Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field’s immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science.
Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.
**
Review Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field’s immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing , three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science.
Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.
From the Inside Flap Cognitive science arose in the 1950s when it became apparent that a
number of disciplines, including psychology, computer science,
linguistics, and philosophy, were fragmenting. Perhaps owing to the
field's immediate origins in cybernetics, as well as to the
foundational assumption that cognition is information processing,
cognitive science initially seemed more unified than psychology.
However, as a result of differing interpretations of the foundational
assumption and dramatically divergent views of the meaning of the term
information processing , three separate schools emerged:
classical cognitive science, connectionist cognitive science, and
embodied cognitive science.
Examples, cases, and research findings taken from the wide range of
phenomena studied by cognitive scientists effectively explain and
explore the relationship among the three perspectives. Intended to
introduce both graduate and senior undergraduate students to the
foundations of cognitive science, Mind, Body, World addresses
a number of questions currently being asked by those practicing in the
field: What are the core assumptions of the three different schools?
What are the relationships between these different sets of core
assumptions? Is there only one cognitive science, or are there many
different cognitive sciences? Giving the schools equal treatment and
displaying a broad and deep understanding of the field, Dawson
highlights the fundamental tensions and lines of fragmentation that
exist among the schools and provides a refreshing and unifying
framework for students of cognitive science.

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lgli/Mind, Body, World -- Foundations of Cognitive Science by Michael R. W. Dawson.pdf

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zlib/Computers/Computer Science/Michael R.W. Dawson/Mind, Body, World: Foundations of Cognitive Science_5869335.pdf

Dawson, Michael R. W.

AU Press, Athabasca University

AU Press (1-77199)

Open paths to enriched learning, Edmonton, Alberta, 2013

OPEL (Open Paths to Enriched Learning), Edmonton, 2014

Athabasca University Press, Edmonton, AB, 2013

Canada - English Language, Canada

4, 20130901

2013-07-15

lg2713349

producers:
Adobe PDF Library 9.9

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Memory of the World Librarian: Slowrotation

Cognitive Science
Front Matter 1
Contents 5
List of Figures and Tables 9
Preface 13
Who Is This Book Written For? 14
Acknowledgements 15
1. The Cognitive Sciences: One or Many? 17
1.0 Chapter Overview 17
1.1 A Fragmented Psychology 18
1.2 A Unified Cognitive Science 19
1.3 Cognitive Science or the Cognitive Sciences? 22
1.4 Cognitive Science: Pre-paradigmatic? 29
1.5 A Plan of Action 32
2. Multiple Levels of Investigation 35
2.0 Chapter Overview 35
2.1 Machines and Minds 36
2.2 From the Laws of Thought to Binary Logic 39
2.3 From the Formal to the Physical 45
2.4 Multiple Procedures and Architectures 48
2.5 Relays and Multiple Realizations 51
2.6 Multiple Levels of Investigation and Explanation 54
2.7 Formal Accounts of Input-Output Mappings 56
2.8 Behaviour by Design and by Artifact 57
2.9 Algorithms from Artifacts 59
2.10 Architectures against Homunculi 62
2.11 Implementing Architectures 64
2.12 Levelling the Field 67
3. Elements of Classical Cognitive Science 71
3.0 Chapter Overview 71
3.1 Mind, Disembodied 72
3.2 Mechanizing the Infinite 75
3.3 Phrase Markers and Fractals 81
3.4 Behaviourism, Language, and Recursion 84
3.5 Underdetermination and Innateness 88
3.6 Physical Symbol Systems 91
3.7 Componentiality, Computability, and Cognition 94
3.8 The Intentional Stance 98
3.9 Structure and Process 101
3.10 A Classical Architecture for Cognition 105
3.11 Weak Equivalence and the Turing Test 109
3.12 Towards Strong Equivalence 113
3.13 The Impenetrable Architecture 122
3.14 Modularity of Mind 129
3.15 Reverse Engineering 135
3.16 What is Classical Cognitive Science? 138
4. Elements of Connectionist Cognitive Science 141
4.0 Chapter Overview 141
4.1 Nurture versus Nature 142
4.2 Associations 149
4.3 Nonlinear Transformations 155
4.4 The Connectionist Sandwich 158
4.5 Connectionist Computations: An Overview 164
4.6 Beyond the Terminal Meta-postulate 165
4.7 What Do Output Unit Activities Represent? 168
4.8 Connectionist Algorithms: An Overview 174
4.9 Empiricism and Internal Representations 175
4.10 Chord Classification by a Multilayer Perceptron 178
4.11 Trigger Features 188
4.12 A Parallel Distributed Production System 193
4.13 Of Coarse Codes 200
4.14 Architectural Connectionism: An Overview 204
4.15 New Powers of Old Networks 205
4.16 Connectionist Reorientation 209
4.17 Perceptrons and Jazz Progressions 211
4.18 What Is Connectionist Cognitive Science? 214
5. Elements of Embodied Cognitive Science 221
5.0 Chapter Overview 221
5.1 Abandoning Methodological Solipsism 222
5.2 Societal Computing 226
5.3 Stigmergy and Superorganisms 228
5.4 Embodiment, Situatedness, and Feedback 232
5.5 Umwelten, Affordances, and Enactive Perception 235
5.6 Horizontal Layers of Control 238
5.7 Mind in Action 240
5.8 The Extended Mind 246
5.9 The Roots of Forward Engineering 251
5.10 Reorientation without Representation 255
5.11 Robotic Moments in Social Environments 261
5.12 The Architecture of Mind Reading 266
5.13 Levels of Embodied Cognitive Science 271
5.14 What Is Embodied Cognitive Science? 276
6. Classical Music and Cognitive Science 281
6.0 Chapter Overview 281
6.1 The Classical Nature of Classical Music 282
6.2 The Classical Approach to Musical Cognition 289
6.3 Musical Romanticism and Connectionism 296
6.4 The Connectionist Approach to Musical Cognition 302
6.5 The Embodied Nature of Modern Music 307
6.6 The Embodied Approach to Musical Cognition 317
6.7 Cognitive Science and Classical Music 323
7. Marks of the Classical? 331
7.0 Chapter Overview 331
7.1 Symbols and Situations 332
7.2 Marks of the Classical 340
7.3 Centralized versus Decentralized Control 342
7.4 Serial versus Parallel Processing 350
7.5 Local versus Distributed Representations 355
7.6 Internal Representations 359
7.7 Explicit Rules versus Implicit Knowledge 361
7.8 The Cognitive Vocabulary 364
7.9 From Classical Marks to Hybrid Theories 371
8. Seeing and Visualizing 375
8.0 Chapter Overview 375
8.1 The Transparency of Visual Processing 376
8.2 The Poverty of the Stimulus 378
8.3 Enrichment via Unconscious Inference 384
8.4 Natural Constraints 387
8.5 Vision, Cognition, and Visual Cognition 395
8.6 Indexing Objects in the World 399
8.7 Situation, Vision, and Action 406
8.8 Scaffolding the Mental Image 410
8.9 The Bounds of Cognition 413
9. Towards a Cognitive Dialectic 415
9.0 Chapter Overview 415
9.1 Towards a Cognitive Dialectic 416
9.2 Psychology, Revolution, and Environment 422
9.3 Lessons from Natural Computation 428
9.4 A Cognitive Synthesis 433
References 441
Index 501

2020-07-30