5 found
Edward Munnich [4]Edward L. Munnich [1]
  1. Spatial language and spatial representation: a cross-linguistic comparison.Edward Munnich, Barbara Landau & Barbara Anne Dosher - 2001 - Cognition 81 (3):171-208.
  2.  24
    Editors’ Introduction and Review: An Appraisal of Surprise: Tracing the Threads That Stitch It Together.Edward L. Munnich, Meadhbh I. Foster & Mark T. Keane - 2019 - Topics in Cognitive Science 11 (1):37-49.
    This special issue presents developments in research on the cognitive mechanisms and consequences of surprise. Amidst much progress, surprise research has often been siloed, so, as editors, we have sought to juxtapose insights, theories, and findings, to support cross‐fertilization in future research. The present paper sets the stage by presenting a historical summary, highlighting contrasts in definitions, and tracing major threads running through this issue and the larger surprise literature.
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  3.  44
    The effects of spatial language on spatial representation: Setting some boundaries.Edward Munnich & Barbara Landau - 2003 - In Dedre Getner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 113--155.
  4. ELIZABETH S. SPELKE (MIT) Children's use of geometry and landmarks to reorient in an open space, 119±148 JENNY R. SAFFRAN (University of Wisconsin±Madison) Words in a sea of sounds: the output of infant statistical learning, 149±169 Brief articles. [REVIEW]Marc Pomplun, Eyal M. Reingold, Jiye Shen, Vittorio Girotto, Markus Kemmelmeier, Dan Sperber, Jean-Baptiste van der Henst, Edward Munnich, Barbara Landau & Barbara Anne Dosher - 2001 - Cognition 81 (249):249-251.
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    Learning From Surprise: Harnessing a Metacognitive Surprise Signal to Build and Adapt Belief Networks.Edward Munnich & Michael A. Ranney - 2019 - Topics in Cognitive Science 11 (1):164-177.
    This paper considers how surprise (or its lack) can be cast as a metacognitive signal with an adaptive function in learning new knowledge and revising belief networks. It reviews the phenomena that may hinder this signal (e.g., hindsight bias) and argues for its extrinsic exploitation in instructional and educational contexts by educators, journalists and parents, who might train learners to internalize the use of surprise to drive explanation‐based learning.
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