How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented and used to successfully simulate such learning and several other psycholinguistic phenomena. By inducing global knowledge indirectly from local co-occurrence data in a large body of representative text, LSA acquired knowledge about the full vocabulary of English at a comparable rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other theories, phenomena, and problems are sketched.

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A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the brain capture bottom-up patterns of activation in sensory-motor areas. Later, in a top-down manner, association areas partially reactivate sensory-motor areas to implement perceptual symbols. The stor- age and reactivation of perceptual symbols operates at the level of perceptual components - not at the level of holistic perceptual expe- riences. Through the use of selective attention, schematic representations of perceptual components are extracted from experience and stored in memory (e.g., individual memories of green, purr, hot). As memories of the same component become organized around a com- mon frame, they implement a simulator that produces limitless simulations of the component (e.g., simulations of purr). Not only do such simulators develop for aspects of sensory experience, they also develop for aspects of proprioception (e.g., lift, run) and introspec- tion (e.g., compare, memory, happy, hungry). Once established, these simulators implement a basic conceptual system that represents types, supports categorization, and produces categorical inferences. These simulators further support productivity, propositions, and ab- stract concepts, thereby implementing a fully functional conceptual system. Productivity results from integrating simulators combinato- rially and recursively to produce complex simulations. Propositions result from binding simulators to perceived individuals to represent type-token relations. Abstract concepts are grounded in complex simulations of combined physical and introspective events. Thus, a per- ceptual theory of knowledge can implement a fully functional conceptual system while avoiding problems associated with amodal sym- bol systems. Implications for cognition, neuroscience, evolution, development, and artificial intelligence are explored.

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Perceptual symbol systems.

Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status

A review and reformulation of social information-processing mechanisms in children's social adjustment.

Structure and strategy in learning to talk.

The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of childhood amnesia and how the theory accounts for and predicts the complex findings on adults' earliest memories, including individual, gender, and cultural differences.

The emergence of autobiographical memory: a social cultural developmental theory.

Part I. Perspectives: 1. Language, cognition and culture in developmental perspective 2. Emergence of human minds in evolution and development 3. Evolution and development of the hybrid mind Part II. Developing Representational Systems: 4. Early cognition: episodic to mimetic childhood in a hybrid culture 5. The emergence of mediating language 6. Memory in early childhood: the emergence of the historical self 7. The emergence of the storied mind Part III. Developing Conceptual Systems: 8. The emergence of the paradigmatic mind 9. The emergence of the temporal mind 10. The emergence of the projective mind Part IV. Conclusions: 11. Collaborative construction of the mediated mind.

Language in Cognitive Development: The Emergence of the Mediated Mind

Rapid Prototyping with JS Agile JavaScript Development in January 29th, 2019 Summary demonstration of how to build Backbone js application from scratch and use views collections subviews models event binding AMD Require js on the example of the apple database application â€œCode is not an asset Itâ€TMs a liability The more you write the more youâ€TMll have to maintain later â€• â€” Unknown Setting up Backbone js App from Scratch

Event knowledge : structure and function in development

Recent research on young children's memory for personal episodes provides new insights into the phenomenon of infantile amnesia, first identified by Freud. New research indicates that children learn to share memories with others, that they acquire the narrative forms of memory recounting, and that such recounts are effective in reinstating experienced memories only after the children can utilize another person's representation of an experience in language as a reinstatement of their own experience. This competence requires a level of mastery of the representational function of language that appears at the earliest in the mid to late preschool years.

Katherine Nelson

Papers

Structure and strategy in learning to talk.

The emergence of autobiographical memory: a social cultural developmental theory.

Language in Cognitive Development: The Emergence of the Mediated Mind

Event knowledge : structure and function in development

The Psychological and Social Origins of Autobiographical Memory