This book presents the complete collection of peer-reviewed presentations at the 1999 Cognitive Science Society meeting, including papers, poster abstracts, and descriptions of conference symposia. For students and researchers in all areas of cognitive science.

Vol. includes all papers and posters presented at 2001 Cog Sci Mtg & summaries of symposia & invited addresses. Deals w/ issues of repres & model'g cog processes. Appeals to scholars in subdisciplines that comprise Cog Sci: Psych, Computr Sci, Neuro, Lin

Vol inclu all ppers & postrs presntd at 2000 Cog Sci mtg & summaries of symposia & invitd addresses. Dealg wth issues of representg & modelg cog procsses, appeals to scholars in all subdiscip tht comprise cog sci: psy, compu sci, neuro sci, ling, & philo

This collection brings together a set of specially commissioned chapters from leading international researchers in the psychology of reasoning. Its purpose is to explore the historical, philosophical and theoretical implications of the development of this field. Taking the unusual approach of engaging not only with empirical data but also with the ideas and concepts underpinning the psychology of reasoning, this volume has important implications both for psychologists and other students of cognition, including philosophers. Sub-fields covered include mental logic, mental models, rational analysis, social judgement theory, game theory and evolutionary theory. There are also specific chapters dedicated to the history of syllogistic reasoning, the psychology of reasoning as it operates in scientific theory and practice, Brunswickian approaches to reasoning and task environments, and the implications of Popper's philosophy for models of behaviour testing. This cross-disciplinary dialogue and the range of material covered makes this an invaluable reference for students and researchers into the psychology and philosophy of reasoning.

How does the brain represent number and make mathematical calculations? What underlies the development of numerical and mathematical abilities? What factors affect the learning of numerical concepts and skills? What are the biological bases of number knowledge? Do humans and other animals share similar numerical representations and processes? What underlies numerical and mathematical disabilities and disorders, and what is the prognosis for rehabilitation? These questions are the domain of mathematical cognition, the field of research concerned with the cognitive and neurological processes that underlie numerical and mathematical abilities. The Handbook of Mathematical Cognition is a collection of 27 essays by leading researchers that provides a comprehensive review of this important research field.

This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.

Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

A comprehensive collection of essays in multidisciplinary metaphor scholarship that has been written in response to the growing interest among scholars and students from a variety of disciplines such as linguistics, philosophy, anthropology, music and psychology. These essays explore the significance of metaphor in language, thought, culture and artistic expression. There are five main themes of the book: the roots of metaphor, metaphor understanding, metaphor in language and culture, metaphor in reasoning and feeling, and metaphor in non-verbal expression. Contributors come from a variety of academic disciplines, including psychology, linguistics, philosophy, cognitive science, literature, education, music, and law.

This carefully designed, multi-authored textbook covers a broad range of theoretical issues in cognitive science, psychology, and neuroscience. With accessible language, a uniform structure, and many pedagogical features, Mind, Cognition, and Neuroscience: A Philosophical Introdution is the best high-level overview of this area for an interdisciplinary readership of students. Written specifically for this volume by experts in their fields who are also experienced teachers, the book’s thirty chapters are organized into the following parts: I. Background Knowledge II. Classical Debates III. Consciousness IV. Crossing Boundaries Each chapter starts with relevant key words and definitions and a chapter overview, then presents historical coverage of the topic, explains and analyzes contemporary debates, and ends with a sketch of cutting edge research. A list of suggested readings and helpful discussion topics conclude each chapter. This uniform, student-friendly design makes it possible to teach a cohort of both philosophy and interdisciplinary students without assuming prior understanding of philosophical concepts, cognitive science, or neuroscience. Key Features: Synthesizes the now decades-long explosion of scientifically informed philosophical research in the study of mind. Expands on the offerings of other textbooks by including chapters on language, concepts and non-conceptual content, and animal cognition. Offers the same structure in each chapter, moving the reader through an overview, historical coverage, contemporary debates, and finally cutting-edge research. Packed with pedagogical features, like defined Key Terms, Suggested Readings, and Discussion Questions for each chapter, as well as a General Glossary. Provides readers with clear, chapter-long introductions to Cognitive Neuroscience, Molecular and Cellular Cognition, Experimental Methods in Cognitive Neuroscience, Philosophy of Mind, Philosophy of Science, Metaphysical Issues, and Epistemic Issues.

This handbook presents an overview of the phenomenon of reference - the ability to refer to and pick out entities - which is an essential part of human language and cognition. In the volume's 21 chapters, international experts in the field offer a critical account of all aspects of reference from a range of theoretical perspectives. Chapters in the first part of the book are concerned with basic questions related to different types of referring expression and their interpretation. They address questions about the role of the speaker - including speaker intentions - and of the addressee, as well as the role played by the semantics of the linguistic forms themselves in establishing reference. This part also explores the nature of such concepts as definite and indefinite reference and specificity, and the conditions under which reference may fail. The second part of the volume looks at implications and applications, with chapters covering such topics as the acquisition of reference by children, the processing of reference both in the human brain and by machines. The volume will be of interest to linguists in a wide range of subfields, including semantics, pragmatics, computational linguistics, and psycho- and neurolinguistics, as well as scholars in related fields such as philosophy and computer science.