Categorizing Cognition: Toward Conceptual Coherence in the Foundations of Psychology
Categorizing Cognition: Toward Conceptual Coherence in the Foundations of Psychology
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认知分类：心理学基础中的概念连贯性
DOI：
10.7551/mitpress/10054.001.0001
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
S. Phillips
中科院分区：
文献类型：
--
作者：
G. Halford;W. Wilson;Glenda Andrews;S. Phillips
所有的科学都需要对它们所研究的现象进行分类的方法;化学有周期表，生物学有一个分类生命形式的分类系统。这些分类方案依赖于概念的连贯性，表现出跨范式的对应性。这种概念上的一致性在心理学中被证明是难以捉摸的，尽管最近的进展使该领域达到了可以定义所需的分类系统类型的程度。这本书提出了一个基于组成过程的核心属性的认知分类，认识到具有相似底层结构但不同表层属性的认知过程之间的对应关系。这些对应关系在数学上得到了验证，并证明不仅仅是巧合。拟议的提法导致超越领域和范式的一般原则，并促进实证研究结果的解释。它涵盖了人类和非人类认知以及所有年龄段的人类认知。就像元素周期表只对元素而不是化合物进行分类一样，这个系统对认知任务的相对基本版本进行分类，但允许复杂性。这本书表明，一个更综合、更连贯的认知解释会有很多好处。它将减少心理学的概念碎片化;提供定义的标准来分类新的经验结果;并导致获得更高认知的富有成效的假设。
All sciences need ways to classify the phenomena they investigate; chemistry has the periodic table and biology a taxonomic system for classifying life forms. These classification schemes depend on conceptual coherence, demonstrated correspondences across paradigms. This conceptual coherence has proved elusive in psychology, although recent advances have brought the field to the point at which it is possible to define the type of classificatory system needed. This book proposes a categorization of cognition based on core properties of constituent processes, recognizing correspondences between cognitive processes with similar underlying structure but different surface properties. These correspondences are verified mathematically and shown not to be merely coincidental. The proposed formulation leads to general principles that transcend domains and paradigms and facilitate the interpretation of empirical findings. It covers human and nonhuman cognition and human cognition in all age ranges. Just as the periodic table classifies elements and not compounds, this system classifies relatively basic versions of cognitive tasks but allows for complexity. The book shows that a more integrated, coherent account of cognition would have many benefits. It would reduce the conceptual fragmentation of psychology; offer defined criteria by which to categorize new empirical results; and lead to fruitful hypotheses for the acquisition of higher cognition.