000			03266nam a2200397 4500
001			OTLid0000170
003			MnU
005			20201105133301.0
006			m o d s
008			180907s2013 mnu o 0 0 eng d
020			_a9781927356173
040			_aMnU _beng _cMnU
050		4	_aQH301
050		4	_aH1
050		4	_aBF121
100	1		_aDawson, Michael R. W. _eauthor
245	0	0	_aMind, Body, World _bFoundations of Cognitive Science _cMichael Dawson
264		2	_bOpen Textbook Library
264		1	_bAthabasca University Press
300			_a1 online resource
490	0		_aOpen textbook library.
505	0		_aChapter 1. The Cognitive Sciences: One or Many? -- Chapter 2. Multiple Levels of Investigation -- Chapter 3. Elements of Classical Cognitive Science -- Chapter 4. Elements of Connectionist Cognitive Science -- Chapter 5. Elements of Embodied Cognitive Science -- Chapter 6. Classical Music and Cognitive Science -- Chapter 7. Marks of the Classical? -- Chapter 8. Seeing and Visualizing -- Chapter 9. Towards a Cognitive Dialectic
520	0		_aCognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field's immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science. Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.
542	1		_fAttribution-NonCommercial-NoDerivs
546			_aIn English.
588	0		_aDescription based on print resource
650		0	_aScience _vTextbooks
650		0	_aSocial sciences _vTextbooks
650		0	_aPsychology _vTextbooks
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/170 _zAccess online version
999			_c19587 _d19587