Reflections on the Role of Cognitive Science in Biomedical Informatics

2013 ◽  
pp. 467-475
Author(s):  
Edward H. Shortliffe
Keyword(s):  
Cognitive Science ◽  
Biomedical Informatics

The Central Role of Cognitive Computations in Human-Information Interaction

2018 ◽  
Author(s):  
Wai-Tat Fu ◽  
Jessie Chin ◽  
Q. Vera Liao
Keyword(s):  
Information Systems ◽  
Cognitive Science ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Levels Of Abstraction ◽  
Intelligent Information Systems ◽  
Emergent Behaviour ◽  
Information Interaction ◽  
Intelligent Information

Cognitive science is a science of intelligent systems. This chapter proposes that cognitive science can provide useful perspectives for research on technology-mediated human-information interaction (HII) when HII is cast as emergent behaviour of a coupled intelligent system. It starts with a review of a few foundational concepts related to cognitive computations and how they can be applied to understand the nature of HII. It discusses several important properties of a coupled cognitive system and their implication to designs of information systems. Finally, it covers how levels of abstraction have been useful for cognitive science, and how these levels can inform design of intelligent information systems that are more compatible with human cognitive computations.

scholarly journals Creating learning health systems and the emerging role of biomedical informatics

2021 ◽  
Author(s):  
Martin S. Kohn ◽  
Umit Topaloglu ◽  
Eric S. Kirkendall ◽  
Ajay Dharod ◽  
Brian J. Wells ◽  
...  
Keyword(s):  
Health Systems ◽  
Biomedical Informatics

Logic and Cognitive Science

Istoriya ◽  
2021 ◽  
Vol 12 (8 (106)) ◽  
pp. 0
Author(s):  
Natalia Zaitseva
Keyword(s):  
Cognitive Science ◽  
Classical Logic ◽  
Mutual Influence ◽  
Pure Logic ◽  
The Status ◽  
Experimental Logic ◽  
The Relationship

The paper examines the relationship between logic and cognitive science. We consider various aspects of this relationship, among which we distinguish three of the most importance, in our thought. First, it is the role of cognitive science in the justification of logic. Secondly, the mutual influence of cognitive science and modern trends of non-classical logic, which have a clearly applied character. Third, we discuss the prospects of the so-called experimental logic arising from attempts to apply the methods of cognitive science in logic. As usual, the conclusion summarizes the results of the research and focuses on the issue of the status of pure logic.

scholarly journals What is the role of computational models in Cognitive Science? A quantitative and qualitative analysis of the history of the TRACE model of speech segmentation

2019 ◽  
Author(s):  
Manisha Chawla ◽  
Richard Shillcock
Keyword(s):  
Qualitative Analysis ◽  
Cognitive Science ◽  
Computational Models ◽  
Computational Modelling ◽  
Speech Segmentation ◽  
Cognitive Modelling ◽  
Trace Model ◽  
History Of ◽  
Central Paradigm

Implemented computational models are a central paradigm of Cognitive Science. How do cognitive scientists really use such models? We take the example of one of the most successful and influential cognitive models, TRACE (McClelland & Elman, 1986), and we map its impact on the field in terms of published, electronically available documents that cite the original TRACE paper over a period of 25 years since its publication. We draw conclusions about the general status of computational cognitive modelling and make critical suggestions regarding the nature of abstraction in computational modelling.

Semantics, conceptual role

2018 ◽  
Author(s):  
Ned Block
Keyword(s):  
Decision Making ◽  
Social Interaction ◽  
Cognitive Science ◽  
Functional Role ◽  
Good Health ◽  
Procedural Semantics ◽  
Functional Roles ◽  
Conceptual Role Semantics ◽  
Conceptual Role

According to conceptual role semantics (CRS), the meaning of a representation is the role of that representation in the cognitive life of the agent, for example, in perception, thought and decision-making. It is an extension of the well-known ‘use’ theory of meaning, according to which the meaning of a word is its use in communication and, more generally, in social interaction. CRS supplements external use by including the role of a symbol inside a computer or a brain. The uses appealed to are not just actual, but also counterfactual: not only what effects a thought does have, but what effects it would have had if stimuli or other states had differed. Of course, so defined, the functional role of a thought includes all sorts of causes and effects that are non-semantic, for example, perhaps happy thoughts can bolster one’s immunity, promoting good health. Conceptual roles are functional roles minus such non-semantic causes and effects. The view has arisen separately in philosophy (where it is sometimes called ‘inferential’ or ‘functional’ role semantics) and in cognitive science (where it is sometimes called ‘procedural semantics’).

scholarly journals Exploring Students’ Descriptions of Mutation from a Cognitive Perspective Suggests How to Modify Instructional Approaches

2019 ◽  
Vol 18 (3) ◽  
pp. ar45
Author(s):  
FangFang Zhao ◽  
Anita Schuchardt
Keyword(s):  
Cognitive Science ◽  
Conceptual Understanding ◽  
Bacterial Population ◽  
Instructional Approaches ◽  
Cognitive Perspective ◽  
Relevant Concept ◽  
Scientific Phenomena ◽  
Written Explanations

Prior studies have shown that students have difficulty understanding the role of mutation in evolution and genetics. However, little is known about unifying themes underlying students’ difficulty with mutation. In this study, we examined students’ written explanations about mutation from a cognitive science perspective. According to one cognitive perspective, scientific phenomena can be perceived as entities or processes, and the miscategorization of processes as entities can lead to noncanonical ideas about scientific phenomena that are difficult to change. Students’ incorrect categorization of processes as entities is well documented in physics but has not been studied in biology. Unlike other scientific phenomena that have been studied, the word “mutation” refers to both the process causing a change in the DNA and the entity, the altered DNA, making mutation a relevant concept for exploration and extension of this theory. In this study, we show that, even after instruction on mutation, the majority of students provided entity-focused descriptions of mutation in response to a question that prompted for a process-focused description in a lizard or a bacterial population. Students’ noncanonical ideas about mutation occurred in both entity- and process-focused descriptions. Implications for conceptual understanding and instruction are discussed.

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