Duality of the mind: A bottom-up approach toward cognition/
Sun, Ron
Duality of the mind: A bottom-up approach toward cognition/ Ron Sun - London: Lawrence Erlbaum Asso., 2002. - 284 p.
The Essentials of Human Activities
1.1 Characteristics of Human Activities
1.2 Past Work on Human Activities
1.3 Pitfalls of Representation
1.4 Importance of Learning
1.5 A Broad Theory
1.6 My Plan
1.7 Summary
A Theoretical Model
2.1 Desiderata
2.1.1 Implicit versus Explicit Knowledge
2.1.2 Interaction of Implicit and Explicit Knowledge
2.1.3 Bottom-Up Learning
2.1.4 Benefits of Interaction
2.1.5 On-Line Learning
2.2 A Sketch of a Model
2.2.1 Representation
2.2.2 Learning
2.2.3 Separation and Combination of the Two Levels
2.2.4 Basic Theoretical Hypotheses
2.3 Summary
{ Current Implementations
3.1 The Overall Operation
3.2 Reinforcement Learning
3.3 Rule Extraction
3.4 Combining Value Functions and Rules
3.5 Plan Extraction
3.6 Modularity through Spatial Partitioning
3.7 Modularity through Temporal Segmentation
3.8 Biological Interpretations
3.9 Summary
3.10 Appendix
Accounting for Human Data Qualitatively
4.1 Dissociation
4.2 Division of Labor
4.3 Bottom-Up Learning
4.4 Differences in Representation of Resulting Knowledge
4.5 Differences in Accessibility of Resulting Knowledge
4.6 Differences in Flexibility, Generalizability, and Robustness
4.7 Initiation of Performance
4.8 Knowledge Interaction
4.9 Synergy
4.10 Summary
Accounting for Human Data Quantitatively
5.1 Introduction
5.2 Simulating Serial Reaction Time Tasks
5.2.1 Simulating Lewicki et al. (1987)
5.2.2 Simulating Curran and Keele (1993)
5.3 Simulating Process Control Tasks
5.3.1 Simulating Stanley et al. (1989)
5.3.2 Simulating Berry and Broadbent (1988)
5.4 Simulating High-Level Cognitive Skill Learning Tasks
5.5 Simulating the Minefield Navigation Task
5.6 Discussions
5.6.1 Uniqueness of the Model
5.6.2 Simulating Other Effects
5.6.3 Factors in Division of Labor
5.6.4 Why Synergy in the Model?
5.7 Summary
Symbol Grounding and Situated Cognition
6.1 Introduction
6.2 Symbols and Representation
6.2.1 Symbols
6.2.2 Representation
6.2.3 Intentionality
6.3 Everyday Activities and Symbol Grounding
6.3.1 Comportment
6.3.2 Conceptual Processes and Representation
6.3.3 A Dual Process Theory
6.4 Computational Analysis of Everyday Activities
6.4.1 Computational Processes of Comportment
6.4.2 Computational Processes of Conceptual Processing
6.4.3 Concept Formation
6.5 Representation and Intentionality
6.6 Further Discussions
6.7 Summary
The Issue of Consciousness
7.1 Introduction
7.2 Explaining Consciousness
7.2.1 Different Views
7.2.2 Analysis of Different Views
7.2.3 Further Evidence and Arguments
7.3 Functional Roles of Consciousness
7.3.1 Access Consciousness
7.3.2 Reflective Consciousness
7.3.3 Phenomenal Consciousness
7.4 Summary
Sociocultural Factors in Cognition
8.1 Introduction
8.2 Aspects of Sociality
8.2.1 The Issue of Sociality
8.2.2 Social Structures
8.2.3 Culture
8.2.4 Social Determinism?
8.3 Sociocultural Processes and Cognition
8.3.1 Inter-Agent Processes
8.3.2 Social Processes
8.4 Cognitive Modeling Incorporating Sociocultural Issues
8.4.1 Autonomous Generation of Symbolic Structures
8.4.2 Assimilation of External Symbolic Structures
8.5 Accounting for Sociocultural Cognition
8.6 Representing Self and Others
8.6.1 Developing Self Representation
8.6.2 Developing Representation of Others
8.7 Further Work
8.7.1 Simulating Social Processes
8.7.2 Individual Beliefs and Sociocultural Beliefs
8.7.3 Inter-Agent Interaction
8.7.4 Formation of Social Structures
8.7.5 Social Structures in Cognition
8.8 Summary
Comparisons
9.1 Cognitive Models Involving Implicit Learning
9.1.1 Process Differences of the Two Levels
9.1.2 Connectionist Modeling of the Simulated Skill
Learning Tasks
9.1.3 Connectionist Modeling of Other Tasks
9.1.4 Nonconnectionist Modeling of Skill Learning Tasks
9.2 Top-down versus Bottom-up Models
9.3 Generic Cognitive Architectures
9.4 Models of Consciousness
9.5 Objections and Responses
9.5.1 One Level or Two?
9.5.2 Need for Symbolic Representation
9.5.3 Hybridization
9.5.4 Free Parameters?
9.5.5 Verification of Explicit Knowledge
9.5.6 Neurobiological Evidence
9.6 Computational Issues
9.6.1 Models of Reinforcement Learning
9.6.2 Models of Rule Learning
9.6.3 Models of Planning and Plan Learning
9.6.4 Models of Spatial Partitioning
9.6.5 Models of Temporal Partitioning
10 Conclusions
10.1 Major Theses
10.2 Methodological Issues
10.3 Cognitive Implications
10.4 A Final Summary
0805838805
153 / SUN /
Duality of the mind: A bottom-up approach toward cognition/ Ron Sun - London: Lawrence Erlbaum Asso., 2002. - 284 p.
The Essentials of Human Activities
1.1 Characteristics of Human Activities
1.2 Past Work on Human Activities
1.3 Pitfalls of Representation
1.4 Importance of Learning
1.5 A Broad Theory
1.6 My Plan
1.7 Summary
A Theoretical Model
2.1 Desiderata
2.1.1 Implicit versus Explicit Knowledge
2.1.2 Interaction of Implicit and Explicit Knowledge
2.1.3 Bottom-Up Learning
2.1.4 Benefits of Interaction
2.1.5 On-Line Learning
2.2 A Sketch of a Model
2.2.1 Representation
2.2.2 Learning
2.2.3 Separation and Combination of the Two Levels
2.2.4 Basic Theoretical Hypotheses
2.3 Summary
{ Current Implementations
3.1 The Overall Operation
3.2 Reinforcement Learning
3.3 Rule Extraction
3.4 Combining Value Functions and Rules
3.5 Plan Extraction
3.6 Modularity through Spatial Partitioning
3.7 Modularity through Temporal Segmentation
3.8 Biological Interpretations
3.9 Summary
3.10 Appendix
Accounting for Human Data Qualitatively
4.1 Dissociation
4.2 Division of Labor
4.3 Bottom-Up Learning
4.4 Differences in Representation of Resulting Knowledge
4.5 Differences in Accessibility of Resulting Knowledge
4.6 Differences in Flexibility, Generalizability, and Robustness
4.7 Initiation of Performance
4.8 Knowledge Interaction
4.9 Synergy
4.10 Summary
Accounting for Human Data Quantitatively
5.1 Introduction
5.2 Simulating Serial Reaction Time Tasks
5.2.1 Simulating Lewicki et al. (1987)
5.2.2 Simulating Curran and Keele (1993)
5.3 Simulating Process Control Tasks
5.3.1 Simulating Stanley et al. (1989)
5.3.2 Simulating Berry and Broadbent (1988)
5.4 Simulating High-Level Cognitive Skill Learning Tasks
5.5 Simulating the Minefield Navigation Task
5.6 Discussions
5.6.1 Uniqueness of the Model
5.6.2 Simulating Other Effects
5.6.3 Factors in Division of Labor
5.6.4 Why Synergy in the Model?
5.7 Summary
Symbol Grounding and Situated Cognition
6.1 Introduction
6.2 Symbols and Representation
6.2.1 Symbols
6.2.2 Representation
6.2.3 Intentionality
6.3 Everyday Activities and Symbol Grounding
6.3.1 Comportment
6.3.2 Conceptual Processes and Representation
6.3.3 A Dual Process Theory
6.4 Computational Analysis of Everyday Activities
6.4.1 Computational Processes of Comportment
6.4.2 Computational Processes of Conceptual Processing
6.4.3 Concept Formation
6.5 Representation and Intentionality
6.6 Further Discussions
6.7 Summary
The Issue of Consciousness
7.1 Introduction
7.2 Explaining Consciousness
7.2.1 Different Views
7.2.2 Analysis of Different Views
7.2.3 Further Evidence and Arguments
7.3 Functional Roles of Consciousness
7.3.1 Access Consciousness
7.3.2 Reflective Consciousness
7.3.3 Phenomenal Consciousness
7.4 Summary
Sociocultural Factors in Cognition
8.1 Introduction
8.2 Aspects of Sociality
8.2.1 The Issue of Sociality
8.2.2 Social Structures
8.2.3 Culture
8.2.4 Social Determinism?
8.3 Sociocultural Processes and Cognition
8.3.1 Inter-Agent Processes
8.3.2 Social Processes
8.4 Cognitive Modeling Incorporating Sociocultural Issues
8.4.1 Autonomous Generation of Symbolic Structures
8.4.2 Assimilation of External Symbolic Structures
8.5 Accounting for Sociocultural Cognition
8.6 Representing Self and Others
8.6.1 Developing Self Representation
8.6.2 Developing Representation of Others
8.7 Further Work
8.7.1 Simulating Social Processes
8.7.2 Individual Beliefs and Sociocultural Beliefs
8.7.3 Inter-Agent Interaction
8.7.4 Formation of Social Structures
8.7.5 Social Structures in Cognition
8.8 Summary
Comparisons
9.1 Cognitive Models Involving Implicit Learning
9.1.1 Process Differences of the Two Levels
9.1.2 Connectionist Modeling of the Simulated Skill
Learning Tasks
9.1.3 Connectionist Modeling of Other Tasks
9.1.4 Nonconnectionist Modeling of Skill Learning Tasks
9.2 Top-down versus Bottom-up Models
9.3 Generic Cognitive Architectures
9.4 Models of Consciousness
9.5 Objections and Responses
9.5.1 One Level or Two?
9.5.2 Need for Symbolic Representation
9.5.3 Hybridization
9.5.4 Free Parameters?
9.5.5 Verification of Explicit Knowledge
9.5.6 Neurobiological Evidence
9.6 Computational Issues
9.6.1 Models of Reinforcement Learning
9.6.2 Models of Rule Learning
9.6.3 Models of Planning and Plan Learning
9.6.4 Models of Spatial Partitioning
9.6.5 Models of Temporal Partitioning
10 Conclusions
10.1 Major Theses
10.2 Methodological Issues
10.3 Cognitive Implications
10.4 A Final Summary
0805838805
153 / SUN /