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Relevant bibliographies by topics / Connectionsim; Cognitive science

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Academic literature on the topic 'Connectionsim; Cognitive science'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Connectionsim; Cognitive science"

1

Milojevic, Miljana, and Vanja Subotic. "The exploratory status of postconnectionist models." Theoria, Beograd 63, no. 2 (2020): 135–64. http://dx.doi.org/10.2298/theo2002135m.

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This paper aims to offer a new view of the role of connectionist models in the study of human cognition through the conceptualization of the history of connectionism - from the simplest perceptrons to convolutional neural nets based on deep learning techniques, as well as through the interpretation of criticism coming from symbolic cognitive science. Namely, the connectionist approach in cognitive science was the target of sharp criticism from the symbolists, which on several occasions caused its marginalization and almost complete abandonment of its assumptions in the study of cognition. Crit

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Gasser, Michael. "Connectionism and Universals of Second Language Acquisition." Studies in Second Language Acquisition 12, no. 2 (1990): 179–99. http://dx.doi.org/10.1017/s0272263100009074.

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This article examines the implications of connectionist models of cognition for second language theory. Connectionism offers a challenge to the symbolic models which dominate cognitive science. In connectionist models all knowledge is embodied in a network of simple processing units joined by connections which are strengthened or weakened in response to regularities in input patterns. These models avoid the brittleness of symbolic approaches, and they exhibit rule-like behavior without explicit rules. A connectionist framework is proposed within which hypotheses about second language acquisiti

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Bainbridge, William Sims. "Social cognition of religion." Behavioral and Brain Sciences 29, no. 5 (2006): 463–64. http://dx.doi.org/10.1017/s0140525x06239104.

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Research on religion can advance understanding of social cognition by building connections to sociology, a field in which much cognitively oriented work has been done. Among the schools of sociological thought that address religious cognition are: structural functionalism, symbolic interactionism, conflict theory, phenomenology, and, most recently, exchange theory. The gulf between sociology and cognitive science is an unfortunate historical accident.

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Seidenberg, Mark S. "Connectionist Models and Cognitive Theory." Psychological Science 4, no. 4 (1993): 228–35. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00266.x.

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Connectionist models have come to play an important role in cognitive science and in cognitive neuroscience, yet their role in explaining behavior is not necessarily obvious and has generated considerable debate. Connectionism is a body of tools and ideas that can be used in different ways. It can be treated as a form of simulation modeling in which the goal is to implement preexisting theories. In this approach, connectionist models function as a kind of statistical tool, a way of analyzing a complex set of data. Connectionism can also be seen as providing a small set of general theoretical p

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Bret, Michel, Marie-Hélène Tramus, and Alain Berthoz. "Interacting with an Intelligent Dancing Figure: Artistic Experiments at the Crossroads between Art and Cognitive Science." Leonardo 38, no. 1 (2005): 46–53. http://dx.doi.org/10.1162/leon.2005.38.1.46.

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The authors (a neurophysiologist and two computer artists) give an account of a collaboration that took place within the framework of a study—cum— artistic experiment on virtual interactive figures at the boundary of art and cognitive science. This study, called “‘Intelligent’ Interactivity (Connectionism, Evolutionary Science and Artificial Life) in Digital Arts in Relation with the Physiology of the Perception of Action and Movement,” was supported by the Cognitique 2000 Program on Art and Cognition, an initiative of the French Ministry of Research.

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Harder, Peter, and Ole Togeby. "Pragmatics, cognitive science and connectionism." Journal of Pragmatics 20, no. 5 (1993): 467–92. http://dx.doi.org/10.1016/0378-2166(93)90040-v.

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Zumalabe Makirriain, José María. "Acerca del carácter representacional de la mente. La mente representacional." Psychology, Society, & Education 6, no. 2 (2017): 125. http://dx.doi.org/10.25115/psye.v6i2.513.

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Resumen: Desde las ciencias cognitivas se entiende el pensamiento en términos de estructuras de representaciones mentales sobre las que operan procesos computacionales. En el modelo representacional-computacional de la mente se recurre a una compleja analogía triádica que vincula mente, cerebro y ordenadores. La mayoría de estos modelos son simbólicos, aunque también existen modelos representacionales no simbólicos (conexionismo) y modelos cognitivos no representacionales de la mente. El análisis de los diferentes enfoques cognitivos sobre las representaciones y los procesos mentales en el mar

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Sterelny, Kim. "Connectionism Rules, OK?" Dialogue 32, no. 3 (1993): 545–54. http://dx.doi.org/10.1017/s0012217300012312.

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Those familiar with Paul Churchland's earlier work will expect A Neuro-computational Perspective to be lively, provocative and interesting. They will not be disappointed. Churchland is best known for his sceptical view of belief-desire psychology. He suspects this theory is hopelessly false. This welcome collection of his essays includes this work but also his papers on the subjective aspects of the mind and his more recent adventures in philosophy of science. Three themes unify the collection: an anti-sententialist view of cognition, an emphasis on the plasticity of the human mind and a stron

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Stephan, Achim. "Was zeichnet eine moderne Auffassung von Geist aus?" History of Philosophy and Logical Analysis 18, no. 1 (2015): 114–28. http://dx.doi.org/10.30965/26664275-01801009.

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‘Having a mind’ is construed as having a variety of mental capacities such as perceiving, memorizing, learning, or reasoning. In cognitive science, these capacities are studied from an integrative trans-disciplinary perspective that combines anthropology, artificial intelligence, computational linguistics, neuroscience, philosophy and psychology. To approach mental phenomena by combining philosophical insights with those from the natural sciences is part of the Aristotelian tradition. Accordingly, the paper also portrays the most salient models of mental processing – the computer model, connec

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Subotic, Vanja. "Folk psychology, eliminativism, and the present state of connectionism." Theoria, Beograd 64, no. 1 (2021): 173–96. http://dx.doi.org/10.2298/theo2101173s.

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Three decades ago, William Ramsey, Steven Stich & Joseph Garon put forward an argument in favor of the following conditional: if connectionist models that implement parallelly distributed processing represent faithfully human cognitive processing, eliminativism about propositional attitudes is true. The corollary of their argument (if it proves to be sound) is that there is no place for folk psychology in contemporary cognitive science. This understanding of connectionism as a hypothesis about cognitive architecture compatible with eliminativism is also endorsed by Paul Churchland, a radic

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Dissertations / Theses on the topic "Connectionsim; Cognitive science"

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George, Stella Jane. "A theory of artificial vision : a neural network implementation of the perception of shape." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260641.

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Ladbury, Martin Samuel Durham. "The idea of a cognitive science." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342914.

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Tauber, Justin. "Reading Merleau-Ponty: Cognitive science, pathology and transcendental phenomenology." Faculty of Arts, Department of Philosophy, 2007. http://hdl.handle.net/2123/1965.

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Master of Philosophy (Dept. of Philosophy)<br>This thesis explores the evolution of the way the Phenomenology of Perception is read for the purpose of determining its relevance to cognitive science. It looks at the ways in which the descriptions of phenomena are taken to converge with connectionist and enactivist accounts (the "psychological" aspect of this reading) and the way Merleau-Ponty's criticisms of intellectualism end empiricism are treated as effective responses to the philosophical foundations of cognitivism. The analysis reveals a general assumption that Merleau-Ponty's thought is

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Collier, Mark David. "Newton of the mind : an examination of Hume's science of human nature /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9935469.

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Hansson, Andreas. "Sequence Processing from A Connectionist View." Thesis, University of Skövde, Department of Computer Science, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-481.

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<p>In this work we explore how close the artificial intelligence community has come to model the human mind regarding representation and processing of sequences. We analyse results produced by cognitive psychologists, who explore real minds, for features exhibited by human short- and long-term memory when representing and processing sequences. We compare these features with theories and models from the AI community divided into two types of theories: intrinsic and extrinsic theories. We conclude that the intrinsic theories have managed to explain most of the features, whereas the extrinsic the

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Lamb, Maurice J. "In Defense of Representational Explanations for Connectionist Systems." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1274290859.

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Hendra, Steve [Verfasser], and Carlos Ulises [Akademischer Betreuer] Moulines. "An analysis of intertheoretical connections in the interdisciplinary field : some cases of cognitive science / Steve Hendra ; Betreuer: Carlos Ulises Moulines." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1214593399/34.

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Foster, Carol Lynn. "Algorithms, abstraction and implementation : a massively multilevel theory of strong equivalence of complex systems." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/6591.

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This thesis puts forward a formal theory of levels and algorithms to provide a foundation for those terms as they are used in much of cognitive science and computer science. Abstraction with respect to concreteness is distinguished from abstraction with respect to detail, resulting in three levels of concreteness and a large number of algorithmic levels, which are levels of detail and the primary focus of the theory. An algorithm or ideal machine is a set of sequences of states defining a particular level of detail. Rather than one fundamental ideal machine to describe the behaviour of a compl

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Riedel, Marion. "Thinking Machines: Approaches, Achievements and Consequences." Thesis, Universitätsbibliothek Chemnitz, 2002. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200200425.

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The paper discusses the basics of Cognitive Science and describes the achievements of research at the field of Artificial Intelligence<br>Die im Rahmen des Seminars "Language - Mind - Brain: An Introduction to Psycholinguistics" der englischen Sprachwissenschaft entstandene Arbeit befasst sich mit den Grundlagen der Kognition und diskutiert die Ergebnisse der Forschung auf dem Gebiet der Künstlichen Intelligenz

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Buckingham, David 1962. "The developmental course of distance, time, and velocity concepts : a generative connectionist model." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68076.

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Two sets of connectionist simulations of children's acquisition of distance (d), time (t), and velocity (v) concepts using a generative algorithm, cascade-correlation (Fahlman & Lebiere, 1990), are reported. Pure condition simulations represent a situation in which memory demands across the concepts are equal. The limited memory condition explores the effects of differing memory demands.<br>It was found that the rules that correlated most highly with network responses during training were consistent with the developmental course of children's concepts (Wilkening, 1981; 1982). Networks integrat

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Books on the topic "Connectionsim; Cognitive science"

1

Schreiber, Andreas. Konnektionismus und Heidegger: Versuch einer Vermittlung zwischen neuronalen Netztheorien und Heideggers spätphilosophischem Denken des Gevierts. NoRa, 2001.

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2

Vadén, Tere. The symbolic and subsymbolic theories in cognitive science. Jakelu Tampereen yliopiston kirjasto, 1996.

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Microcognition: Philosophy, cognitive science, and parallel distributed processing. MIT Press, 1989.

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4

Neural, Computation and Psychology Workshop (5th 1998 Birmingham England). Connectionist models in cognitive neuroscience: The 5th Neural Computation and Psychology Workshop, Birmingham, 8-10 September 1998. Springer, 1999.

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5

Composition musicale et sciences cognitives: Tendances et perspectives. Harmattan, 2004.

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Kiss, Jocelyne. Composition musicale et sciences cognitives: Tendances et perspectives. L'Harmattan, 1998.

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7

Österreichische, Artificial Intelligence-Tagung (6th 1990 Salzburg Austria). Konnektionismus in Artificial Intelligence und Kognitionsforschung: 6. Österreichische Artificial-Intelligence-Tagung (KONNAI) : Salzburg, Österreich, 18.-21. September 1990 : Proceedings. Springer, 1990.

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8

Modelling musical cognition with artificial neural networks. University of Jyväskylä, 1996.

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9

Jackson, Stuart A. Connectionism and meaning: From truth conditions to weight representations. Ablex Pub., 1996.

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10

C, Mozer Michael, ed. Proceedings of the 1993 Connectionist Models Summer School. Lawrence Erlbaum Associates, 1994.

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Book chapters on the topic "Connectionsim; Cognitive science"

1

Davies, Martin. "Thinking Persons and Cognitive Science." In Connectionism in Context. Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1923-4_7.

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Oaksford, Mike, Nick Chater, and Keith Stenning. "Connectionism, Classical Cognitive Science and Experimental Psychology." In Connectionism in Context. Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1923-4_4.

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Skarda, Christine A. "Perception, Connectionism, and Cognitive Science." In Understanding Origins. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-015-8054-0_14.

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Neill, W. Trammell, and Richard M. Klein. "Reflexions on Modularity and Connectionism." In Cognitive Science. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3596-5_15.

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Feldman, Jerome, and David Bailey. "Layered Hybrid Connectionist Models for Cognitive Science." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/10719871_2.

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Bittencourt, Guilherme. "A connectionist-symbolic cognitive model." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-56804-2_50.

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Elman, Jeffrey L. "Connectionism, Artificial Life, and Dynamical Systems." In A Companion to Cognitive Science. Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164535.ch38.

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Paulre, Bernard. "Issues and dilemmas in cognitive economics." In Connectionist Approaches in Economics and Management Sciences. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3722-6_4.

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Dorffner, Georg. "The Connectionist Route to Embodiment and Dynamicism." In Understanding Representation in the Cognitive Sciences. Springer US, 1999. http://dx.doi.org/10.1007/978-0-585-29605-0_3.

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Sullivan, Donie O., and Kevin Ryan. "A Connectionist Approach to the Inference of Regular Grammars from Positive Presentations Only." In AI and Cognitive Science ’92. Springer London, 1993. http://dx.doi.org/10.1007/978-1-4471-3207-3_38.

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Conference papers on the topic "Connectionsim; Cognitive science"

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Ryder, Dara. "How UDL can make learning work for all your students." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.21.

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Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of resea

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Baptista, Mónica, Iva Martins, and Teresa Conceição. "MULTIPLE REPRESENTATIONS IN DEVELOPMENT OF STUDENTS’ COGNITIVE STRUCTURES ABOUT THE SAPONIFICATION REACTION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.19.

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The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students’ cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words. Keywords: multiple representations, cognitive structures, word association test, saponification reaction.

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Bilek, Martin, Katerina Chroustova, Jiri Rychtera, et al. "TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.29.

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The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. Keywords: chemistry teachers’ opinions, early chemistry education, key points

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Karamysheva, Iryna, Roksolana Nazarchuk, and Maryna Fedoruk. "Synonymic Connections of Cognitive Verbs in English and Ukrainian Languages: Applied Aspect." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526701.

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