39 found
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  1.  39
    (1 other version)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.  48
    Folkbiology.Douglas L. Medin & Scott Atran (eds.) - 1999 - 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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  3.  28
    Respects for similarity.Douglas L. Medin, Robert L. Goldstone & Dedre Gentner - 1993 - Psychological Review 100 (2):254-278.
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  4.  40
    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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  5.  65
    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.  41
    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.  98
    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. 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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  9.  40
    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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  10.  19
    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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  11.  49
    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.  26
    Inductive reasoning in folkbiological thought.John D. Coley, Douglas L. Medin, Julia Beth Proffitt, Elizabeth Lynch & Scott Atran - 1999 - In Douglas L. Medin & Scott Atran (eds.), Folkbiology. MIT Press. pp. 211-12.
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  13.  56
    Teleological reasoning about nature: intentional design or relational perspectives?Sandra R. Waxman & Douglas L. Medin - 2013 - Trends in Cognitive Sciences 17 (4):166-171.
  14.  84
    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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  15.  34
    A Two‐Stage Model of Category Construction.Woo-Kyoung Ahn & Douglas L. Medin - 1992 - Cognitive Science 16 (1):81-121.
    The current consensus is that most natural categories are not organized around strict definitions (a list of singly necessary and jointly sufficient features) but rather according to a family resemblance (FR) principle: Objects belong to the same category because they are similar to each other and dissimilar to objects in contrast categories. A number of computational models of category construction have been developed to provide an account of how and why people create FR categories (Anderson, 1990; Fisher, 1987). Surprisingly, however, (...)
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  16.  47
    Conceptualizing agency: Folkpsychological and folkcommunicative perspectives on plants.Bethany L. Ojalehto, Douglas L. Medin & Salino G. García - 2017 - Cognition 162 (C):103-123.
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  17.  41
    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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  18.  57
    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.
  19.  25
    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.
    The paper examines constraints and preferences employed by people in learning decision rules from preclassified examples. Results from four experiments with human subjects were analyzed and compared with artificial intelligence (AI) inductive learning programs. The results showed the people's rule inductions tended to emphasize category validity (probability of some property, given a category) more than cue validity (probability that an entity is a member of a category given that it has some property) to a greater extent than did the AI (...)
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  20. Evolution and devolution of folkbiological knowledge.Phillip Wolff, Douglas L. Medin & Connie Pankratz - 1999 - Cognition 73 (2):177-204.
  21.  65
    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, England: Cambridge University Press. pp. 37--72.
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  22.  81
    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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  23.  27
    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.
  24.  82
    The exemplar view.Edward E. Smith & Douglas L. Medin - 2002 - In Daniel J. Levitin (ed.), Foundations of Cognitive Psychology: Core Readings. MIT Press. pp. 277--292.
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  25. 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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  26.  35
    Cultural Differences in Belief Bias Associated with Deductive Reasoning?Sara J. Unsworth & Douglas L. Medin - 2005 - Cognitive Science 29 (4):525-529.
    Norenzayan, Smith, Jun Kim, and Nisbett (2002) investigated cultural differences in the use of intuitive versus formal reasoning in 4 experiments. Our comment concerns the 4th experiment where Norenzayan et al. reported that, although there were no cultural differences in accuracy on abstract logical arguments, Koreans made more errors than U.S. undergraduates in judging the logical validity of concrete arguments. Norenzayan et al. concluded that Koreans are less likely than European Americans to decontextualize an argument's content from its logical structure, (...)
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  27. Modeling item and category learning.Bradley C. Love & Douglas L. Medin - 1998 - In Morton Ann Gernsbacher & Sharon J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Lawerence Erlbaum. pp. 639--644.
     
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  28. 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: New York University Press.
  29.  85
    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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  30.  62
    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.
  31.  33
    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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  32. Decision making.Arthur B. Markman & Douglas L. Medin - 2002 - In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley.
     
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  33.  24
    Position distinctiveness and successive discrimination learning.Douglas L. Medin - 1974 - Bulletin of the Psychonomic Society 4 (1):35-36.
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  34.  27
    Response latency and brightness judgments by monkeys.Douglas L. Medin, Mary L. Borkhius & Roger T. David - 1970 - Journal of Experimental Psychology 83 (3p1):480.
  35.  15
    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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  36.  26
    The Moral Priorities of Rap Listeners.Kalonji L. K. Nzinga & Douglas L. Medin - 2018 - Journal of Cognition and Culture 18 (3-4):312-342.
    A cross-cultural approach to moral psychology starts from researchers withholding judgments about universal right and wrong and instead exploring what the members of a community subjectively perceive to be moral or immoral in their local context. This study seeks to identify the moral concerns that are most relevant to listeners of hip-hop music. We use validated psychological surveys including the Moral Foundations Questionnaire to assess which moral concerns are most central to hip-hop listeners. Results show that hip-hop listeners prioritize concerns (...)
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  37.  14
    Cue selection for multiple-cue probability training.Donald Robbins & Douglas L. Medin - 1971 - Journal of Experimental Psychology 91 (2):333.
  38. 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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  39.  68
    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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