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  • Print publication year: 2012
  • Online publication date: August 2012

8 - Concepts

from Part II - Aspects of cognition
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Summary
This chapter provides empirical and theoretical understanding of cognition. Today localizationism dominates neuroscience, ranging from single cell recording to functional magnetic resonance imaging (FMRI), while anti-localizationism has a new home in dynamical systems modeling. Cognitive science encompasses both. It is sometimes said that the cognitive revolution stemmed from seizing on a new technology, the digital computer, as a metaphor for the mind. Artificial neural network represents a counterpoint to discrete computation. Symbolic architectures share a commitment to representations whose elements are symbols and operations on those representations that typically involve moving, copying, deleting, comparing, or replacing symbols. The chapter highlights just two trends: the expansion of inquiry down into the brain (cognitive neuroscience) and out into the body and world (embedded and extended cognition). The expansion outward has been more diverse, but the transitional figure clearly is James J. Gibson.

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The Cambridge Handbook of Cognitive Science
  • Online ISBN: 9781139033916
  • Book DOI: https://doi.org/10.1017/CBO9781139033916
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Further reading

Reviews of the field
Ahn, W., Goldstone, R. L., Love, B. C., Markman, A. B., and Wolff, P. (eds.) (2005). Categorization Inside and Outside the Lab: Essays in Honor of Douglas Medin. Washington, DC: APA. An interesting collection of articles from a cross-section of the field.
Ashby, F. G. and Maddox, W. T. (2005). Human category learning, Annual Review of Psychology 56, 149–78. There are relatively few reviews or book-length collections of what we have called the first strand of research, the experiments and models with artificial categories. This is one exception, with a focus on neuropsychological data.
Markman, A. B. (1999). Knowledge Representation. Mahwah, NJ: Lawrence Erlbaum. Provides a detailed analysis of the mental representation of features, prototypes, and exemplars, among other things.
Murphy, G. L. (2002). The Big Book of Concepts. Cambridge, MA: MIT Press. The most extensive recent review of the field.
Smith, E. E. and Medin, D. L. (1981). Categories and Concepts. Cambridge, MA: Harvard University Press. An earlier book that is still worth reading for its analysis of the classical view and early prototype theory.
Development and breakdown
Carey, S. (2009). The Origin of Concepts. Oxford University Press. A true tour de force. It focuses primarily on higher-level concepts (such as number), making an important contribution to understanding the interaction of innate and learned influences.
Gelman, S. A. (2003). The Essential Child: Origins of Essentialism in Everyday Thought. Oxford University Press. Gelman discusses her work on psychological essentialism and how it influences concept and word learning.
Keil, F. C. (1989). Concepts, Kinds, and Cognitive Development. Cambridge, MA: MIT.
Markman, E. M. (1989). Categorization and Naming in Children: Problems of Induction. Cambridge, MA: MIT Press. Although the Keil and Markman books are a bit dated, they are thoughtful, well-written, and still useful as introductions to basic issues of the development of concepts.
Rogers, T. T. and McClelland, J. L. (2004). Semantic Cognition: A Parallel Distributed Processing Approach. Cambridge, MA: MIT Press. A detailed description of their model and data on how knowledge is acquired in childhood and declines with brain damage.

Reviews of the field

Ahn, W., Goldstone, R. L., Love, B. C., Markman, A. B., and Wolff, P. (eds.) (2005). Categorization Inside and Outside the Lab: Essays in Honor of Douglas Medin. Washington, DC: APA. An interesting collection of articles from a cross-section of the field.
Ashby, F. G. and Maddox, W. T. (2005). Human category learning, Annual Review of Psychology 56, 149–78. There are relatively few reviews or book-length collections of what we have called the first strand of research, the experiments and models with artificial categories. This is one exception, with a focus on neuropsychological data.
Markman, A. B. (1999). Knowledge Representation. Mahwah, NJ: Lawrence Erlbaum. Provides a detailed analysis of the mental representation of features, prototypes, and exemplars, among other things.
Murphy, G. L. (2002). The Big Book of Concepts. Cambridge, MA: MIT Press. The most extensive recent review of the field.
Smith, E. E. and Medin, D. L. (1981). Categories and Concepts. Cambridge, MA: Harvard University Press. An earlier book that is still worth reading for its analysis of the classical view and early prototype theory.

Development and breakdown

Carey, S. (2009). The Origin of Concepts. Oxford University Press. A true tour de force. It focuses primarily on higher-level concepts (such as number), making an important contribution to understanding the interaction of innate and learned influences.
Gelman, S. A. (2003). The Essential Child: Origins of Essentialism in Everyday Thought. Oxford University Press. Gelman discusses her work on psychological essentialism and how it influences concept and word learning.
Keil, F. C. (1989). Concepts, Kinds, and Cognitive Development. Cambridge, MA: MIT.
Markman, E. M. (1989). Categorization and Naming in Children: Problems of Induction. Cambridge, MA: MIT Press. Although the Keil and Markman books are a bit dated, they are thoughtful, well-written, and still useful as introductions to basic issues of the development of concepts.
Rogers, T. T. and McClelland, J. L. (2004). Semantic Cognition: A Parallel Distributed Processing Approach. Cambridge, MA: MIT Press. A detailed description of their model and data on how knowledge is acquired in childhood and declines with brain damage.

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