Hostname: page-component-8448b6f56d-cfpbc Total loading time: 0 Render date: 2024-04-24T23:11:58.109Z Has data issue: false hasContentIssue false
  • English
  • Français

Some suggested additions to the semantic cognition model

Published online by Cambridge University Press:  11 December 2008

Jean M. Mandler
Jean M. Mandler
Affiliation:
Department of Cognitive Science, University of California San Diego, La Jolla, CA 92037-0515. jmandler@ucsd.eduhttp://www.cogsci.ucsd.edu/~jean/
Get access Rights & Permissions [Opens in a new window]

Abstract

Rogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 31 , Issue 6 , December 2008 , pp. 721 - 722
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bahrick, L. E., Gogate, L. J. & Ruiz, I. (2002) Attention and memory for faces and actions in infancy: The salience of actions over faces in dynamic events. Child Development 73:1629–43.CrossRefGoogle ScholarPubMed
Eimas, P. D. & Quinn, P. C. (1994) Studies on the formation of perceptually based basic-level categories in young infants. Child-Development 65(3):903–17.CrossRefGoogle ScholarPubMed
Mandler, J. M. (2004) The foundations of mind: Origins of conceptual thought. Oxford University Press.Google Scholar
Mandler, J. M. & McDonough, L. (1993) Concept formation in infancy. Cognitive Development 8:291–318.CrossRefGoogle Scholar
Mandler, J. M. & McDonough, L. (1998) On developing a knowledge base in infancy. Developmental Psychology 34:1274–88.CrossRefGoogle ScholarPubMed
McClelland, J. L., McNaughton, B. L. & O'Reilly, R. C. (1995) Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review 102:419–57.CrossRefGoogle ScholarPubMed
Quinn, P. C. & Johnson, M. H. (2000) Global-before-basic object categorization in connectionist networks and 2-month-old infants. Infancy 1:31–46.CrossRefGoogle ScholarPubMed
Rogers, T. T. & McClelland, J. L. (2004) Semantic cognition: A parallel distributed processing approach. MIT Press.CrossRefGoogle Scholar