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  1. 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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  • (1 other version)The Myth of Cognitive Decline: Non‐Linear Dynamics of Lifelong Learning.Michael Ramscar, Peter Hendrix, Cyrus Shaoul, Petar Milin & Harald Baayen - 2014 - Topics in Cognitive Science 6 (1):5-42.
    As adults age, their performance on many psychometric tests changes systematically, a finding that is widely taken to reveal that cognitive information-processing capacities decline across adulthood. Contrary to this, we suggest that older adults'; changing performance reflects memory search demands, which escalate as experience grows. A series of simulations show how the performance patterns observed across adulthood emerge naturally in learning models as they acquire knowledge. The simulations correctly identify greater variation in the cognitive performance of older adults, and successfully (...)
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  • The Effects of Feature-Label-Order and Their Implications for Symbolic Learning.Michael Ramscar, Daniel Yarlett, Melody Dye, Katie Denny & Kirsten Thorpe - 2010 - Cognitive Science 34 (6):909-957.
    Symbols enable people to organize and communicate about the world. However, the ways in which symbolic knowledge is learned and then represented in the mind are poorly understood. We present a formal analysis of symbolic learning—in particular, word learning—in terms of prediction and cue competition, and we consider two possible ways in which symbols might be learned: by learning to predict a label from the features of objects and events in the world, and by learning to predict features from a (...)
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  • Of mice and men: Speech sound acquisition as discriminative learning from prediction error, not just statistical tracking.Jessie S. Nixon - 2020 - Cognition 197 (C):104081.
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  • Granularity and the acquisition of grammatical gender: How order-of-acquisition affects what gets learned.Inbal Arnon & Michael Ramscar - 2012 - Cognition 122 (3):292-305.
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  • Consequences of a Functional Account of Information.Stephen Francis Mann - 2018 - Review of Philosophy and Psychology 11 (3):1-19.
    This paper aims to establish several interconnected points. First, a particular interpretation of the mathematical definition of information, known as the causal interpretation, is supported largely by misunderstandings of the engineering context from which it was taken. A better interpretation, which makes the definition and quantification of information relative to the function of its user, is outlined. The first half of the paper is given over to introducing communication theory and its competing interpretations. The second half explores three consequences of (...)
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  • Prospects for Probabilistic Theories of Natural Information.Ulrich E. Stegmann - 2015 - Erkenntnis 80 (4):869-893.
    Much recent work on natural information has focused on probabilistic theories, which construe natural information as a matter of probabilistic relations between events or states. This paper assesses three variants of probabilistic theories (due to Millikan, Shea, and Scarantino and Piccinini). I distinguish between probabilistic theories as (1) attempts to reveal why probabilistic relations are important for human and non-human animals and as (2) explications of the information concept(s) employed in the sciences. I argue that the strength of probabilistic theories (...)
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  • What are cognitive processes? An example-based approach.Albert Newen - 2017 - Synthese 194 (11):4251-4268.
    The question “What are cognitive processes?” can be understood variously as meaning “What is the nature of cognitive processes?”, “Can we distinguish epistemically cognitive processes from physical and biochemical processes on the one hand, and from mental or conscious processes on the other?”, and “Can we establish a fruitful notion of cognitive process?” The present aim is to deliver a positive answer to the last question by developing criteria for what would count as a paradigmatic exemplar of a cognitive process, (...)
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  • Representations in animal cognition: An introduction.C. R. Gallistel - 1990 - Cognition 37 (1-2):1-22.
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  • The “placebo” paradox and the emotion paradox: Challenges to psychological explanation.Phil Hutchinson - 2020 - Theory and Psychology 30 (5):617-637.
    Philosophical debates about how best to explain emotion or placebo are debates about how best to characterise and explain the distinctive form of human responsiveness to the world that is the object of interest for each of those domains of inquiry. In emotion research, the cognitive theory of emotion faces several intractable problems. I discuss two of these: the problem of epistemic deficit and the problem of recalcitrant emotions. Cognitive explanations in Placebo Studies, such as response-expectancy and belief-based explanations, also (...)
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  • Models, Mechanisms, and Animal Minds.Colin Allen - 2014 - Southern Journal of Philosophy 52 (S1):75-97.
    In this paper, I describe grounds for dissatisfaction with certain aspects of the sciences of animal cognition and argue that a turn toward mathematical modeling of animal cognition is warranted. I consider some objections to this call and argue that the implications of such a turn are not as drastic for ordinary, commonsense understanding of animal minds as they might seem.
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  • What makes the past perfect and the future progressive? Experiential coordinates for a learnable, context-based model of tense and aspect.Dagmar Divjak, Petar Milin, Adnane Ez-Zizi & Laurence Romain - 2022 - Cognitive Linguistics 33 (2):251-289.
    We examined how language supports the expression of temporality within sentence boundaries in English, which has a rich inventory of grammatical means to express temporality. Using a computational model that mimics how humans learn from exposure we explored what the use of different tense and aspect combinations reveals about the interaction between our experience of time and the cognitive demands that talking about time puts on the language user. Our model was trained on n-grams extracted from the BNC to select (...)
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  • A Phenomenology of the 'Placebo Effect': Taking Meaning from the Mind to the Body.O. Frenkel - 2008 - Journal of Medicine and Philosophy 33 (1):58-79.
    Most mainstream attempts to understand the “placebo effect” invoke expectancy theory, arguing that expecting certain outcomes from a treatment or intervention can manifest those outcomes. Expectancy theory is incompatible with the phenomena of placebo responses, more appropriately named “meaning responses.” The expectancy account utilizes reflexive consciousness to connect a world of conceptual representations to mechanical physiology. An alternative account based upon Merleau-Ponty's motor intentionality argues that the body understands and is capable of responding to meanings without the need for any (...)
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  • Pigeons acquire multiple categories in parallel via associative learning: A parallel to human word learning?Edward A. Wasserman, Daniel I. Brooks & Bob McMurray - 2015 - Cognition 136 (C):99-122.
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  • Discrimination without indication: Why Dretske can't lean on learning.Carol Slater - 1994 - Mind and Language 9 (2):163-80.
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  • Rational and mechanistic perspectives on reinforcement learning.Nick Chater - 2009 - Cognition 113 (3):350-364.
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  • Content: Covariation, control, and contingency.J. Christopher Maloney - 1994 - Synthese 100 (2):241-90.
    The Representational Theory of the Mind allows for psychological explanations couched in terms of the contents of propositional attitudes. Propositional attitudes themselves are taken to be relations to mental representations. These representations (partially) determine the contents of the attitudes in which they figure. Thus, Representationalism owes an explanation of the contents of mental representations. This essay constitutes an atomistic theory of the content of formally or syntactically simple mental representation, proposing that the content of such a representation is determined by (...)
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  • The role of response inhibition in temporal preparation: Evidence from a go/no-go task.Sander A. Los - 2013 - Cognition 129 (2):328-344.
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  • The crosslinguistic acquisition of sentence structure: Computational modeling and grammaticality judgments from adult and child speakers of English, Japanese, Hindi, Hebrew and K'iche'.Ben Ambridge, Tomoko Tatsumi, Laura Doherty, Ramya Maitreyee, Colin Bannard, Soumitra Samanta, Stewart McCauley, Inbal Arnon, Shira Zicherman, Dani Bekman, Amir Efrati, Ruth Berman, Bhuvana Narasimhan, Dipti Misra Sharma, Rukmini Bhaya Nair, Kumiko Fukumura, Seth Campbell, Clifton Pye, Pedro Mateo Pedro, Sindy Fabiola Can Pixabaj, Mario Marroquín Pelíz & Margarita Julajuj Mendoza - 2020 - Cognition 202 (C):104310.
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  • Simplicity and the Meaning of Mental Association.Mike Dacey - 2019 - Erkenntnis 84 (6):1207-1228.
    Some thoughts just come to mind together. This is usually thought to happen because they are connected by associations, which the mind follows. Such an explanation assumes that there is a particular kind of simple psychological process responsible. This view has encountered criticism recently. In response, this paper aims to characterize a general understanding of associative simplicity, which might support the distinction between associative processing and alternatives. I argue that there are two kinds of simplicity that are treated as characteristic (...)
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  • Constraints on perceptual learning: objects and dimensions.Felice L. Bedford - 1995 - Cognition 54 (3):253-297.
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  • A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.Hongjing Lu, Randall R. Rojas, Tom Beckers & Alan L. Yuille - 2016 - Cognitive Science 40 (2):404-439.
    Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that (...)
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  • Darwin’s Other Dilemmas and the Theoretical Roots of Emotional Connection.Robert J. Ludwig & Martha G. Welch - 2019 - Frontiers in Psychology 10.
    Modern scientific theories of emotional behavior, almost without exception, trace their origin to Charles Darwin, and his publications On the Origin of Species (1859) and The Expression of the Emotions in Man and Animals (1872). The most famous evolutionary dilemma Darwin acknowledged as a challenge to his theory of natural selection was the incomplete sub Cambrian fossil record. However, Darwin struggled with two other rarely referenced theoretical and scientific dilemmas that confounded his theories about emotional behavior. These included (1) the (...)
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  • An Integrative Review of the Influence of Expectancies on Pain.Kaya J. Peerdeman, Antoinette I. M. Van Laarhoven, Madelon L. Peters & Andrea W. M. Evers - 2016 - Frontiers in Psychology 7.
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  • Graph‐Theoretic Properties of Networks Based on Word Association Norms: Implications for Models of Lexical Semantic Memory.Thomas M. Gruenenfelder, Gabriel Recchia, Tim Rubin & Michael N. Jones - 2016 - Cognitive Science 40 (6):1460-1495.
    We compared the ability of three different contextual models of lexical semantic memory and of a simple associative model to predict the properties of semantic networks derived from word association norms. None of the semantic models were able to accurately predict all of the network properties. All three contextual models over-predicted clustering in the norms, whereas the associative model under-predicted clustering. Only a hybrid model that assumed that some of the responses were based on a contextual model and others on (...)
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  • False categories in cognition: the Not-The-Liver fallacy.Felice L. Bedford - 1997 - Cognition 64 (3):231-248.
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  • Putting the ‘Art’ Into the ‘Art of Medicine’: The Under-Explored Role of Artifacts in Placebo Studies.Michael H. Bernstein, Cosima Locher, Tobias Kube, Sarah Buergler, Sif Stewart-Ferrer & Charlotte Blease - 2020 - Frontiers in Psychology 11:501754.
    Physical environmental factors – or ‘artifacts’ – are linked to healthcare outcomes in the field of social psychology. However, the role of artifacts remains rarely examined in the burgeoning discipline of placebo studies. In this paper, we argue that a careful consideration of artifacts – such as provider clothing and office décor – may carry significant potential in eliciting placebo effects in clinical settings. We discuss three potential mechanisms by which artifacts may enhance or diminish placebo (or nocebo) effects: classical (...)
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  • Cognitive approaches to uniformity and variability in morphology.Petar Milin, Neil Bermel & James P. Blevins - 2024 - Cognitive Linguistics 35 (2):167-176.
    This special issue of Cognitive Linguistics reexamines the notions of uniformity and variability within morphological systems from a cognitive linguistic standpoint. It challenges traditional perspectives that regard morphological variability as mere deviations from the norm, suggesting instead that such variability is systematic and shaped by external influences including language acquisition and processing constraints. The contributions in this issue promote a shift from isolated analysis to a holistic view of paradigms, classes, and systems, advocating for a framework where morphological structures are (...)
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  • The Cognitive Basis of the Conditional Probability Solution to the Value Problem for Reliabilism.Erik J. Olsson, Trond A. Tjøstheim, Andreas Stephens, Arthur Schwaninger & Maximilian Roszko - 2023 - Acta Analytica 38 (3):417-438.
    The value problem for knowledge is the problem of explaining why knowledge is more valuable than mere true belief. The problem arises for reliabilism in particular, i.e., the externalist view that knowledge amounts to reliably acquired true belief. Goldman and Olsson argue that knowledge, in this sense, is more valuable than mere true belief due to the higher likelihood of future true beliefs (produced by the same reliable process) in the case of knowledge. They maintain that their solution works given (...)
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  • Comparative Psychology: A Perspective Rather than a Discipline. Commentary: A Crisis in Comparative Psychology: Where Have All the Undergraduates Gone?Cinzia Chiandetti & Walter Gerbino - 2015 - Frontiers in Psychology 6.
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  • On the relationship between memes and genes: A critique of Dennett. [REVIEW]Joseph M. Whitmeyer - 1998 - Biology and Philosophy 13 (2):187-204.
    Dennett (1995) argues that memes or cultural replicators are largely autonomous of genes, and that they are fairly efficacious in determining who we are and what we do. I argue that Dennett's arguments are wrong in several aspects, which we can see by analyzing processes at appropriate levels. Specifically, I argue that it is not true that we as persons are created largely by memes, that our memes are not largely independent of our genes, and that we can use the (...)
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