cognitive architecture


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cognitive architecture

(architecture)
A computer architecure involving non-deterministic, multiple inference processes, as found in neural networks. Cognitive architectures model the human brain and contrast with single processor computers.

The term might also refer to software architectures, e.g. fuzzy logic.

References in periodicals archive ?
Through his readings of poems by Billy Collins and Lyn Hejinian, Rice uncovers that "both poems leverage the normal linguistic processing of motion verbs to create the dawning sense of a self observing," the process of which could be accounted for by the cognitive architecture called "somatic marker hypothesis" (196).
Role theory and the cognitive architecture of British appeasement decisions; symbolic and strategic interaction in world politics.
Cognitive architecture is applied to build cognitive agents as shown in Fig.
According to her research, the human brain is limited in its capacity to process information, and learners, whether Emirati or otherwise, have the same human cognitive architecture with a limited working memory and an unlimited long-term memory.
Smith argues that there are two compelling reasons why we should investigate dehumanizations possible roots in our cognitive architecture.
Terms such as media architecture and cognitive architecture open onto an understanding of space, dwelling, and construction that puts pressure on the field's traditional distinction between "hard" and "soft"--i.
Discussion of the theory is accompanied by mathematical specifications for the "CLARION" cognitive architecture - a computer program developed by Sun's research group to act like a cognitive system - as well as successful computer simulations of the theory.
Findings are discussed within the context of the expert performance approach and concepts from cognitive psychology, such as cognitive architecture, cognitive load, memory, and transference.
The proposed methods of cognitive diagnosis are based on contemporary knowledge of human cognitive architecture and can be used as means of optimizing cognitive load in learner-tailored computer-based learning environments.
Thus, strange concepts are on the one hand made possible by our cognitive architecture and are, on the other hand, a direct means of challenging and so exercising that architecture.
Mayer, 2001), emphasising considerations of cognitive architecture, should be of particular assistance in successfully designing either paper-based or multimedia learning resources incorporating mental practice.
These problems also show that systematicity has no rightful, interesting role in the debates about cognitive architecture.
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