, modeling, time. Long Abstract The heart of the dominant computational approach in cognitive science is the hypothesis that cognitive agents are digital computers; the heart of the alternative dynamical approach is the hypothesis that cognitive agents are dynamical systems. This target article attempts

Cognitive science is the interdisciplinary investigation of mind and intelligence, embracing psychology, neuroscience, anthropology, artificial intelligence, and philosophy. There are many important philosophical questions related to this

This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. This paper briefly introduces radical embodied cognitive science (RECS

The MIT Encyclopedia of the Cognitive Sciences (MITECS) is the first encyclopedia in cognitive sciences—a web-navigable resource with invaluable information and several hundred links to related resources. The material provided therein is thorough and very clearly presented by the leading scientists

If cognitive science does not exist then it is necessary to invent it. That slogan accommodates any reasonable attitude about the subject. One attitude-an optimistic one-is that cognitive science already exists and is alive and flourishing in academe: we have all in our different ways been doing

The recent interest in Dynamical Systems Theory (DST) is part of a growing tendency within cogni-tive science to replace the structure-sensitive pro-cessing of representations by associative processes of a neurophysiological kind. More specifically, neurodynamical work on categorization can be lo

Spanning seven orders of magnitude: a challenge for

rather than the representational content of its constituent states or the underlying physical mechanisms that instantiate the dynamics. In some work, this dynamical viewpoint is augmented with a situated and embodied perspective on cognition, forming a promising unified theoretical framework

A framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage in which the domain knowledge is directly embodied in procedures for performing

analysis have already experienced the same difficulties and come up with a solution in the kappa statistic. We discuss what is wrong with reliability measures as they are currently used for discourse and dialogue work in computational linguistics and cognitive science, and argue that we would be better off