Beyond semantics

2019 ◽  
pp. 177-196
Author(s):  
Alexis Wellwood
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Cognitive Science ◽  
Recent Work ◽  
Formal Analysis ◽  
Formal Theory ◽  
General Concept ◽  
Formal Semantic

The preceding chapters of the book focused on the traditional sorts of data motivating formal semantic treatments of comparatives: productive patterns of inference, judgments of truth/falsity in context, etc. In this concluding chapter, the book connects the formal analysis with recent work in language acquisition, psycholinguistics, and cognitive science more broadly. Considering a number of observations in linguistics, cognitive psychology, and cognitive development, the chapter considers how the formal theory can (or cannot) be leveraged in order to predict or explain such observations. The chapter argues that, even given the same foundational assumptions about how the formal theory relates to conceptualization, the uniform compositional theory of comparatives offered in the book provides the tools for better explanations of such data than its competitors. In the end, the chapter considers the prospects for resolving the indeterminacy of MUCH in terms of a domain-general concept of measurement.

Applications of Cognitive Developmental Theory and Data to Educational Psychology

1991 ◽  
Vol 8 (1) ◽  
pp. 7-8
Author(s):  
Graeme S. Halford
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Educational Psychology ◽  
Philosophy Of Mind ◽  
Developmental Theory ◽  
Recent Developments ◽  
Intellectual Activities ◽  
Mathematics And Science

Recent developments in Cognitive Psychology and in the new discipline of Cognitive Science (an integration of Cognitive Psychology, Computer Science, Linguistics, Philosophy of Mind, and Cognitive Neuroscience) have made it appropriate to consider new ways in which Cognitive Development and Educational Psychology can benefit each other. Cognitive Development can contribute to Educational Psychology by specifying cognitive processes entailed in educationally relevant tasks, by analysing processing loads, and by indicating more efficient ways of using available capacity. Cognitive Psychology and Cognitive Science have now produced some penetrating theories of the cognitive processes that underlie a wide variety of intellectual activities. Although there is still much work remaining to be done, these developments can be used to analyse the strategies children and adults use in solving problems in areas such as mathematics and science. This can result in benefits in both learning and remediation. Educational Psychology can benefit Cognitive Development by offering alternativeconcepts, by providing realistic problems for analysis, and by providing a testing ground for its theories. I will illustrate these ideas in the area of mathematics.

scholarly journals Psychology of Children’s Cognitive toward Language Development

1970 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Cucu Ardiah Ningrum
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Data Collection ◽  
Language Development ◽  
Cognitive Process ◽  
Operation Stage ◽  
Pass Through ◽  
Many Sources ◽  
Concrete Operation

This paper aims to explain how the Cognitive Psychology supports the language development on children. The supporting data was taken from some related books and journals. The data collection is conducted through the proper source collection used for obtaining various information related to the topic. Then the information obtained from many sources was analyzed. The result of the analyses shows that the language acquisition process begins even since infancy period. In this process, the cognitive psychology supported it. In the process of acquiring the language, the children will pass through four steps of Cognitive process namely, sensorimotor stage, pre-operational stage, concrete operation stage, and formal operation stage. The entire stages are related to human’s age. In addition there are some assumptions of children’s cognitive development which are children’s schemas, assimilation, accommodation, and equilibration. Keywords: Cognitive, Cognitive Psychology, Language development

scholarly journals Bayesian models of child development

2018 ◽  
Author(s):  
Elizabeth Bonawitz ◽  
Alison Gopnik
Keyword(s):  
Cognitive Development ◽  
Child Development ◽  
Motor Learning ◽  
Cognitive Science ◽  
Recent Work ◽  
Bayesian Approach ◽  
Bayesian Models ◽  
Detailed Account ◽  
Developmental Transitions ◽  
The Bayesian Approach

Bayesian models have been applied to many areas of cognitive science including vision, language, and motor learning. We discuss the implications of this framework for cognitive development. We first present a brief introduction to the Bayesian framework. Bayesian models make assumptions about representation explicit, and provide a detailed account of learning. Furthermore, they can provide an account of developmental transitions and other phenomena in development, such as curiosity and exploration. Drawing on recent work bridging empirical developmental data and modeling, we show that these features of the Bayesian approach provide solutions to problems that elude traditional accounts of learning and raise new areas of investigation.

Psychology: Autonomous or Anomalous?

Dialogue ◽  
1985 ◽  
Vol 24 (3) ◽  
pp. 427-442 ◽  
Author(s):  
Andrew Kernohan
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Science ◽  
Philosophy Of Mind ◽  
Donald Davidson ◽  
Mental Activity ◽  
Essential Difference ◽  
Anomalous Monism

In a recent series of papers, Donald Davidson has put forward a challenging and original philosophy of mind which he has called anomalous monism. Anomalous monism has certain similarities to another recent and deservedly popular position: functionalist cognitive psychology. Both functionalism, in its materialist versions, and anomalous monism require token-token psychophysical identities rather than type-type ones. (Token identities are identities between individual events; type identities represent a stronger claim of identities between interesting sorts of events.) Both deny that psychology can be translated into, or scientifically reduced to, neurophysiology. Both are mentalistic theories, allowing psychology to make use of intentional descriptions in its theorizing. Anomalous monism uses a belief/desire/action psychology; cognitive science makes use of information-bearing states. But these similarities must not be allowed to conceal an essential difference between the two positions. Cognitive psychology claims to be a science, making interesting, lawlike generalizations for the purpose of explaining mental activity. Anomalous monism denies that psychology is a science by denying that psychological laws can be formulated. Davidson has other ideas for psychology connected with his work on meaning and truth. Hence, the title of one of his essays on anomalous monism is “Psychology as Philosophy”.

Psychological Characteristics of Cognition of Environmental Sculpture Information

2011 ◽  
Vol 187 ◽  
pp. 522-527
Author(s):  
He Yang
Keyword(s):  
Cognitive Psychology ◽  
Cognitive Science ◽  
Urban Culture ◽  
Space Environment ◽  
Psychological Characteristics ◽  
Architectural Language ◽  
Psychology Perspective ◽  
Integral Element ◽  
The Relationship

As an integral element of the space environment, the environmental sculpture plays an important role in the decoration of space environment, the expression of urban culture and reflection of the city's character, etc. Environmental sculpture is a visible symbol independent and outside of the sign of nature or architectural language, which has become an important cultural carrier between the communication of environment and people. From the perspective of cognitive science, this paper analyzes the relationship between people, environment and environmental sculpture to explore the psychological characteristics of cognition of environmental sculpture and examines, analyzes and interprets the phenomenon of environmental sculpture from the cognitive psychology perspective, which brings some enlightenment for the design of environment sculpture.

Stepping backwards in development: integrating developmental speech perception with lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 56-60 ◽  
Author(s):  
TANIA S. ZAMUNER
Keyword(s):  
Speech Perception ◽  
Language Acquisition ◽  
Young Children ◽  
Recent Work ◽  
Phonological Development ◽  
Comprehensive Understanding ◽  
Traditional Approaches

Within the subfields of linguistics, traditional approaches tend to examine different phenomena in isolation. As Stoel-Gammon (this issue) correctly states, there is little interaction between the subfields. However, for a more comprehensive understanding of language acquisition in general and, more specifically, lexical and phonological development, we must consider relations between multiple subfields. That is, by examining the interactions between these subfields, a greater understanding of lexical and phonological development can emerge. For instance, the interaction between phonology, syntax and semantics is demonstrated in recent work looking at how phonological patterns can provide a basis for inferring a word's lexical category (such as nouns and verbs) (Christiansen, Onnis & Hockema, 2009; Lany & Saffran, 2010).

scholarly journals How Efficiency Shapes Human Language, TICS 2019

2019 ◽  
Author(s):  
Edward Gibson ◽  
Richard Futrell ◽  
Steven T. Piantadosi ◽  
Isabelle Dautriche ◽  
Kyle Mahowald ◽  
...  
Keyword(s):  
Information Theory ◽  
Cognitive Psychology ◽  
Natural Language ◽  
Cognitive Science ◽  
Human Language ◽  
Language Research ◽  
The Way

Cognitive science applies diverse tools and perspectives to study human language. Recently, an exciting body of work has examined linguistic phenomena through the lens of efficiency in usage: what otherwise puzzling features of language find explanation in formal accounts of how language might be optimized for communication and learning? Here, we review studies that deploy formal tools from probability and information theory to understand how and why language works the way that it does, focusing on phenomena ranging from the lexicon through syntax. These studies show how apervasive pressure for efficiency guides the forms of natural language and indicate that a rich future for language research lies in connecting linguistics to cognitive psychology and mathematical theories of communication and inference.

scholarly journals A call to arms: time to do cognitive science in Latin America

2008 ◽  
Vol 1 (2) ◽  
pp. 41-52 ◽  
Author(s):  
Fernando Marmolejo-Ramos
Keyword(s):  
Latin America ◽  
Cognitive Psychology ◽  
Cognitive Science ◽  
Latin American ◽  
Science Research ◽  
Chi Square ◽  
World Region ◽  
The World ◽  
Social Organizational ◽  
Research Domains

Previous theoretical reviews about the development of Psychology in Latin America suggest that Latin American psychology has a promising future. This paper empirically checks whether that status remains justified. In so doing, the frequency of programs/research domains in three salient psychological areas is assessed in Latin America and in two other regions of the world. A chi-square statistic is used to analyse the collected data. Programs/research domains and regions of the world are the independent variables and frequency of programs/research domains per world region is the dependent variable. Results suggest that whereas in Latin America the work on Social/Organizational Psychology is moving within expected parameters, there is a rather strong focus on Clinical/Psychoanalytical Psychology. Results also show that Experimental/Cognitive Psychology is much underestimated. In Asia, however, the focus on all areas of psychology seems to be distributed within expected parameters, whereas Europe outperforms regarding Experimental/Cognitive Psychology research. Potential reasons that contribute to Latin Americas situation are discussed and specific solutions are proposed. It is concluded that the scope of Experimental/Cognitive Psychology in Latin America should be broadened into a Cognitive Science research program.

scholarly journals Formal analysis of design process dynamics

2010 ◽  
Vol 24 (3) ◽  
pp. 397-423 ◽  
Author(s):  
Tibor Bosse ◽  
Catholijn M. Jonker ◽  
Jan Treur
Keyword(s):  
Design Process ◽  
Formal Analysis ◽  
Formal Theory ◽  
Generic Properties ◽  
Design Processes ◽  
Process Dynamics ◽  
To Come ◽  
Automated Support ◽  
Trace Language ◽  
Different Levels

AbstractThis paper presents a formal analysis of design process dynamics. Such a formal analysis is a prerequisite to come to a formal theory of design and for the development of automated support for the dynamics of design processes. The analysis was geared toward the identification of dynamic design properties at different levels of aggregation. This approach is specifically suitable for component-based design processes. A complicating factor for supporting the design process is that not only the generic properties of design must be specified, but also the language chosen should be rich enough to allow specification of complex properties of the system under design. This requires a language rich enough to operate at these different levels. The Temporal Trace Language used in this paper is suitable for that. The paper shows that the analysis at the level of a design process as a whole and at subprocesses thereof is precise enough to allow for automatic simulation. Simulation allows the modeler to manipulate the specifications of the system under design to better understand the interlevel relationships in his design. The approach is illustrated by an example.

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