Sensory substitution and augmentation devices are built to try to replace or enhance one sense by using another sense. For example, in tactile-vision, stimulation of the skin driven by input to a camera is used to replace the ordinary sense of vision that uses our eyes. The feelSpace belt aims to give people a magnetic sense of direction using vibrotactile stimulation driven by a digital compass. Fiona Macpherson brings together researchers -neuroscientists, psychologists and philosophers -who are developing these technologies, studying the minds and behaviour of subjects who use them. Sensory Substitution and Augmentation has three specific aims. The first is to present the latest empirical research on sensory substitution and augmentation. Second, philosophers and scientists who adopt a very different approach comment on the empirical work. Their commentaries are often critical of the assumptions of the work, but often they make and call for clarifications, suggest extensions to the work, or comment on features of the application of the work that the original authors do not. This is one reason why Sensory Substitution and Augmentation is more than simply a collection of papers on the same topic. Finally, philosophers look at the nature of sensory substitution and augmentation, tackling issues such as the nature and limitations of sensory substitution, the nature of the sensory experiences, theories of perception, and the potential for these devices to help those people with disabilities, in part due to future amendments of the devices that are suggested. Throughout, there is a particular focus on the nature of the perceptual experiences, the sensory interactions, and the changes that take place in the mind and brain over time that occur while using and training to use these technologies.

Combing cutting edge science and educational philosophy, The Wisdom of the Body offers practical, effective advice for anyone interested in how humans learn and think. With compelling arguments in favor of an embodied approach to school, Shonstrom illuminates the power of learning through physical, sensory experiences, and challenges traditional approaches in education by offering dynamic, ground-breaking examples of how an embodied pedagogy could revolutionize learning.

Dwyer's book is unique and distinctive as it presents and discusses a modern conceptualization of critical thinking - one that is commensurate with the exponential increase in the annual output of knowledge. The abilities of navigating new knowledge outputs, engaging in enquiry and constructively solving problems are not only important in academic contexts, but are also essential life skills. Specifically, the book provides a modern, detailed, accessible and integrative model of critical thinking that accounts for critical thinking sub-skills and real-world applications; and is commensurate with the standards of twenty-first-century knowledge. The book provides both opportunities to learn and apply these skills through a series of exercises, as well as guidelines on how critical thinking can be developed and practised, in light of existing psychological research, which can be used to enhance the experience of critical thinking training and facilitate gains in critical thinking ability.

Experts from a range of disciplines explore how humans and artificial agents can quickly learn completely new tasks through natural interactions with each other. Humans are not limited to a fixed set of innate or preprogrammed tasks. We learn quickly through language and other forms of natural interaction, and we improve our performance and teach others what we have learned. Understanding the mechanisms that underlie the acquisition of new tasks through natural interaction is an ongoing challenge. Advances in artificial intelligence, cognitive science, and robotics are leading us to future systems with human-like capabilities. A huge gap exists, however, between the highly specialized niche capabilities of current machine learning systems and the generality, flexibility, and in situ robustness of human instruction and learning. Drawing on expertise from multiple disciplines, this Strungmann Forum Report explores how humans and artificial agents can quickly learn completely new tasks through natural interactions with each other. The contributors consider functional knowledge requirements, the ontology of interactive task learning, and the representation of task knowledge at multiple levels of abstraction. They explore natural forms of interactions among humans as well as the use of interaction to teach robots and software agents new tasks in complex, dynamic environments. They discuss research challenges and opportunities, including ethical considerations, and make proposals to further understanding of interactive task learning and create new capabilities in assistive robotics, healthcare, education, training, and gaming. Contributors Tony Belpaeme, Katrien Beuls, Maya Cakmak, Joyce Y. Chai, Franklin Chang, Ropafadzo Denga, Marc Destefano, Mark d'Inverno, Kenneth D. Forbus, Simon Garrod, Kevin A. Gluck, Wayne D. Gray, James Kirk, Kenneth R. Koedinger, Parisa Kordjamshidi, John E. Laird, Christian Lebiere, Stephen C. Levinson, Elena Lieven, John K. Lindstedt, Aaron Mininger, Tom Mitchell, Shiwali Mohan, Ana Paiva, Katerina Pastra, Peter Pirolli, Roussell Rahman, Charles Rich, Katharina J. Rohlfing, Paul S. Rosenbloom, Nele Russwinkel, Dario D. Salvucci, Matthew-Donald D. Sangster, Matthias Scheutz, Julie A. Shah, Candace L. Sidner, Catherine Sibert, Michael Spranger, Luc Steels, Suzanne Stevenson, Terrence C. Stewart, Arthur Still, Andrea Stocco, Niels Taatgen, Andrea L. Thomaz, J. Gregory Trafton, Han L. J. van der Maas, Paul Van Eecke, Kurt VanLehn, Anna-Lisa Vollmer, Janet Wiles, Robert E. Wray III, Matthew Yee-King

To speak of 'thinking with literature' is to make the assumption that literature (in the broadest sense) is neither a side-show nor a side-issue in human cultures: it belongs to the spectrum of imaginative modes that includes both philosophical and scientific thought. Whether one regards it as a practice or as an archive, literature is highly pervasive, robust, enduring, and pregnant with values. Thinking with Literature argues that what it affords above all is a way of thinking, whether for writer, reader, or critic. Literature constitutes one of the prime instruments of cultural improvisation; it is the embodiment of a powerful, inventive, and ever-changing cognitive agency. As such, it invites a cognitive mode of criticism, one which asserts the priority of the individual literary work as a unique product of human cognition. In this book, discussions of topics, arguments, and hypotheses from the cognitive sciences, philosophy, and the theory of communication are woven into the fabric of a critical analysis which insists on the value of close reading: a poem by Yeats, a scene from Shakespeare, novels by Mme de Lafayette, Conrad, Frantzen, stories from Winnie-the-Pooh, and many others appear here on their own terms, with their own cognitive energies. Written in an accessible style, Thinking with Literature speaks both to mainstream readers of literature and to specialists in cognitive studies.

This book explores new developments in the dialogues between science and theatre and offers an introduction to a fast-expanding area of research and practice.The cognitive revolution in the humanities is creating new insights into the audience experience, performance processes and training. Scientists are collaborating with artists to investigate how our brains and bodies engage with performance to create new understanding of perception, emotion, imagination and empathy. Divided into four parts, each introduced by an expert editorial from leading researchers in the field, this edited volume offers readers an understanding of some of the main areas of collaboration and research: 1. Dances with Science 2. Touching Texts and Embodied Performance 3. The Multimodal Actor 4. Affecting Audiences Throughout its history theatre has provided exciting and accessible stagings of science, while contemporary practitioners are increasingly working with scientific and medical material. As Honour Bayes reported in the Guardian in 2011, the relationships between theatre, science and performance are 'exciting, explosive and unexpected'. Affective Performance and Cognitive Science charts new directions in the relations between disciplines, exploring how science and theatre can impact upon each other with reference to training, drama texts, performance and spectatorship. The book assesses the current state of play in this interdisciplinary field, facilitating cross disciplinary exchange and preparing the way for future studies.

This book provides state-of-the-art coverage of research in laboratory phonology, an interdisciplinary research perspective which brings a wide range of experimental and analytic tools to bear on the central questions of how knowledge of spoken language is structured, learned, and used. The book presents works illustrating how laboratory phonology is practiced and highlights promising areas of current research.
Contributions address how laboratory phonology approaches and methodologies have provided insight into human speech and sound structure. Part one introduces the history, nature, and aims of laboratory phonology. The remaining four parts cover central issues in research done within this perspective, as well as methodological resources used for investigating these issues. This Handbook, the first specifically dedicated to the laboratory phonology approach, builds on the foundation of knowledge amassed in linguistics, speech research and allied disciplines. With the varied interdisciplinary contributions collected, the handbook showcases work in this vibrant field.

The 2011 volume of "The Year in Cognitive Neuroscience" presents leading scientists current thinking on topics including: challenges and opportunities in social neuroscience; the neurobiological basis of seeing words; bayesian models of uncertainty, behavior, and the brain; behavioral and neural evidence for the porous boundaries between explicit and implicit memory;perception of auditory signals; human category learning 2.0; animal emotion; and the human connectome.

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In this important and original book, eminent scholar Barbara Herrnstein Smith describes, assesses, and reflects upon a set of contemporary intellectual projects involving science, religion, and human cognition. One, which Smith calls "the New Naturalism," is the effort to explain religion on the basis of cognitive science. Another, which she calls "the New Natural Theology," is the attempt to reconcile natural-scientific accounts of the world with traditional religious belief. These two projects, she suggests, are in many ways mirror images--or "natural reflections"--of each other. Examining these and related efforts from the perspective of a constructivist-pragmatist epistemology, Smith argues that crucial aspects of belief--religious and other--that remain elusive or invisible under dominant rationalist and computational models are illuminated by views of human cognition that stress its dynamic, embodied, and interactive features. She also demonstrates how constructivist understandings of the formation and stabilization of knowledge--scientific and other--alert us to similarities in the springs of science and religion that are elsewhere seen largely in terms of difference and contrast. In "Natural Reflections, "Smith develops a sophisticated approach to issues often framed only polemically. Recognizing science and religion as complex, distinct domains of human practice, she also insists on their significant historical connections and cognitive continuities and offers important new modes of engagement with each of them.

This book fills a long standing need for a basic introduction to Cognitive Grammar that is current, authoritative, comprehensive, and approachable. It presents a synthesis that draws together and refines the descriptive and theoretical notions developed in this framework over the course of three decades. In a unified manner, it accommodates both the conceptual and the social-interactive basis of linguistic structure, as well as the need for both functional explanation and explicit structural description. Starting with the fundamentals, essential aspects of the theory are systematically laid out with concrete illustrations and careful discussion of their rationale. Among the topics surveyed are conceptual semantics, grammatical classes, grammatical constructions, the lexicon-grammar continuum characterized as assemblies of symbolic structures (form-meaning pairings), and the usage-based account of productivity, restrictions, and well-formedness. The theory's central claim - that grammar is inherently meaningful - is thereby shown to be viable. The framework is further elucidated through application to nominal structure, clause structure, and complex sentences. These are examined in broad perspective, with exemplification from English and numerous other languages. In line with the theory's general principles, they are discussed not only in terms of their structural characterization, but also their conceptual value and functional motivation. Other matters explored include discourse, the temporal dimension of language structure, and what grammar reveals about cognitive processes and the construction of our mental world.

I-Language introduces the uninitiated to linguistics as cognitive science. In an engaging, down-to-earth style Daniela Isac and Charles Reiss give a crystal-clear demonstration of the application of the scientific method in linguistic theory. Their presentation of the research program inspired by Noam Chomsky shows how the focus of theory and research in linguistics shifted from treating language as a disembodied, human-external entity to cognitive biolinguistics - the study of language as a human cognitive system embedded within the mind/brain of each individual. The recurring theme of equivalence classes in linguistic computation ties together the presentation of material from phonology, morphology, syntax, and semantics. The same theme is used to help students understand the place of linguistics in the broader context of the cognitive sciences, by drawing on examples from vision, audition and even animal cognition. This textbook is unique in its integration of empirical issues of linguistic analysis, engagement with philosophical questions that arise in the study of language, and treatment of the history of the field. Topics ranging from allophony to reduplication, ergativity, and negative polarity are invoked to show the implications of findings in cognitive biolinguistics for philosophical issues like reference, the mind-body problem, and nature-nurture debates. The well-tested material in the book is appropriate for a variety of audiences, from large introductory courses in linguistics to graduate seminars in cognitive science or philosophy of mind. It contains numerous exercises and guides for further reading as well as ideas for student projects. A companion website with guidance for instructors and answers to the exercises features a series of pdf slide presentations to accompany the teaching of each topic. This fully revised and updated second edition includes additional exercises and expanded discussions on topics such as language and culture, philosophy, and rationalist explorations of language and mind.

How can we account for the sudden appearance of such dazzling artists and scientists as Mozart, Shakespeare, Darwin, or Einstein? How can we define such genius? What conditions or personality traits seem to produce exceptionally creative people? Is the association between genius and madness really just a myth? These and many other questions are brilliantly illuminated in The Origins of Genius. Dean Simonton convincingly argues that creativity can best be understood as a Darwinian process of variation and selection. The artist or scientist generates a wealth of ideas, and then subjects these ideas to aesthetic or scientific judgment, selecting only those that have the best chance to survive and reproduce. Indeed, the true test of genius is the ability to bequeath an impressive and influential body of work to future generations. Simonton draws on the latest research into creativity and explores such topics as the personality type of the genius, whether genius is genetic or produced by environment and education, the links between genius and mental illness (Darwin himself was emotionally and mentally unwell), the high incidence of childhood trauma, especially loss of a parent, amongst Nobel Prize winners, the importance of unconscious incubation in creative problem-solving, and much more. Simonton substantiates his theory by examining and quoting from the work of such eminent figures as Henri Poincare, W. H. Auden, Albert Einstein, Marie Curie, Charles Darwin, Niels Bohr, and many others. For anyone intrigued by the spectacular feats of the human mind, The Origins of Genius offers a revolutionary new way of understanding the very nature of creativity.

How are we to understand the actor's work as a fully embodied process? 'Embodied cognition' is a branch of contemporary philosophy which attempts to frame human understanding as a fully embodied interaction with the environment. Engaging with ideas of contemporary significance from neuroscience, psychology, linguistics, and philosophy, Why Do Actors Train? challenges outmoded mind/body dualistic notions that permeate common conceptions of how actors work. Theories of embodiment are drawn up to shed important light on the ways and reasons actors do what they do. Through detailed, step-by-step analyses of specific actor-training exercises, the author examines the tools that actors use to perform roles. This book provides theatre practitioners with a new lens to re-examine their craft, offering a framework to understand the art form as one that is fundamentally grounded in embodied experience.

Executive functions develop during the first years of life and determine future learning and personal development. Executive dysfunction is related to various neurodevelopmental disorders, so its study is of great interest for intervention in children with neurotypical development and in those who have suffered a neurodevelopmental disorder. The Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention offers updated research on executive functions and their implication in psychoeducational intervention. It establishes a multidisciplinary context to discuss both intervention experience and research results in different areas of knowledge. Covering topics such as childhood inhibitory processing, mindfulness interventions, and language development, this major reference work is an excellent resource for psychologists, medical professionals, researchers, academicians, educators, and students.

Toward a Holistic Intelligence: Life on the Other Side of the Digital Barrier is a critical examination of how the Internet, our current digital age, and people's continuous use of digital devices is adversely affecting their thought processes, working memories, attention spans, and overall level of intelligence. In doing so, it explores how a larger intelligence based primarily on direct insight and creative absorption, qualities which are integrally part of people's emotive and sensorial lives, might allow for a clearer exploration of their world and themselves at a time in which our cognitive lives are being so thoroughly abrogated by the Internet and its resultant technologies.

This Book is comprised of solutions for the treatment of cognitive diseases with Bionics or Bioinspired Algorithms using future technologies such as artificial intelligence, machine learning, Internet of Things (IoT), data science, and more. Studying the behavior of nature and providing the medical engineering solutions would not only be unique but would result in substantial contribution in solution of so many cognitive disease problems which are not detected correctly in initial stages. This publication would be a breakthrough in the field of medical science, especially in the field of cognitive diseases by providing solutions in the form of algorithms and devices that could be useful for the brain disease patient for early detection. This book is essential for various medical research centers, engineering institutions across the world, medical colleges, biomedical research centers, and electronics and communication research centers.

Toward a Holistic Intelligence: Life on the Other Side of the Digital Barrier is a critical examination of how the Internet, our current digital age, and people's continuous use of digital devices is adversely affecting their thought processes, working memories, attention spans, and overall level of intelligence. In doing so, it explores how a larger intelligence based primarily on direct insight and creative absorption, qualities which are integrally part of people's emotive and sensorial lives, might allow for a clearer exploration of their world and themselves at a time in which our cognitive lives are being so thoroughly abrogated by the Internet and its resultant technologies.

One of the most exciting theories to emerge from cognitive science research over the past few decades has been Douglas Hofstadter's notion of "strange loops," from Goedel, Escher, Bach (1979). Hofstadter is also an active literary translator who has written about translation, perhaps most notably in his 1997 book Le Ton Beau de Marot, where he draws on his cognitive science research. And yet he has never considered the possibility that translation might itself be a strange loop. In this book Douglas Robinson puts Hofstadter's strange-loops theory into dialogue with a series of definitive theories of translation, in the process showing just how cognitively and affectively complex an activity translation actually is.

National panics about crime, immigrants, police, and societal degradation have been pervasive in the United States of the 21st century. Many of these fears begin as mere phantom fears, but are systematically amplified by social media, news media, bad actors and even well-intentioned activists. There are numerous challenges facing the U.S., but Americans must sort through which fears are legitimate threats and which are amplified exaggerations. This book examines the role of fear in national panics and addresses why many Americans believe the country is in horrible shape and will continue to deteriorate (despite contradictory evidence). Political polarization, racism, sexism, economic inequality, and other social issues are examined. Combining media literacy, folklore, investigative journalism, psychology, neuroscience, and critical thinking approaches, this book reveals the powerful role that fear plays in clouding perceptions about the U.S. It not only records the repercussions of this toxic phenomenon, but also offers evidence-based solutions.

Essentials of Cognitive Neuroscience introduces and explicates key principles and concepts in cognitive neuroscience in such a way that the reader will be equipped to critically evaluate the ever-growing body of findings that the field is generating. For some students this knowledge will be needed for subsequent formal study, and for all readers it will be needed to evaluate and interpret reports about cognitive neuroscience research that make their way daily into the news media and popular culture. The book seeks to do so in a style that will give the student a sense of what it's like to be a cognitive neuroscientist: when confronted with a problem, how does one proceed? How does one read and interpret research that's outside of one's sub-area of specialization? How do two scientists advancing mutually incompatible models interrelate? Most importantly, what does it feel like to partake in the wonder and excitement of this most dynamic and fundamental of sciences?

In psychology, cognitive load refers to the used amount of working memory resources. This book contains four chapters that each provide a unique perspective on the theory of cognitive load. Chapter One describes the use of multi-media software packages in an educational context and the impact of multi-modal teaching methods on cognitive load. Chapter Two presents the results of a study that sought to determine whether the inverse method is better than the balance method for learning to solve linear equations with a negative pronumeral within the framework of cognitive load theory. Chapter Three discusses how teaching writing skills could benefit from considering cognitive load effects and techniques with clear cognitive load implications when designing pedagogical practices. Chapter Four introduces human cognitive architecture as the basis of cognitive load theory and summarizes the cognitive load effects that apply in teaching mathematics.

The aim of the volume is to show in which sense the study of culture, literature and the arts can contribute to a better understanding of human cognition. The collection of essays is questioning whether culture is exclusively human and discusses evolutionary substrates of narrative and the interfaces between culture, stories and cognition. The contributions examine the cognitive strengths and weaknesses of literary reading and analyse other techniques of sense-making in the arts through imagined dialogues and the experience of ambiguity. The final contributions are dealing with musical cognition, the relation between music, aesthetics and cognition.