The logical foundations of cognition

Description

PART I: Theoretical Orientation 1. Introduction, J. Macnamara and G.E. Reyes2. Logic and Cognition, J. Macnamara3. Logic and Psychology: Comment on ""Logic and Cognition"", H. Putnam4 Tools for the Advancement of Objective Logic: Closed Categories and Toposes. R.W. LawverePART II: Logic 5. Category Theory as a Conceptual Tool in the Study of Cognition, F. Magnan and G.E. Reyes6. Reference, Kinds and Predicates, M. La P. Reyes, J. Macnamara, and G.E. ReyesPART III: Foundational Psychology 7. Foundational Issues in the Learning of Proper Names, Count Nouns and Mass Nouns, J. Macnamara and G.E.R.  Read more... Abstract: PART I: Theoretical Orientation 1. Introduction, J. Macnamara and G.E. Reyes2. Logic and Cognition, J. Macnamara3. Logic and Psychology: Comment on ""Logic and Cognition"", H. Putnam4 Tools for the Advancement of Objective Logic: Closed Categories and Toposes. R.W. LawverePART II: Logic 5. Category Theory as a Conceptual Tool in the Study of Cognition, F. Magnan and G.E. Reyes6. Reference, Kinds and Predicates, M. La P. Reyes, J. Macnamara, and G.E. ReyesPART III: Foundational Psychology 7. Foundational Issues in the Learning of Proper Names, Count Nouns and Mass Nouns, J. Macnamara and G.E.R Content: Acknowledgments Contents Contributors I. Theoretical Orientation 1. Introduction 2. Logic and Cognition 3. Logic and Psychology: Comment on ""Logic and Cognition"" 4. Tools for the Advancement of Objective Logic: Closed Categories and Toposes II. Logic 5. Category Theory as a Conceptual Tool in the Study of Cognition 6. Reference, Kinds and Predicates III. Psychology 7. Foundational Issues in the Learning of Proper Names, Count Nouns and Mass Nouns 8. Prolegomena to a Theory of Kinds 9. How Children Learn Common Nouns and Proper Names 10. Mental Logic and How to Discover It. IV. Linguistics11. The Semantics of Syntactic Categories 12. Some Issues Involving Internal and External Semantics V. Intentionality 13. Husserl's Notion of Intentionality 14. Referential Structure of Fictional Texts 15. How Not to Draw the de re/de dicto Distinction 16. Cognitive Content and Semantics: Comment on ""How Not to Draw the de re/de dicto Distinction""