Critics argue that there are some phenomena which are better captured by symbolic models, and that connectionist models are often so complex as to have little explanatory power.
12.
For his paper on integrating rule-based and connectionist models for accounting for human everyday reasoning, he received the 1991 David Marr Award from Cognitive Science Society.
13.
Fodor defends LOTH by arguing that a connectionist model is just some realization or implementation of the classical computational theory of mind and therein necessarily employs a symbol-manipulating LOT.
14.
Another major theme in Pinker's theories is that human cognition works, in part, by combinatorial symbol-manipulation, not just associations among sensory features, as in many connectionist models.
15.
He is best known for his work on statistical learning and Parallel Distributed Processing, applying connectionist models ( or neural networks ) to explain cognitive phenomena such as spoken word recognition and visual word recognition.
16.
Other disadvantages of connectionism lie in the research methods it employs or hypothesis it tests, which has been proven inaccurate or ineffective often, taking connectionist models further from an accurate representation of how the brain functions.
17.
In this sense connectionist models may instantiate, and thereby provide evidence for, a broad theory of cognition ( i . e ., connectionism ), without representing a helpful theory of the particular process that is being modelled.
18.
In 1989 Pinker and Alan Prince published an influential critique of a connectionist model of the acquisition of the past tense ( a textbook problem in language acquisition ), followed by a series of studies of how people use and acquire the past tense.
19.
This is logically possible, as it is well known that connectionist models can implement symbol-manipulation systems of the kind used in computationalist models, as indeed they must be able if they are to explain the human ability to perform symbol-manipulation tasks.
20.
In particular, his work with Alan Prince published in 1989 critiqued the connectionist model of how children acquire the past tense of English verbs, arguing instead that children use default rules such as adding "-ed " to make regular forms, sometimes in error, but are obliged to learn irregular forms one by one.
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