MARC record from Internet Archive

LEADER: 04645pam 2200325 a 4500
001 9922344660001661
005 20210901112726.0
008 990329s1999 njua b 001 0 eng
010 $a 99028055
020 $a0805831436 (alk. paper)
035 $a(CSdNU)u80437-01national_inst
035 $a(Sirsi) l99028055
035 $a(Sirsi) l99028055
035 $a(Sirsi) 01-AAI-6959
035 $a 99028055
040 $aDLC$cDLC$dNhCcYBP$dOrPss
050 00 $aBF311$b.C5395 1999
100 1 $aClancey, William J.
245 10 $aConceptual coordination :$bhow the mind orders experience in time /$cWilliam J. Clancey.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates, Publishers,$c1999.
300 $axix, 395 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 363-382) and indexes.
505 0 $aComputational Models of Process Memory -- Introduction: The Temporal Relations of Conceptualization -- The Essential Idea: Matching and Copying Versus Activating in Place -- Synchronous Versus Sequential Activation -- Historical Background: The Scientific Study of Everyday Phenomena -- Theory in a Nutshell -- Organization of the Book -- Computational Memory Architectures -- Computer Language Approaches -- Production Rule Memory -- "Subdeliberate" and "Subsymbolic" Memory -- Neural Architectures for Categorization and Sequential Learning -- TNGS: Neural Map Activation Over Time -- Sequential Connectionist Learning -- Reinterpreting Stored-Text Procedural Models as Neural Processes -- Reinterpreting Activation Trace Diagrams as a Neural Theory -- Serial Learning as Physical Coordination -- Coupled Perceptual-Motor Conception -- The Example: Multiple Message Windows -- Discussion: Figure-Ground Priorities -- Why Did the Reminder Occur? -- Distinguishing Between Awareness and Representations -- The Role of Social Context in Coordinated Action -- Extending a Felt Path -- The Felt Path of a Melody Representation -- A Felt Path in a Swimming Pool -- Restructuring and Progressive Deepening -- Alternate Representations of a Felt Path -- Short-Term Memory of Behavior Sequences -- Use of an Anchor in Deliberate Sequential Coordination -- Slips And Composed Parallel Binding -- Seeing What You Are Saying -- Understanding "Slips"--Roles in a Sequence -- Norman's Theory of Action -- The Paintbrush Inventors: Analogy and Theorizing -- Inventing a Synthetic Paintbrush -- Compositions of Activities and Perceptions -- Activation Trace Representation of the Painters' Experience -- Alternative Models of Analogical Thought -- Importance of Learning and Activity Context -- Storytelling as Coordinating -- Conceptual Coordinating as Conversing with Materials -- Speaking as Creating Knowledge -- Bartlett's Reconstructive Memory -- Remembering as Coordinating -- "Schema" as an Active, Coordinating Process -- Novelty in Manipulation of Materials -- The Role of Emotion in Conceptual Coordination -- Summary of Functional Architecture of Remembering -- Transformational Processes, Grammars, and Self-Organizing Strings -- Piaget's Transformational Processes -- Chomsky's Mental Physiology -- Berwick's Appeal to Connectionism -- Kauffman's Autocatalytic Symbol Strings -- Comprehension Difficulties Related to "Interference in Short-Term Memory" -- The Interference Problem -- Example of Notation for Acceptable Sentences -- Embedded Propositions -- Double Anchoring in Recursive Sentences -- Permissible Syntactic Relations -- Neural Processes Interpretation of "Two Node" Limitation -- Stored Descriptive-Schemas Revisited -- Logical Novelty -- Schank's Failure-Driven Model of Memory -- Feigenbaum and Simon's EPAM -- Problem-Space Models Revisited -- Studying Descriptive Models of Problem Solving -- From Speaking to Grammars and Theories of Speaking -- Learning New Operators and Problem Spaces -- Conclusions: The Nature and Role of Consciousness -- What the Examples Showed -- The Proper Interpretation of Activation Trace Diagrams -- How Conventional Cognitive Models Need to be Revised -- Understanding Patterns in Self-Organizing Mechanisms -- Consciousness as Higher-Order Conceptual Coordination -- Next Steps for Cognitive and Social Science -- Coordinating Conceptual Spaces Across Disciplines -- Are There Principles for Facilitating Interdisciplinary Research?.
650 0 $aCognitive science.
650 0 $aCognition.
650 0 $aKnowledge, Theory of.
650 0 $aArtificial intelligence.
948 $a11/17/1999$b01/25/2000
949 $aEbook Dup Report B2
999 $aBF 311 C5395 1999$wLC$c1$i31786101109590$d2/10/2004$f2/10/2004$g1$lCIRCSTACKS$mNULS$rY$sY$tBOOK$u6/11/2003