He lived 1834 to 1900 and was materialist. Only humans can understand and use number system. Ability to use number system and abstract space properties is innate. Emotion is bodily changes evoked by perceiving external stimuli.
He lived 1869 to 1949 and founded Chicago functionalist school {functionalism, Angell}. He emphasized physiological processes underlying cognition and behavior. Reaction times depend on both sense and muscle reaction times. Practicing reduces individual reaction-time differences.
He lived 1871 to 1938. People have purposes and goals that explain thoughts and actions. Emotion happens after thwarted drives. He studied explicit recognition and implicit recognition [McDougall, 1924].
He lived 1896 to 1980 and was constructivist. He studied children's cognitive development and developed cognition tests. He asked children to describe what mountains look like if they are at different locations {mountain test}. He asked what happens to liquid slopes in glass jars as they tilt. He asked what happens to liquid levels if poured into various-diameter jars {conservation test}. He wanted to make epistemology experimental science and so unify biology and logic.
Knowledge is symbolic structure. Existing knowledge structures modify perceptual input {assimilation, Piaget} and change to adapt to perceptual input {accommodation, Piaget}. Mind has cognitive processes. Self-regulating processes compare thesis to anti-thesis and synthesize contradictories {constructivism, Piaget} {dialectical constructivism}, by examining context and premises at each step. Psychological development is not only emergence of innate properties through biological maturation but also requires dialectical constructivism, as personal experience conflicts with its anti-thesis. Psychological development thus depends on active exploration to gain experiences.
In early childhood, experience involves only behaviors. Later, thought can reconstruct behavior. By middle childhood, knowledge is about objects. In early adolescence, verbal knowledge, formal reasoning, and deductive thinking develop.
"Intelligence is what you use when you do not know what to do."
Schemas exist in long-term memory and interact with other schemas {Genevan model} {Piagetian model}. Memory strength depends on schema integration. Memory has three factors: external object or fact, unconscious schema sets {memory significate}, and conscious representations {signifier}. Encoding and recall make memory significate.
He lived 1896 to 1934 and studied significative behavior. Culture, including language, changes consciousness structure. Thought and speech are first independent. Speech is for directly communicating needs. Then children imitate formal culture properties, such as language syntax. Then they internalize them, so they can plan and think about themselves as subjects and objects [Vygotsky, 1930]. People learn best when material is only slightly above their current knowledge {zone of proximal development}.
He lived 1863 to 1945, studied cognition principles, invented tetrad equation, and developed a two-factor intelligence theory. Perhaps, intelligence has general factor {mental energy}, which allows good performance on all mental tests {general ability}. General factor results from relations among primary intelligence factors.
He lived 1881 to 1965. Interactions among objects moving in space and time reveal causality. Experience of causality depends on actual object movements and the idea that moving objects can cause other objects to move {launching} {entraining}.
He lived 1923 to ?, studied cognitive styles, and developed inkblot tests {Holtzman Inkblot Technique} [1956].
He lived 1915 to ? and studied thinking strategies, child development, and cultural psychology.
Play has rules, and people distinguish it from reality. Creativity requires playing. For solving problems, playing with needed materials is as effective as seeing complete solution.
Memories can have no records but just be changes in whole organism skills and rules. Memories can be records about people, places, times, and events.
He lived 1919 to 1989. Inconsistencies in themselves or environment {cognitive dissonance, Festinger} can cause tension. People try to reduce cognitive dissonance.
He studied behavior and cognition.
He lived 1939 to ? and developed interpreter theory.
Chimpanzees, orangutans, bonobos, and humans over two years old can use their reflections in mirrors to perceive their bodies and direct actions. They can recognize themselves and have sense of self. Gorillas, monkeys, and children under two do not.
He studied pattern recognition.
He lived 1948 to ? and invented the priority principle [Wegner, 2002].
He studied brain anatomy.
He studied animals.
He studied pattern recognition.
He studied mental models.
He studied mental models.
He studied learning, memory, and cognition.
He lived 1937 to ?.
He studied language and cognition relative to genetics and environment.
He studied mind in animals.
Computation has input data, data transformations, and output {solution, Hopfield}. Brain uses algorithms to transform sense input and brain memories into motor output. Connected, non-linear, graded-response units can model brain representations, transformations, and outputs. Models use continuous analog dynamic functions, which can optimize.
He lived 1946 to ?.
She studied development.
He studied cognition.
Unconscious interactions {psychodynamics} among motives, to achieve wishes, avoid potential threats, and use control processes, provide basis for personality and personality disorders. Control processes include defenses to prevent threats.
Brain and culture allow cognition.
Algorithms cannot provide new information.
Nature does not use computations or simulations.
He studied brain anatomy.
She studied gender brain differences.
Amygdala quickly receives input from thalamus and gives emotional responses. Amygdala more slowly receives from cortex, which analyzes stimulus.
She studied brain evolution.
He studied brain anatomy.
Chimpanzees do not imitate but learn cultural traits by being in same situation.
He invented a consciousness model with conscious-content recursion levels (Levels of Consciousness model), from perception, to self-perception, to other minds, and to social competence.
He studied mind and brain.
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Date Modified: 2022.0225