Reason is the capacity of consciously making sense of things, establishing and verifying facts, applying logic, and changing or justifying practices, institutions, and beliefs based on new or existing information. It is closely associated with such characteristically human activities as philosophy, science, language, mathematics and art, and is normally considered to be a distinguishing ability possessed by humans. Reason, or an aspect of it, is sometimes referred to as rationality.
Rationality is the quality or state of being rational – that is, being based on or agreeable to reason. Rationality implies the conformity of one's beliefs with one's reasons to believe, and of one's actions with one's reasons for action. "Rationality" has different specialized meanings in philosophy, economics, sociology, psychology, evolutionary biology, game theory and political science.
Constraint satisfaction problems (CSPs) are mathematical questions defined as a set of objects whose state must satisfy a number of constraints or limitations. CSPs represent the entities in a problem as a homogeneous collection of finite constraints over variables, which is solved by constraint satisfaction methods. CSPs are the subject of intense research in both artificial intelligence and operations research, since the regularity in their formulation provides a common basis to analyze and solve problems of many seemingly unrelated families. CSPs often exhibit high complexity, requiring a combination of heuristics and combinatorial search methods to be solved in a reasonable time. The Boolean satisfiability problem (SAT), the satisfiability modulo theories (SMT) and answer set programming (ASP) can be roughly thought of as certain forms of the constraint satisfaction problem.
Procedural knowledge, also known as imperative knowledge, is the knowledge exercised in the performance of some task. See below for the specific meaning of this term in cognitive psychology and intellectual property law.
Modularity of mind is the notion that a mind may, at least in part, be composed of innate neural structures or modules which have distinct established evolutionarily developed functions. Somewhat different definitions of "module" have been proposed by different authors.
Soar is a cognitive architecture, originally created by John Laird, Allen Newell, and Paul Rosenbloom at Carnegie Mellon University. It is now maintained and developed by John Laird's research group at the University of Michigan.
A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps.
Learning classifier systems, or LCS, are a paradigm of rule-based machine learning methods that combine a discovery component with a learning component. Learning classifier systems seek to identify a set of context-dependent rules that collectively store and apply knowledge in a piecewise manner in order to make predictions. This approach allows complex solution spaces to be broken up into smaller, simpler parts.
In cognitive psychology and neuroscience, spatial memory is that part of the memory responsible for the recording of information about one's environment and spatial orientation. For example, a person's spatial memory is required in order to navigate around a familiar city, just as a rat's spatial memory is needed to learn the location of food at the end of a maze. It is often argued that in both humans and animals, spatial memories are summarized as a cognitive map. Spatial memory has representations within working, short-term memory and long-term memory. Research indicates that there are specific areas of the brain associated with spatial memory. Many methods are used for measuring spatial memory in children, adults, and animals.
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was first created by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget's theory is mainly known as a developmental stage theory. Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems". He also believed that children are not like "little adults" who may know less; children just think and say words in a different way. By Piaget thinking that children have great cognitive abilities, he came up with four different cognitive development stages, which he put out into testing. Within those four stages he managed to group them with different ages. Each stage he realized how children managed to develop their cognitive skills. For example, he believed that children experience the world through actions, representing things with words, thinking logically, and using reasoning.
Unified Theories of Cognition is a 1990 book by Allen Newell. Newell argues for the need of a set of general assumptions for cognitive models that account for all of cognition: a unified theory of cognition, or cognitive architecture.
In artificial intelligence, an intelligent agent (IA) is an autonomous entity which acts, directing its activity towards achieving goals, upon an environment using observation through sensors and consequent actuators. Intelligent agents may also learn or use knowledge to achieve their goals. They may be very simple or very complex. A reflex machine, such as a thermostat, is considered an example of an intelligent agent.
John Robert Anderson is a Canadian-born American psychologist. He is currently professor of Psychology and Computer Science at Carnegie Mellon University.
The following outline is provided as an overview of and topical guide to thought (thinking):
The worked-example effect is a learning effect predicted by cognitive load theory. Specifically, it refers to the learning effect observed when worked-examples are used as part of instruction, compared to other instructional techniques such as problem-solving and discovery learning. According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects".
Psi-theory, developed by Dietrich Dörner at the University of Bamberg, is a systemic psychological theory covering human action regulation, intention selection and emotion. It models the human mind as an information processing agent, controlled by a set of basic physiological, social and cognitive drives. Perceptual and cognitive processing are directed and modulated by these drives, which allow the autonomous establishment and pursuit of goals in an open environment.
Neo-Piagetian theories of cognitive development criticize and build upon Jean Piaget's theory of cognitive development.
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