studies show that a (...)
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  • Human-centred decision support: The IDIOMS system. [REVIEW]J. G. Gammack, T. C. Fogarty, S. A. Battle, N. S. Ireson & J. Cui - 1992 - AI and Society 6 (4):345-366.
    The requirement for anthropocentric, or human-centred decision support is outlined, and the IDIOMS management information tool, which implements several human-centred principles, is described. IDIOMS provides a flexible decision support environment in which applications can be modelled using both ‘objective’ database information, and user-centred ‘subjective’ and contextual information. The system has been tested on several real applications, demonstrating its power and flexibility.
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  • Perceptual Inference Through Global Lexical Similarity.Brendan T. Johns & Michael N. Jones - 2012 - Topics in Cognitive Science 4 (1):103-120.
    The literature contains a disconnect between accounts of how humans learn lexical semantic representations for words. Theories generally propose that lexical semantics are learned either through perceptual experience or through exposure to regularities in language. We propose here a model to integrate these two information sources. Specifically, the model uses the global structure of memory to exploit the redundancy between language and perception in order to generate inferred perceptual representations for words with which the model has no perceptual experience. We (...)
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  • (1 other version)Computational models of implicit learning.Axel Cleeremans & Zoltán Dienes - 2008 - In Ron Sun (ed.), The Cambridge handbook of computational psychology. New York: Cambridge University Press. pp. 396--421.
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  • (1 other version)Animal concepts: Content and discontent.Nick Chater & Cecilia Heyes - 1994 - Mind and Language 9 (3):209-246.
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  • Restoration of Attention by Rest in a Multitasking World: Theory, Methodology, and Empirical Evidence.Frank Schumann, Michael B. Steinborn, Jens Kürten, Liyu Cao, Barbara Friederike Händel & Lynn Huestegge - 2022 - Frontiers in Psychology 13.
    In this work, we evaluate the status of both theory and empirical evidence in the field of experimental rest-break research based on a framework that combines mental-chronometry and psychometric-measurement theory. To this end, we provide a taxonomy of rest breaks according to which empirical studies can be classified. Then, we evaluate the theorizing in both the basic and applied fields of research and explain how popular concepts relate to each other in contemporary theoretical debates. Here, we highlight differences between all (...)
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  • A Hybrid Theory of Event Memory.David H. Ménager, Dongkyu Choi & Sarah K. Robins - 2022 - Minds and Machines 32 (2):365-394.
    Amongst philosophers, there is ongoing debate about what successful event remembering requires. Causal theorists argue that it requires a causal connection to the past event. Simulation theorists argue, in contrast, that successful remembering requires only production by a reliable memory system. Both views must contend with the fact that people can remember past events they have experienced with varying degrees of accuracy. The debate between them thus concerns not only the account of successful remembering, but how each account explains the (...)
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  • The Role of Metarepresentation in the Production and Resolution of Referring Expressions.William S. Horton & Susan E. Brennan - 2016 - Frontiers in Psychology 7:168898.
    In this paper we consider the potential role of metarepresentation—the representation of another representation, or as commonly considered within cognitive science, the mental representation of another individual's knowledge and beliefs—in mediating definite reference and common ground in conversation. Using dialogues from a referential communication study in which speakers conversed in succession with two different addressees, we highlight ways in which interlocutors work together to successfully refer to objects, and achieve shared conceptualizations. We briefly review accounts of how such shared conceptualizations (...)
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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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  • Is awareness necessary for operant conditioning?Frode Svartdal - 1994 - Behavioral and Brain Sciences 17 (3):424-425.
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  • The Generalized Quantum Episodic Memory Model.Jennifer S. Trueblood & Pernille Hemmer - 2017 - Cognitive Science:2089-2125.
    Recent evidence suggests that experienced events are often mapped to too many episodic states, including those that are logically or experimentally incompatible with one another. For example, episodic over-distribution patterns show that the probability of accepting an item under different mutually exclusive conditions violates the disjunction rule. A related example, called subadditivity, occurs when the probability of accepting an item under mutually exclusive and exhaustive instruction conditions sums to a number >1. Both the over-distribution effect and subadditivity have been widely (...)
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  • Logical-rule models of classification response times: A synthesis of mental-architecture, random-walk, and decision-bound approaches.Mario Fific, Daniel R. Little & Robert M. Nosofsky - 2010 - Psychological Review 117 (2):309-348.
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  • Signal detection with criterion noise: Applications to recognition memory.Aaron S. Benjamin, Michael Diaz & Serena Wee - 2009 - Psychological Review 116 (1):84-115.
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  • The Importance of Formalizing Computational Models of Face Adaptation Aftereffects.David A. Ross & Thomas J. Palmeri - 2016 - Frontiers in Psychology 7.
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  • Emotionality differences between a native and foreign language: theoretical implications.Catherine L. Caldwell-Harris - 2014 - Frontiers in Psychology 5.
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  • Learning strategies and situated knowledge.Antonio Rizzo & Oronzo Parlangeli - 1994 - Behavioral and Brain Sciences 17 (3):420-421.
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  • Effects of Emotional Experience for Abstract Words in the Stroop Task.Paul D. Siakaluk, Nathan Knol & Penny M. Pexman - 2014 - Cognitive Science 38 (8):1698-1717.
    In this study, we examined the effects of emotional experience, a relatively new dimension of emotional knowledge that gauges the ease with which words evoke emotional experience, on abstract word processing in the Stroop task. In order to test the context-dependency of these effects, we accentuated the saliency of this dimension in Experiment 1A by blocking the stimuli such that one block consisted of the stimuli with the highest emotional experience ratings and the other block consisted of the stimuli with (...)
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  • Transfer in artificial grammar learning: A reevaluation.Martin Redington & Nick Chater - 1996 - Journal of Experimental Psychology: General 125 (2):123.
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  • The role of background knowledge in speeded perceptual categorization.Thomas J. Palmeri & Celina Blalock - 2000 - Cognition 77 (2):B45-B57.
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  • Reasons to doubt the present evidence for metaphoric representation.G. Murphy - 1997 - Cognition 62 (1):99-108.
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  • Beyond the Tower of Babel in human memory research: The validity and utility of specification.Michael S. Humphreys, Janet Wiles & Simon Dennis - 1994 - Behavioral and Brain Sciences 17 (4):682-692.
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  • Does a computational theory of human memory need intelligence?Sachiko Kinoshita - 1994 - Behavioral and Brain Sciences 17 (4):673-674.
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  • Validation of behavioural equations: Can neurobiology help?C. M. Bradshaw - 1994 - Behavioral and Brain Sciences 17 (1):136-137.
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  • Practical effects of response specification.Richard L. Shull - 1994 - Behavioral and Brain Sciences 17 (1):150-150.
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