Search results for 'Helene A. Cummins' (try it on Scholar)

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  1. Helene A. Cummins (2006). A Funny Thing Happened on the Way to the Ethics Board: Studying the Meaning of Farm Life for Farm Children. [REVIEW] Journal of Academic Ethics 4 (1-4):175-188.score: 1410.0
    What can one expect to unfold when they choose to do a face-to-face study of children on the farm and their use of space in rural southwestern Ontario? The process of getting the research off the ground from an ethics point of view was one where it was anything but normative, and to a large extent, a grueling process. This article situates the researcher’s dilemma and lays out the unfolding of the research process with reference to the Tri-Council Policy Statement (...)
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  2. Robert C. Cummins, James Blackmon & David Byrd (2005). What Systematicity Isn't. Journal of Philosophical Research 30:405-408.score: 420.0
    In “On Begging the Systematicity Question,” Wayne Davis criticizes the suggestion of Cummins et al. that the alleged systematicity of thought is not as obvious as is sometimes supposed, and hence not reliable evidence for the language of thought hypothesis. We offer a brief reply.
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  3. Fred Cummins (2012). Oscillators and Syllables: A Cautionary Note. Frontiers in Psychology 3.score: 420.0
    Oscillators and Syllables: A Cautionary Note.
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  4. Fred Cummins (2013). Social Cognition is Not a Special Case, and the Dark Matter is More Extensive Than Recognized. Behavioral and Brain Sciences 36 (4):415-416.score: 420.0
    The target article's approach is applauded, but it is suggested that the may be much larger than even the current authors suspect. Cartesian and mechanistic assumptions infuse not only the discipline of cognitive psychology, but all societal accounts of the person. A switch to dynamical accounts in which lawfulness is observed within a given systemic context is suggested.
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  5. Chris Cummins & Napoleon Katsos (2012). Modelling Context Within a Constraint-Based Account of Quantifier Usage. In Rita Finkbeiner, Jörg Meibauer & Petra Schumacher (eds.), What is a Context?: Linguistic Approaches and Challenges. John Benjamins Pub. Co.. 196--229.score: 420.0
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  6. Laurence Fiddick, Denise Dellarosa Cummins, Maria Janicki, Sean Lee & Nicole Erlich (2013). A Cross-Cultural Study of Noblesse Oblige in Economic Decision-Making. Human Nature 24 (3):318-335.score: 420.0
    A cornerstone of economic theory is that rational agents are self-interested, yet a decade of research in experimental economics has shown that economic decisions are frequently driven by concerns for fairness, equity, and reciprocity. One aspect of other-regarding behavior that has garnered attention is noblesse oblige, a social norm that obligates those of higher status to be generous in their dealings with those of lower status. The results of a cross-cultural study are reported in which marked noblesse oblige was observed (...)
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  7. Robert C. Cummins (1991). Form, Interpretation, and the Uniqueness of Content: A Response to Morris. [REVIEW] Minds and Machines 1 (1):31-42.score: 360.0
    In response to Michael Morris, I attempt to refute the crucial second premise of the argument, which states that the formality condition cannot be satisfied “non-stipulatively” in computational systems. I defend the view of representation urged in Meaning and Mental Representation against the charge that it makes content stipulative and therefore irrelevant to the explanation of cognition. Some other reservations are expressed.
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  8. Robert C. Cummins (1993). Book Review:A Theory of Content and Other Essays Jerry Fodor. [REVIEW] Philosophy of Science 60 (1):172-.score: 360.0
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  9. Phillip D. Cummins (2000). A Puzzling Passage in “Why Utility Pleases”. Hume Studies 26 (1):179-181.score: 360.0
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  10. Matthew K. Wynia, Deborah Cummins, David Fleming, Kari Karsjens, Amber Orr, James Sabin, Inger Saphire-Bernstein & Renee Witlen (2004). A Response to Commentators on “Improving Fairness in Coverage Decisions: Performance Expectations for Quality Improvement”. American Journal of Bioethics 4 (3):W40-W42.score: 360.0
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  11. J. Cummins (2006). Education in a Multilingual Society. In Keith Brown (ed.), Encyclopedia of Language and Linguistics. Elsevier. 4--64.score: 360.0
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  12. Kenneth Cummins (1983). Running Water Perspectives in Running Water Ecology Maurice A. Lock D. Dudley Williams. BioScience 33 (9):600-600.score: 360.0
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  13. Robert Cummins & Martin Roth (2010). Traits Have Not Evolved to Function the Way They Do Because of a Past Advantage. In Francisco José Ayala & Robert Arp (eds.), Contemporary Debates in Philosophy of Biology. Wiley-Blackwell Pub.. 72--88.score: 360.0
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  14. Cr Wolfe & Rh Cummins (1992). Generating Analogies as a Heuristic for Comprehending Geologic Time. Bulletin of the Psychonomic Society 30 (6):464-464.score: 360.0
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  15. Robert C. Cummins (2002). Haugeland on Representation and Intentionality. In Hugh Clapin (ed.), Philosophy of Mental Representation. Oxford University Press.score: 300.0
    Haugeland doesn’t have what I would call a theory of mental representation. Indeed, it isn’t clear that he believes there is such a thing. But he does have a theory of intentionality and a correlative theory of objectivity, and it is this material that I will be discussing in what follows. It will facilitate the discussion that follows to have at hand some distinctions and accompanying terminology I introduced in Representations, Targets and Attitudes (Cummins, 1996; RTA hereafter). Couching the (...)
     
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  16. Denise D. Cummins, Robert C. Cummins & Pierre Poirier (2003). Cognitive Evolutionary Psychology Without Representational Nativism. Journal of Experimental and Theoretical Artificial Intelligence 15 (2):143-159.score: 300.0
    A viable evolutionary cognitive psychology requires that specific cognitive capacities be (a) heritable and (b) ‘quasi-independent’ from other heritable traits. They must be heritable because there can be no selection for traits that are not. They must be quasi-independent from other heritable traits, since adaptive variations in a specific cognitive capacity could have no distinctive consequences for fitness if effecting those variations required widespread changes in other unrelated traits and capacities as well. These requirements would be satisfied by innate cognitive (...)
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  17. Robert Cummins (2010). The World in the Head. OUP Oxford.score: 300.0
    The World in the Head collects the best of Robert Cummins' papers on mental representation and psychological explanation. Running through these papers are a pair of themes: that explaining the mind requires functional analysis, not subsumption under "psychological laws", and that the propositional attitudes--belief, desire, intention--and their interactions, while real, are not the key to understanding the mind at a fundamental level. Taking these ideas seriously puts considerable strain on standard conceptions of rationality and reasoning, on truth-conditional semantics, and (...)
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  18. Juraj Simko & Fred Cummins (2011). Sequencing and Optimization Within an Embodied Task Dynamic Model. Cognitive Science 35 (3):527-562.score: 300.0
    A model of gestural sequencing in speech is proposed that aspires to producing biologically plausible fluent and efficient movement in generating an utterance. We have previously proposed a modification of the well-known task dynamic implementation of articulatory phonology such that any given articulatory movement can be associated with a quantification of effort (Simko & Cummins, 2010). To this we add a quantitative cost that decreases as speech gestures become more precise, and hence intelligible, and a third cost component that (...)
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  19. Denise Dellarosa Cummins, Reply to Fairley and Manktelow's Comment on “Naive Theories and Causal Deduction”.score: 300.0
    Fairley and Manktelow (1997) have mistaken an error of presentation for an error of substance. My causal the- ory remains the same: Causal reasoning scenarios that require the reasoner to decide whether or not an effect will occur in the presence of a viable cause trigger considera- tion of disabling conditions—that is, factors that could prevent the effect from occurring in the presence of a vi- able cause. Scenarios that require the reasoner to decide whether or not a particular cause (...)
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  20. N. Katsos, C. Andrés-Roqueta, R. A. Clemente & C. Cummins (2011). Are Children with Specific Language Impairment Challenged by Linguisticpragmatics. Cognition 119:43-57.score: 280.0
     
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  21. Robert A. Cummins, G. C. Myers, E. L. Cornell, A. I. Gates & A. T. Poffenberger (1918). New York Branch of the American Psychological Association. Journal of Philosophy, Psychology and Scientific Methods 15 (5):130-134.score: 240.0
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  22. J. W. Cornman, G. Cottrell, R. Cummins, A. Cussins, L. Darden, C. Darwin, W. Demopoulos, M. Derthick, H. Gardner & M. S. Gazzaniga (1993). Dreyfus, HL, 3% Dreyfus, SE, 396. In Scott M. Christensen & Dale R. Turner (eds.), Folk Psychology and the Philosophy of Mind. L. Erlbaum.score: 240.0
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  23. K. W. Cummins, J. J. Klug, R. G. Wetzel, R. C. Petersen, K. F. Suberkropp, B. A. Manny, J. C. Wuycheck & F. O. Howard (1972). Organic Enrichment with Leaf Leachate in Experimental Lotic Ecosystems. BioScience 22 (12):719-722.score: 240.0
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  24. Chris R. Margules, J. Michael Scott, Daniel B. Botkin, Malcolm L. Hunter, Gary E. Belovsky, David B. Lindenmayer, Kenneth W. Cummins, James A. Macmahon, Anthony Joern, Todd A. Crowl & Jerry F. Franklin (2004). Ten Suggestions to Strengthen the Science of Ecology. BioScience 54 (4):345.score: 240.0
    There is inadequate replication over time and space in ecological studies. By replication we mean repeated studies in different ecosystems and in the same ecosystem over time.This lack of replication also means that ecologists cannot achieve an adequate understanding of scaling issues, even though these issues have become fashionable (Hewitt et al. 2002).
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  25. Sherry A. Southerland, Eleanor Abrams, Catherine L. Cummins & Julie Anzelmo (2001). Understanding Students' Explanations of Biological Phenomena: Conceptual Frameworks or P‐Prims? Science Education 85 (4):328-348.score: 240.0
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  26. M. R. Ayers, Phillip D. Cummins, Robert Fogelin, Don Garrett, Edwin McCann, Charles J. McCracken, George Pappas, G. A. J. Rogers, Barry Stroud, Ian Tipton, Margaret D. Wilson & Kenneth Winkler (1998). The Empiricists: Critical Essays on Locke, Berkeley, and Hume. Rowman & Littlefield Publishers.score: 240.0
  27. A. Collins, J. L. Coolidge, T. Coote, B. Corrigan, D. D. Cummins, H. B. Curry, J. Czerlinksi, C. Daood, L. Daston & S. B. Datta (2002). Friedman, JH, 167 Friedman, N., 165. In Renée Elio (ed.), Common Sense, Reasoning, & Rationality. Oxford University Press.score: 240.0
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  28. K. W. Cummins, M. A. Wilzbach & D. M. Gates (1989). Leaf Litter That Falls Into Streams Influences Communities of Stream Invertebrates. BioScience 39 (1):24-30.score: 240.0
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  29. Kenneth W. Cummins, Margaret A. Wilzbach, Donna M. Gates, Joy B. Perry & W. Bruce Taliaferro (1989). Shredders and Riparian Vegetation. BioScience 39 (1):24-30.score: 240.0
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  30. Robert C. Cummins (1998). Reflection on Reflective Equilibrium. In Michael DePaul & William Ramsey (eds.), Rethinking Intuition. Rowman & Littlefield. 113-128.score: 120.0
    As a procedure, reflective equilibrium (RE) is simply a familiar kind of standard scientific method with a new name. (For descriptions of reflective equilibrium, see Daniels 1979, 1980b, 1984; Goodman 1965; Rawls 1971.) A theory is constructed to account for a set of observations. Recalcitrant data may be rejected as noise or explained away as the effects of interference of some sort. Recalcitrant data that cannot be plausibly dismissed force emendations in theory. What counts as a plausible dismissal depends, among (...)
     
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  31. Robert C. Cummins & Martin Roth (forthcoming). Meaning and Content in Cognitive Science. In Richard Schantz (ed.), Prospects for Meaning. de Gruyter.score: 120.0
    What are the prospects for a cognitive science of meaning? As stated, we think this question is ill posed, for it invites the conflation of several importantly different semantic concepts. In this paper, we want to distinguish the sort of meaning that is an explanandum for cognitive science—something we are going to call meaning—from the sort of meaning that is an explanans in cognitive science—something we are not going to call meaning at all, but rather content. What we are going (...)
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  32. Robert C. Cummins, Truth and Meaning.score: 120.0
    D O N A L D D AV I D S O N’S “ Meaning and Truth,” re vo l u t i o n i zed our conception of how truth and meaning are related (Davidson    ). In that famous art i c l e , Davidson put forw a rd the bold conjecture that meanings are satisfaction conditions, and that a Tarskian theory of truth for a language is a theory of meaning for that language. (...)
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  33. James Blackmon, David Byrd, Robert C. Cummins, Alexa Lee & Martin Roth (2006). Representation and Unexploited Content. In Graham F. Macdonald & David Papineau (eds.), Teleosemantics. Oxford University Press.score: 120.0
    In this paper, we introduce a novel difficulty for teleosemantics, viz., its inability to account for what we call unexploited content—content a representation has, but which the system that harbors it is currently unable to exploit. In section two, we give a characterization of teleosemantics. Since our critique does not depend on any special details that distinguish the variations in the literature, the characterization is broad, brief and abstract. In section three, we explain what we mean by unexploited content, and (...)
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  34. Robert C. Cummins (1992). Conceptual Role Semantics and the Explanatory Role of Content. Philosophical Studies 65 (1-2):103-127.score: 120.0
    I've tried to argue that there is more to representational content than CRS can acknowledge. CRS is attractive, I think, because of its rejection of atomism, and because it is a plausible theory of targets. But those are philosopher's concerns. Someone interested in building a person needs to understand representation, because, as AI researchers have urged for some time, good representation is the secret of good performance. I have just gestured in the direction I think a viable theory of representation (...)
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  35. Robert C. Cummins (2002). Neo-Teleology. In Andre Ariew, Robert E. Cummins & Mark Perlman (eds.), Functions: New Essays in the Philosophy of Psychology and Biology. Oxford University Press.score: 120.0
    Neo-teleology is the two part thesis that, e.g., (i) we have hearts because of what hearts are for: Hearts are for blood circulation, not the production of a pulse, so hearts are there--animals have them--because their function is to circulate the blood, and (ii) that (i) is explained by natural selection: traits spread through populations because of their functions. This paper attacks this popular doctrine. The presence of a biological trait or structure is not explained by appeal to its function. (...)
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  36. Robert C. Cummins (1997). The LOT of the Causal Theory of Mental Content. Journal of Philosophy 94 (10):535-542.score: 120.0
    The thesis of this paper is that the causal theory of mental content (hereafter CT) is incompatible with an elementary fact of perceptual psychology, namely, that the detection of distal properties generally requires the mediation of a “theory.” I shall call this fact the nontransducibility of distal properties (hereafter NTDP). The argument proceeds in two stages. The burden of stage one is that, taken together, CT and the language of thought hypothesis (hereafter LOT) are incompatible with NTDP. The burden of (...)
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  37. Robert C. Cummins & Pierre Poirier (2004). Representation and Indication. In Hugh Clapin (ed.), Representation in Mind. Elsevier. 21--40.score: 120.0
    This paper is about two kinds of mental content and how they are related. We are going to call them representation and indication. We will begin with a rough characterization of each. The differences, and why they matter, will, hopefully, become clearer as the paper proceeds.
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  38. Denise D. Cummins & Robert C. Cummins (2005). Innate Modules Vs Innate Learning Biases. Cognitive Processing.score: 120.0
    Proponents of the dominant paradigm in evolutionary psychology argue that a viable evolutionary cognitive psychology requires that specific cognitive capacities be heritable and “quasi-independent” from other heritable traits, and that these requirements are best satisfied by innate cognitive modules. We argue here that neither of these are required in order to describe and explain how evolution shaped the mind.
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  39. James Blackmon, David Byrd, Robert C. Cummins, Pierre Poirier, Martin Roth & George Schwarz (2001). Systematicity and the Cognition of Structured Domains. Journal of Philosophy 98 (4):1-19.score: 120.0
    The current debate over systematicity concerns the formal conditions a scheme of mental representation must satisfy in order to explain the systematicity of thought.1 The systematicity of thought is assumed to be a pervasive property of minds, and can be characterized (roughly) as follows: anyone who can think T can think systematic variants of T, where the systematic variants of T are found by permuting T’s constituents. So, for example, it is an alleged fact that anyone who can think the (...)
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  40. Denise D. Cummins & Robert C. Cummins (1999). Biological Preparedness and Evolutionary Explanation. Cognition 73 (3):B37-B53.score: 120.0
    It is commonly supposed that evolutionary explanations of cognitive phenomena involve the assumption that the capacities to be explained are both innate and modular. This is understandable: independent selection of a trait requires that it be both heritable and largely decoupled from other `nearby' traits. Cognitive capacities realized as innate modules would certainly satisfy these contraints. A viable evolutionary cognitive psychology, however, requires neither extreme nativism nor modularity, though it is consistent with both. In this paper, we seek to show (...)
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  41. Robert C. Cummins (1977). Programs in the Explanation of Behavior. Philosophy of Science 44 (June):269-87.score: 120.0
    The purpose of this paper is to set forth a sense in which programs can and do explain behavior, and to distinguish from this a number of senses in which they do not. Once we are tolerably clear concerning the sort of explanatory strategy being employed, two rather interesting facts emerge; (1) though it is true that programs are "internally represented," this fact has no explanatory interest beyond the mere fact that the program is executed; (2) programs which are couched (...)
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  42. Joseph Levine (1987). The Nature of Psychological Explanation by Robert Cummins: A Critical Notice. Philosophical Review 96 (2):249-274.score: 120.0
  43. Robert Cummins, Martin Roth & Ian Harmon (2014). Why It Doesn't Matter to Metaphysics What Mary Learns. Philosophical Studies 167 (3):541-555.score: 120.0
    The Knowledge Argument of Frank Jackson has not persuaded physicalists, but their replies have not dispelled the intuition that someone raised in a black and white environment gains genuinely new knowledge when she sees colors for the first time. In what follows, we propose an explanation of this particular kind of knowledge gain that displays it as genuinely new, but orthogonal to both physicalism and phenomenology. We argue that Mary’s case is an instance of a common phenomenon in which something (...)
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  44. Robert C. Cummins (1983). Analysis and Subsumption in the Behaviorism of Hull. Philosophy of Science 50 (March):96-111.score: 120.0
    The background hypothesis of this essay is that psychological phenomena are typically explained, not by subsuming them under psychological laws, but by functional analysis. Causal subsumption is an appropriate strategy for explaining changes of state, but not for explaining capacities, and it is capacities that are the central explananda of psychology. The contrast between functional analysis and causal subsumption is illustrated, and the background hypothesis supported, by a critical reassessment of the motivational psychology of Clark Hull. I argue that Hull's (...)
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  45. James Blackmon, David Byrd, Robert C. Cummins, Pierre Poirier & Martin Roth (2005). Atomistic Learning in Non-Modular Systems. Philosophical Psychology 18 (3):313-325.score: 120.0
    We argue that atomistic learning?learning that requires training only on a novel item to be learned?is problematic for networks in which every weight is available for change in every learning situation. This is potentially significant because atomistic learning appears to be commonplace in humans and most non-human animals. We briefly review various proposed fixes, concluding that the most promising strategy to date involves training on pseudo-patterns along with novel items, a form of learning that is not strictly atomistic, but which (...)
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  46. Denise Dellarosa Cummins (1996). Dominance Hierarchies and the Evolution of Human Reasoning. Minds and Machines 6 (4):463-480.score: 120.0
    Research from ethology and evolutionary biology indicates the following about the evolution of reasoning capacity. First, solving problems of social competition and cooperation have direct impact on survival rates and reproductive success. Second, the social structure that evolved from this pressure is the dominance hierarchy. Third, primates that live in large groups with complex dominance hierarchies also show greater neocortical development, and concomitantly greater cognitive capacity. These facts suggest that the necessity of reasoning effectively about dominance hierarchies left an indelible (...)
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  47. Denise Dellarosa Cummins (2000). How the Social Environment Shaped the Evolution of Mind. Synthese 122 (1-2):3 - 28.score: 120.0
    Dominance hierarchies are ubiquitous in the societies of human and non-human animals. Evidence from comparative, developmental, and cognitive psychological investigations is presented that show how social dominance hierarchies shaped the evolution of the human mind, and hence, human social institutions. It is argued that the pressures that arise from living in hierarchical social groups laid a foundation of fundamental concepts and cognitive strategies that are crucial to surviving in social dominance hierarchies. These include recognizing and reasoning transitively about dominance relations, (...)
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  48. Drzmsra Dellarosa Cummins, The Role of Understanding in Solving Word Problems.score: 120.0
    Word problems are notoriously difficult to solve. We suggest that much of the difficulty children experience with word problems can be attributed to difficulty in comprehending abstract or ambiguous language. We tested this hypothesis by (1) requiring children to recall problems either before or after solving them, (2) requiring them to generate f'mal questions to incomplete word problems, and (3) modeling performance pattems using a computer simulation. Solution performance was found to be systematically related to recall and question generation performance. (...)
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  49. Robert Cummins, James Blackmon, David Byrd, Pierre Poirier, Martin Roth & Georg Schwarz (2001). Systematicity and the Cognition of Structured Domains. Journal of Philosophy 98 (4):167 - 185.score: 120.0
    The current debate over systematicity concerns the formal conditions a scheme of mental representation must satisfy in order to explain the systematicity of thought.1 The systematicity of thought is assumed to be a pervasive property of minds, and can be characterized (roughly) as follows: anyone who can think T can think systematic variants of T, where the systematic variants of T are found by permuting T’s constituents. So, for example, it is an alleged fact that anyone who can think the (...)
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  50. Robert C. Cummins, Pierre Poirier & Martin Roth (2004). Epistemological Strata and the Rules of Right Reason. Synthese 141 (3):287 - 331.score: 120.0
    It has been commonplace in epistemology since its inception to idealize away from computational resource constraints, i.e., from the constraints of time and memory. One thought is that a kind of ideal rationality can be specified that ignores the constraints imposed by limited time and memory, and that actual cognitive performance can be seen as an interaction between the norms of ideal rationality and the practicalities of time and memory limitations. But a cornerstone of naturalistic epistemology is that normative assessment (...)
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