Bibliografía

Bibliografía básica

Estes, Z., Golonka, S., & Jones, L. (2011). Thematic thinking: The apprehension and consequences of thematic relations. (pp. 249-294). En B. Ross (Ed.), Psychology of Learning and Motivation, Vol. 54. Burlington: Academic Press.

Inhelder, B. & Piaget. J. (1967). La génesis de las estructuras lógicas elementales. Buenos Aires: Guadalupe. 

Lin, E. & Murphy, G. (2001). Thematic relations in adults’ concepts. Journal of Experimental Psychology: General, 130, 3-28.

McRae, K. & Jones, M. N. (2013). Semantic memory. En D. Reisberg (Ed.), The Oxford Handbook of Cognitive Psychology (pp. 206-219). Oxford, UK.

Mirman, D. & Graziano, K. (2012). Individual differences in the strength of taxonomic versus thematic relations. JEP : General, 141(4), 601-609. 

Murphy, G. L. (2002). The Big Book of Concepts. Cambridge, MA: MIT Press. 

Pennequin, V., Fontaine, R., Bonthoux, F., Scheuner, N., & Blaye, A. (2006). Categorization deficit in old age: Reality or artefact? Journal of Adult Development 13, 1-9. 

Sloutsky, V. (2010). From Perceptual Categories to Concepts: What Develops? Cognitive Science, 34, 1244-1286.

Vivas, J. (2010). Modelos de Memoria Semántica. En J. Vivas (Comp.), Evaluación de Redes Semánticas. Instrumentos y Aplicaciones. Mar del Plata: EUDEM UNMDP.

Bibliografía general 

Anderson, J. R. (1976). Language, memory, and thought. Cambridge, MA: Harvard U P.

Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard U P.

Antonucci, S. & Alt, M. (2011). A lifespan perspective on semantic processing of concrete concepts: does a sensory/motor model have the potential to bridge the gap? Cognitive,  Affective, & Behavioral Neuroscience, 11, 551-572. 

Barrett, S., Abdi, H., Murphy, G., & Gallagher, J. (1993). Theory-based correlations and their role in children’s concepts. Child Development, 64, 1595-1616. 

Barsalou, L. W. (1992). Cognitive Psychology. An overview for cognitive scientist. Hillsdale, NJ: Lawrence Erlbaum Associated.

Bejar, I. I., Chaffin, R., & Embretson, S. (1991). A taxonomy of semantic relations. En I.I. Bejar, R. Chaffin & S. Embretson (Eds.), Cognitive and psychometric analysis of analogical problem solving (pp. 56-91). New York: Springer-Verlag. 

Blaye, A. & Bonthoux, F. (2001). Thematic and taxonomic relations in preschoolers: The development of flexibility in categorization choices. British Journal of Developmental Psychology, 19, 395-412.

Borghi, A. & Caramelli, N. (2003). Situation bounded conceptual organization in children: from action to spatial relations. Cognitive Development, 18, 49-60.

Burgess, C., Livesay, K., & Lund, K. (1998). Explorations in context space: words, sentences, discourse. Discourse Processes, 25, 211−257.

Burgess, C. & Lund, K. (2000). The dynamics of meaning in memory. En E. Dietrich y B. Arthur (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines (pp. 117–156). Mahwah, NJ: Erlbaum.

Collins, A. & Quillian, M. (1969). Retrieval time from semantic memory.  Journal  of  Verbal  Learning  and  Verbal Behavior, 8, 240–247.

Collins, A. & Quillian, M. (1972). Experiments on semantic memory and language comprehension. En L. Gregg (Ed.), Cognition in learning and memory (117-147). NY: Wiley.

Collins, A. & Loftus, E. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407–428. 

Conrad, C. (1972). Cognitive economy in semantic memory. Journal of Experimental Psychology, 92, 149-154.

Deák, G. (2000). The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple meanings. Journal of Cognition and Development, 1, 157-192.

Durgunoglu, A. Y. (1988). Repetition, semantic priming, and stimulus quality: Implications for the interactive-compensatory reading model. JEP: L, M, and Cognition, 14, 590–603.

Farah, M. J. & McClelland, J. (1991). A computational model of semantic memory impairment: Modality specificity and emergent category specificity. JEP: Gral, 120, 339–357.

Ford, R. (2003). Task variations and attention shifts in young children’s category learning. International Journal of Behavioral Development, 27(6), 495-504.                           

García, G., Pagnotta, L., Pazgon, E., & Vivas, J. (2013). Poder de discriminación de los atributos semánticos. Mínima cantidad de descriptores requeridos para identificar conceptos.En V. Jaichenco y Y. Sevilla (Coords.), Psicolingüística en español. Bs. As.: Editorial FFyL UBA.

Gelman, S. & Davidson, N. (2013). Conceptual influences on category-based induction. Cognitive Psychology, 66, 327–353. 

Gelman, S. & Meyer, M. (2011). Child Categorization. Wiley Interdisciplinary Reviews: Cognitive Science, 2(1), 95-105. 

Glass, A. & Holyoak, K. (74). Alternative conceptions of semantic theory. Cognition, 3, 313–339. 

Graf, P. & Schacter, D. L. (1985). Implicit and explicit memory for new associations in normal and amnesic subjects. JEP: Learning, Memory, and Cognition, 11, 501-518.

Hebb, D. O. (1949). The organization of behavior. New York: Wiley.

Holyoak, K. J. & Glass, A. L. (1975). The role of contradictions and counterexamples in the rejection of false sentences. Journal of Verbal Learning and Verbal Behavior, 14, 215-239. 

Jackson, G. T. & Graesser, A. C. (2006). Aplicaciones del diálogo humano de tutoría al AutoTutor: Un sistema inteligente de tutoría. Revista Signos, 39, 31-48. 

Kawamoto, A. H., Farrar, W. T., & Kello, C. T. (1994). When two meanings are better than one: Modeling the ambiguity advantage using a recurrent distributed network.  Journal of Experimental Psychology: Human Perception and Performance, 20, 1233-1247. 

Keil, F. (1992). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press. 

Landauer, T. K. & Dumais, S. T. (1997). A solution to Plato’s problem: the latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104, 211−240.

Lucariello, J. (1998). Together Wherever We Go: The Ethnographic Child and the Developmentalist. Child Development, 69, 355-358. 

Lucariello, J., Kyratzis, A., & Nelson, K. (1992). Taxonomic Knowledge: What Kind and When? Child Development, 63, 978-998.

Luria, A. (1984). Conciencia y lenguaje. Madrid: Visor.

Mayor, R. & López, R. (1995). Relaciones Semánticas. En Anexos de la Revista de Psicología del Lenguaje. Anexo 2. Madrid: Departamento de Psicología Básica. U.C.M.

Maintenant, C., Blaye, A., & Paour, J. (2011). Semantic categorical flexibility and aging: Effect of semantic relations on maintenance and switching. Psychology and Aging, 26(2), 461-466.

Mandler, J. (2000). Perceptual and conceptual processes in infancy. Journal of Cognition and Development, 1, 3-36. 

Markman, E. (1994). Constraints on word meaning in early language acquisition. Lingua, 92, 199-227.

Mirman, D., Walker, G., & Graziano, K. (2011). A Tale of Two Semantic Systems: Taxonomic and Thematic Knowledge. En L. Carlson, C. Hoelscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the CSS (pp. 2211–2216). Austin, TX: Cognitive Science Society.

McCloskey, M. & Glucksberg, S. (1979). Decision processes in verifying category membership statements: Implications for models of semantic memory. Cognitive Psychology, 11, 1-37. 

McClelland,J.L. &Rumelhart,D.E. (1985). Distributed memory and the representation of general and specific information. Journal of Experimental Psychology: General, 114, 159-188.

McKoon, G., Ratcliff, R., & Dell, G. S. (1986). A critical evaluation of the semantic-episodic distinction. JEP: Learning, Memory, and Cognition, 12, 295-306. 

McNamara, T. P. & Holbrook, J. B. (2003). Semantic Memory and Priming. En A. F. Healy & R. W. Proctor (Eds.), Handbook of Psychology Volume 4 Experimental Psychology (pp. 447-474). New Jersey: John Wiley & Sons, Inc. 

McNamara, T. P. & Holbrook, J. B. (2003). Semantic memory and priming. En A. F. Healy & R. W. Proctor (Eds.), Experimental psychology (pp. 447-474). Vol. 4 en I. B.Weiner (Editor), Handbook of psychology. New York: Wiley. 

McRae, K. & Boisvert, S. (1988). Automatic Semantic Similarity Priming. Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 3, 558-572.

Medina Liberty, A. (1994) La construcción simbólica de la mente humana. Iztapalapa, 35, 9-20.

Meyer, D. E. (1970). On the representation and retrieval of stored semantic information. Cognitive Psychology, 1, 242–300.

Neely, J. H. (1977). Semantic priming and retrieval from lexical memory: Roles of inhibitionless spreading activation and limited-capacity attention. JEP: Gral, 106, 226-254.

Nguyen, S. & Murphy, G. (2003). An Apple Is More than Just a Fruit: Cross-Classification in Children's Concepts. Child Development, 74, 1783-1806.

Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning. Urbana: University of Illinois Press.

Peirce, C. S. (1988). El hombre, un signo. Madrid: Crítica.

Piaget, J. (1978). La representación del mundo en el niño. Madrid: Morata.

Posner, M. I. & Snyder, C. R. R. (1975). Facilitation and inhibition in the processing of signals. En P. M. Rabbitt & F. Dornic (Eds.), Attention and Performance V (p 669-682). NY: Academic Press.

Plaut, D. C. (1995). Semantic and associative priming in a distributed attractor network. Proceedings of the 17th Annual Conference of the Cognitive Science Society (pp. 37-42). Hillsdale, NJ: Lawrence Erlbaum Associates.

Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56-115.

Quillian, M. R. (1967). Word concepts: A theory and simulation of some basic semantic capabilities. Behavioral Science, 12, 410–430.

Quillian, M. R. (1968). Semantic memory. En M. Minsky (Ed.), Semantic information processing.Cambridge, MA: MIT Press.

Ratcliff, R. & McKoon, G. (1988). A retrieval theory of priming in memory. Psychological Review, 95, 385–408.

Rosch, E., Mervis, C., Gray, W., Johnson, D., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8, 382-439.

Rosenblatt, F. (1962). Principles of neurodynamics. New York: Spartan.

Rumelhart, D. E. & McClelland, J. L. (Eds.) (1986). Parallel distributed processing: Explorations in the microstructure of cognition: Vol. 1.. Cambridge, MA: MIT Press.

Schwartz, M., Kimberg, D. Walker, G., Brecher, A., Faseyitan, O., Dell, G.... Coslett, H. (2011). Neuroanatomical dissociation for taxonomic and thematic knowledge in the human brain. Proceedings of the National Academy of Sciences, 108, 8520–8524.

Siegler, R. & Shipley, C. (1995). Variation, selection, and cognitive change. En T. Simon & G. Halford (Eds.), Developing cognitive competence: New approaches to process modeling (pp. 31-76). Hillsdale, NJ: Erlbaum.

Smiley, S. & Brown, A. (1979). Conceptual preference for thematic or taxonomic relations: A nonmonotonic age trend from preschool to old age. Journal of Experimental Child Psychology, 28, 249-257.

Seidenberg, M. S. & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.

Smith, E., Shoben, E., & Rips, L. (1974). Structure and process in semantic memory: A  featural model for semantic decisions. Psychological Review, 81, 214-241.

Tulving, E. (1972). Episodic and semantic memory. En E. Tulving & W. Donaldson (Eds.), Organization of memory (pp. 381–403). New York: Academic Press.

Tulving, E. (1983). Elements of episodic memory. New York: Oxford University Press. 

Vigotsky, L. (1964). Pensamiento y lenguaje. Buenos Aires: Editorial Lautaro. 

Waxman, S. & Gelman, S. (2009). Early word-learning entails reference, not merely associations. Trends in cognitive sciences, 13(6), 258-263. 

Waxman, S. & Namy, L. (1997). Challenging the notion of a thematic preference in young children. Developmental Psychology, 33, 555-567. 

Wisniewski, E. & Bassok, M. (1999). What makes a man similar to a tie? Stimulus compatibility with comparison and integration. Cognitive Psychology, 39(3-4), 208-238. 

Warrington, E. K. & Shallice, T. (1984). Category specific semantic impairments. Brain, 107, 829-854.