A Web site in cognitive science

Journal of Intelligent Systems, 1994

The protocol algorithm abstracted from a human cognizer's own narrative in the course of doing a cognitive task is an explanation of the corresponding mental activity in Pylyshyn's (1984) virtual machine model of mind. Strong equivalence between an analytic algorithm and the protocol algorithm is an index of validity of the explanatory model. Cognitive psychologists may not find the index strong equivalence useful as a means to ensure that a theory is not circular because (a) research data are also used as foundation data, (b) there is no justification for the relationship between a to-be-validated theory and its criterion of validity, and (c) foundation data, validation criterion and to-be-validated theory are not independent in cognitive science. There is also the difficulty with not knowing what psychological primitives are.

This position paper analyses the multidisciplinarity of cognitive research and its challenges from three perspective: the foundations of cognitive science, which draw from logic and neuroscience and their interconnections in studying human logic; computation as a means to identify mathematical patterns in human cognition, represent them symbolically and use such representations in computer emulations of human cognitive activities and possibly verify properties of such activities; education, devising and implementing learning models that exploit as well as address human cognition.

Computational Linguistics, 2000

1985

This report addresses how the influence of cognitive science is developing and what future directions it may take as a theory of instruction. The discussion of the recurrent findings and the prevalent themes emerging in cognitive ucience includes: limited-capacity learners; the role of prior knowledge in learning --schema theories of reading and problem solving; learning as coherence-building; learning as theory change; learning as invention-sensible constructions on limited data; and self-monitoring and learning. The follo "ing applications to a cognitive theory of instruction are considered; adapting instruction to limited-capacity learners; schemata for learning--the question of instructional representations; the problem of coherence--taking learner's theories of the world into account; and improving learning skills--teaching strategies for learning.

2019

This book consists of an edited collection of original essays of the highest academic quality by seasoned experts in their fields of cognitive science. The essays are interdisciplinary, drawing from many of the fields known collectively as “the cognitive sciences.” Topics discussed represent a significant cross-section of the most current and interesting issues in cognitive science. Specific topics include matters regarding machine learning and cognitive architecture, the nature of cognitive content, the relationship of information to cognition, the role of language and communication in cognition, the nature of embodied cognition, selective topics in visual cognition, brain connectivity, computation and simulation, social and technological issues within the cognitive sciences, and significant issues in the history of neuroscience. This book will be of interest to both professional researchers and newer students and graduate students in the fields of cognitive science—including compu...

Cognitive Science, 1980

Cognitive linguistics has emerged in the last twenty-five years as a powerful approach to the study of language, conceptual systems, human cognition, and general meaning construction.

2007

WORKSHOP Interactive Computer-Based Activities for Undergraduate Cog Sci Instruction: Training in their Use & Exploring Future Directions in their Development and Dissemination David Leech Anderson (dlanders@ilstu.edu) Department of Philosophy, Illinois State University, Campus Box 4540, Normal, IL 61790-4540 USA Peter Bradley (peter@mcdaniel.edu) Department of Philosophy and Religion, McDaniel College, Westminster, MD 21157USA Gary Bradshaw (glb2@ra.msstate.edu) Department of Psychology, Mississippi State University, P.O. Box 6161, Mississippi State, MS 39762 USA Ruth Eberle (reberle@indiana.edu) Informatics Building, 901 E. 10th St, Bloomington, IN 47408-3912 Kenneth Livingston (livingst@vassar.edu) Psychology Dept, Vassar College, 124 Raymond Avenue Box 729, Poughkeepsie, New York 12604 USA Neil Stillings (nstillings@hampshire.edu) School of Cognitive Science, Hampshire College, Amherst, MA, USA 01002 USA Keywords: Instruction; pedagogy; online experiments; cognitive psychology; ...

Topics in Cognitive Science, 2019