Bücher der Reihe Cognitive Science

Learning Issues for Intelligent Tutoring Systems arrays the most current and exciting research in this dynamic and growing area of cognitive science. The various contributions address the design and use of instructional systems as well as the important theoretical and practical questions involved in implementing knowledge-based systems.

Research from the fields of cognitive psychology, social psychology, organizational studies, sociology, and social anthroplogy are reviewed here in anticipation of what Dr. Smithson characterizes as the beginning of a "creative dialogue between these researchers".

Do perception and action share some of the same cognitive structures? The Organization of Perception and Action provides a coherent and innovative synthesis of available data, challenges classical theories, and offers new insights into relations between language, thought, and action.

The book offers a number of new challenges to the role of context in language processing, some striking new evidence on the repetition of homographs in different contexts, and new approaches to resolution capable of being incorporated into either modular or network models.

No detailed description available for "Categories and Concepts".

In this book, Keil presents the first psychological investigation of the developing child's ontological knowledge. Building on previous philosophical work, Keil shows that ontological categories develop in a highly predictable progression. Moreover, Keil demonstrates that ontological development obeys a strong formal constraint on the relations among categories. Although there are many possible ontological systems, children appear to be inherently targeted to consider a system of only one sort.