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Douglas L. Medin [44]Douglas Medin [1]Douglas I. Medin [1]
  1.  40
    Sieghard Beller, Andrea Bender & Douglas L. Medin (2012). Should Anthropology Be Part of Cognitive Science? Topics in Cognitive Science 4 (3):342-353.
    Anthropology and the other cognitive science (CS) subdisciplines currently maintain a troubled relationship. With a debate in topiCS we aim at exploring the prospects for improving this relationship, and our introduction is intended as a catalyst for this debate. In order to encourage a frank sharing of perspectives, our comments will be deliberately provocative. Several challenges for a successful rapprochement are identified, encompassing the diverging paths that CS and anthropology have taken in the past, the degree of compatibility between (1) (...)
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  2.  58
    Andrea Bender, Edwin Hutchins & Douglas Medin (2010). Anthropology in Cognitive Science. Topics in Cognitive Science 2 (3):374-385.
    This paper reviews the uneven history of the relationship between Anthropology and Cognitive Science over the past 30 years, from its promising beginnings, followed by a period of disaffection, on up to the current context, which may lay the groundwork for reconsidering what Anthropology and (the rest of) Cognitive Science have to offer each other. We think that this history has important lessons to teach and has implications for contemporary efforts to restore Anthropology to its proper place within Cognitive Science. (...)
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  3. Phillip Wolff, Douglas L. Medin & Connie Pankratz (1999). Evolution and Devolution of Folkbiological Knowledge. Cognition 73 (2):177-204.
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  4.  9
    Woo-Kyoung Ahn, Charles W. Kalish, Douglas L. Medin & Susan A. Gelman (1995). The Role of Covariation Versus Mechanism Information in Causal Attribution. Cognition 54 (3):299-352.
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  5.  19
    Woo-Kyoung Ahn, Charles Kalish, Susan A. Gelman, Douglas L. Medin, Christian Luhmann, Scott Atran, John D. Coley & Patrick Shafto (2001). Why Essences Are Essential in the Psychology of Concepts. Cognition 82 (1):59-69.
  6.  3
    Douglas L. Medin & Megan Bang (2014). Who's Asking?: Native Science, Western Science, and Science Education. The MIT Press.
    Analysis and case studies show that including different orientations toward the natural world makes for more effective scientific practice and science education.
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  7.  8
    Bethany L. Ojalehto, Douglas L. Medin, William S. Horton, Salino G. Garcia & Estefano G. Kays (2015). Seeing Cooperation or Competition: Ecological Interactions in Cultural Perspectives. Topics in Cognitive Science 7 (4):624-645.
    Do cultural models facilitate particular ways of perceiving interactions in nature? We explore variability in folkecological principles of reasoning about interspecies interactions. In two studies, Indigenous Panamanian Ngöbe and U.S. participants interpreted an illustrated, wordless nonfiction book about the hunting relationship between a coyote and badger. Across both studies, the majority of Ngöbe interpreted the hunting relationship as cooperative and the majority of U.S. participants as competitive. Study 2 showed that this pattern may reflect different beliefs about, and perhaps different (...)
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  8.  6
    Douglas L. Medin, Norbert O. Ross, Scott Atran, Douglas Cox, John Coley, Julia B. Proffitt & Sergey Blok (2006). Folkbiology of Freshwater Fish. Cognition 99 (3):237-273.
  9.  8
    Jeremy N. Bailenson, Michael S. Shum, Scott Atran, Douglas L. Medin & John D. Coley (2002). A Bird's Eye View: Biological Categorization and Reasoning Within and Across Cultures. Cognition 84 (1):1-53.
    Many psychological studies of categorization and reasoning use undergraduates to make claims about human conceptualization. Generalizability of findings to other populations is often assumed but rarely tested. Even when comparative studies are conducted, it may be challenging to interpret differences. As a partial remedy, in the present studies we adopt a 'triangulation strategy' to evaluate the ways expertise and culturally different belief systems can lead to different ways of conceptualizing the biological world. We use three groups (US bird experts, US (...)
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  10.  4
    Edward J. Wisniewski & Douglas L. Medin (1994). On the Interaction of Theory and Data in Concept Learning. Cognitive Science 18 (2):221-281.
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  11.  17
    John D. Coley, Douglas L. Medin & Scott Atran (1997). Does Rank Have its Privilege? Inductive Inferences Within Folkbiological Taxonomies. Cognition 64 (1):73-112.
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  12.  2
    Woo‐Kyoung Ahn & Douglas L. Medin (1992). A Two‐Stage Model of Category Construction. Cognitive Science 16 (1):81-121.
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  13.  22
    Douglas L. Medin & Lance J. Rips (2005). Concepts and Categories: Memory, Meaning, and Metaphysics. In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge Univ Pr 37--72.
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  14.  2
    John D. Coley, Douglas L. Medin, Julia Beth Proffitt, Elizabeth Lynch & Scott Atran (1999). Inductive Reasoning in Folkbiological Thought. In D. Medin & S. Atran (eds.), Folkbiology. MIT Press 211-12.
  15.  31
    Andrea Bender, Sieghard Beller & Douglas L. Medin (2012). Turning Tides: Prospects for More Diversity in Cognitive Science. Topics in Cognitive Science 4 (3):462-466.
    This conclusion of the debate on anthropology’s role in cognitive science provides some clarifications and an overview of emergent themes. It also lists, as cases of good practice, some examples of productive cross-disciplinary collaboration that evince a forward momentum in the relationship between anthropology and the other cognitive sciences.
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  16.  8
    Karen O. Solomon, Douglas L. Medin & Elizabeth Lynch (1999). Concepts Do More Than Categorize. Trends in Cognitive Sciences 3 (3):99-105.
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  17.  4
    Douglas L. Medin, William D. Wattenmaker & Ryszard S. Michalski (1987). Constraints and Preferences in Inductive Learning: An Experimental Study of Human and Machine Performance. Cognitive Science 11 (3):299-339.
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  18. Bradley C. Love & Douglas L. Medin (1998). Modeling Item and Category Learning. In M. A. Gernsbacher & S. J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates 639--644.
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  19.  16
    Sonya Sachdeva & Douglas L. Medin (2008). Is It More Wrong to Care Less? The Effects of “More” and “Less” on the Quantity (in) Sensitivity of Protected Values. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society 1239--1243.
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  20.  7
    Andrea Bender, Sieghard Beller, Giovanni Bennardo, James S. Boster, Asifa Majid & Douglas L. Medin (2010). Bridging the Gap: From Cognitive Anthropology to Cognitive Science. In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society
  21.  18
    Sonya Sachdeva, Rumen Iliev & Douglas L. Medin (2013). Non-Mutualistic Morality. Behavioral and Brain Sciences 36 (1):99 - 100.
    Although mutually advantageous cooperative strategies might be an apt account of some societies, other moral systems might be needed among certain groups and contexts. In particular, in a duty-based moral system, people do not behave morally with an expectation for proportional reward, but rather, as a fulfillment of debt owed to others. In such systems, mutualistic motivations are not necessarily a key component of morality.
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  22.  14
    Edward E. Smith & Douglas L. Medin (2002). The Exemplar View. In Daniel Levitin (ed.), Foundations of Cognitive Psychology: Core Readings. MIT Press 277--292.
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  23.  19
    Amber N. Bloomfield, Josh A. Sager, Daniel M. Bartels & Douglas L. Medin (2006). Caring About Framing Effects. Mind and Society 5 (2):123-138.
    We explored the relationship between qualities of victims in hypothetical scenarios and the appearance of framing effects. In past studies, participants’ feelings about the victims have been demonstrated to affect whether framing effects appear, but this relationship has not been directly examined. In the present study, we examined the relationship between caring about the people at risk, the perceived interdependence of the people at risk, and frame. Scenarios were presented that differed in the degree to which participants could be expected (...)
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  24. Bradley C. Love, Douglas L. Medin & Todd M. Gureckis (2004). SUSTAIN: A Network Model of Category Learning. Psychological Review 111 (2):309-332.
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  25. Douglas L. Medin & Scott Atran (2004). The Native Mind: Biological Categorization and Reasoning in Development and Across Cultures. Psychological Review 111 (4):960-983.
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  26.  22
    Scott Atran, Douglas I. Medin & Norbert Ross (2002). Thinking About Biology. Modular Constraints on Categorization and Reasoning in the Everyday Life of Americans, Maya, and Scientists. Mind and Society 3 (2):31-63.
    This essay explores the universal cognitive bases of biological taxonomy and taxonomic inference using cross-cultural experimental work with urbanized Americans and forest-dwelling Maya Indians. A universal, essentialist appreciation of generic species appears as the causal foundation for the taxonomic arrangement of biodiversity, and for inference about the distribution of causally-related properties that underlie biodiversity. Universal folkbiological taxonomy is domain-specific: its structure does not spontaneously or invariably arise in other cognitive domains, like substances, artifacts or persons. It is plausibly an innately-determined (...)
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  27.  6
    Will M. Bennis & Douglas L. Medin (2010). Weirdness is in the Eye of the Beholder. Behavioral and Brain Sciences 33 (2-3):85-86.
    Henrich et al.'s critical review demonstrating that psychology research is over-reliant on WEIRD samples is an important contribution to the field. Their stronger claim that is less convincing, however. We argue that WEIRD people's apparent distinct weirdness is a methodological side-effect of psychology's over-reliance on WEIRD populations for developing its methods and theoretical constructs.
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  28.  6
    Sara J. Unsworth & Douglas L. Medin (2005). Cultural Differences in Belief Bias Associated with Deductive Reasoning? Cognitive Science 29 (4):525-529.
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  29.  12
    Sandra R. Waxman & Douglas L. Medin (2013). Teleological Reasoning About Nature: Intentional Design or Relational Perspectives? Trends in Cognitive Sciences 17 (4):166-171.
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  30.  4
    Douglas L. Medin, Woo‐Kyoung Ahn, Jeffrey Bettger, Judy Florian, Robert Goldstone, Mary Lassaline, Arthur Markman, Joshua Rubinstein & Edward Wisniewski (1990). Safe Takeoffs—Soft Landings. Cognitive Science 14 (1):169-178.
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  31.  5
    Arthur B. Markman & Douglas L. Medin (2002). Decision Making. In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley
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  32. William D. Wattenmaker, Glenn V. Nakamura & Douglas L. Medin (1988). Relationships Between Similarity-Based and Explanation-Based Categorisation. In Denis J. Hilton (ed.), Contemporary Science and Natural Explanation: Commonsense Conceptions of Causality. New York University Press
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  33.  4
    Douglas L. Medin (1974). Position Distinctiveness and Successive Discrimination Learning. Bulletin of the Psychonomic Society 4 (1):35-36.
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  34.  3
    Douglas L. Medin, Mary L. Borkhius & Roger T. David (1970). Response Latency and Brightness Judgments by Monkeys. Journal of Experimental Psychology 83 (3p1):480.
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  35.  2
    Donald Robbins & Douglas L. Medin (1971). Cue Selection for Multiple-Cue Probability Training. Journal of Experimental Psychology 91 (2):333.
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  36.  1
    Patricia A. Herrmann, Douglas L. Medin & Sandra R. Waxman (2012). When Humans Become Animals: Development of the Animal Category in Early Childhood. Cognition 122 (1):74-79.
  37.  1
    Douglas L. Medin & Donald Robbins (1971). Effects of Frequency on Transfer Performance After Successive Discrimination Training. Journal of Experimental Psychology 87 (3):434-436.
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  38.  1
    Douglas L. Medin (1977). Status of Unchosen Objects in Discrimination Learning by Monkeys. Bulletin of the Psychonomic Society 9 (2):118-120.
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  39. David H. Allmeyer & Douglas L. Medin (1973). Reward Information and Cue Selection Following Multiple-Cue Probability Learning. Journal of Experimental Psychology 99 (3):426-428.
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  40. Scott Atran, Douglas L. Medin & Norbert O. Ross (2005). The Cultural Mind: Environmental Decision Making and Cultural Modeling Within and Across Populations. Psychological Review 112 (4):744-776.
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  41. Douglas L. Medin (1986). Comment on "Memory Storage and Retrieval Processes in Category Learning.". Journal of Experimental Psychology: General 115 (4):373-381.
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  42. Douglas L. Medin & Stephen M. Edelson (1988). Problem Structure and the Use of Base-Rate Information From Experience. Journal of Experimental Psychology: General 117 (1):68-85.
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  43. Douglas L. Medin, Robert L. Goldstone & Dedre Gentner (1993). Respects for Similarity. Psychological Review 100 (2):254-278.
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  44. Gregory L. Murphy & Douglas L. Medin (1985). The Role of Theories in Conceptual Coherence. Psychological Review 92 (3):289-316.
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  45. Bethany L. Ojalehto & Douglas L. Medin (2015). Theory of Mind in the Pacific: Reasoning Across Cultures. Jürg Wassman, Birgit Träuble, and Joachim Funke. Heidelberg, Germany: Universitätsverlag Winter. 2013. Ix-277 Pp. [REVIEW] Ethos 43 (1):E5-E8.
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