45 found
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  1.  6
    The Role of Theories in Conceptual Coherence.Gregory L. Murphy & Douglas L. Medin - 1985 - Psychological Review 92 (3):289-316.
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  2.  14
    SUSTAIN: A Network Model of Category Learning.Bradley C. Love, Douglas L. Medin & Todd M. Gureckis - 2004 - Psychological Review 111 (2):309-332.
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  3.  4
    Respects for Similarity.Douglas L. Medin, Robert L. Goldstone & Dedre Gentner - 1993 - Psychological Review 100 (2):254-278.
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  4. Should Anthropology Be Part of Cognitive Science?Sieghard Beller, Andrea Bender & Douglas L. Medin - 2012 - 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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  5.  22
    The Role of Covariation Versus Mechanism Information in Causal Attribution.Woo-Kyoung Ahn, Charles W. Kalish, Douglas L. Medin & Susan A. Gelman - 1995 - Cognition 54 (3):299-352.
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  6.  14
    The Native Mind: Biological Categorization and Reasoning in Development and Across Cultures.Douglas L. Medin & Scott Atran - 2004 - 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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  7.  45
    Why Essences Are Essential in the Psychology of Concepts.Woo-Kyoung Ahn, Charles Kalish, Susan A. Gelman, Douglas L. Medin, Christian Luhmann, Scott Atran, John D. Coley & Patrick Shafto - 2001 - Cognition 82 (1):59-69.
  8.  6
    Problem Structure and the Use of Base-Rate Information From Experience.Douglas L. Medin & Stephen M. Edelson - 1988 - Journal of Experimental Psychology: General 117 (1):68-85.
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  9.  17
    Conceptualizing Agency: Folkpsychological and Folkcommunicative Perspectives on Plants.Bethany L. Ojalehto, Douglas L. Medin & Salino G. García - 2017 - Cognition 162:103-123.
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  10.  21
    The Cultural Mind: Environmental Decision Making and Cultural Modeling Within and Across Populations.Scott Atran, Douglas L. Medin & Norbert O. Ross - 2005 - 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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  11.  29
    Does Rank Have its Privilege? Inductive Inferences Within Folkbiological Taxonomies.John D. Coley, Douglas L. Medin & Scott Atran - 1997 - Cognition 64 (1):73-112.
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  12.  35
    A Bird's Eye View: Biological Categorization and Reasoning Within and Across Cultures.Jeremy N. Bailenson, Michael S. Shum, Scott Atran, Douglas L. Medin & John D. Coley - 2002 - 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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  13.  11
    On the Interaction of Theory and Data in Concept Learning.Edward J. Wisniewski & Douglas L. Medin - 1994 - Cognitive Science 18 (2):221-281.
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  14.  11
    Inductive Reasoning in Folkbiological Thought.John D. Coley, Douglas L. Medin, Julia Beth Proffitt, Elizabeth Lynch & Scott Atran - 1999 - In D. Medin & S. Atran (eds.), Folkbiology. MIT Press. pp. 211-12.
  15.  3
    Comment on "Memory Storage and Retrieval Processes in Category Learning.".Douglas L. Medin - 1986 - Journal of Experimental Psychology: General 115 (4):373-381.
  16.  21
    Folkbiology of Freshwater Fish.Douglas L. Medin, Norbert O. Ross, Scott Atran, Douglas Cox, John Coley, Julia B. Proffitt & Sergey Blok - 2006 - Cognition 99 (3):237-273.
  17. Evolution and Devolution of Folkbiological Knowledge.Phillip Wolff, Douglas L. Medin & Connie Pankratz - 1999 - Cognition 73 (2):177-204.
  18.  6
    Who's Asking?: Native Science, Western Science, and Science Education.Douglas L. Medin & Megan Bang - 2014 - 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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  19.  46
    Seeing Cooperation or Competition: Ecological Interactions in Cultural Perspectives.Bethany L. Ojalehto, Douglas L. Medin, William S. Horton, Salino G. Garcia & Estefano G. Kays - 2015 - 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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  20.  44
    Concepts and Categories: Memory, Meaning, and Metaphysics.Douglas L. Medin & Lance J. Rips - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 37--72.
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  21.  30
    Teleological Reasoning About Nature: Intentional Design or Relational Perspectives?Sandra R. Waxman & Douglas L. Medin - 2013 - Trends in Cognitive Sciences 17 (4):166-171.
  22.  8
    A Two‐Stage Model of Category Construction.Woo-Kyoung Ahn & Douglas L. Medin - 1992 - Cognitive Science 16 (1):81-121.
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  23.  28
    Concepts Do More Than Categorize.Karen O. Solomon, Douglas L. Medin & Elizabeth Lynch - 1999 - Trends in Cognitive Sciences 3 (3):99-105.
  24.  71
    Turning Tides: Prospects for More Diversity in Cognitive Science.Andrea Bender, Sieghard Beller & Douglas L. Medin - 2012 - 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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  25.  8
    Constraints and Preferences in Inductive Learning: An Experimental Study of Human and Machine Performance.Douglas L. Medin, William D. Wattenmaker & Ryszard S. Michalski - 1987 - Cognitive Science 11 (3):299-339.
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  26. Modeling Item and Category Learning.Bradley C. Love & Douglas L. Medin - 1998 - In M. A. Gernsbacher & S. J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Lawerence Erlbaum. pp. 639--644.
  27.  5
    When Humans Become Animals: Development of the Animal Category in Early Childhood.Patricia A. Herrmann, Douglas L. Medin & Sandra R. Waxman - 2012 - Cognition 122 (1):74-79.
  28.  19
    Cultural Differences in Belief Bias Associated with Deductive Reasoning?Sara J. Unsworth & Douglas L. Medin - 2005 - Cognitive Science 29 (4):525-529.
  29.  27
    Bridging the Gap: From Cognitive Anthropology to Cognitive Science.Andrea Bender, Sieghard Beller, Giovanni Bennardo, James S. Boster, Asifa Majid & Douglas L. Medin - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
  30.  27
    Is It More Wrong to Care Less? The Effects of “More” and “Less” on the Quantity (in) Sensitivity of Protected Values.Sonya Sachdeva & Douglas L. Medin - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 1239--1243.
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  31.  53
    Caring About Framing Effects.Amber N. Bloomfield, Josh A. Sager, Daniel M. Bartels & Douglas L. Medin - 2006 - 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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  32. Relationships Between Similarity-Based and Explanation-Based Categorisation.William D. Wattenmaker, Glenn V. Nakamura & Douglas L. Medin - 1988 - In Denis J. Hilton (ed.), Contemporary Science and Natural Explanation: Commonsense Conceptions of Causality. New York University Press.
     
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  33.  28
    The Exemplar View.Edward E. Smith & Douglas L. Medin - 2002 - In Daniel Levitin (ed.), Foundations of Cognitive Psychology: Core Readings. MIT Press. pp. 277--292.
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  34.  7
    The Moral Priorities of Rap Listeners.Kalonji L. K. Nzinga & Douglas L. Medin - 2018 - Journal of Cognition and Culture 18 (3-4):312-342.
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  35.  40
    Non-Mutualistic Morality.Sonya Sachdeva, Rumen Iliev & Douglas L. Medin - 2013 - 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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  36.  9
    Decision Making.Arthur B. Markman & Douglas L. Medin - 2002 - In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley.
  37.  18
    Safe Takeoffs—Soft Landings.Douglas L. Medin, Woo-Kyoung Ahn, Jeffrey Bettger, Judy Florian, Robert Goldstone, Mary Lassaline, Arthur Markman, Joshua Rubinstein & Edward Wisniewski - 1990 - Cognitive Science 14 (1):169-178.
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  38.  28
    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]Bethany L. Ojalehto & Douglas L. Medin - 2015 - Ethos: Journal of the Society for Psychological Anthropology 43 (1):E5-E8.
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  39.  15
    Weirdness is in the Eye of the Beholder.Will M. Bennis & Douglas L. Medin - 2010 - 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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  40.  11
    Position Distinctiveness and Successive Discrimination Learning.Douglas L. Medin - 1974 - Bulletin of the Psychonomic Society 4 (1):35-36.
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  41.  6
    Reward Information and Cue Selection Following Multiple-Cue Probability Learning.David H. Allmeyer & Douglas L. Medin - 1973 - Journal of Experimental Psychology 99 (3):426-428.
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  42.  7
    Effects of Frequency on Transfer Performance After Successive Discrimination Training.Douglas L. Medin & Donald Robbins - 1971 - Journal of Experimental Psychology 87 (3):434-436.
  43.  7
    Response Latency and Brightness Judgments by Monkeys.Douglas L. Medin, Mary L. Borkhius & Roger T. David - 1970 - Journal of Experimental Psychology 83 (3p1):480.
  44.  6
    Cue Selection for Multiple-Cue Probability Training.Donald Robbins & Douglas L. Medin - 1971 - Journal of Experimental Psychology 91 (2):333.
  45.  1
    Status of Unchosen Objects in Discrimination Learning by Monkeys.Douglas L. Medin - 1977 - Bulletin of the Psychonomic Society 9 (2):118-120.
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