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This text brings together an overview of recent research on
concepts and knowledge that abstracts across a variety of specific
fields of cognitive psychology.
Knowledge, Concepts and Categories brings together an overview of
recent research on concepts and knowledge that abstracts across a
variety of specific fields of cognitive psychology. Readers will
find data from many different areas: developmental psychology,
formal modelling, neuropsychology, connectionism, philosophy, and
so on. The book can be divided into three parts. Chapters 1 to 5
each contain a thorough and systematic review of a significant
aspect of research on concepts and categories. Chapters 6 to 9 are
concerned primarily with issues related to the taxonomy of human
knowledge. Finally, Chapters 10 to 12 discuss formal models of
categorization and function learning. The purpose of these three
chapters is to provide a few examples of current formal modelling
of conceptual behaviour. Knowledge, Concepts and Categories will be
welcomed by students and researchers in cognitive psychology and
related areas as an unusually wide-ranging and authoritative review
of an important subfield of psychology.
Knowledge, Concepts and Categories brings together an overview of
recent research on concepts and knowledge that abstracts across a
variety of specific fields of cognitive psychology. Readers will
find data from many different areas: developmental psychology,
formal modelling, neuropsychology, connectionism, philosophy, and
so on. The book can be divided into three parts. Chapters 1 to 5
each contain a thorough and systematic review of a significant
aspect of research on concepts and categories. Chapters 6 to 9 are
concerned primarily with issues related to the taxonomy of human
knowledge. Finally, Chapters 10 to 12 discuss formal models of
categorization and function learning. The purpose of these three
chapters is to provide a few examples of current formal modelling
of conceptual behaviour. Knowledge, Concepts and Categories will be
welcomed by students and researchers in cognitive psychology and
related areas as an unusually wide-ranging and authoritative review
of an important subfield of psychology.
The study of mental representation is a central concern in
contemporary cognitive psychology. "Knowledge, Concepts, and
Categories" is unusual in that it presents key conclusions from
across the different subfields of cognitive psychology. Readers
will find data from many areas, including developmental psychology,
formal modeling, neuropsychology, connectionism, and philosophy.
The difficulty of penetrating the fundamental operations of the
mind is reflected in a number of ongoing debates discussed -- for
example, do distinct brain systems underlie the acquisition and
storage of implicit and explicit knowledge, or can the evidence be
accommodated by a single-system account of knowledge
representation?
The book can be divided into three distinct parts. Chapters 1
through 5 offer an introduction to the field; each presents a
systematic review of a significant aspect of research on concepts
and categories. Chapters 6 through 9 are concerned primarily with
issues related to the taxonomy of human knowledge. Finally,
Chapters 10 through 12 discuss formal models of categorization and
function learning.
Contributors: Jerome R. Busemeyer, Eunhee Byun, Nick Chater,
Paul De Boeck, Edward L. Delosh, Thomas Goschke, Ulrike Hahn, James
Hampton, Evan Heit, Barbara Knowlton, Koen Lamberts, Mary E.
Lassaline, Mark A. McDaniel, George L. Murphy, Larissa K.
Samuelson, David Shanks, Linda B. Smith, Gert Storms, Bruce W.A.
Whittlesea.
Psychology of Learning brings together the major publications in
the psychology of learning from the past 30-40 years. This is the
first time this historically influential material, much of it hard
to obtain, is available in one set of volumes. The major reference
work will be a foundation resource for individuals and institutions
building their knowledge of learning research. This invaluable
research tool amalgamates the original sources that have most
significantly shaped research in recent years in basic learning
theory, connectionism, development, language acquisition,
plasticity, and applied topics such as training and the role of
learning in addiction and mental disorders such as depression. This
set builds on comprehensive reviews published to date and is true
to the historical evolution of the field by presenting a collection
of the milestone highly-cited articles that capture the field's
development.
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