- 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 and 16: happened in psychology. “One acco
- Page 18 and 19: 1 The Cognitive Sciences: One or Ma
- Page 20 and 21: The fragmentation of psychology is
- Page 22 and 23: qualitatively different kinds of qu
- Page 24 and 25: should we examine “cognitive scie
- Page 26 and 27: discrete symbols stored in a separa
- Page 28 and 29: Some researchers have attempted to
- Page 30 and 31: tool, or by its designer. The perso
- Page 32 and 33: experiments fall into new relations
- 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
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phrase is AP , where AP represents
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speaker of a language has mastered
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What is meant by the claim that an
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Whether a learner is undergoing inf
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that can be applied to phrase marke
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By the late 1950s, it became conven
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In the Jacquard loom, punched cards
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these states. This relationship is
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We have seen that the structures a
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motto should hold. A principle of r
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This is because the tabular form of
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3.10 A Classical Architecture for C
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particular production to act. This
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and research agenda, breaking compl
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In the most abstract sense, both a
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The ease with which ELIZA was misin
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maintain the items in memory (Badde
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Richards, 1988; Treisman, 1985), to
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explaining why the latency to detec
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cues can be added as well. For inst
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mentally counting the number of win
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processes are visual in nature: for
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Cognitive penetrability provides a
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is not as compelling or powerful as
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two distinct pathways in the human
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function that is inconsequentially
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Miller, 2009; Miller & Shettleworth
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the middle items—the recency effe
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science as it attempts to establish
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Sections 4.5 through 4.7. These sec
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that fail to materialize (Dreyfus,
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structure/process distinction, beca
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patterns for learning to be complet
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The earliest detailed introspective
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James’ own treatment of associati
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phase, pairs of to-be-associated pa
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depolarization of the membrane of t
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Many other activation functions exi
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The only difference is the colourin
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= 0.5 -2 1 1 1 = 1.5 1 p q Figur
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classical models (Hurley, 2001)—a
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ehavior is described” (p. 583). B
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The Turing equivalence of connectio
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Perceptrons, too, can match probabi
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Assume that when the cue is present
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the current phase of this debate, m
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of a solution to Old Connectionism
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4.10 Chord Classification by a Mult
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The circle of fifths includes all 1
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in the layer. Patterns are again re
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C A# D G# E F# G F D# A B C# Figure
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other circle. The sums of pairs of
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to one point, and chords whose root
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This geometric observation raises c
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a band. However, its relationship t
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therefore of subsuming such theorie
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The decision tree provided in Table
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easons” as would the decision tre
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instance, can any classical theory
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was able to represent the actual di
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By uncovering the properties of rep
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unit activity via the existing conn
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function, one can still translate R
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theories have proposed that a geome
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the II chord if the latter is minor
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Another way to view the two classes
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and the explicit rules doing the ma
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contents of these two types of sand
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204 Chapter 4
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Not surprisingly, such differences
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unit encodings), and in modern netw
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epresentational and non-representat
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process, resulting from the interac
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Critically, though, Evans’ progra
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Similarly, Braitenberg (1984) argue
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intractable. For instance, Ashby (1
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strongly influenced by philosophica
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5.6 Horizontal Layers of Control Cl
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Double dissociation evidence from c
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operations, “actions which are qu
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In contrast, expert workers were mu
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For example, consider the work of E
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the non-cognitive that does justice
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the box and could see the goal, the
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Vico based his philosophy on the an
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traced in Simon’s (1969) parable
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artificial neural network, the perc
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The final turn away from the corner
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were machines. Men too were machine
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In his pioneering work on simulatin
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It may once have seemed foolhardy t
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Working together, Edsigner and Domo
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The modern origins of simulation th
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Importantly, the combination of the
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it—as an affordance, a set of pos
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Embodied cognitive science does not
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usually in the form of differential
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As such, the perceptual world canno
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6 Classical Music and Cognitive Sci
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of staff paper. Since the time of P
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ehind the notes constitutes, after
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eason” (Rosen, 2002, p. 17). This
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To see that this is analogous to me
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G. Less stable than these two notes
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eing created. Importantly, the well
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accuracy (i.e., corresponding to a
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However, there is general agreement
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Beethoven’s piano sonatas were so
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ather they explored variations with
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missing their fundamental frequency
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connectionism is positioned to capt
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artificial neural networks is the g
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This implies that what is required
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of each part by closing the keyboar
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cognitive science and stands oppose
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fingertip to manipulate a visual in
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hid the underlying musical structur
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in the nineteenth century (Hanslick
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instrument. This requires that a ma
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The embodied approach is interested
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decentralized, a modern piece seems
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of fifths. In other words, if one i
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embodied cognitive science to the s
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expected that both connectionist an
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Winograd and Flores’ (1987b) book
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primarily is the work” (p. 99). A
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Furthermore, Vera and Simon (1993)
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First, this sequence of publication
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an engineering convenience. Further
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The human controller of a punched c
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the computer’s internal memory wi
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“any large computation should be
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current PDP networks are not autono
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operations simultaneously, if this
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that during learning input, pattern
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Kosslyn et al., 1995). “There is
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data reveals internal structures th
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Turing machine, can easily be descr
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connectionism. Many researchers ass
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sense that they are digital: consis
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accounts (Broadbent, 1985; Rumelhar
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For instance, classical theorists d
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to make. For instance, in Chapter 8
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The opposite pole of the continuum
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embodied theory of gestured meaning
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strong equivalence of a cognitive t
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thus, perceptions, presentations, v
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Language acquisition can be describ
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In this situation, a motion detecto
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world—to almost always be correct
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To illustrate the New Look, conside
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9 7 8 4 8 1 2 4 6 9 3 1 9 2 7 8 5 9
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After two applications of the “la
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element y, seen at time t + 1, is c
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asis of cognitive contents. In part
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elationships between individuated o
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selected—inside makes no sense to
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the program had to be able to asser
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can only be used to access an indiv
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ideally suited for preattentive ind
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a conceptual apparatus. Sooner or l
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correspondence problem by matching
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The discussion in this section woul
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As well, the exploration of mental
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does not do so by using concepts, c
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worked against synthesis, because e
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eflecting that the embodied approac
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Classical Cognitive Science Connect
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science had to consider “differen
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Siegelman, 2005). The Macy conferen
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However, it is clear that Miller, G
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of thought should be excluded from
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Relaxation labelling was the leadin
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Strong parallels also exist between
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the same particular phenomena, desc
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usiness of carrying out reverse eng
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used to create a model that fits a
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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
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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
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Winograd, T. (1983). Language as a
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Index A acoustic paradigm, 305 acti
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I identification assumption, 410-11
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239-43 replacement, 48, 209-10, 219