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  1. (4 other versions)The logic of scientific discovery.Karl Raimund Popper - 1934 - New York: Routledge. Edited by Hutchinson Publishing Group.
    Described by the philosopher A.J. Ayer as a work of 'great originality and power', this book revolutionized contemporary thinking on science and knowledge. Ideas such as the now legendary doctrine of 'falsificationism' electrified the scientific community, influencing even working scientists, as well as post-war philosophy. This astonishing work ranks alongside The Open Society and Its Enemies as one of Popper's most enduring books and contains insights and arguments that demand to be read to this day.
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  • (5 other versions)Criticism and the growth of knowledge.Imre Lakatos & Alan Musgrave (eds.) - 1970 - Cambridge [Eng.]: Cambridge University Press.
    Two books have been particularly influential in contemporary philosophy of science: Karl R. Popper's Logic of Scientific Discovery, and Thomas S. Kuhn's Structure of Scientific Revolutions. Both agree upon the importance of revolutions in science, but differ about the role of criticism in science's revolutionary growth. This volume arose out of a symposium on Kuhn's work, with Popper in the chair, at an international colloquium held in London in 1965. The book begins with Kuhn's statement of his position followed by (...)
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  • Progress and its Problems: Toward a Theory of Scientific Growth.Larry Laudan - 1977 - University of California Press.
    (This insularity was further promoted by the guileless duplicity of scholars in other fields, who were all too prepared to bequeath "the problem of ...
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  • Unified theories of cognition.Allen Newell - 1990 - Cambridge: Harvard University Press.
    In this book, Newell makes the case for unified theories by setting forth a candidate.
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  • (4 other versions)The Logic of Scientific Discovery.K. Popper - 1959 - British Journal for the Philosophy of Science 10 (37):55-57.
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  • (2 other versions)Falsification and the Methodology of Scientific Research Programmes.Imre Lakatos - 1970 - In Imre Lakatos & Alan Musgrave, Criticism and the growth of knowledge. Cambridge [Eng.]: Cambridge University Press. pp. 91-196.
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  • (5 other versions)Criticism and the Growth of Knowledge (Proceedings of the International Colloquium in the Philosophy of Science, London 1965, volume 4).Imre Lakatos - 1970
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  • The Demise of the Demarcation Problem.Larry Laudan - 1983 - In Robert S. Cohen & Larry Laudan, Physics, Philosophy and Psychoanalysis: Essays in Honor of Adolf Grünbaum. D. Reidel. pp. 111--127.
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  • SOAR: An architecture for general intelligence.John E. Laird, Allen Newell & Paul S. Rosenbloom - 1987 - Artificial Intelligence 33 (1):1-64.
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  • An Integrated Theory of the Mind.John R. Anderson, Daniel Bothell, Michael D. Byrne, Scott Douglass, Christian Lebiere & Yulin Qin - 2004 - Psychological Review 111 (4):1036-1060.
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  • Skill acquisition: Compilation of weak-method problem situations.John R. Anderson - 1987 - Psychological Review 94 (2):192-210.
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  • A computational theory of executive cognitive processes and multiple-task performance: Part I. Basic mechanisms.David E. Meyer & David E. Kieras - 1997 - Psychological Review 104 (1):3-65.
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  • A computational theory of executive cognitive processes and multiple-task performance: Part 2. Accounts of psychological refractory-period phenomena.David E. Meyer & David E. Kieras - 1997 - Psychological Review 104 (4):749-791.
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  • SOAR as a unified theory of cognition: Issues and explanations.Allen Newell - 1992 - Behavioral and Brain Sciences 15 (3):464-492.
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  • Memory for goals: an activation‐based model.Erik M. Altmann & J. Gregory Trafton - 2002 - Cognitive Science 26 (1):39-83.
    Goal‐directed cognition is often discussed in terms of specialized memory structures like the “goal stack.” The goal‐activation model presented here analyzes goal‐directed cognition in terms of the general memory constructs of activation and associative priming. The model embodies three predictive constraints: (1) the interference level, which arises from residual memory for old goals; (1) the strengthening constraint, which makes predictions about time to encode a new goal; and (3) the priming constraint, which makes predictions about the role of cues in (...)
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  • Discrimination reaction time for a 1,023-alternative task.Robert Seibel - 1963 - Journal of Experimental Psychology 66 (3):215.
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  • Why do children learn to say “Broke”? A model of learning the past tense without feedback.Niels A. Taatgen & John R. Anderson - 2002 - Cognition 86 (2):123-155.
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  • (2 other versions)Falsification and the methodology of scientific research programmes.Lakatos Imre - 1970 - In Imre Lakatos & Alan Musgrave, Criticism and the growth of knowledge. Cambridge [Eng.]: Cambridge University Press. pp. 91-195.
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  • Physics, Philosophy and Psychoanalysis: Essays in Honor of Adolf Grünbaum.Robert S. Cohen & Larry Laudan (eds.) - 1983 - D. Reidel.
    GEOMETRY AND SEMANTICS: AN EXAMINATION OF PUTNAM'S PHILOSOPHY OF GEOMETRY There are many ways to shed light on how and why our conception of geometry changed during the last two centuries. One fruitful strategy is to relate those ...
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  • Serial modules in parallel: The psychological refractory period and perfect time-sharing.Michael D. Byrne & John R. Anderson - 2001 - Psychological Review 108 (4):847-869.
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  • Soar and the case for unified theories of cognition.Richard Cooper & Tim Shallice - 1995 - Cognition 55 (2):115-149.
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  • A systematic methodology for cognitive modelling.R. Cooper, J. Fox, J. Farringdon & T. Shallice - 1996 - Artificial Intelligence 85 (1-2):3-44.
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  • SOAR as a world view, not a theory.Earl Hunt & R. Duncan Luce - 1992 - Behavioral and Brain Sciences 15 (3):447-448.
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  • A cognitive process shell.Steven A. Vere - 1992 - Behavioral and Brain Sciences 15 (3):460-461.
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  • Towards a systematic methodology for cognitive modelling.R. Cooper, J. Fox, J. Farringdom & T. Shallice - 1996 - Artificial Intelligence 84 (1-2):355.
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