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Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field's immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science. Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.
John Mikhail explores whether moral psychology is usefully modelled on aspects of Universal Grammar.
A comprehensive overview of the mechanisms involved in how cognitive processes determine thought and behavior toward the social world, Cognitive Social Psychology: *examines cognition as a motivated process wherein cognition and motivation are seen as intertwined; * reviews the latest research on stereotyping, prejudice, and the ability to control these phenomena--invaluable information to managers who need to prevent against bias in the workplace; and *provides a current analysis of classic problems/issues in social psychology, such as cognitive dissonance, the fundamental attribution error, social identity, stereotyping, social comparison, heuristic processing, the self-concept, assimilation and contrast effects, and goal pursuit. Intended for psychology and management students, as well as social, cognitive, and industrial/organizational psychologists in both academic and applied settings. This new book is also an ideal text for courses in social cognition due to its cohesive structure.
My approach is to tell a story of the science of the human mind and how it works. It is heavily theoretical, being based on philosophical inquiry into what it means to have evolved a conscious mind that tries to study itself. It relates the classic experiments that defined cognitive psychology, the most important theories in its various fields, and relates them all to the exciting new discoveries in brain imaging and cognitive neuroscience. It ends with applications of our field to special populations, such as the elderly and cognitively impaired, and applications including the merging of cognition and technology.
First published in 1967, this seminal volume by Ulric Neisser was the first attempt at a comprehensive and accessible survey of Cognitive Psychology; as such, it provided the field with its first true textbook. Its chapters are organized so that they began with stimulus information that came 'inward' through the organs of sense, through its many transformations and reconstructions, and finally through to its eventual use in thought and memory. The volume inspired numerous students enter the field of cognitive psychology and some of the today's leading and most respected cognitive psychologists cite Neisser's book as the reason they embarked on their careers.
Provides an accessible introduction to computational complexity analysis and its application to questions of intractability in cognitive science.
A proposal for a categorization of cognition based on core properties of the constituent processes that integrates theory and empirical findings across domains. All sciences need ways to classify the phenomena they investigate; chemistry has the periodic table and biology a taxonomic system for classifying life forms. These classification schemes depend on conceptual coherence, demonstrated correspondences across paradigms. This conceptual coherence has proved elusive in psychology, although recent advances have brought the field to the point at which it is possible to define the type of classificatory system needed. This book proposes a categorization of cognition based on core properties of constituent processes, recognizing correspondences between cognitive processes with similar underlying structure but different surface properties. These correspondences are verified mathematically and shown not to be merely coincidental. The proposed formulation leads to general principles that transcend domains and paradigms and facilitate the interpretation of empirical findings. It covers human and nonhuman cognition and human cognition in all age ranges. Just as the periodic table classifies elements and not compounds, this system classifies relatively basic versions of cognitive tasks but allows for complexity. The book shows that a more integrated, coherent account of cognition would have many benefits. It would reduce the conceptual fragmentation of psychology; offer defined criteria by which to categorize new empirical results; and lead to fruitful hypotheses for the acquisition of higher cognition.
Cognitive neuropsychology seeks to understand impairments of specific cognitive functions in relation to a model of normal cognitive processing. The conclusions drawn from the study of abnormal processes are in turn used in the development and testing of theories of normal cognition. First published in 1988, this seminal book represented an attempt to synthesize and systematize progress in the study of cognitive neuropsychology and therefore provides an important snapshot of the field at the time. In addition to reviewing different forms of impairment and discussing their implications for theories of normal function, this book also examines the empirical and theoretical foundations of the subject including the use of single-case studies and the assumptions that must be made about the mind and brain. This classic edition marks 25 years in print, and includes a brand new introduction written by the authors, Ellis and Young. The Augmented Edition of Human Cognitive Neuropsychology published in 1997 is also still available. This classic edition will be important reading for students of cognitive psychology, cognitive neuroscience and neuropsychology.
For courses in Cognitive Psychology, Cognitive Neuroscience, Learning and Memory, Philosophy of Mind, and Philosophy of Psychology. The first book that fully integrates information about the brain and neural processing into the standard curriculum in cognitive psychology. Based on a need for a text that could accurately, productively, and seamlessly integrate information on both the brain and neural processing, Edward E. Smith (Columbia University) and Stephen M. Kosslyn (Harvard University) created Cognitive Psychology: Mind and Brain 1.e.