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Cognitive Science Quotes

Browse 101 quotes about Cognitive Science.

Cognitive Science Quotes

“We the experts in cognitive and behavioral sciences can predict human behavior but not human potential. What this means is that, though we can tell how a person is likely to feel, think and behave in a certain situation, we still cannot tell what a person is capable of. Hence the possibilities that a person holds in their neurons are immeasurable.”

PsychologyBrainy QuotesPersistenceHuman BehaviorPossibilitiesNeuroscienceCognitionCognitive ScienceBehavioral PsychologyBehavioral Neuroscience
Book:Good Scientist: When Science and Service Combine
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“There are endless books about what every third grader must know that use the idea that factual knowledge is the basis of the ability to read as their justification. Unfortunately, the writers of these tracts have misunderstood the cognitive science behind those statements. It is difficult to read things when you don't understand what they are about, but it does not follow from that thatthe solution is to ram that knowledge down kids' throats and then have them read. It is much more clever to have them read about what they know and to gradually increase their knowledge through stories that cause them to have to learn more in order to make the stories understandable to them.”

EducationLearningTeachingCognitive ScienceSocratic MethodNatural Learning
Author:Roger Schank
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“In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching”

EducationLearningTeachingTeachersCognitive ScienceGood Teachers
Author:Roger Schank
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“The brain works in a holistic, cooperative way that makes our basest desire or most abject fear as expressive of who we are as abstract thinking of the highest order. That means that we are all equal part snakes, monkeys, and spacemen.”

BrainBrainy QuotesNeuroscienceCognitionCognitive Science
Book:The Sniper Mind: Eliminate Fear, Deal with Uncertainty, and Make Better Decisions
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“In game theory, as in applications of other technologies that use RPT [Revealed Preference Theory], the purpose of the machinery is to tell us what happens when patterns of behavior instantiate some particular strategic vector, payoff matrix, and distribution of information—for example, a PD [Prisoner's Dilemma]—that we’re empirically motivated to regard as a correct model of a target situation. The motivational history that produced this vector in a given case is irrelevant to which game is instantiated, or to the location of its equilibrium or equilibria. As Binmore (1994, pp. 95–256) emphasizes at length, if, in the case of any putative PD, there is any available story that would rationalize cooperation by either player, then it follows as a matter of logic that the modeler has assigned at least one of them the wrong utility function (or has mistakenly assumed perfect information, or has failed to detect a commitment action) and so made a mistake in taking their game as an instance of the (one-shot) PD. Perhaps she has not observed enough of their behavior to have inferred an accurate model of the agents they instantiate. The game theorist’s solution algorithms, in themselves, are not empirical hypotheses about anything. Applications of them will be only as good, for purposes of either normative strategic advice or empirical explanation, as the empirical model of the players constructed from the intentional stance is accurate. It is a much-cited fact from the experimental economics literature that when people are brought into laboratories and set into situations contrived to induce PDs, substantial numbers cooperate. What follows from this, by proper use of RPT, not in discredit of it, is that the experimental setup has failed to induce a PD after all. The players’ behavior indicates that their preferences have been misrepresented in the specification of their game as a PD. A game is a mathematical representation of a situation, and the operation of solving a game is an exercise in deductive reasoning. Like any deductive argument, it adds no new empirical information not already contained in the premises. However, it can be of explanatory value in revealing structural relations among facts that we otherwise might not have noticed.”

EconomicsRationalityPhilosophy Of ScienceCognitive ScienceEconomic TheoryGame TheoryMicroexplanation
Author:Don Ross
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“While AI technology has reached important levels of performances in narrow settings, the missing part concerns exactly the study of how to create artificial companions (embodied and disembodied) able to integrate different skills in order to help humans in their everyday activities. Similarly, computational cognitive science is interested in individuating how the brain and the mind works as integrated systems. This renewed convergence is, in my view, a necessity driven by the fact that modern and future AI and CogSci research will be again disciplines interested in the same topic: namely the discovery of the mechanisms enabling multitasking intelligence. In order to advance the scientific knowledge in their respective field, in fact, they need to evolve and become sciences (of the artificial) studying the mysteries of "integrated intelligence". Time seems mature for a renewed collaboration.”

Artificial IntelligenceCognitive Science
Book:Cognitive Design for Artificial Minds
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“[O]ur percept is an elaborate computer model in the brain, constructed on the basis of information coming from [the environment], but transformed in the head into a form in which that information can be used. Wavelength differences in the light out there become coded as 'colour' differences in the computer model in the head. Shape and other attributes are encoded in the same kind of way, encoded into a form that is convenient to handle. The sensation of seeing is, for us, very different from the sensation of hearing, but this cannot be directly due to the physical differences between light and sound. Both light and sound are, after all, translated by the respective sense organs into the same kind of nerve impulses. It is impossible to tell, from the physical attributes of a nerve impulse, whether it is conveying information about light, about sound or about smell. The reason the sensation of seeing is so different from the sensation of hearing and the sensation of smelling is that the brain finds it convenient to use different kinds of internal model of the visual world, the world of sound and the world of smell. It is because we internally use our visual information and our sound information in different ways and for different purposes that the sensations of seeing and hearing are so different. It is not directly because of the physical differences between light and sound.”

ConsciousnessIntelligenceEvolutionary PsychologyCognitive ScienceQualia
Book:The Blind Watchmaker: Why the Evidence of Evolution Reveals a Universe without Design
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“Children discover and verify their theories in quite the same way that scientists do: through experimentation. They manipulate the world and discover regularities of causation from those manipulations. Why do they do it? The discovery of regularities comes with a pleasurable burst of insight, which all of us, but especially children and scientists, continuously long for like bonbons or opium.”

ScienceDiscoveryCognitive Science
Author:Matthew M. Hurley Daniel C. Dennet Reginald B. Adams
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“[T]he form that an animal's subjective experience takes will be a property of the internal computer model. That model will be designed, in evolution, for its suitability for useful internal representation, irrespective of the physical stimuli that come to it from outside. Bats and we need the same kind of internal model for representing the position of objects in three-dimensional space. The fact that bats construct their internal model with the aid of echoes, while we construct ours with the aid of light, is irrelevant.”

ConsciousnessIntelligenceEvolutionary PsychologyCognitive ScienceQualia
Book:The Blind Watchmaker: Why the Evidence of Evolution Reveals a Universe without Design
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“Truly to realize the ambitions of a science of mind does not solely involve learning about such issues as how we know, perceive and solve problems; it involves finding out tow hat extent the world outside us is knowable by us, and indeed prescribing the limits of inquiry for disciplines like Physics which claim to afford knowledge of the external physical world.”

RealityScienceConsciousnessPerceptionPhysicsCognitive ScienceScience Of Mind
Book:The Search for Mind: Second Edition
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“Once we have isolated the computational and neurological correlates of access-consciousness, there is nothing left to explain. It's just irrational to insist that sentience remains unexplained after all the manifestations of sentience have been accounted for, just because the computations don't have anything sentient in them. It's like insisting that wetness remains unexplained even after all the manifestations of wetness have been accounted for, because moving molecules aren't wet.”

ConsciousnessCognitive SciencePhilosophy Of MindSentienceHard Problem Of ConsciousnessDaniel DennettEmergentism
Book:How the Mind Works
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“A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.”

PsychologyCognitive ScienceInterdisciplinarity
Book:A Mind for Numbers: How to Excel at Math and Science
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“To deny the truth of our own experience in the scientific study of ourselves is not only unsatisfactory; it is to render the scientific study of ourselves without a subject matter. But to suppose that science cannot contribute to an understanding of our experience may be to abandon, within the modern context, the task of self-understanding. Experience and scientific understanding are like two legs without which we cannot walk. We can phrase this very same idea in positive terms: it is only by having a sense of common ground between cognitive science and human experience that our understanding of cognition can be more complete and reach a satisfying level. We thus propose a constructive task: to enlarge the horizon of cognitive science to include the broader panorama of human, lived experience in a disciplined, transformative analysis.”

ExperienceCognitive ScienceScience Of Mind
Book:The Embodied Mind: Cognitive Science and Human Experience
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“Characteristics of System 1: • generates impressions, feelings, and inclinations; when endorsed by System 2 these become beliefs, attitudes, and intentions • operates automatically and quickly, with little or no effort, and no sense of voluntary control • can be programmed by System 2 to mobilize attention when a particular pattern is detected (search) • executes skilled responses and generates skilled intuitions, after adequate training • creates a coherent pattern of activated ideas in associative memory • links a sense of cognitive ease to illusions of truth, pleasant feelings, and reduced vigilance • distinguishes the surprising from the normal • infers and invents causes and intentions • neglects ambiguity and suppresses doubt • is biased to believe and confirm • exaggerates emotional consistency (halo effect) • focuses on existing evidence and ignores absent evidence (WYSIATI) • generates a limited set of basic assessments • represents sets by norms and prototypes, does not integrate • matches intensities across scales (e.g., size to loudness) • computes more than intended (mental shotgun) • sometimes substitutes an easier question for a difficult one (heuristics) • is more sensitive to changes than to states (prospect theory)* • overweights low probabilities* • shows diminishing sensitivity to quantity (psychophysics)* • responds more strongly to losses than to gains (loss aversion)* • frames decision problems narrowly, in isolation from one another*”

PsychologyDecision MakingCognitive ScienceCognitive Bias
Book:Thinking, Fast and Slow
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“A serious appreciation of cognitive science requires us to rethink philosophy from the beginning, in a way that would put it more in touch with the reality of how we think. ... Unless we know our cognitive unconscious fully and intimately, we can neither know ourselves nor truly understand the basis of our moral judgments, our conscious deliberations, and our philosophy.”

PhilosophyCognitive Science
Book:Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought
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“In most sciences, there are few findings more prized than a counterintuitive result. It shows something surprising and forces us to reconsider our often tacit assumptions. In philosophy of mind, a counterintuitive “result” (e.g., a mind-boggling implication of somebody’s “theory” of perception, memory, consciousness, or whatever) is typically taken as tantamount to a refutation. This affection for one’s current intuitions, sometimes amounting (as we saw in the previous chapter) to a refusal even to consider alternative perspectives, installs deep conservatism in the methods of philosophers. Conservatism can be a good thing, but only if it is acknowledged. By all means, let’s not abandon perfectly good and familiar intuitions without a fight, but let’s recognize that the intuitions that are initially used to frame the issues may not live to settle the issues.”

IntuitionCognitive SciencePhilosophy Of Mind
Author:Daniel Dennett
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“...[T]he whole undertaking of philosophical inquiry requires a prior understanding of the conceptual system in which the undertaking is set. That is an empirical job for cognitive science and cognitive semantics. ... Unless this job is done, we will not know whether the answers philosophers give to their questions are a function of the conceptualization built into the questions themselves.”

PhilosophyBiasSelf KnowledgeCognitive ScienceConceptual Analysis
Book:Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought
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“If you are one of those people who can’t hold a lot in mind at once—you lose focus and start daydreaming in lectures, and have to get to someplace quiet to focus so you can use your working memory to its maximum—well, welcome to the clan of the creative. Having a somewhat smaller working memory means you can more easily generalize your learning into new, more creative combinations. Because your learning new, more creative combinations. Having a somewhat smaller working memory, which grows from the focusing abilities of the prefrontal cortex, doesn’t lock everything up so tightly, you can more easily get input from other parts of your brain. These other areas, which include the sensory cortex, not only are more in tune with what’s going on in the environment, but also are the source of dreams, not to mention creative ideas. You may have to work harder sometimes (or even much of the time) to understand what’s going on, but once you’ve got something chunked, you can take that chunk and turn it outside in and inside round—putting it through creative paces even you didn’t think you were capable of! Here’s another point to put into your mental chunker: Chess, that bastion of intellectuals, has some elite players with roughly average IQs. These seemingly middling intellects are able to do better than some more intelligent players because they practice more. That’s the key idea. Every chess player, whether average or elite, grows talent by practicing. It is the practice—particularly deliberate practice on the toughest aspects of the material—that can help lift average brains into the realm of those with more “natural” gifts. Just as you can practice lifting weights and get bigger muscles over time, you can also practice certain mental patterns that deepen and enlarge in your mind.”

LearningPsychologyCognitive Science
Author:Barbara Oakley
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“Decision-making is difficult because, by its nature, it involves uncertainty. If there was no uncertainty, decisions would be easy! The uncertainty exists because we don't know the future, we don't know if the decision we make will lead to the best possible outcome. Cognitive science has taught us that relying on our gut or intuition often leads to bad decisions, particularly in cases where statistical information is available. Our guts and our brains didn't evolve to deal with probabilistic thinking.”

IfsThinkingKnowsWould BeEasyDifficultDecisionDealsBrainCasesInformationTaughtAvailableIntuitionEvolveUncertaintyOutcomesGutsDecision MakingCognitiveTaught UsBad DecisionCognitive ScienceDecisions We Make
Author:Daniel Levitin
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“One of the things cognitive science teaches us is that when people define their very identity by a worldview, or a narrative, or a mode of thought, they are unlikely to change-for the simple reason that it is physically part of their brain, and so many other aspects of their brain structure would also have to change; that change is highly unlikely.”

PeopleReasonSimpleBrainTeachIdentityAspectStructureNarrativeUnlikelyWorldviewCognitiveCognitive Science
Book:The Political Mind: A Cognitive Scientist's Guide to Your Brain and Its Politics
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“Work on causal theories of knowledge - early work by Armstrong, and Dretske, and Goldman - seemed far more satisfying. As I started to see the ways in which work in the cognitive sciences could inform our understanding of central epistemological issues, my whole idea of what the philosophical enterprise is all about began to change. Quine certainly played a role here, as did Putnam's (pre-1975) work in philosophy of science, and the exciting developments that went on in that time in philosophy of mind.”

WayMindIdeasPhilosophyWholeUnderstandingRolesIssuesTheoryDevelopmentExcitingPhilosophicalEnterpriseSatisfyingCognitivePhilosophy Of ScienceArmstrongCognitive ScienceEarly WorkTheory Of Knowledge
Author:Hilary Kornblith
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“I do think that an understanding of contemporary work in the cognitive sciences has a profound effect on how one views the workings of the mind. It doesn't work the way we pretheoretically think it does. Such an understanding, of course, should have a large effect on one's views in philosophy of mind, but also in epistemology.”

ThinkingWayShouldMindDoePhilosophyCoursesUnderstandingViewsEffectsShould HaveProfoundContemporaryCognitiveEpistemologyCognitive Science
Author:Hilary Kornblith
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“17th century philosophers were not in a position to understand the mind as well as we can today, since the advent of experimental methods in psychology. It shows no disrespect for the brilliance of Descartes or Kant to acknowledge that the psychology which they worked with was primitive by comparison with what is available today in the cognitive sciences, any more than it shows disrespect for the brilliance of Aristotle to acknowledge that the physics he worked with does not compare with that of Newton or Einstein.”

MindWellsDoeShowsTodayPsychologyCenturyPositionMethodPhilosopherAvailablePhysicsCompareAcknowledgeComparisonPrimitiveBrillianceNewtonDisrespectCognitiveAdventCognitive Science17th Century
Author:Hilary Kornblith
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“Epistemology now flourishes with various complementary approaches. This includes formal epistemology, experimental philosophy, cognitive science and psychology, including relevant brain science, and other philosophical subfields, such as metaphysics, action theory, language, and mind. It is not as though all questions of armchair, traditional epistemology are already settled conclusively, with unanimity or even consensus. We still need to reason our way together to a better view of those issues.”

WayNeedsMindStillsReasonPhilosophyActionTogetherLanguageViewsBrainIssuesPsychologyTheoryApproachPhilosophicalIncludingVariousTraditionalRelevantFormalMetaphysicsConsensusCognitiveEpistemologyCognitive ScienceComplementaryArmchairsUnanimityBrain Science
Author:Ernest Sosa
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