7 found
  1. Nonanalytic concept formation and memory for instances.Lee R. Brooks - 1978 - In Eleanor Rosch & Barbara Lloyd (eds.), Cognition and Categorization. Lawrence Elbaum Associates. pp. 3--170.
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  2.  39
    Nonanalytic cognition: Memory, perception, and concept learning.Larry L. Jacoby & Lee R. Brooks - 1984 - In Gordon H. Bower (ed.), The Psychology of Learning and Motivation. Academic Press. pp. 18--1.
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    Perceptual manifestations of an analytic structure: The priority of holistic individuation.Glenn Regehr & Lee R. Brooks - 1993 - Journal of Experimental Psychology: General 122 (1):92.
  4. Roundtable discussion.Nicholas Asher, Lee R. Brooks, Fred Dretske, Jerry Fodor, David Israel, John Perry, Zenon Pylyshyn & Brian Cantwell Smith - 1990 - In Philip P. Hanson (ed.), Information, Language and Cognition. University of British Columbia Press. pp. 198--216.
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  5. Concept formation and particularizing learning.Lee R. Brooks - 1990 - In Philip P. Hanson (ed.), Information, Language and Cognition. University of British Columbia Press. pp. 1--141.
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  6.  61
    Instantiated rules and abstract analogy: Not a continuum of similarity.Lee R. Brooks & Samuel D. Hannah - 2005 - Behavioral and Brain Sciences 28 (1):17-17.
    We agree that treating rules and similarity as dichotomous opposites is unproductive. However, describing all categorization operations as a continuum of varied similarity process obscures a multidimensional contrast. We describe two processes, instantiated rules and abstract analogy, both of which have aspects of rules and similarity, and question whether they can be compared informatively as points on a continuum.
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    The development of new functional features by instruction: The case of medical education.Lee R. Brooks - 1998 - Behavioral and Brain Sciences 21 (1):20-21.
    Medical education provides many examples of the development of functional features, but as a response to deliberate instruction. These features require so much specificity and context sensitivity that they seem likely to require the development of new categories of appearances rather than just reweighting old features. A suggested implication is that feature development may help to explain the problematic noticing of features in diagnosis.
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