This edited book focuses on concepts and their applications using the theory of conceptual spaces, one of today's most central tracks of cognitive science discourse. It features 15 papers based on topics presented at the Conceptual Spaces @ Work 2016 conference. The contributors interweave both theory and applications in their papers. Among the first mentioned are studies on metatheories, logical and systemic implications of the theory, as well as relations between concepts and language. Examples of the latter include explanatory models of paradigm shifts and evolution in science as well as dilemmas and issues of health, ethics, and education. The theory of conceptual spaces overcomes many translational issues between academic theoretization and practical applications. The paradigm is mainly associated with structural explanations, such as categorization and meronomy. However, the community has also been relating it to relations, functions, and systems. The book presents work that provides a geometric model for the representation of human conceptual knowledge that bridges the symbolic and the sub-conceptual levels of representation. The model has already proven to have a broad range of applicability beyond cognitive science and even across a number of disciplines related to concepts and representation.

Cognition, Education, and Communication Technology presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including: *the role of perceptual processes in learning; *external cognition as support for interactive learning; *the role of meta-cognition; *simulation learning environments as cognitive tools; *the role of science controversy for knowledge integration; *the use of ICT in the development of educators; and *the role of narratives in education. ICT has great potential for revolutionizing education. Large investments of resources are being made, often without a strong understanding of how ICT will or should be implemented. The expectation is that students will show immediate improvements in terms of their motivation to learn and their learning achievements, but reality is different. Progress of ICT in education requires more than just computers in the classroom. It demands an understanding of the complex processes contributing to human learning and how they interact with new technologies. This text provides theoretical perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT. The combination of results--from cognitive science and pedagogy, with more practically oriented suggestions for how ICT can be used in various forms of education--makes this book suitable for researchers and students in the cognitive and educational sciences, as well as for practitioners and planners of education.

"Cognition, Education, and Communication Technology" presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including:
*the role of perceptual processes in learning;
*external cognition as support for interactive learning;
*the role of meta-cognition;
*simulation learning environments as cognitive tools;
*the role of science controversy for knowledge integration;
*the use of ICT in the development of educators; and
*the role of narratives in education.
ICT has great potential for revolutionizing education. Large investments of resources are being made, often withouta strong understanding of how ICT will or should be implemented. The expectation is that students will show immediate improvements in terms of their motivation to learn and their learning achievements, but reality is different. Progress of ICT in education requires more than just computers in the classroom. It demands an understanding of the complex processes contributing to human learning and how they interact with new technologies. This text provides theoretical perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT.
The combination of results--from cognitive science and pedagogy, with more practically oriented suggestions for how ICT can be usedin various forms of education--makes this book suitable for researchers and students in the cognitive and educational sciences, as well as for practitioners and planners of education.

This is the second of two volumes containing papers submitted by the invited speakers to the 11th international Congress of Logic, Methodology and Philosophy of Science, held in Cracow in 1999, under the auspices of the International Union of History and Philosophy of Science, Division of Logic, Methodology and Philosophy of Science. The invited speakers are the leading researchers and accordingly the book presents the current state of the intellectual discourse in the respective fields.

This is the first of two volumes containing papers submitted by the invited speakers to the 11th International Congress of Logic, Methodology and Philosophy of Science, held in Cracow in 1999, under the auspices of the International Union of History and Philosophy of Science, Division of Logic, Methodology and Philosophy of Science. The invited speakers are the leading researchers and accordingly the book presents the current state of the intellectual discourse in the respective fields.
The papers delivered at the congress were divided into 17 sections. Thus the structure of the volume corresponds to the very schedule of the congress. Volume one contains the opening lecture by Andrzej K. WrA3blewski as well as invited papers in sections of Proof Theory, Model Theory, Recursion Theory, Axiomatic Set Theory, Logic and Computation, Logic, Language and Cognition, Methodology, Probability, Induction, and Decision Theory, Philosophy of Logic, Mathematics, and Computer Science, and Philosophy of the Physical Sciences.

Some fifteen years ago, research on generalized quantifiers was con sidered to be a branch of mathematical logic, mainly carried out by mathematicians. Since then an increasing number of linguists and philosophers have become interested in exploring the relevance of general quantifiers for natural language as shown by the bibliography compiled for this volume. To a large extent, the new research has been inspired by Jon Barwise and Robin Cooper's path-breaking article "Generalized Quantifiers and Natural Language" from 1981. A concrete sign of this development was the workshop on this topic at Lund University, May 9-11, 1985, which was organized by Robin Cooper, Elisabet Engdahl, and the present editor. All except two of the papers in this volume derive from that workshop. Jon Barwise's paper in the volume is different from the one he presented in connection with the workshop. Mats Rooth's contribution has been added because of its close relationship with the rest of the papers. The articles have been revised for publication here and the authors have commented on each other's contributions in order to integrate the collection. The organizers of the workshop gratefully acknowledge support from the Department of Linguistics, the Department of Philosophy and the Faculty of Humanities at Lund University, the Royal Swedish Academy of Sciences (through the Wallenberg Foundation), the Swedish Institute, and the Letterstedt Foundation."

This book is a selection from the articles that I have written over a period of more than twenty years. Since the focus of my research interests has shifted several times during this period, it would be difficult to identify a common theme for all the papers in the volume. Following the Swedish tradition, I therefore present this as a smorgasbord of philosophical and cognitive issues that I have worked on. To create some order, I have organized the sixteen papers into five general sections: (1) Decision theory; (2) belief revision and nonmonotonic logic; (3) induction; (4) semantics and pragmatics; and (5) cognition and evolution. Having said this, I still think that there is a common theme to my work over the years: The dynamics of thought. My academic interests have all the time dealt with aspects of how different kinds of knowledge should be represented, and, in particular, how changes in knowledge will affect thinking. Hence the title of the book."

This is the second of two volumes containing papers submitted by the invited speakers to the 11th international Congress of Logic, Methodology and Philosophy of Science, held in Cracow in 1999, under the auspices of the International Union of History and Philosophy of Science, Division of Logic, Methodology and Philosophy of Science. The invited speakers are the leading researchers and accordingly the book presents the current state of the intellectual discourse in the respective fields.
The papers delivered at the congress were divided into 17 sections. Thus the structure of the volume corresponds to the very schedule of the congress. Volume two contains the closing lecture by John Maynard Smith and the invited papers in sections of Philosophy of the Biological Sciences, Philosophy of Cognitive Science and Artificial Intelligence, Philosophy of Linguistics, Philosophy of the Social Sciences, Ethics of Science and Technology, History of Logic, Methodology, and Philosophy of Science, Philosophical Questions Raised by the History and Sociology of Science. It also contains invited papers in two special symposia: A Hundred Years of the Philosophy of Science and Cognitive Science Meets Philosophy of Science, as well as a special lecture delivered by Stanislaw Lem.
We hope that the book could be of interest to philosophers, biologists, linguists, cognitive scientists, social scientists, sociologists, as well as historians and philosophers of science.

This is the first of two volumes containing papers submitted by the invited speakers to the 11th International Congress of Logic, Methodology and Philosophy of Science, held in Cracow in 1999, under the auspices of the International Union of History and Philosophy of Science, Division of Logic, Methodology and Philosophy of Science. The invited speakers are the leading researchers and accordingly the book presents the current state of the intellectual discourse in the respective fields.
The papers delivered at the congress were divided into 17 sections. Thus the structure of the volume corresponds to the very schedule of the congress. Volume one contains the opening lecture by Andrzej K. Wroblewski as well as invited papers in sections of Proof Theory, Model Theory, Recursion Theory, Axiomatic Set Theory, Logic and Computation, Logic, Language and Cognition, Methodology, Probability, Induction, and Decision Theory, Philosophy of Logic, Mathematics, and Computer Science, and Philosophy of the Physical Sciences."

This book is a selection from the articles that I have written over a period of more than twenty years. Since the focus of my research interests has shifted several times during this period, it would be difficult to identify a common theme for all the papers in the volume. Following the Swedish tradition, I therefore present this as a smorgasbord of philosophical and cognitive issues that I have worked on. To create some order, I have organized the sixteen papers into five general sections: (1) Decision theory; (2) belief revision and nonmonotonic logic; (3) induction; (4) semantics and pragmatics; and (5) cognition and evolution. Having said this, I still think that there is a common theme to my work over the years: The dynamics of thought. My academic interests have all the time dealt with aspects of how different kinds of knowledge should be represented, and, in particular, how changes in knowledge will affect thinking. Hence the title of the book."

Belief revision is a topic of much interest in theoretical computer science and logic, and it forms a central problem in research into artificial intelligence. In simple terms: how do you update a database of knowledge in the light of new information? What if the new information is in conflict with something that was previously held to be true? An intelligent system should be able to accommodate all such cases. This book contains a collection of research articles on belief revision that are completely up to date and an introductory chapter that presents a survey of current research in the area and the fundamentals of the theory. Thus this volume will be useful as a textbook on belief revision.

Decision theory and the theory of rational choice have recently been the subjects of considerable research by philosophers and economists. However, no adequate anthology exists which can be used to introduce students to the field. This volume is designed to meet that need. The essays included are organized into five parts covering the foundations of decision theory, the conceptualization of probability and utility, pholosophical difficulties with the rules of rationality and with the assessment of probability, and causal decision theory. The editors provide an extensive introduction to the field and introductions to each part.

Some fifteen years ago, research on generalized quantifiers was con sidered to be a branch of mathematical logic, mainly carried out by mathematicians. Since then an increasing number of linguists and philosophers have become interested in exploring the relevance of general quantifiers for natural language as shown by the bibliography compiled for this volume. To a large extent, the new research has been inspired by Jon Barwise and Robin Cooper's path-breaking article "Generalized Quantifiers and Natural Language" from 1981. A concrete sign of this development was the workshop on this topic at Lund University, May 9-11, 1985, which was organized by Robin Cooper, Elisabet Engdahl, and the present editor. All except two of the papers in this volume derive from that workshop. Jon Barwise's paper in the volume is different from the one he presented in connection with the workshop. Mats Rooth's contribution has been added because of its close relationship with the rest of the papers. The articles have been revised for publication here and the authors have commented on each other's contributions in order to integrate the collection. The organizers of the workshop gratefully acknowledge support from the Department of Linguistics, the Department of Philosophy and the Faculty of Humanities at Lund University, the Royal Swedish Academy of Sciences (through the Wallenberg Foundation), the Swedish Institute, and the Letterstedt Foundation."

Der Band ist mehr als eine Aufsatzsammlung, die Beitrage sind aufeinander aufgebaut und dicht miteinander vernetzt. Zusammengenommen wird damit ein neues Paradigma der Erklarung geschaffen. Grossere Vorkenntnisse sind nicht erforderlich. Die Beitrage dieses Bandes folgen zwei miteinander zusammenhangenden Leitlinien: Zum einen handelt es sich um pragmatisch-epistemische Erklarungsmodelle und zum zweiten wird der Begriff des Verstehens als zentrales Moment von Erklarung wissenschaftstheoretisch etabliert."

This edited book focuses on concepts and their applications using the theory of conceptual spaces, one of today's most central tracks of cognitive science discourse. It features 15 papers based on topics presented at the Conceptual Spaces @ Work 2016 conference. The contributors interweave both theory and applications in their papers. Among the first mentioned are studies on metatheories, logical and systemic implications of the theory, as well as relations between concepts and language. Examples of the latter include explanatory models of paradigm shifts and evolution in science as well as dilemmas and issues of health, ethics, and education. The theory of conceptual spaces overcomes many translational issues between academic theoretization and practical applications. The paradigm is mainly associated with structural explanations, such as categorization and meronomy. However, the community has also been relating it to relations, functions, and systems. The book presents work that provides a geometric model for the representation of human conceptual knowledge that bridges the symbolic and the sub-conceptual levels of representation. The model has already proven to have a broad range of applicability beyond cognitive science and even across a number of disciplines related to concepts and representation.

Our ability to 'think' is really one of our most puzzling characteristics. What it would be like to be unable to think? What would it be like to lack self-awareness? The complexity of this activity is striking. 'Thinking' involves the interaction of a range of mental processes--attention, emotion, memory, planning, self-consciousness, free will, and language. So where did these processes arise? What evolutionary advantages were bestowed upon those with an ability to deceive, to plan, to empathize, or to understand the intention of others? In this compelling new work, Peter Gardenfors embarks on an evolutionary detective story to try and solve one of the big mysteries surrounding human existence--how has the modern human being's way of thinking come into existence. He starts by taking in turn the more basic cognitive processes, such as attention and memory, then builds upon these to explore more complex behaviors, such as self-consciousness, mindreading, and imitation. Having done this, he examines the consequences of "putting thought into the world" -i.e., using external media like cave paintings, drawings, and writing. Immensely readable and humorous, the book will be valuable for students in psychology and biology, and accessible to readers of popular science.

This volume raises provocative questions about the status of words and literature in contemporary culture. It argues that words and images are equal and that the vast number of text messages, e-mails, tweets, comments, blogs, and daily social network posts confirms textuality's central role in new media. This is especially true of writing, as old and new forms mix online and off, reconfiguring so prolifically that no single theory can explain it, let alone project its future. This volume explores multiple questions in depth: are microblogs a new literary genre? What happens when Japanese haiku crosses cultures? Is writing still an act of individuality or has it become a modern technological innovation?

This is a new edition of Gardenfors' classic text, presented to the community with a Foreword by David Makinson and an appendix containing a paper "Relations between the logic of theory change and nonmonotonic logic" by the author and David Makinson. The following describes the first edition: Knowledge in Flux presents a theory of rational changes of belief, focusing on revisions that occur when the agent receives new information that is inconsistent with the present epistemic state. It brings together, systematises and enlarges upon an already influential body of work by the author and his colleagues on the dynamics of theories and epistemic states. The problem of knowledge representation is one of the most important current research problems in philosophy, artificial intelligence, and cognitive science in general. While most of the research has been devoted to analysing the structure of epistemic states, this book is unique in describing the dynamics of knowledge and belief, and in presenting models of knowledge that focus on expansions, revisions, and contractions of epistemic states. "Knowledge in Flux is sure to be widely recognised as the most important systematic contribution to these issues yet made." David J. Israel, Senior Computer Scientist, SRI International Peter Gardenfors is a Professor in Cognitive Science at Lund University.

Within cognitive science, two approaches currently dominate the problem of modeling representations. The symbolic approach views cognition as computation involving symbolic manipulation. Connectionism, a special case of associationism, models associations using artificial neuron networks. Peter Gardenfors offers his theory of conceptual representations as a bridge between the symbolic and connectionist approaches.

Symbolic representation is particularly weak at modeling concept learning, which is paramount for understanding many cognitive phenomena. Concept learning is closely tied to the notion of similarity, which is also poorly served by the symbolic approach. Gardenfors's theory of conceptual spaces presents a framework for representing information on the conceptual level. A conceptual space is built up from geometrical structures based on a number of quality dimensions. The main applications of the theory are on the constructive side of cognitive science: as a constructive model the theory can be applied to the development of artificial systems capable of solving cognitive tasks. Gardenfors also shows how conceptual spaces can serve as an explanatory framework for a number of empirical theories, in particular those concerning concept formation, induction, and semantics. His aim is to present a coherent research program that can be used as a basis for more detailed investigations."

A novel cognitive theory of semantics that proposes that the meanings of words can be described in terms of geometric structures. In The Geometry of Meaning, Peter Gardenfors proposes a theory of semantics that bridges cognitive science and linguistics and shows how theories of cognitive processes, in particular concept formation, can be exploited in a general semantic model. He argues that our minds organize the information involved in communicative acts in a format that can be modeled in geometric or topological terms-in what he terms conceptual spaces, extending the theory he presented in an earlier book by that name. Many semantic theories consider the meanings of words as relatively stable and independent of the communicative context. Gardenfors focuses instead on how various forms of communication establish a system of meanings that becomes shared between interlocutors. He argues that these "meetings of mind" depend on the underlying geometric structures, and that these structures facilitate language learning. Turning to lexical semantics, Gardenfors argues that a unified theory of word meaning can be developed by using conceptual spaces. He shows that the meaning of different word classes can be given a cognitive grounding, and offers semantic analyses of nouns, adjectives, verbs, and prepositions. He also presents models of how the meanings of words are composed to form new meanings and of the basic semantic role of sentences. Finally, he considers the future implications of his theory for robot semantics and the Semantic Web.