Wiley Interdisciplinary Reviews: Cognitive Science 

About: Wiley Interdisciplinary Reviews: Cognitive Science is an academic journal published by Wiley. The journal publishes majorly in the area(s): Cognition & Medicine. It has an ISSN identifier of 1939-5078. Over the lifetime, 510 publications have been published receiving 29246 citations. The journal is also known as: Wiley interdisciplinary reviews. Cognitive science.

Bayesian data analysis.

Abstract: Bayesian methods have garnered huge interest in cognitive science as an approach to models of cognition and perception. On the other hand, Bayesian methods for data analysis have not yet made much headway in cognitive science against the institutionalized inertia of 20th century null hypothesis significance testing (NHST). Ironically, specific Bayesian models of cognition and perception may not long endure the ravages of empirical verification, but generic Bayesian methods for data analysis will eventually dominate. It is time that Bayesian data analysis became the norm for empirical methods in cognitive science. This article reviews a fatal flaw of NHST and introduces the reader to some benefits of Bayesian data analysis. The article presents illustrative examples of multiple comparisons in Bayesian analysis of variance and Bayesian approaches to statistical power. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website.

Multidimensional scaling: Multidimensional scaling

Abstract: The concept of similarity, or a sense of 'sameness' among things, is pivotal to theories in the cognitive sciences and beyond. Similarity, however, is a difficult thing to measure. Multidimensional scaling (MDS) is a tool by which researchers can obtain quantitative estimates of similarity among groups of items. More formally, MDS refers to a set of statistical techniques that are used to reduce the complexity of a data set, permitting visual appreciation of the underlying relational structures contained therein. The current paper provides an overview of MDS. We discuss key aspects of performing this technique, such as methods that can be used to collect similarity estimates, analytic techniques for treating proximity data, and various concerns regarding interpretation of the MDS output. MDS analyses of two novel data sets are also included, highlighting in step-by-step fashion how MDS is performed, and key issues that may arise during analysis. WIREs Cogn Sci 2013, 4:93-103. doi: 10.1002/wcs.1203 This article is categorized under: Psychology > Perception and Psychophysics.

Second language acquisition.

Abstract: Second language acquisition (SLA) is a field that investigates child and adult SLA from a variety of theoretical perspectives. This article provides a survey of some key areas of concern including formal generative theory and emergentist theory in the areas of morpho-syntax and phonology. The review details the theoretical stance of the two different approaches to the nature of language: generative linguistics and general cognitive approaches. Some results of key acquisition studies from the two theoretical frameworks are discussed. From a generative perspective, constraints on wh-movement, feature geometry and syllable structure, and morphological development are highlighted. From a general cognitive point of view, the emergence of tense and aspect marking from a prototype account of inherent lexical aspect is reviewed. Reference is made to general cognitive learning theories and to sociocultural theory. The article also reviews individual differences research, specifically debate on the critical period in adult language acquisition, motivation, and memory. Finally, the article discusses the relationship between SLA research and second language pedagogy. Suggestions for further reading from recent handbooks on SLA are provided. WIREs Cogni Sci 2011 2 277-286 DOI: 10.1002/wcs.106 For further resources related to this article, please visit the WIREs website.

Statistical learning and language acquisition

Abstract: Human learners, including infants, are highly sensitive to structure in their environment. Statistical learning refers to the process of extracting this structure. A major question in language acquisition in the past few decades has been the extent to which infants use statistical learning mechanisms to acquire their native language. There have been many demonstrations showing infants' ability to extract structures in linguistic input, such as the transitional probability between adjacent elements. This paper reviews current research on how statistical learning contributes to language acquisition. Current research is extending the initial findings of infants' sensitivity to basic statistical information in many different directions, including investigating how infants represent regularities, learn about different levels of language, and integrate information across situations. These current directions emphasize studying statistical language learning in context: within language, within the infant learner, and within the environment as a whole. WIREs Cogn Sci 2010 1 906-914 This article is categorized under: Linguistics > Language Acquisition Psychology > Language.

Embodiment as a unifying perspective for psychology

Abstract: A basic claim of the embodiment framework is that all psychological processes are influenced by body morphology, sensory systems, motor systems, and emotions. As such, the framework holds the promise of providing a unifying perspective for psychological research. This article begins with a sketch of several arguments, from evolution to philosophy, as to why the embodiment framework is a good bet. These arguments are followed by a review of approaches to embodiment, including those from cognitive linguistics, perceptual symbol theory, and action-based theories. Finally, examples are provided for how a unifying perspective might work for cognition (including language and memory), cognitive and social development, social psychology, neuroscience, clinical psychology, and psychology applied to education. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website.