In systematics, an ideotype is a specimen identified as belonging to a specific taxon by the author of that taxon, but collected from somewhere other than the type locality.
The concept of ideotype in plant breeding was introduced by Donald in 1968 to describe the idealized appearance of a plant variety. [1] It literally means 'a form denoting an idea'. According to Donald, ideotype is a biological model which is expected to perform or behave in a particular manner within a defined environment: "a crop ideotype is a plant model, which is expected to yield a greater quantity or quality of grain, oil or other useful product when developed as a cultivar." Donald and Hamblin (1976) proposed the concepts of isolation, competition and crop ideotypes. Market ideotype, climatic ideotype, edaphic ideotype, stress ideotype and disease/pest ideotypes are its other concepts. The term ideotype has the following synonyms: model plant type, ideal model plant type and ideal plan type. [2]
The term is also used in cognitive science and cognitive psychology, where Ronaldo Vigo (2011, 2013, 2014) introduced it to refer to a type of concept metarepresentation that is a compound memory trace consisting of the structural information detected by humans in categorical stimuli. [3] [4] [5]
Cognitive science is the interdisciplinary, scientific study of the mind and its processes. It examines the nature, the tasks, and the functions of cognition. Cognitive scientists study intelligence and behavior, with a focus on how nervous systems represent, process, and transform information. Mental faculties of concern to cognitive scientists include language, perception, memory, attention, reasoning, and emotion; to understand these faculties, cognitive scientists borrow from fields such as linguistics, psychology, artificial intelligence, philosophy, neuroscience, and anthropology. The typical analysis of cognitive science spans many levels of organization, from learning and decision to logic and planning; from neural circuitry to modular brain organization. One of the fundamental concepts of cognitive science is that "thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures."
Cognitive psychology is the scientific study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking".
Cognitive linguistics is an interdisciplinary branch of linguistics, combining knowledge and research from cognitive psychology, neuropsychology and linguistics. Models and theoretical accounts of cognitive linguistics are considered as psychologically real, and research in cognitive linguistics aims to help understand cognition in general and is seen as a road into the human mind.
Cognition refers to "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". It encompasses many aspects of intellectual functions and processes such as: attention, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and "computation", problem solving and decision making, comprehension and production of language. Cognitive processes use existing knowledge and generate new knowledge.
In the field of psychology, cognitive dissonance occurs when a person holds contradictory beliefs, ideas, or values, and is typically experienced as psychological stress when they participate in an action that goes against one or more of them. According to this theory, when two actions or ideas are not psychologically consistent with each other, people do all in their power to change them until they become consistent. The discomfort is triggered by the person's belief clashing with new information perceived, wherein they try to find a way to resolve the contradiction to reduce their discomfort.
Procedural knowledge is the knowledge exercised in the performance of some task. Unlike descriptive knowledge, which involves knowledge of specific facts or propositions, procedural knowledge involves one's ability to do something. A person doesn't need to be able to verbally articulate their procedural knowledge in order for it to count as knowledge, since procedural knowledge requires only knowing how to correctly perform an action or exercise a skill.
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Prototype theory is a theory of categorization in cognitive science, particularly in psychology and cognitive linguistics, in which there is a graded degree of belonging to a conceptual category, and some members are more central than others. It emerged in 1971 with the work of psychologist Eleanor Rosch, and it has been describes as a "Copernican revolution" in the theory of categorization for its departure from the traditional Aristotelian categories. It has been criticized by those that still endorse the traditional theory of categories, like linguist Eugenio Coseriu and other proponents of the structural semantics paradigm.
Behavioural sciences explore the cognitive processes within organisms and the behavioral interactions between organisms in the natural world. It involves the systematic analysis and investigation of human and animal behavior through naturalistic observation, controlled scientific experimentation and mathematical modeling. It attempts to accomplish legitimate, objective conclusions through rigorous formulations and observation. Examples of behavioral sciences include psychology, psychobiology, anthropology, and cognitive science. Generally, behavior science deals primarily with human action and often seeks to generalize about human behavior as it relates to society.
Computational cognition is the study of the computational basis of learning and inference by mathematical modeling, computer simulation, and behavioral experiments. In psychology, it is an approach which develops computational models based on experimental results. It seeks to understand the basis behind the human method of processing of information. Early on computational cognitive scientists sought to bring back and create a scientific form of Brentano's psychology
The cognitive revolution was an intellectual movement that began in the 1950s as an interdisciplinary study of the mind and its processes. It later became known collectively as cognitive science. The relevant areas of interchange were between the fields of psychology, linguistics, computer science, anthropology, neuroscience, and philosophy. They used approaches developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience. In the 1960s, the Harvard Center for Cognitive Studies and the Center for Human Information Processing at the University of California San Diego were influential in developing the academic study of cognitive science. By the early 1970s, the cognitive movement had surpassed behaviorism as a psychological paradigm. Furthermore, by the early 1980s the cognitive approach had become the dominant line of research inquiry across most branches in the field of psychology.
Robert Goldstone is a Distinguished Professor of psychology and cognitive science at Indiana University in Bloomington, Indiana. His research interests include concept learning and representation, perceptual learning, collective behavior, and computational modeling of human cognition. He has developed and empirically tested neural network models that simultaneously learn new perceptual and conceptual representations, with the learned concepts both affecting and being affected by perception. He has also developed computational models of how groups of people compete for resources, cooperate to solve problems, exchange information and innovations, and form coalitions.
Affect, in psychology, refers to the underlying experience of feeling, emotion or mood.
Lawrence W. Barsalou is an American psychologist and a cognitive scientist, currently working at the University of Glasgow. At the University of Glasgow, he is a professor of psychology, performing research in the Institute of Neuroscience and Psychology. He received a bachelor's degree in psychology from the University of California, San Diego in 1977, and a Ph.D. in Cognitive Psychology from Stanford University in 1981. Since then, Barsalou has held faculty positions at Emory University, the Georgia Institute of Technology, and the University of Chicago, joining the University of Glasgow in 2015.
Concept learning, also known as category learning, concept attainment, and concept formation, is defined by Bruner, Goodnow, & Austin (1967) as "the search for and listing of attributes that can be used to distinguish exemplars from non exemplars of various categories". More simply put, concepts are the mental categories that help us classify objects, events, or ideas, building on the understanding that each object, event, or idea has a set of common relevant features. Thus, concept learning is a strategy which requires a learner to compare and contrast groups or categories that contain concept-relevant features with groups or categories that do not contain concept-relevant features.
The following outline is provided as an overview of and topical guide to thought (thinking):
Some of the research that is conducted in the field of psychology is more "fundamental" than the research conducted in the applied psychological disciplines, and does not necessarily have a direct application. The subdisciplines within psychology that can be thought to reflect a basic-science orientation include biological psychology, cognitive psychology, neuropsychology, and so on. Research in these subdisciplines is characterized by methodological rigor. The concern of psychology as a basic science is in understanding the laws and processes that underlie behavior, cognition, and emotion. Psychology as a basic science provides a foundation for applied psychology. Applied psychology, by contrast, involves the application of psychological principles and theories yielded up by the basic psychological sciences; these applications are aimed at overcoming problems or promoting well-being in areas such as mental and physical health and education.
Quantum cognition is an emerging field which applies the mathematical formalism of quantum theory to model cognitive phenomena such as information processing by the human brain, language, decision making, human memory, concepts and conceptual reasoning, human judgment, and perception. The field clearly distinguishes itself from the quantum mind as it is not reliant on the hypothesis that there is something micro-physical quantum mechanical about the brain. Quantum cognition is based on the quantum-like paradigm or generalized quantum paradigm or quantum structure paradigm that information processing by complex systems such as the brain, taking into account contextual dependence of information and probabilistic reasoning, can be mathematically described in the framework of quantum information and quantum probability theory.
Embodied cognition is the theory that many features of cognition, whether human or otherwise, are shaped by aspects of the entire body of the organism. The features of cognition include high level mental constructs and performance on various cognitive tasks. The aspects of the body include the motor system, the perceptual system, bodily interactions with the environment (situatedness), and the assumptions about the world that are built into the structure of the organism.
Cognitive ecology is the study of cognitive phenomena within social and natural contexts. It is an integrative perspective drawing from aspects of ecological psychology, cognitive science, evolutionary ecology and anthropology. Notions of domain-specific modules in the brain and the cognitive biases they create are central to understanding the enacted nature of cognition within a cognitive ecological framework. This means that cognitive mechanisms not only shape the characteristics of thought, but they dictate the success of culturally transmitted ideas. Because culturally transmitted concepts can often inform ecological decision-making behaviors, group-level trends in cognition are hypothesized to address ecologically relevant challenges.
