Bly / Rumelhart Cognitive Science

1. Auflage 1999
ISBN: 978-0-08-048850-9
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 391 Seiten, Web PDF

Reihe: Handbook of Perception and Cognition, Second Edition

The interdisciplinary field of cognitive science brings together elements of cognitive psychology, mathematics, perception, and linguistics. Focusing on the main areas of exploration in this field today, Cognitive Science presents comprehensive overviews of research findings and discusses new cross-over areas of interest. Contributors represent the most senior and well-established names in the field. This volume serves as a high-level introduction, with sufficient breadth to be a graduate-level text, and enough depth to be a valued reference source to researchers.

Autoren/Hrsg.

Bly, Benjamin Martin

Rumelhart, David E.

Inhaltsverzeichnis

1;Front Cover;1
2;Cognitive Science;4
3;Copyright Page;5
4;Contents;6
5;Contributors;12
6;Foreword;14
7;Preface;16
8;Chapter 1.Coordinate Transformations in the Genesis of Directed Action;19
8.1;I. Introduction;19
8.2;II. Directed Limb Movements;26
8.3;III. Saccadic Eye Movements;42
8.4;IV. Concluding Remarks;55
8.5;References;57
9;Chapter 2. Attention;61
9.1;I. A Cognitive Neuroscience Framework for Viewing Attention;62
9.2;II. Developmental Issues and Methods in the Study of Visual Attention;67
9.3;III. The Evolution of Attentional Structures;85
9.4;IV. Cultural Influences on Attention;93
9.5;V. Computational Conceptualizations and Models of Attention;95
9.6;VI. Philosophical Approaches to Attention;100
9.7;VII. Final Comment;107
9.8;References;107
10;Chapter 3. Categorization;117
10.1;I. Overview;117
10.2;II. Methods of Inquiry;121
10.3;III. Challenges and Opportunities;150
10.4;Acknowledgments;152
10.5;References;152
11;Chapter 4. Reasoning;163
11.1;I. Reasoning;163
11.2;II. Reasoning by Formal Systems:Weak Methods;167
11.3;III. Reasoning by Similarity: Strong Methods;184
11.4;IV. Structural Alignment in Reasoning;193
11.5;V. Summary and Discussion;208
11.6;References;209
12;Chapter 5. Cognitive Development;219
12.1;I. The Nativist–Empiricist Debate;220
12.2;II. Constraints on Learning—Lessons from Ethology;235
12.3;III. Constraints on Word Learning;237
12.4;IV. Lessons about Cognitive Architecture from Developmental Studies of Domain Specificity;239
12.5;V. Beyond Innate Constraints—Theory Change, Conceptual Change;244
12.6;VI. Infant Representations—Perceptual or Conceptual?;247
12.7;VII. Maturation, Critical Periods, and the “Less-Is-More” Hypothesis;255
12.8;VIII. Appeals to Maturation in Explaining Developmental Change;255
12.9;IX. Critical Periods in Development: Language Acquisition;258
12.10;X. Possible Cognitive Bene.ts of Immaturity: The Less-Is-More Hypothesis;260
12.11;XI. Some Final Concluding Remarks;266
12.12;References;267
13;Chapter 6. The Brain Basis of Syntactic Processes: Architecture, Ontogeny, and Phylogeny;273
13.1;I. Introduction;273
13.2;II. Part 1: The Brain Architecture of Syntactic Processes Historical Background;273
13.3;III. Part 2: Ontogeny of the Neural Substrates of Syntactic Processing;298
13.4;IV. Part 3: Phylogeny;307
13.5;V. Conclusion;330
13.6;References;330
14;Chapter 7. The Cognitive Neuroscience Approach;337
14.1;I. Foundations of Cognitive Neuroscience;339
14.2;II. Attention;345
14.3;III. High-Level Vision;351
14.4;IV. Memory;360
14.5;V. Conclusions;372
14.6;Acknowledgments;373
14.7;References;373
15;Chapter 8. Emotion;385
15.1;I. Introduction;385
15.2;II. What Is an Emotion?;387
15.3;III. Definitions and Theories;388
15.4;IV. Central Issues in the Study of Emotion;391
15.5;V. A Personal Interlude;396
15.6;VI. How Many Emotions?—Do We Need a Cluster of Explanations?;398
15.7;References;400
16;Index;403