Connectionist modelling and neural network applications had become a major sub-field of cognitive science by the mid-1990s. In this ground-breaking book, originally published in 1995, leading connectionists shed light on current approaches to memory and language modelling at the time. The book is divided into four sections: Memory; Reading; Computation and statistics; Speech and audition. Each section is introduced and set in context by the editors, allowing a wide range of language and memory issues to be addressed in one volume. This authoritative advanced level book will still be of interest for all engaged in connectionist research and the related areas of cognitive science concerned with language and memory.

Since the 1970s the cognitive sciences have offered multidisciplinary ways of understanding the mind and cognition. The MIT Encyclopedia of the Cognitive Sciences (MITECS) is a landmark, comprehensive reference work that represents the methodological and theoretical diversity of this changing field. At the core of the encyclopedia are 471 concise entries, from Acquisition and Adaptationism to Wundt and X-bar Theory. Each article, written by a leading researcher in the field, provides an accessible introduction to an important concept in the cognitive sciences, as well as references or further readings. Six extended essays, which collectively serve as a roadmap to the articles, provide overviews of each of six major areas of cognitive science: Philosophy; Psychology; Neurosciences; Computational Intelligence; Linguistics and Language; and Culture, Cognition, and Evolution. For both students and researchers, MITECS will be an indispensable guide to the current state of the cognitive sciences.

Connectionist modelling and neural network applications had become a major sub-field of cognitive science by the mid-1990s. In this ground-breaking book, originally published in 1995, leading connectionists shed light on current approaches to memory and language modelling at the time. The book is divided into four sections: Memory; Reading; Computation and statistics; Speech and audition. Each section is introduced and set in context by the editors, allowing a wide range of language and memory issues to be addressed in one volume. This authoritative advanced level book will still be of interest for all engaged in connectionist research and the related areas of cognitive science concerned with language and memory.

How is language acquired when infants are exposed to multiple language input from birth and when adults are required to learn a second language after early childhood? How do adult bilinguals comprehend and produce words and sentences when their two languages are potentially always active and in competition with one another? What are the neural mechanisms that underlie proficient bilingualism? What are the general consequences of bilingualism for cognition and for language and thought? This handbook will be essential reading for cognitive psychologists, linguists, applied linguists, and educators who wish to better understand the cognitive basis of bilingualism and the logic of experimental and formal approaches to language science.

Now in full colour, this fully revised edition of the best-selling textbook provides an up-to-date and comprehensive introduction to the psychology of language for undergraduates, postgraduates, and researchers. It contains everything the student needs to know about how we acquire, understand, produce, and store language. Whilst maintaining both the structure of the previous editions and the emphasis on cognitive processing, this fourth edition has been thoroughly updated to include: the latest research, including recent results from the fast-moving field of brain imaging and studies updated coverage of key ideas and models an expanded glossary more real-life examples and illustrations. The Psychology of Language, Fourth Edition is praised for describing complex ideas in a clear and approachable style, and assumes no prior knowledge other than a grounding in the basic concepts of cognitive psychology. It will be essential reading for advanced undergraduate and graduate students of cognition, psycholinguistics, or the psychology of language. It will also be useful for those on speech and language therapy courses. The book is supported by a companion website featuring a range of helpful supplementary resources for both students and lecturers.

This book is the study of psychological learning theories, with a twist. Kongor, a visitor from outer space, presented for earthlings in the First Edition an account of the present state of earth knowledge about learning. Now, in the Third Edition, Kongors cousin Kro has updated, corrected, polished, and perfected the text with the help of his earthling host, Lefran?ois. Essentially, the book is a survey and interpretation of several of the important theories and findings in the psychology of learning. It describes and evaluates behavioristic and cognitive theories, looks at connectionism (neural net models), examines memory and motivation, and concludes with an overall summary and synthesis. The emphasis throughout is on clarity of presentation, relevance of topics, and maintenance of high interest-hence the liberal use of practical illustrations and the occasional use of humor. Lefran?ois (or Kro) takes students on a delightful journey while they absorb and learn from the academic discussion.

Appropriate for one-semester upper division undergraduate courses and entry level graduate courses in Cognition and Human Cognition. The text is designed for students in psychology and related fields of cognitive science. It is written from the standpoint of cognitive psychology, but integrates the contributions of neuroscience, biopsychology, linguistics, and artificial intelligence. The book is organized largely from an information-processing conception of an adaptive mental system and focuses on the advances and intellectual excitement of research and thinking in the field of cognition. The book stresses both ideas and their development; and particular attention is given to classic and current research that has opened new areas of inquiry and given shape to the field.

From one of the leading researchers in the field of human memory comes the new edition of a truly integrative perspective on learning and memory! Rather than forge a simple synthesis, Anderson integrates learning research on animals and memory research on humans without distorting the character of either one. The result is a more complete picture of learning, including material on skill acquisition, inductive learning, and applications to education.

Contains alphabetically arranged articles that provide information on key topics in learning and memory, written by experts in the field, and includes biographical sketches of notable individuals, now deceased, who have contributed to the understanding of learning and memory.