Switch to: References

Add citations

You must login to add citations.
  1. Paul Thagard, Mind: An Introduction to Cognitive Science. Cambridge, MA: The MIT Press1996. Pp. xi + 213. [REVIEW]Jonathan Waskan & William Bechtel - 1998 - Canadian Journal of Philosophy 28 (4):587-608.
    Download  
     
    Export citation  
     
    Bookmark  
  • MACIFAC: A Model of Si~ i~ ari~-~ s~ Retrieval.Kenneth D. Forsus, Dedre Gentner & L. A. W. Keith - 1994 - Cognitive Science 19:141-205.
    Download  
     
    Export citation  
     
    Bookmark  
  • Is learning during anaesthesia implicit?Jackie Andrade - 1994 - Behavioral and Brain Sciences 17 (3):395-396.
    Download  
     
    Export citation  
     
    Bookmark  
  • (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, (...)
    Download  
     
    Export citation  
     
    Bookmark   187 citations  
  • Whither learning, whither memory?Michael A. Stadler & Peter A. Frensch - 1994 - Behavioral and Brain Sciences 17 (3):423-424.
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • A causal model theory of categorization.Bob Rehder - 1999 - In Martin Hahn & S. C. Stoness (eds.), Proceedings of the 21st Annual Meeting of the Cognitive Science Society. Lawrence Erlbaum. pp. 595--600.
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • A probabilistic model of cross-categorization.Patrick Shafto, Charles Kemp, Vikash Mansinghka & Joshua B. Tenenbaum - 2011 - Cognition 120 (1):1-25.
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • Transformation and alignment in similarity.Carl J. Hodgetts, Ulrike Hahn & Nick Chater - 2009 - Cognition 113 (1):62-79.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Similarity and rules: distinct? exhaustive? empirically distinguishable?Ulrike Hahn & Nick Chater - 1998 - Cognition 65 (2-3):197-230.
    Download  
     
    Export citation  
     
    Bookmark   25 citations  
  • Similarity-based categorization and fuzziness of natural categories.James A. Hampton - 1998 - Cognition 65 (2-3):137-165.
    The adequacy of similarity to prototype as an account of categorization in natural concepts was assessed by analyzing the monotonicity of the relation between typicality of an item in a category and the probability of a positive categorization response using data from McCloskey and Glucksberg (1978). The analysis revealed a strong underlying similarity-based threshold curve, with systematic deviations. Further data collection showed that deviations from the curve could be attributed to the effects of unfamiliarity and non-categorial associations on typicality judgments, (...)
    Download  
     
    Export citation  
     
    Bookmark   25 citations  
  • A step too far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
    Download  
     
    Export citation  
     
    Bookmark  
  • Some thinking is irrational.Jonathan Baron - 1991 - Behavioral and Brain Sciences 14 (3):486-487.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Does the environment have the same structure as Bayes' theorem?Gerd Gigerenzer - 1991 - Behavioral and Brain Sciences 14 (3):495-496.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Category learning: Things aren't so black and white.John R. Anderson - 1986 - Behavioral and Brain Sciences 9 (4):651-651.
    Download  
     
    Export citation  
     
    Bookmark  
  • Transcending “transcending…”.Stephen Jośe Hanson - 1986 - Behavioral and Brain Sciences 9 (4):656-657.
    Download  
     
    Export citation  
     
    Bookmark  
  • Induction and probability.Henry E. Kyburg - 1986 - Behavioral and Brain Sciences 9 (4):660-660.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Induction and explanation: Complementary models of learning.Pat Langley - 1986 - Behavioral and Brain Sciences 9 (4):661-662.
    Download  
     
    Export citation  
     
    Bookmark  
  • The learning of function and the function of learning.Roger C. Schank, Gregg C. Collins & Lawrence E. Hunter - 1986 - Behavioral and Brain Sciences 9 (4):672-686.
    Download  
     
    Export citation  
     
    Bookmark  
  • The hard questions about noninductive learning remain unanswered.Eric Wanner - 1986 - Behavioral and Brain Sciences 9 (4):670-670.
    Download  
     
    Export citation  
     
    Bookmark  
  • Reinforcement without representation.Stephen José Hanson - 1994 - Behavioral and Brain Sciences 17 (1):141-142.
    Download  
     
    Export citation  
     
    Bookmark  
  • Killeen's theory provides an answer – and a question.Mary Ann Metzger & Terje Sagvolden - 1994 - Behavioral and Brain Sciences 17 (1):144-145.
    Download  
     
    Export citation  
     
    Bookmark  
  • Problems and pitfalls for Killeen's mathematical principles of reinforcement.Joseph J. Pear - 1994 - Behavioral and Brain Sciences 17 (1):146-147.
    Download  
     
    Export citation  
     
    Bookmark  
  • From overt behavior to hypothetical behavior to memory: Inference in the wrong direction.Howard Rachlin - 1994 - Behavioral and Brain Sciences 17 (1):147-148.
    Download  
     
    Export citation  
     
    Bookmark   66 citations  
  • Personal semantics: at the crossroads of semantic and episodic memory.Louis Renoult, Patrick Sr Davidson, Daniela J. Palombo, Morris Moscovitch & Brian Levine - 2012 - Trends in Cognitive Sciences 16 (11):550-558.
    Download  
     
    Export citation  
     
    Bookmark   43 citations  
  • Typicality, Graded Membership, and Vagueness.James A. Hampton - 2007 - Cognitive Science 31 (3):355-384.
    This paper addresses theoretical problems arising from the vagueness of language terms, and intuitions of the vagueness of the concepts to which they refer. It is argued that the central intuitions of prototype theory are sufficient to account for both typicality phenomena and psychological intuitions about degrees of membership in vaguely defined classes. The first section explains the importance of the relation between degrees of membership and typicality (or goodness of example) in conceptual categorization. The second and third section address (...)
    Download  
     
    Export citation  
     
    Bookmark   40 citations  
  • Instance‐based learning in dynamic decision making.Cleotilde Gonzalez, Javier F. Lerch & Christian Lebiere - 2003 - Cognitive Science 27 (4):591-635.
    This paper presents a learning theory pertinent to dynamic decision making (DDM) called instancebased learning theory (IBLT). IBLT proposes five learning mechanisms in the context of a decision‐making process: instance‐based knowledge, recognition‐based retrieval, adaptive strategies, necessity‐based choice, and feedback updates. IBLT suggests in DDM people learn with the accumulation and refinement of instances, containing the decision‐making situation, action, and utility of decisions. As decision makers interact with a dynamic task, they recognize a situation according to its similarity to past instances, (...)
    Download  
     
    Export citation  
     
    Bookmark   36 citations  
  • Sequential sampling models of human text classification.Michael D. Lee & Elissa Y. Corlett - 2003 - Cognitive Science 27 (2):159-193.
    Text classification involves deciding whether or not a document is about a given topic. It is an important problem in machine learning, because automated text classifiers have enormous potential for application in information retrieval systems. It is also an interesting problem for cognitive science, because it involves real world human decision making with complicated stimuli. This paper develops two models of human text document classification based on random walk and accumulator sequential sampling processes. The models are evaluated using data from (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • A common structure for concepts of individuals, stuffs, and real kinds: More Mama, more milk, and more mouse.Ruth Garrett Millikan - 1997 - Behavioral and Brain Sciences 21 (1):55-65.
    Concepts are highly theoretical entities. One cannot study them empirically without committing oneself to substantial preliminary assumptions. Among the competing theories of concepts and categorization developed by psychologists in the last thirty years, the implicit theoretical assumption that what falls under a concept is determined by description () has never been seriously challenged. I present a nondescriptionist theory of our most basic concepts, which include (1) stuffs (gold, milk), (2) real kinds (cat, chair), and (3) individuals (Mama, Bill Clinton, the (...)
    Download  
     
    Export citation  
     
    Bookmark   84 citations  
  • A simplicity principle in unsupervised human categorization.Emmanuel M. Pothos & Nick Chater - 2002 - Cognitive Science 26 (3):303-343.
    We address the problem of predicting how people will spontaneously divide into groups a set of novel items. This is a process akin to perceptual organization. We therefore employ the simplicity principle from perceptual organization to propose a simplicity model of unconstrained spontaneous grouping. The simplicity model predicts that people would prefer the categories for a set of novel items that provide the simplest encoding of these items. Classification predictions are derived from the model without information either about the number (...)
    Download  
     
    Export citation  
     
    Bookmark   30 citations  
  • MAC/FAC: A Model of Similarity‐Based Retrieval.Kenneth D. Forbus, Dedre Gentner & Keith Law - 1995 - Cognitive Science 19 (2):141-205.
    We present a model of similarity‐based retrieval that attempts to capture three seemingly contradictory psychological phenomena: (a) structural commonalities are weighed more heavily than surface commonalities in similarity judgments for items in working memory; (b) in retrieval, superficial similarity is more important than structural similarity; and yet (c) purely structural (analogical) remindings e sometimes experienced. Our model, MAC/FAC, explains these phenomena in terms of a two‐stage process. The first stage uses a computationally cheap, non‐structural matcher to filter candidate long‐term memory (...)
    Download  
     
    Export citation  
     
    Bookmark   85 citations  
  • (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 (...)
    Download  
     
    Export citation  
     
    Bookmark   24 citations  
  • Distributed memory and the representation of general and specific information.James L. McClelland & David E. Rumelhart - 1985 - Journal of Experimental Psychology 114 (2):159-188.
    Download  
     
    Export citation  
     
    Bookmark   185 citations  
  • Dealing with Concepts: from Cognitive Psychology to Knowledge Representation.Marcello Frixione & Antonio Lieto - 2013 - Frontiers of Psychological and Behevioural Science 2 (3):96-106.
    Concept representation is still an open problem in the field of ontology engineering and, more generally, of knowledge representation. In particular, the issue of representing “non classical” concepts, i.e. concepts that cannot be defined in terms of necessary and sufficient conditions, remains unresolved. In this paper we review empirical evidence from cognitive psychology, according to which concept representation is not a unitary phenomenon. On this basis, we sketch some proposals for concept representation, taking into account suggestions from psychological research. In (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Kant e la formazione dei concetti.Alberto Vanzo - 2012 - Trento (Italy): Verifiche.
    How do we form concepts like those of three, bicycle and red? According to Kant, we form them by carrying out acts of comparison, reflection and abstraction on information provided by the senses. Kant's answer raised numerous objections from philosophers and psychologists alike. "Kant e la formazione dei concetti" argues that Kant is able to rebut those objections. The book shows that, for Kant, it is possible to perceive objects without employing concepts; it explains how, given those perceptions, we can (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  • Dual character concepts and the normative dimension of conceptual representation.Joshua Knobe, Sandeep Prasada & George Newman - 2013 - Cognition 127 (2):242-257.
    Five experiments provide evidence for a class of ‘dual character concepts.’ Dual character concepts characterize their members in terms of both (a) a set of concrete features and (b) the abstract values that these features serve to realize. As such, these concepts provide two bases for evaluating category members and two different criteria for category membership. Experiment 1 provides support for the notion that dual character concepts have two bases for evaluation. Experiments 2-4 explore the claim that dual character concepts (...)
    Download  
     
    Export citation  
     
    Bookmark   97 citations  
  • Comparative concepts.Richard Dietz - 2013 - Synthese 190 (1):139-170.
    Comparative concepts such as greener than or higher than are ways of ordering objects. They are fundamental to our grasp of gradable concepts, that is, the type of meanings expressed by gradable general terms, such as "is green" or "is high", which are embeddable in comparative constructions in natural language. Some comparative concepts seem natural, whereas others seem gerrymandered. The aim of this paper is to outline a theoretical approach to comparative concepts that bears both on the account of naturalness (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  • Mental Representation and Closely Conflated Topics.Angela Mendelovici - 2010 - Dissertation, Princeton University
    This dissertation argues that mental representation is identical to phenomenal consciousness, and everything else that appears to be both mental and a matter of representation is not genuine mental representation, but either in some way derived from mental representation, or a case of non-mental representation.
    Download  
     
    Export citation  
     
    Bookmark   32 citations  
  • The Independence Thesis: When Individual and Social Epistemology Diverge.Conor Mayo-Wilson, Kevin J. S. Zollman & David Danks - 2011 - Philosophy of Science 78 (4):653-677.
    In the latter half of the twentieth century, philosophers of science have argued (implicitly and explicitly) that epistemically rational individuals might compose epistemically irrational groups and that, conversely, epistemically rational groups might be composed of epistemically irrational individuals. We call the conjunction of these two claims the Independence Thesis, as they together imply that methodological prescriptions for scientific communities and those for individual scientists might be logically independent of one another. We develop a formal model of scientific inquiry, define four (...)
    Download  
     
    Export citation  
     
    Bookmark   67 citations  
  • (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.
    Download  
     
    Export citation  
     
    Bookmark   15 citations  
  • The role of similarity in categorization: providing a groundwork.Robert L. Goldstone - 1994 - Cognition 52 (2):125-157.
    Download  
     
    Export citation  
     
    Bookmark   69 citations  
  • Against Logicist Cognitive Science.Mike Oaksford & Nick Chater - 1991 - Mind and Language 6 (1):1-38.
    Download  
     
    Export citation  
     
    Bookmark   172 citations  
  • Learning to Learn Causal Models.Charles Kemp, Noah D. Goodman & Joshua B. Tenenbaum - 2010 - Cognitive Science 34 (7):1185-1243.
    Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the (...)
    Download  
     
    Export citation  
     
    Bookmark   17 citations  
  • Knowledge as Process: Contextually Cued Attention and Early Word Learning.Linda B. Smith, Eliana Colunga & Hanako Yoshida - 2010 - Cognitive Science 34 (7):1287-1314.
    Learning depends on attention. The processes that cue attention in the moment dynamically integrate learned regularities and immediate contextual cues. This paper reviews the extensive literature on cued attention and attentional learning in the adult literature and proposes that these fundamental processes are likely significant mechanisms of change in cognitive development. The value of this idea is illustrated using phenomena in children's novel word learning.
    Download  
     
    Export citation  
     
    Bookmark   19 citations  
  • Why I stopped worrying about the definition of life... and why you should as well.Edouard Machery - 2012 - Synthese 185 (1):145-164.
    In several disciplines within science—evolutionary biology, molecular biology, astrobiology, synthetic biology, artificial life—and outside science—primarily ethics—efforts to define life have recently multiplied. However, no consensus has emerged. In this article, I argue that this is no accident. I propose a dilemma showing that the project of defining life is either impossible or pointless. The notion of life at stake in this project is either the folk concept of life or a scientific concept. In the former case, empirical evidence shows that (...)
    Download  
     
    Export citation  
     
    Bookmark   66 citations  
  • Why this makes me think of that.Thierry Ripoll - 1998 - Thinking and Reasoning 4 (1):15 – 43.
    This study was aimed at explaining how and under what conditions surface similarity leads to the retrieval of an analogous base problem in LTM. Some elements of a theory of the organisation of knowledge in memory are proposed. Two levels of representation are distinguished. The first level represents directly accessible, local surface properties. The second level represents more abstract information pertaining to the category with which each analogous problem can be associated. Some results will be described showing that access to (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • 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.
    Download  
     
    Export citation  
     
    Bookmark  
  • 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.
    Download  
     
    Export citation  
     
    Bookmark  
  • Different structures for concepts of individuals, stuffs, and real kinds: One mama, more milk, and many mice.Paul Bloom - 1998 - Behavioral and Brain Sciences 21 (1):66-67.
    Although our concepts of “Mama,” “milk,” and “mice” have much in common, the suggestion that they are identical in structure in the mind of the prelinguistic child is mistaken. Even infants think about objects as different from substances and appreciate the distinction between kinds (e.g., mice) and individuals (e.g., Mama). Such cognitive capacities exist in other animals as well, and have important adaptive consequences.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • (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 (...)
    Download  
     
    Export citation  
     
    Bookmark   16 citations  
  • From similarity to chance.Daniel Osherson - manuscript
    “In reality, all arguments from experience are founded on the similarity which we discover among natural objects, and by which we are induced to expect effects similar to those which we have found to follow from such objects. ... From causes which appear similar we expect similar effects.”.
    Download  
     
    Export citation  
     
    Bookmark   1 citation