58 found
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  1.  72
    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.  91
    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.  11
    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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  4.  26
    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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  5.  23
    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. Phillip Wolff, Douglas L. Medin & Connie Pankratz (1999). Evolution and Devolution of Folkbiological Knowledge. Cognition 73 (2):177-204.
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  7.  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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  8.  18
    D. Medin & S. Atran (eds.) (1999). Folkbiology. MIT Press.
    This book takes an interdisciplinary approach, bringing together the work of researchers in anthropology, cognitive and developmental psychology, biology, and ...
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  9.  11
    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.  8
    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.
  11.  25
    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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  12.  21
    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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  13.  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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  14.  59
    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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  15.  3
    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.
  16. Gregory L. Murphy & Douglas L. Medin (1985). The Role of Theories in Conceptual Coherence. Psychological Review 92 (3):289-316.
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  17.  5
    Douglas L. Medin & Scott Atran (2004). The Native Mind: Biological Categorization and Reasoning in Development and Across Cultures. Psychological Review 111 (4):960-983.
    . This paper describes a cross-cultural and developmental research project on naïve or folk biology, that is, the study of how people conceptualize nature. The combination of domain specificity and cross-cultural comparison brings a new perspective to theories of categorization and reasoning and undermines the tendency to focus on “standard populations.” From the standpoint of mainstream cognitive psychology, we find that results gathered from standard populations in industrialized societies often fail to generalize to humanity at large. For example, similarity-driven typicality (...)
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  18.  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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  19.  21
    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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  20. 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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  21. 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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  22. Norbert Ross, Doug Medin & Doug Cox (2007). Epistemological Models and Culture Conflict: Menominee and Euro-American Hunters in Wisconsin. Ethos 35 (4):478-515.
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  23.  26
    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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  24.  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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  25.  11
    Jeremy Ginges, Scott Atran, Douglas Medin & Khalil Shikaki, Sacred Bounds on the Rational Resolution of Violent Political Conflict.
    We report a series of experiments carried out with Palestinian and Israeli participants showing that violent opposition to compromise over issues considered sacred is increased by offering material incentives to compromise but decreased when the adversary makes symbolic compromises over their own sacred values. These results demonstrate some of the unique properties of reasoning and decision-making over sacred values. We show that the use of material incentives to promote the peaceful resolution of political and cultural conflicts may backfire when adversaries (...)
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  26. Douglas L. Medin, Robert L. Goldstone & Dedre Gentner (1993). Respects for Similarity. Psychological Review 100 (2):254-278.
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  27.  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
  28.  19
    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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  29.  1
    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.
    This paper describes a cross-cultural research project on the relation between how people conceptualize nature and how they act in it. Mental models of nature differ dramatically among and within populations living in the same area and engaged in more or less the same activities. This has novel implications for environmental decision making and management, including dealing with commons problems. Our research also offers a distinct perspective on models of culture, and a unified approach to the study of culture and (...)
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  30.  8
    Morteza Dehghani, Rumen Iliev, Scott Atran, Jeremy Ginges & Douglas Medin, Emerging Sacred Values: The Iranian Nuclear Program.
    Sacred values are different from secular values in that they are often associated with violations of the cost-benefit logic of rational choice models. Previous work on sacred values has been largely limited to religious or territorial conflicts deeply embedded in historical contexts. In this work we find that the Iranian nuclear program, a relatively recent development, is treated as sacred by some Iranians, leading to a greater disapproval of deals which involve monetary incentives to end the program. Our results suggest (...)
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  31.  9
    Norbert Ross, Doug Medin & Doug Cox (2007). Epistemological Models and Culture Conflict: Menominee and Euro‐American Hunters in Wisconsin. Ethos: Journal of the Society for Psychological Anthropology 35 (4):478-515.
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  32.  16
    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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  33.  20
    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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  34. R. C. Burnett & D. L. Medin (2008). Reasoning Across Cultures. In Jonathan Eric Adler & Lance J. Rips (eds.), Reasoning: Studies of Human Inference and its Foundations. Cambridge University Press 934--955.
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  35.  29
    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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  36.  7
    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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  37.  19
    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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  38. L. J. Rips & D. L. Medin (2005). Concepts, Categories, and Semantic Memory. In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge Univ Pr 37--72.
  39. 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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  40.  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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  41.  1
    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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  42.  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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  43. Scott Atran, Douglas Medin & Norbert Ross, Evolution and Devolution of Knowledge: A Tale of Two Biologies.
    Anthropological inquiry suggests that all societies classify animals and plants in similar ways. Paradoxically, in the same cultures that have seen large advances in biological science, citizenry's practical knowledge of nature has dramatically diminished. Here we describe historical, cross-cultural and developmental research on how people ordinarily conceptualize organic nature, concentrating on cognitive consequences associated with knowledge devolution. We show that results on psychological studies of categorization and reasoning from “standard populations” fail to generalize to humanity at large. Usual populations have (...)
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  44. D. L. Medin, S. A. Gelman, E. Gilboy, Hanley Jr, T. la HirschfeldPersson, J. M. Sopena & A. Winman (1995). Huang, HS, 73 Juslin, P., 99 Kalish, CW, 299 Kempen, G., 353. Cognition 54:363.
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  45.  6
    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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  46.  1
    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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  47.  4
    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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  48.  4
    Douglas L. Medin (1974). Position Distinctiveness and Successive Discrimination Learning. Bulletin of the Psychonomic Society 4 (1):35-36.
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  49.  3
    Donald Robbins & Douglas L. Medin (1971). Cue Selection for Multiple-Cue Probability Training. Journal of Experimental Psychology 91 (2):333.
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  50.  2
    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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