- New
-
Topics
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- Journals
- Submit material
- More
Switch to: References
Citations of:
Add citations
You must login to add citations.
|
|
|
Sequence learning is fundamental to a wide range of cognitive functions. Explaining how sequences—and the relations between the elements they comprise—are learned is a fundamental challenge to cognitive science. However, although hundreds of articles addressing this question are published each year, the actual learning mechanisms involved in the learning of sequences are rarely investigated. We present three experiments that seek to examine these mechanisms during a typing task. Experiments 1 and 2 tested learning during typing single letters on each trial. (...) |
|
|
|
|
|
The breadth-first search adopted by Bayesian researchers to map out the conceptual space and identify what the framework can do is beneficial for science and reflective of its collaborative and incremental nature. Theoretical pluralism among researchers facilitates refinement of models within various levels of analysis, which ultimately enables effective cross-talk between different levels of analysis. |
|
|
|
|
|
|
|
|
The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved (...) |
|
|
Subjective probability plays an increasingly important role in many fields concerned with human cognition and behavior. Yet there have been significant criticisms of the idea that probabilities could actually be represented in the mind. This paper presents and elaborates a view of subjective probability as a kind of sampling propensity associated with internally represented generative models. The resulting view answers to some of the most well known criticisms of subjective probability, and is also supported by empirical work in neuroscience and (...) |
|
|
The field of causal learning and reasoning (largely overlooked in the target article) provides an illuminating case study of how the modern Bayesian framework has deepened theoretical understanding, resolved long-standing controversies, and guided development of new and more principled algorithmic models. This progress was guided in large part by the systematic formulation and empirical comparison of multiple alternative Bayesian models. |
|
|
It is often claimed that the greatest value of the Bayesian framework in cognitive science consists in its unifying power. Several Bayesian cognitive scientists assume that unification is obviously linked to explanatory power. But this link is not obvious, as unification in science is a heterogeneous notion, which may have little to do with explanation. While a crucial feature of most adequate explanations in cognitive science is that they reveal aspects of the causal mechanism that produces the phenomenon to be (...) |
|
|
|
|
|
|
|
|
This thesis consists of five main chapters including three independent studies, focusing on reward-based distractor interference and reward-association. In particular, the thesis addresses at which attentional processing stages the reward-based distractor interference takes place, as well as whether and how the reward association is learned on different levels. In the first chapter, I introduced a general background of attention, associative learning, and relations between reward associative learning and attention. In the end, I highlighted the open issues that this thesis aimed (...) No categories |
|
|
The authors examined cue competition effects in young children using the blicket detector paradigm, in which objects are placed either singly or in pairs on a novel machine and children must judge which objects have the causal power to make the machine work. Cue competition effects were found in a 5- to 6-year-old group but not in a 4-year-old group. Equivalent levels of forward and backward blocking were found in the former group. Children's counterfactual judgments were subsequently examined by asking (...) |
|
|
|
|
 |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-7c76586df8-4c2ch uwo