Results for 'John E. Hummel'

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  1. "A Theory of the Discovery and Predication of Relational Concepts": Correction to Doumas, Hummel, and Sandhofer.Leonidas A. A. Doumas, John E. Hummel & Catherine M. Sandhofer - 2013 - Psychological Review 120 (3):543-543.
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  2. On Life's Threshold: Talks to Young People on Character and Conduct, Tr. By E. St. John.Charles Wagner & Edna St John - 1905
     
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  3.  1
    A Theory of the Discovery and Predication of Relational Concepts.Leonidas A. A. Doumas, John E. Hummel & Catherine M. Sandhofer - 2008 - Psychological Review 115 (1):1-43.
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  4. Distributed Representations of Structure: A Theory of Analogical Access and Mapping.John E. Hummel & Keith J. Holyoak - 1997 - Psychological Review 104 (3):427-466.
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  5.  46
    A Neurocomputational System for Relational Reasoning.Barbara J. Knowlton, Robert G. Morrison, John E. Hummel & Keith J. Holyoak - 2012 - Trends in Cognitive Sciences 16 (7):373-381.
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  6.  1
    A Symbolic-Connectionist Theory of Relational Inference and Generalization.John E. Hummel & Keith J. Holyoak - 2003 - Psychological Review 110 (2):220-264.
  7. Dynamic Binding in a Neural Network for Shape Recognition.John E. Hummel & Irving Biederman - 1992 - Psychological Review 99 (3):480-517.
  8. The Proper Treatment of Symbols in a Connectionist Architecture.Keith J. Holyoak & John E. Hummel - 2000 - In Eric Dietrich Art Markman (ed.), Cognitive Dynamics: Conceptual Change in Humans and Machines. Lawrence Erlbaum. pp. 229--263.
     
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  9.  4
    Making Probabilistic Relational Categories Learnable.Wookyoung Jung & John E. Hummel - 2015 - Cognitive Science 39 (6):1259-1291.
    Theories of relational concept acquisition based on structured intersection discovery predict that relational concepts with a probabilistic structure ought to be extremely difficult to learn. We report four experiments testing this prediction by investigating conditions hypothesized to facilitate the learning of such categories. Experiment 1 showed that changing the task from a category-learning task to choosing the “winning” object in each stimulus greatly facilitated participants' ability to learn probabilistic relational categories. Experiments 2 and 3 further investigated the mechanisms underlying this (...)
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  10.  33
    Symbolic Versus Associative Learning.John E. Hummel - 2010 - Cognitive Science 34 (6):958-965.
    Ramscar and colleagues (2010, this volume) describe the “feature-label-order” (FLO) effect on category learning and characterize it as a constraint on symbolic learning. I argue that FLO is neither a constraint on symbolic learning in the sense of “learning elements of a symbol system” (instead, it is an effect on nonsymbolic, association learning) nor is it, more than any other constraint on category learning, a constraint on symbolic learning in the sense of “solving the symbol grounding problem.”.
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  11. Analogy, Explanation, and Proof.John E. Hummel, John Licato & Selmer Bringsjord - 2014 - Frontiers in Human Neuroscience 8.
  12.  46
    Structural Constraints and Object Similarity in Analogical Mapping and Inference.Daniel C. Krawczyk, Keith J. Holyoak & John E. Hummel - 2004 - Thinking and Reasoning 10 (1):85 – 104.
    Theories of analogical reasoning have viewed relational structure as the dominant determinant of analogical mapping and inference, while assigning lesser importance to similarity between individual objects. An experiment is reported in which these two sources of constraints on analogy are placed in competition under conditions of high relational complexity. Results demonstrate equal importance for relational structure and object similarity, both in analogical mapping and in inference generation. The human data were successfully simulated using a computational analogy model (LISA) that treats (...)
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  13.  65
    Why Spatial-Numeric Associations Aren't Evidence for a Mental Number Line.David H. Landy, Erin L. Jones & John E. Hummel - 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. 357--362.
  14.  7
    The One‐to‐One Constraint in Analogical Mapping and Inference.Daniel C. Krawczyk, Keith J. Holyoak & John E. Hummel - 2005 - Cognitive Science 29 (5):797-806.
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  15.  4
    Distributing Structure Over Time.John E. Hummel & Keith J. Holyoak - 1993 - Behavioral and Brain Sciences 16 (3):464.
  16.  4
    No Way to Start a Space Program: Associationism as a Launch Pad for Analogical Reasoning.Keith J. Holyoak & John E. Hummel - 2008 - Behavioral and Brain Sciences 31 (4):388-389.
    Humans, including preschool children, exhibit role-based relational reasoning, of which analogical reasoning is a canonical example. The connectionist model proposed in the target article is only capable of conditional paired-associate learning.
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  17.  3
    LISA: A Computational Model of Analogical Inference and Schema Induction.John E. Hummel & Keith J. Holyoak - 1996 - In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum. pp. 352--357.
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  18.  12
    The Problem with Using Associations to Carry Binding Information.Leonidas A. A. Doumas, Keith J. Holyoak & John E. Hummel - 2006 - Behavioral and Brain Sciences 29 (1):74-75.
    van der Velde & de Kamps argue for the importance of considering the binding problem in accounts of human mental representation. However, their proposed solution fails as a complete account because it represents the bindings between roles and their fillers through associations (or connections). In addition, many criticisms leveled by the authors towards synchrony-based bindings models do not hold.
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  19.  64
    There is More to Thinking Than Propositions.Derek C. Penn, Patricia W. Cheng, Keith J. Holyoak, John E. Hummel & Daniel J. Povinelli - 2009 - Behavioral and Brain Sciences 32 (2):221-223.
    We are big fans of propositions. But we are not big fans of the proposed by Mitchell et al. The authors ignore the critical role played by implicit, non-inferential processes in biological cognition, overestimate the work that propositions alone can do, and gloss over substantial differences in how different kinds of animals and different kinds of cognitive processes approximate propositional representations.
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  20. Magnitude Comparisons Distort Mental Representations of Magnitude.Jessica M. Choplin & John E. Hummel - 2002 - Journal of Experimental Psychology: General 131 (2):270-286.
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  21.  17
    A Computational Account of the Development of the Generalization of Shape Information.Leonidas A. A. Doumas & John E. Hummel - 2010 - Cognitive Science 34 (4):698-712.
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  22.  17
    A Solution to the Binding Problem for Compositional Connectionism.John E. Hummel, Keith J. Holyoak, Collin Green, Leonidas Aa Doumas, Derek Devnich, Aniket Kittur & Donald J. Kalar - 2004 - In Simon D. Levy & Ross Gayler (eds.), Compositional Connectionism in Cognitive Science. Aaai Press.
  23.  33
    Finding the Pope in the Pizza: Abstract Invariants and Cognitive Constraints on Perceptual Learning.John E. Hummel & Philip J. Kellman - 1998 - Behavioral and Brain Sciences 21 (1):30-30.
    Schyns, Goldstone & Thibaut argue that categorization experience results in the learning of new perceptual features that are not derivable from the learner's existing feature set. We explore the meaning and implications of this “nonderivability” claim and relate it to the question of whether perceptual invariants are learnable, and if so, what might be entailed in learning them.
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  24.  15
    Localism as a First Step Toward Symbolic Representation.John E. Hummel - 2000 - Behavioral and Brain Sciences 23 (4):480-481.
    Page argues convincingly for several important properties of localist representations in connectionist models of cognition. I argue that another important property of localist representations is that they serve as the starting point for connectionist representations of symbolic (relational) structures because they express meaningful properties independent of one another and their relations.
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  25.  4
    Varieties of Sameness: The Impact of Relational Complexity on Perceptual Comparisons.James K. Kroger, Keith J. Holyoak & John E. Hummel - 2004 - Cognitive Science 28 (3):335-358.
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  26.  2
    “Effective Systematicity” in, “Effective Systematicity” Out: A Reply to Edelman and Intrator (2003).John E. Hummel - 2003 - Cognitive Science 27 (2):327-329.
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  27.  1
    The Story of the Stone, Volume 5: The Dreamer Wakes. By Cao Xueqin and Gao E.Ellen Widmer, Cao Xueqin, Gao E. & John Minford - 1988 - Journal of the American Oriental Society 108 (4):650.
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    Bloomfield's Vedic Concordance A Vedic Concordance. By Maurice Bloomfikld, Professor of Sanskrit and Comparative Philology in the John Hopkins University, Baltimore. Harvard Oriental Series. Volume X. Cambridge, Massachusetts, 1906. Royal 4to, Xxiv+1078. [REVIEW]V. A. E. - 1909 - The Classical Review 23 (02):58-.
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  29.  31
    Reason, Experience, and God: John E. Smith in Dialogue.Vincent Michael Colapietro & John Edwin Smith (eds.) - 1997 - Fordham University Press.
    John E. Smith has contributed to contemporary philosophy in primarily four distinct capacities; first, as a philosopher of religion and God; second, as an indefatigable defender of philosophical reflection in its classical sense ( a sense inclusive of, but not limited to, metaphysics); third, as a participant in the reconstruction of experience and reason so boldly inaugurated by Hegel then redically transformed by the classical American pragmatists, and significantly augmented by such thinkers as Josiah Royce, william Earnest Hocking, and (...)
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  30.  12
    Comments on Beth J. Singer's "John E. Smith on Pragmatism".John E. Smith - 1980 - Transactions of the Charles S. Peirce Society 16 (1):26 - 33.
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  31.  2
    To: “Latest Quaternary Sedimentation in the Northern Gulf of Mexico Intraslope Basin Province: II — Stratigraphic Analysis and Relationship to Glacioeustatic Climate Change,” Hilary Clement Olson, John E. Damuth, and C. Hans Nelson, Interpretation, 4, No. 1, SC81–SC95, Doi: Http://Dx.Doi.Org/10.1190/INT-2015-0111.1. [REVIEW]Hilary Clement Olson, John E. Damuth & C. Hans Nelson - 2016 - Interpretation: SEG 4 (3):Y1-Y1.
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  32.  4
    John E. Smith on Experience.Dale M. Schlitt - 1987 - Philosophy and Theology 2 (2):105-123.
    In this study I propose that John E. Smith’s years-long argument for the importance of, and indeed his prolonged focus on, the notion of experience provides a particularly useful point of entry into the classical North American philosophical tradition and specifically into more pragmatist understandings of experience. Thisstudy of Smith on experience will proceed in three steps. After a brief reference in Part One to the Roycean background and context to Smith’s efforts toward a more adequate understanding of experience, (...)
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  33.  2
    Religious Insight and the Cognitive Problem: JOHN E. SMITH.John E. Smith - 1971 - Religious Studies 7 (2):97-111.
    Despite the title, I do not intend to launch another expedition into the domain of epistemology. I wish instead to call attention to some problems which have arisen for philosophical theologians and philosophers of religion, as a result of two facts about the development of modern philosophy and its bearing on the analysis and interpretation of religious insight. Following these considerations, I shall propose in brief compass a programme for the future which I believe will prove fruitful for the philosophical (...)
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  34.  2
    The Structure of Religion: JOHN E. SMITH.John E. Smith - 1965 - Religious Studies 1 (1):63-73.
    The popular belief that religion is the same everywhere or that all religions are ‘at bottom’ identical in essentials is a widespread falsehood that is saved from being completely worthless by the fact that religion does exhibit a universal or common structure wherever it appears. This structure is intimately related to the structure of human life in the world. The enduring pattern that enables us to understand religions widely separated in both time and space depends largely on the fact that (...)
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  35. John E. Smith: Doing Something with American Philosophy.Robert Cummings Neville - 2011 - The Pluralist 6 (3):117-126.
    The philosophy of John Smith is not a dispassionate subject for me. He was my teacher from my sophomore year in college through the PhD, which he mentored. I worked in his office nearly every day during that time. He became my intellectual father and framed the way I took up philosophy. He performed my wedding and twenty-five years later taught my two daughters. We worked together philosophically and in the politics of the academy from my first day as (...)
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  36.  1
    Equality of Talent: John E. Roemer.E. Roemer John - 1985 - Economics and Philosophy 1 (2):151-188.
    If one is an egalitarian, what should one want to equalize? Opportunities or outcomes? Resources or welfare? These positions are usually conceived to be very different. I argue in this paper that the distinction is misconceived: the only coherent conception of resource equality implies welfare equality, in an appropriately abstract description of the problem. In this section, I motivate the program which the rest of the paper carries out.
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  37. A Public Ownership Resolution of the Tragedy of the Commons*: JOHN E. ROEMER.E. Roemer John - 1989 - Social Philosophy and Policy 6 (2):74-92.
    Imagine a society of fisherfolk, who, in the state of nature, fish on a lake of finite size. Fishing on the lake is characterized by decreasing returns to scale in labor, because the lake's finite size imply that each successive hour of fishing labor is less effective than the previous one, as the remaining fish become less dense in the lake. In the state of nature, the lake is commonly owned: each fishes as much as he pleases, and, we might (...)
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  38. Egalitarianism, Responsibility, and Information: John E. Roemer.E. Roemer John - 1987 - Economics and Philosophy 3 (2):215-244.
    Radical and liberal theories of egalitarianism are distinguished, in large part, by the differing degrees to which they hold people responsible for their own well-being. The most liberal or individualistic theory calls for equality of opportunity. Once such “starting gate equality,” as Dworkin calls it, is guaranteed, then any final outcome is justified, provided certain rules, such as voluntary trading, are observed. At the other pole, the most radical egalitarianism calls for equality of welfare. In between these two extremes are (...)
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  39. Providing Equal Educational Opportunity: Public Vs. Voucher Schools*: JOHN E. ROEMER.E. Roemer John - 1992 - Social Philosophy and Policy 9 (1):291-309.
    All advanced societies maintain a commitment to equal educational opportunity, which they claim to implement through a public school system that is charged toprovide all children with an education up to a state-enforced standard. Indeed, what public schools do, even in the best of circumstances, is to provide all children with a more or less equal exposure to educational inputs, rather than to guarantee them equal educational attainment. Children, as the schools receive them, differ markedly in their docility — due (...)
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  40. Recent Work by J. N. Findlay: JOHN E. SMITH.E. Smith John - 1969 - Religious Studies 4 (2):275-282.
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  41. The External and Internal Odyssey of God in the Twentieth Century: JOHN E. SMITH.E. Smith John - 1984 - Religious Studies 20 (1):43-54.
    Some decades ago in his intriguing book on Jonathan Edwards, Perry Miller used to great effect the device of supposing a two-fold biography of Edwards, an external one consisting of the historical record embracing the major events of his life and times, and an internal one aimed at an interpretation of the mind of Edwards and the development of his thought.
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  42. The Tension Between Direct Experience and Argument in Religion: JOHN E. SMITH.E. Smith John - 1981 - Religious Studies 17 (4):487-497.
    There is an undercurrent to be detected in Anselm's record of the meditative experience that issued in the Ontological Argument and, although it points to a profound and perennial problem in the interpretation of religion, this undercurrent has been largely ignored. The Argument, as is well known, moves entirely within the medium of reflective meaning focused on the idea of God and, unlike the cosmological arguments of later theologians, it makes no appeal whatever to a principle of causality or to (...)
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  43.  2
    John Dewey e Aldous Huxley: o admirável e o impensável na formação social da mentalidade.José Cláudio Matos - 2011 - Conjectura: Filosofia E Educação 16 (3):78-96.
    Este trabalho discute a formação da mentalidade individual, por meio de uma reflexão comparativa entre Democracia e educação, de John Dewey, e Admirável mundo novo, de Aldous Huxley. O texto literário permite um diálogo e uma leitura em face do texto filosófico, que o caracteriza como campo para a realização de um experimento de pensamento. Esse experimento é a discussão do valor atribuído por Dewey ao crescimento individual e ao social, em contraposição ao valor encontrado na narrativa de Huxley, (...)
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    John E. Smith (1921–2009).John J. McDermott - 2011 - The Pluralist 6 (2):123-124.
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    Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is plausible that (...)
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    Review: Hare, John E., God and Morality: A Philosophical History[REVIEW]Robert Gressis - 2007 - Notre Dame Philosophical Reviews 2007 (11).
    In this book, John Hare talks about the relationship between theism and the moral theories of four influential philosophers: Aristotle, Duns Scotus, Kant, and R. M. Hare.
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  47. Peter Meredith and John E. Tailby, Eds., Raffaella Ferrari, Peter Meredith, Lynette R. Muir, Margaret Sleeman, and John E. Tailby, Transs., The Staging of Religious Drama in Europe in the Late Middle Ages: Texts and Documents in English Translation. (Early Drama, Art, and Music Monographs, 4.) Kalamazoo: Medieval Institute Publications, 1983. Pp. 301; Drawing in Endpaper Flap. $24.95 (Cloth); $14.95 (Paper). [REVIEW]Alan E. Knight - 1985 - Speculum 60 (4):998-1001.
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  48.  8
    A Critical Discussion of John E. Smith's Communitarian Vision.Felicia E. Kruse - 1995 - Transactions of the Charles S. Peirce Society 31 (1):41 - 51.
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    Connie L. Scarborough, A Holy Alliance: Alfonso X's Political Use of Marian Poetry.(Juan de la Cuesta Hispanic Monographs, Series: Estudios de Literatura Medieval “John E. Keller” 6.) Newark, DE: Juan de la Cuesta, 2009. Pp. 206. $22.95. ISBN: 9781588711489. [REVIEW]Martha E. Schaffer - 2013 - Speculum 88 (2):576-578.
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    Book Review:The Idea of Democracy. David Copp, Jean Hampton, John E. Roemer. [REVIEW]Robert E. Goodin - 1995 - Ethics 105 (2):425-.
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