ABSTRACT

Exploring Cognition: Damaged Brains and Neural Networks analyses the contribution made by cognitive neuropsychology and connectionist modelling to theoretical explanations of cognitive processes. Bringing together evidence from both damaged brains and neural networks, this exciting and innovative approach leads to re-evaluation of traditional theories: connectionist models lesioned to mimic the residual function of the damaged brain and rehabilitated to simulate the process of recovery suggest underlying mechanisms and challenge previous interpretations.
In this reader key articles by leading international researchers are combined with linking commentaries that provide a context, highlight the conceptual themes and evaluate the evidence. Carefully selected to include hotly debated topics, the papers cover, among others, the controversies surrounding explanations for category specificity in object recognition and for covert recognition of faces and words; the mechanisms underlying the use of regular and irregular past tenses; and the reading of regularly and irregularly spelled words. The challenges posed by connectionist models to assumptions about the nature of dissociations, the need for symbolic rule-based operations in language processing and the modularity and localisation of processes are assessed.
Exploring Cognition: Damaged Brains and Neural Networks will be of interest to advanced undergraduates, postgraduates and researchers in cognitive neuropsychology and cognitive neuroscience.

chapter |19 pages

Introduction

part I|223 pages

Studies in Visual Recognition

part I.I|100 pages

Object recognition

chapter 1|29 pages

Category-specific recognition impairments

A review of important case studies and influential theories

chapter 2|32 pages

A computational model of semantic memory impairment

Modality specificity and emergent category specificity

part II|202 pages

Studies in language processes

part II.I|102 pages

Speech production

chapter 12|28 pages

Recovery in deep dysphasia

Evidence for a relation between auditory–verbal STM capacity and lexical errors in repetition

part II.II|82 pages

Reading

chapter 13|41 pages

Models of reading aloud

Dual-route and parallel-distributed-processing approaches

chapter 16|8 pages

Overview