Mind, Body, World- Foundations of Cognitive Science, 2013a

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to compensate for the kinds of omissions that the approach taken in the current book necessitates. Acknowledgements The writing of this book was the major objective of a sabbatical kindly granted to me by the Faculty of Arts at the University of Alberta for the 2010–2011 academic year. My research is supported by research grants awarded by the Natural Sciences and Engineering Research Council of Canada and by the Social Sciences and Humanities Research Council of Canada. I would like to especially thank my wife Nancy Digdon for her comments and support during writing. This book is dedicated to my two graduate school mentors, Albert Katz and Zenon Pylyshyn. This book is also dedicated to their academic grandchildren: all of the students that I have had the pleasure of supervising in the Biological Computation Project at the University of Alberta. Preface xv
Page 2 and 3: MIND, BODY, WORLD
Page 4 and 5: MIND, FOUNDATIONS OF COGNITIVE SCIE
Page 6 and 7: Contents List of Figures and Tables
Page 8 and 9: 5.5 Umwelten, Affordances, and Enac
Page 10 and 11: List of Figures and Tables Figure 2
Page 12: Table 2-1. Examples of the truth va
Page 15: happened in psychology. “One acco
Page 19 and 20: of thought? What are the relationsh
Page 21 and 22: Cognitive science arose as a discip
Page 23 and 24: p. 203). Philosopher John Haugeland
Page 25 and 26: and then diminishing returns, disen
Page 27 and 28: of thought and language (Fodor & Mc
Page 29 and 30: out to be better to use the world a
Page 31 and 32: in words: if the language of philos
Page 33 and 34: detailed in Chapter 2. One of the t
Page 36 and 37: 2 Multiple Levels of Investigation
Page 38 and 39: eighteenth-century automata of Jacq
Page 40 and 41: In this chapter, I provide an histo
Page 42 and 43: meaning “no time” and “the wh
Page 44 and 45: (Ewald, 1996). Peirce extended Bool
Page 46 and 47: Truth tables, and the truth-value s
Page 48 and 49: equivalent. Shannon noted that the
Page 50 and 51: Comparisons between different devic
Page 52 and 53: 2.5 Relays and Multiple Realization
Page 54 and 55: apidly switch currents on and off a
Page 56 and 57: input, output, and manipulation pro
Page 58 and 59: perspectives could be taken? To acc
Page 60 and 61: One might think that artifacts are
Page 62 and 63: in general, but because these error
Page 64 and 65: that the application of the criteri
Page 66 and 67:
ole at the algorithmic level, for i
Page 68 and 69:
and not in the composite nor in a m
Page 70 and 71:
primitive form of spatial informati
Page 72 and 73:
3 Elements of Classical Cognitive S
Page 74 and 75:
Scholasticism, as a system of educa
Page 76 and 77:
philosophical position called mater
Page 78 and 79:
Descartes did not have at his dispo
Page 80 and 81:
first solving a smaller version of
Page 82 and 83:
applied recursively to inscribe sma
Page 84 and 85:
phrase is AP , where AP represents
Page 86 and 87:
speaker of a language has mastered
Page 88 and 89:
What is meant by the claim that an
Page 90 and 91:
Whether a learner is undergoing inf
Page 92 and 93:
that can be applied to phrase marke
Page 94 and 95:
By the late 1950s, it became conven
Page 96 and 97:
In the Jacquard loom, punched cards
Page 98 and 99:
these states. This relationship is
Page 100 and 101:
We have seen that the structures a
Page 102 and 103:
motto should hold. A principle of r
Page 104 and 105:
This is because the tabular form of
Page 106 and 107:
3.10 A Classical Architecture for C
Page 108 and 109:
particular production to act. This
Page 110 and 111:
and research agenda, breaking compl
Page 112 and 113:
In the most abstract sense, both a
Page 114 and 115:
The ease with which ELIZA was misin
Page 116 and 117:
maintain the items in memory (Badde
Page 118 and 119:
Richards, 1988; Treisman, 1985), to
Page 120 and 121:
explaining why the latency to detec
Page 122 and 123:
cues can be added as well. For inst
Page 124 and 125:
mentally counting the number of win
Page 126 and 127:
processes are visual in nature: for
Page 128 and 129:
Cognitive penetrability provides a
Page 130 and 131:
is not as compelling or powerful as
Page 132 and 133:
two distinct pathways in the human
Page 134 and 135:
function that is inconsequentially
Page 136 and 137:
Miller, 2009; Miller & Shettleworth
Page 138 and 139:
the middle items—the recency effe
Page 140:
science as it attempts to establish
Page 143 and 144:
Sections 4.5 through 4.7. These sec
Page 145 and 146:
that fail to materialize (Dreyfus,
Page 147 and 148:
structure/process distinction, beca
Page 149 and 150:
patterns for learning to be complet
Page 151 and 152:
The earliest detailed introspective
Page 153 and 154:
James’ own treatment of associati
Page 155 and 156:
phase, pairs of to-be-associated pa
Page 157 and 158:
depolarization of the membrane of t
Page 159 and 160:
Many other activation functions exi
Page 161 and 162:
The only difference is the colourin
Page 163 and 164:
= 0.5 -2 1 1 1 = 1.5 1 p q Figur
Page 165 and 166:
classical models (Hurley, 2001)—a
Page 167 and 168:
ehavior is described” (p. 583). B
Page 169 and 170:
The Turing equivalence of connectio
Page 171 and 172:
Perceptrons, too, can match probabi
Page 173 and 174:
Assume that when the cue is present
Page 175 and 176:
the current phase of this debate, m
Page 177 and 178:
of a solution to Old Connectionism
Page 179 and 180:
4.10 Chord Classification by a Mult
Page 181 and 182:
The circle of fifths includes all 1
Page 183 and 184:
in the layer. Patterns are again re
Page 185 and 186:
C A# D G# E F# G F D# A B C# Figure
Page 187 and 188:
other circle. The sums of pairs of
Page 189 and 190:
to one point, and chords whose root
Page 191 and 192:
This geometric observation raises c
Page 193 and 194:
a band. However, its relationship t
Page 195 and 196:
therefore of subsuming such theorie
Page 197 and 198:
The decision tree provided in Table
Page 199 and 200:
easons” as would the decision tre
Page 201 and 202:
instance, can any classical theory
Page 203 and 204:
was able to represent the actual di
Page 205 and 206:
By uncovering the properties of rep
Page 207 and 208:
unit activity via the existing conn
Page 209 and 210:
function, one can still translate R
Page 211 and 212:
theories have proposed that a geome
Page 213 and 214:
the II chord if the latter is minor
Page 215 and 216:
Another way to view the two classes
Page 217 and 218:
and the explicit rules doing the ma
Page 219 and 220:
contents of these two types of sand
Page 221 and 222:
204 Chapter 4
Page 223 and 224:
Not surprisingly, such differences
Page 225 and 226:
unit encodings), and in modern netw
Page 227 and 228:
epresentational and non-representat
Page 229 and 230:
process, resulting from the interac
Page 231 and 232:
Critically, though, Evans’ progra
Page 233 and 234:
Similarly, Braitenberg (1984) argue
Page 235 and 236:
intractable. For instance, Ashby (1
Page 237 and 238:
strongly influenced by philosophica
Page 239 and 240:
5.6 Horizontal Layers of Control Cl
Page 241 and 242:
Double dissociation evidence from c
Page 243 and 244:
operations, “actions which are qu
Page 245 and 246:
In contrast, expert workers were mu
Page 247 and 248:
For example, consider the work of E
Page 249 and 250:
the non-cognitive that does justice
Page 251 and 252:
the box and could see the goal, the
Page 253 and 254:
Vico based his philosophy on the an
Page 255 and 256:
traced in Simon’s (1969) parable
Page 257 and 258:
artificial neural network, the perc
Page 259 and 260:
The final turn away from the corner
Page 261 and 262:
were machines. Men too were machine
Page 263 and 264:
In his pioneering work on simulatin
Page 265 and 266:
It may once have seemed foolhardy t
Page 267 and 268:
Working together, Edsigner and Domo
Page 269 and 270:
The modern origins of simulation th
Page 271 and 272:
Importantly, the combination of the
Page 273 and 274:
it—as an affordance, a set of pos
Page 275 and 276:
Embodied cognitive science does not
Page 277 and 278:
usually in the form of differential
Page 279 and 280:
As such, the perceptual world canno
Page 282 and 283:
6 Classical Music and Cognitive Sci
Page 284 and 285:
of staff paper. Since the time of P
Page 286 and 287:
ehind the notes constitutes, after
Page 288 and 289:
eason” (Rosen, 2002, p. 17). This
Page 290 and 291:
To see that this is analogous to me
Page 292 and 293:
G. Less stable than these two notes
Page 294 and 295:
eing created. Importantly, the well
Page 296 and 297:
accuracy (i.e., corresponding to a
Page 298 and 299:
However, there is general agreement
Page 300 and 301:
Beethoven’s piano sonatas were so
Page 302 and 303:
ather they explored variations with
Page 304 and 305:
missing their fundamental frequency
Page 306 and 307:
connectionism is positioned to capt
Page 308 and 309:
artificial neural networks is the g
Page 310 and 311:
This implies that what is required
Page 312 and 313:
of each part by closing the keyboar
Page 314 and 315:
cognitive science and stands oppose
Page 316 and 317:
fingertip to manipulate a visual in
Page 318 and 319:
hid the underlying musical structur
Page 320 and 321:
in the nineteenth century (Hanslick
Page 322 and 323:
instrument. This requires that a ma
Page 324 and 325:
The embodied approach is interested
Page 326 and 327:
decentralized, a modern piece seems
Page 328 and 329:
of fifths. In other words, if one i
Page 330:
embodied cognitive science to the s
Page 333 and 334:
expected that both connectionist an
Page 335 and 336:
Winograd and Flores’ (1987b) book
Page 337 and 338:
primarily is the work” (p. 99). A
Page 339 and 340:
Furthermore, Vera and Simon (1993)
Page 341 and 342:
First, this sequence of publication
Page 343 and 344:
an engineering convenience. Further
Page 345 and 346:
The human controller of a punched c
Page 347 and 348:
the computer’s internal memory wi
Page 349 and 350:
“any large computation should be
Page 351 and 352:
current PDP networks are not autono
Page 353 and 354:
operations simultaneously, if this
Page 355 and 356:
that during learning input, pattern
Page 357 and 358:
Kosslyn et al., 1995). “There is
Page 359 and 360:
data reveals internal structures th
Page 361 and 362:
Turing machine, can easily be descr
Page 363 and 364:
connectionism. Many researchers ass
Page 365 and 366:
sense that they are digital: consis
Page 367 and 368:
accounts (Broadbent, 1985; Rumelhar
Page 369 and 370:
For instance, classical theorists d
Page 371 and 372:
to make. For instance, in Chapter 8
Page 373 and 374:
The opposite pole of the continuum
Page 375 and 376:
embodied theory of gestured meaning
Page 377 and 378:
strong equivalence of a cognitive t
Page 379 and 380:
thus, perceptions, presentations, v
Page 381 and 382:
Language acquisition can be describ
Page 383 and 384:
In this situation, a motion detecto
Page 385 and 386:
world—to almost always be correct
Page 387 and 388:
To illustrate the New Look, conside
Page 389 and 390:
9 7 8 4 8 1 2 4 6 9 3 1 9 2 7 8 5 9
Page 391 and 392:
After two applications of the “la
Page 393 and 394:
element y, seen at time t + 1, is c
Page 395 and 396:
asis of cognitive contents. In part
Page 397 and 398:
elationships between individuated o
Page 399 and 400:
selected—inside makes no sense to
Page 401 and 402:
the program had to be able to asser
Page 403 and 404:
can only be used to access an indiv
Page 405 and 406:
ideally suited for preattentive ind
Page 407 and 408:
a conceptual apparatus. Sooner or l
Page 409 and 410:
correspondence problem by matching
Page 411 and 412:
The discussion in this section woul
Page 413 and 414:
As well, the exploration of mental
Page 415 and 416:
does not do so by using concepts, c
Page 417 and 418:
worked against synthesis, because e
Page 419 and 420:
eflecting that the embodied approac
Page 421 and 422:
Classical Cognitive Science Connect
Page 423 and 424:
science had to consider “differen
Page 425 and 426:
Siegelman, 2005). The Macy conferen
Page 427 and 428:
However, it is clear that Miller, G
Page 429 and 430:
of thought should be excluded from
Page 431 and 432:
Relaxation labelling was the leadin
Page 433 and 434:
Strong parallels also exist between
Page 435 and 436:
the same particular phenomena, desc
Page 437 and 438:
usiness of carrying out reverse eng
Page 439 and 440:
used to create a model that fits a
Page 441 and 442:
iological agents. To do so, its mod
Page 443 and 444:
Anderson, J. A. (1995). An introduc
Page 445 and 446:
Bechtel, W., & Abrahamsen, A. (2002
Page 447 and 448:
Boole, G. (2003). The laws of thoug
Page 449 and 450:
Byrne, David. (1980). Seen and not
Page 451 and 452:
Churchland, P. S., & Sejnowski, T.
Page 453 and 454:
D’Ausilio, A. (2009). Mirror-like
Page 455 and 456:
Dennett, D. C. (1978). Brainstorms.
Page 457 and 458:
Ericsson, K. A., & Simon, H. A. (19
Page 459 and 460:
Friedmann, M. L. (1990). Ear traini
Page 461 and 462:
Goodale, M. A. (1995). The cortical
Page 463 and 464:
Gutin, G., & Punnen, A. P. (2002).
Page 465 and 466:
Herrnstein, R. J. (1997). The match
Page 467 and 468:
Inhelder, B., & Piaget, J. (1958).
Page 469 and 470:
Kirk, K. L., & Bitterman, M. E. (19
Page 471 and 472:
Krumhansl, C. L., Bharucha, J. J.,
Page 473 and 474:
Lightfoot, D. W. (1989). The child
Page 475 and 476:
Marshall, M. T., Hartshorn, M., Wan
Page 477 and 478:
Meyer, L. B. (1956). Emotion and me
Page 479 and 480:
Neisser, U. (1976). Cognition and r
Page 481 and 482:
Pampalk, E., Dixon, S., & Widmer, G
Page 483 and 484:
Plantinga, L. (1984). Romantic musi
Page 485 and 486:
Raftopoulos, A. (2001). Is percepti
Page 487 and 488:
Rosenblatt, F. (1958). The perceptr
Page 489 and 490:
Searle, J. R. (1984). Minds, brains
Page 491 and 492:
Skinner, B. F. (1957). Verbal behav
Page 493 and 494:
Sutton, R. S., & Barto, A. G. (1981
Page 495 and 496:
Turvey, M. T., Shaw, R. E., Reed, E
Page 497 and 498:
Waltz, D. (1975). Understanding lin
Page 499 and 500:
Winograd, T. (1983). Language as a
Page 502 and 503:
Index A acoustic paradigm, 305 acti
Page 504 and 505:
I identification assumption, 410-11
Page 506 and 507:
239-43 replacement, 48, 209-10, 219
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