Duality of the mind: a bottom-up approach toward cognition
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Mahwah, NJ [u.a.]
Erlbaum
2002
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturverz. S. [254] - 280 |
| Beschreibung: | XIV, 283 S. graph. Darst. |
| ISBN: | 0805838805 |
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| adam_text | DUALITY OF THE MIND
A Bottom-Up Approach
Toward Cognition
Ron Sun
University of Missouri
Columbia, Missouri
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
2002 Mahwah, New Jersey London
Contents
Contents
Preface
1 The Essentials of Human Activities
1 1 Characteristics of Human Activities
1 2 Past Work on Human Activities
1 3 Pitfalls of Representation
1 4 Importance of Learning
15A Broad Theory
1 6 My Plan
1 7 Summary
2 A Theoretical Model
2 1 Desiderata
211 Implicit versus Explicit Knowledge
212 Interaction of Implicit and Explicit Knowledge
213 Bottom-Up Learning
214 Benefits of Interaction
215 On-Line Learning
22A Sketch of a Model
221 Representation
222 Learning
223 Separation and Combination of the Two Levels
224 Basic Theoretical Hypotheses
2 3 Summary
V
xi
vi Contents
Current Implementations
The Overall Operation
Reinforcement Learning
Rule Extraction
Combining Value Functions and Rules
Plan Extraction
Modularity through Spatial Partitioning
Modularity through Temporal Segmentation
Biological Interpretations
Summary
Appendix
Accounting for Human Data Qualitatively
Dissociation
Division of Labor
Bottom-Up Learning
Differences in Representation of Resulting Knowledge
Differences in Accessibility of Resulting Knowledge
Differences in Flexibility, Generalizability, and Robustness
Initiation of Performance
Knowledge Interaction
Synergy
Summary
Accounting for Human Data Quantitatively
Introduction
Simulating Serial Reaction Time Tasks
521 Simulating Lewicki et al (1987)
522 Simulating Curran and Keele (1993)
Simulating Process Control Tasks
531 Simulating Stanley et al (1989)
532 Simulating Berry and Broadbent (1988)
Simulating High-Level Cognitive Skill Learning Tasks
Simulating the Minefield Navigation Task
Discussions
561 Uniqueness of the Model
562 Simulating Other Effects
563 Factors in Division of Labor
Contents vii
564 Why Synergy in the Model? 131
5 7 Summary 132
6 Symbol Grounding and Situated Cognition 133
6 1 Introduction 133
6 2 Symbols and Representation 134
621 Symbols 134
622 Representation 138
623 Intentionality 139
6 3 Everyday Activities and Symbol Grounding 140
631 Comportment 142
632 Conceptual Processes and Representation 144
633A Dual Process Theory 146
6 4 Computational Analysis of Everyday Activities 147
641 Computational Processes of Comportment 147
642 Computational Processes of Conceptual Processing 149
643 Concept Formation 150
6 5 Representation and Intentionality 152
6 6 Further Discussions 154
6 7 Summary 155
7 The Issue of Consciousness 157
7 1 Introduction 157
7 2 Explaining Consciousness 159
721 Different Views 160
722 Analysis of Different Views 164
723 Further Evidence and Arguments 172
7 3 Functional Roles of Consciousness 176
731 Access Consciousness 176
732 Reflective Consciousness 183
733 Phenomenal Consciousness 185
7 4 Summary 189
8 Sociocultural Factors in Cognition 191
8 1 Introduction 191
8 2 Aspects of Sociality 193
821 The Issue of Sociality 193
822 Social Structures 194
viii Contents
823 Culture 195
824 Social Determinism? 197
8 3 Sociocultural Processes and Cognition 198
831 Inter-Agent Processes 198
832 Social Processes 200
8 4 Cognitive Modeling Incorporating Sociocultural Issues 203
841 Autonomous Generation of Symbolic Structures 203
842 Assimilation of External Symbolic Structures 204
8 5 Accounting for Sociocultural Cognition 205
8 6 Representing Self and Others 208
861 Developing Self Representation 208
862 Developing Representation of Others 209
8 7 Further Work 214
871 Simulating Social Processes 215
872 Individual Beliefs and Sociocultural Beliefs 216
873 Inter-Agent Interaction 217
874 Formation of Social Structures 217
875 Social Structures in Cognition 218
8 8 Summary 219
9 Comparisons 220
9 1 Cognitive Models Involving Implicit Learning 220
911 Process Differences of the Two Levels 221
912 Connectionist Modeling of the Simulated Skill
Learning Tasks 221
913 Connectionist Modeling of Other Tasks 223
914 Nonconnectionist Modeling of Skill Learning Tasks 224
9 2 Top-down versus Bottom-up Models 226
9 3 Generic Cognitive Architectures 227
9 4 Models of Consciousness 229
9 5 Objections and Responses 231
951 One Level or Two? 231
952 Need for Symbolic Representation 232
953 Hybridization 233
954 Free Parameters? 234
955 Verification of Explicit Knowledge 234
956 Neurobiological Evidence 235
Contents ix
9 6 Computational Issues 236
961 Models of Reinforcement Learning 236
962 Models of Rule Learning 237
963 Models of Planning and Plan Learning 239
964 Models of Spatial Partitioning 241
965 Models of Temporal Partitioning 243
10 Conclusions 245
10 1 Major Theses 245
10 2 Methodological Issues 246
10 3 Cognitive Implications 249
10 4 A Final Summary 252
References 254
Index 281
|
| adam_txt |
DUALITY OF THE MIND
A Bottom-Up Approach
Toward Cognition
Ron Sun
University of Missouri
Columbia, Missouri
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
2002 Mahwah, New Jersey London
Contents
Contents
Preface
1 The Essentials of Human Activities
1 1 Characteristics of Human Activities
1 2 Past Work on Human Activities
1 3 Pitfalls of Representation
1 4 Importance of Learning
15A Broad Theory
1 6 My Plan
1 7 Summary
2 A Theoretical Model
2 1 Desiderata
211 Implicit versus Explicit Knowledge
212 Interaction of Implicit and Explicit Knowledge
213 Bottom-Up Learning
214 Benefits of Interaction
215 On-Line Learning
22A Sketch of a Model
221 Representation
222 Learning
223 Separation and Combination of the Two Levels
224 Basic Theoretical Hypotheses
2 3 Summary
V
xi
vi Contents
Current Implementations
The Overall Operation
Reinforcement Learning
Rule Extraction
Combining Value Functions and Rules
Plan Extraction
Modularity through Spatial Partitioning
Modularity through Temporal Segmentation
Biological Interpretations
Summary
Appendix
Accounting for Human Data Qualitatively
Dissociation
Division of Labor
Bottom-Up Learning
Differences in Representation of Resulting Knowledge
Differences in Accessibility of Resulting Knowledge
Differences in Flexibility, Generalizability, and Robustness
Initiation of Performance
Knowledge Interaction
Synergy
Summary
Accounting for Human Data Quantitatively
Introduction
Simulating Serial Reaction Time Tasks
521 Simulating Lewicki et al (1987)
522 Simulating Curran and Keele (1993)
Simulating Process Control Tasks
531 Simulating Stanley et al (1989)
532 Simulating Berry and Broadbent (1988)
Simulating High-Level Cognitive Skill Learning Tasks
Simulating the Minefield Navigation Task
Discussions
561 Uniqueness of the Model
562 Simulating Other Effects
563 Factors in Division of Labor
Contents vii
564 Why Synergy in the Model? 131
5 7 Summary 132
6 Symbol Grounding and Situated Cognition 133
6 1 Introduction 133
6 2 Symbols and Representation 134
621 Symbols 134
622 Representation 138
623 Intentionality 139
6 3 Everyday Activities and Symbol Grounding 140
631 Comportment 142
632 Conceptual Processes and Representation 144
633A Dual Process Theory 146
6 4 Computational Analysis of Everyday Activities 147
641 Computational Processes of Comportment 147
642 Computational Processes of Conceptual Processing 149
643 Concept Formation 150
6 5 Representation and Intentionality 152
6 6 Further Discussions 154
6 7 Summary 155
7 The Issue of Consciousness 157
7 1 Introduction 157
7 2 Explaining Consciousness 159
721 Different Views 160
722 Analysis of Different Views 164
723 Further Evidence and Arguments 172
7 3 Functional Roles of Consciousness 176
731 Access Consciousness 176
732 Reflective Consciousness 183
733 Phenomenal Consciousness 185
7 4 Summary 189
8 Sociocultural Factors in Cognition 191
8 1 Introduction 191
8 2 Aspects of Sociality 193
821 The Issue of Sociality 193
822 Social Structures 194
viii Contents
823 Culture 195
824 Social Determinism? 197
8 3 Sociocultural Processes and Cognition 198
831 Inter-Agent Processes 198
832 Social Processes 200
8 4 Cognitive Modeling Incorporating Sociocultural Issues 203
841 Autonomous Generation of Symbolic Structures 203
842 Assimilation of External Symbolic Structures 204
8 5 Accounting for Sociocultural Cognition 205
8 6 Representing Self and Others 208
861 Developing Self Representation 208
862 Developing Representation of Others 209
8 7 Further Work 214
871 Simulating Social Processes 215
872 Individual Beliefs and Sociocultural Beliefs 216
873 Inter-Agent Interaction 217
874 Formation of Social Structures 217
875 Social Structures in Cognition 218
8 8 Summary 219
9 Comparisons 220
9 1 Cognitive Models Involving Implicit Learning 220
911 Process Differences of the Two Levels 221
912 Connectionist Modeling of the Simulated Skill
Learning Tasks 221
913 Connectionist Modeling of Other Tasks 223
914 Nonconnectionist Modeling of Skill Learning Tasks 224
9 2 Top-down versus Bottom-up Models 226
9 3 Generic Cognitive Architectures 227
9 4 Models of Consciousness 229
9 5 Objections and Responses 231
951 One Level or Two? 231
952 Need for Symbolic Representation 232
953 Hybridization 233
954 Free Parameters? 234
955 Verification of Explicit Knowledge 234
956 Neurobiological Evidence 235
Contents ix
9 6 Computational Issues 236
961 Models of Reinforcement Learning 236
962 Models of Rule Learning 237
963 Models of Planning and Plan Learning 239
964 Models of Spatial Partitioning 241
965 Models of Temporal Partitioning 243
10 Conclusions 245
10 1 Major Theses 245
10 2 Methodological Issues 246
10 3 Cognitive Implications 249
10 4 A Final Summary 252
References 254
Index 281 |
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| spelling | Sun, Ron Verfasser aut Duality of the mind a bottom-up approach toward cognition Ron Sun Mahwah, NJ [u.a.] Erlbaum 2002 XIV, 283 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Literaturverz. S. [254] - 280 Cognition Cognitive science Künstliche Intelligenz (DE-588)4033447-8 gnd rswk-swf Mathematisches Modell (DE-588)4114528-8 gnd rswk-swf Kognition (DE-588)4031630-0 gnd rswk-swf Kognition (DE-588)4031630-0 s DE-604 Künstliche Intelligenz (DE-588)4033447-8 s Mathematisches Modell (DE-588)4114528-8 s HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015184637&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sun, Ron Duality of the mind a bottom-up approach toward cognition Cognition Cognitive science Künstliche Intelligenz (DE-588)4033447-8 gnd Mathematisches Modell (DE-588)4114528-8 gnd Kognition (DE-588)4031630-0 gnd |
| subject_GND | (DE-588)4033447-8 (DE-588)4114528-8 (DE-588)4031630-0 |
| title | Duality of the mind a bottom-up approach toward cognition |
| title_auth | Duality of the mind a bottom-up approach toward cognition |
| title_exact_search | Duality of the mind a bottom-up approach toward cognition |
| title_exact_search_txtP | Duality of the mind a bottom-up approach toward cognition |
| title_full | Duality of the mind a bottom-up approach toward cognition Ron Sun |
| title_fullStr | Duality of the mind a bottom-up approach toward cognition Ron Sun |
| title_full_unstemmed | Duality of the mind a bottom-up approach toward cognition Ron Sun |
| title_short | Duality of the mind |
| title_sort | duality of the mind a bottom up approach toward cognition |
| title_sub | a bottom-up approach toward cognition |
| topic | Cognition Cognitive science Künstliche Intelligenz (DE-588)4033447-8 gnd Mathematisches Modell (DE-588)4114528-8 gnd Kognition (DE-588)4031630-0 gnd |
| topic_facet | Cognition Cognitive science Künstliche Intelligenz Mathematisches Modell Kognition |
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